牛津 7B Unit5
Welcome to the unit
一、內(nèi)容簡(jiǎn)介：
本課選自《牛津英語(yǔ)》b unit5 welcome to the unit。這一單元的主要內(nèi)容是學(xué)習(xí)怎樣幫助別人的一些說(shuō)法.教材以圖片的形式呈現(xiàn)出課文的內(nèi)容，如plant trees，clean up the park，visit the home for the elderly等等。其中elderly\collect\ability\為新詞。
考慮到本校學(xué)生的能力和所授知識(shí)的完整性，我對(duì)教材內(nèi)容做了適當(dāng)?shù)难a(bǔ)充；在學(xué)習(xí)課本知識(shí)外另外再加入一篇有關(guān)幫助別人的文章，從而來(lái)擴(kuò)充學(xué)生的閱讀量。
二、目標(biāo)：
1、知識(shí)目標(biāo):
（1）理解、掌握本課中的新詞：elderly\collect\ability\.要求能聽(tīng)懂，會(huì)說(shuō)，會(huì)認(rèn)讀。
（2）掌握本課中的詞組: visit the home for the elderly, help the old man cross the road，give a seat to the old man，clean up the park，plant trees，collect things for the hope project，members of the helping hands club.
2、技能目標(biāo)：能聽(tīng)懂并運(yùn)用句型what can you do in the park/in the school/on the bus/on the road…
3、情感目標(biāo)：讓學(xué)生在有趣的活動(dòng)中體會(huì)課堂教學(xué)的樂(lè)趣，使學(xué)生愿學(xué)、愛(ài)學(xué)、樂(lè)學(xué)、積極地學(xué)。
三、教學(xué)重點(diǎn)：認(rèn)讀新詞；理解、運(yùn)用新句型及其回答；發(fā)言時(shí)發(fā)音正確，語(yǔ)音語(yǔ)調(diào)準(zhǔn)確、流利、有感情。
四、教學(xué)難點(diǎn)：
1、單詞elderly\collect\ability的識(shí)記。
2、句型what can you do in the park/in the school/on the bus/on the road…?的靈活運(yùn)用及回答。
五、 教學(xué)設(shè)計(jì)思路：
初中八年級(jí)的英語(yǔ)教學(xué)在基本單詞、短語(yǔ)掌握的基礎(chǔ)上，更應(yīng)注重的學(xué)生閱讀能力。所以我除了將教學(xué)環(huán)節(jié)設(shè)計(jì)成為活動(dòng)以外，還找了一篇與課文有關(guān)的閱讀文章來(lái)訓(xùn)練。這樣，既讓學(xué)生們?cè)诳鞓?lè)的活動(dòng)中理解語(yǔ)言、運(yùn)用語(yǔ)言、習(xí)得語(yǔ)言，同時(shí)可以增加學(xué)生的閱讀量，從而提高學(xué)生的閱讀水平。
六、教學(xué)設(shè)計(jì)過(guò)程：
（一）、greeting：
1.t:how times flies! two months has passed. our summer holiday is over. now we come back to school again. welcome to the school! did you have a good time in your summer holiday?
ss: yes.
（二）、presentation:
1.t: what did you do in your summer holiday?
s1: I did my homework.
t: what did you do in your summer holiday?
s2: I watched TV.
3t: what did you do in your summer holiday?
s3: I went to shanghai.
t: what about you?
s4: I swam in the river and saw some films.
t: what did you do in your summer holiday?
s5: I played computer games.
3.t:did you help others in your summer holiday?
s1:yes.
t: what did you do to help others?
s1: I helped mother cook.
t: did you help others in your summer holiday?
s1:yes.
s2: I helped my mother clean the house.
t: did you help others in your summer holiday?
s1:yes.
s3: I helped my little brother with the lessons.
（三）、looking at some pictures then discuss how to help others:
1.t:what can you do on the road to help others?
s1: I can help the old man cross the road.
T :what can you do on the road to help others?
s2: I can visit the home for the elderly.
2.t:what can you do on the bus to help others?
s1:I can give a seat to the old man .
t: what can you do on the bus to help others?
s2:I can help the old man go upstairs.
t: what can you do on the bus to help others?
s3:I can give a seat to the woman with a baby.
3.t:what can you do in the park to help others?
s1:I can clean up the park .
t: what can you do in the park to help others?
s2:I can plant trees. .
4.t:what can you do in the school to help others?
s1:I can pick up rubbish.
.t: what can you do in the school to help others?
s2:I can clean the school.
t: what can you do in the school to help others?
s3:I can help teachers clean the bikes.
t: what can you do in the school to help others if they want to go to school but they don’t have much monkey?
s1:I can collect things for the hope project.
5.t: you are great! i think you can be members of the helping hands club.
6. ss: according to the pictures ,ask and answer in pairs:
s1: what can you do on the bus//in the park// in the school// on the road to help others?
s2: I can …
6.ss:ask some pairs to act it out.
（四）、extending:
1.t: different people have different abilities. they can do different things to help others .I hope everyone of you can help others when they are in trouble. please show love to others.
2.ss: read a text about how to help others.
（五）、homework：
read and recite the useful expressions.
(六)、板書(shū)設(shè)計(jì)：
what can you do in the park/in the school/on the bus/on the road…?
I can…
help the old man cross the road
visit the home for the elderly
give a seat to the old man
help the old man go upstairs
give a seat to the woman with a baby
clean up the park
plant trees
pick up rubbish
collect things for the hope project
members of the helping hands club
show love to others
ability---abilities
（七）、教學(xué)后記：
本課的知識(shí)點(diǎn)不多，課堂上通過(guò)圖片導(dǎo)入、小組操練等形式，學(xué)生對(duì)本課的單詞、短語(yǔ)及基本句型有了比較深刻的印象。最后通過(guò)一篇閱讀文章，使學(xué)生在掌握本課重點(diǎn)、難點(diǎn)的基礎(chǔ)上進(jìn)行拓展，增加學(xué)生的閱讀量。
牛津 7B Unit5 教案
Title：Unit 5 Can & Could
Teaching Objective: To recognize and understand how to use ‘can’ and ‘could’ to express ability in the present and past.
Teaching Procedure:
Warm Up:
Please take out the preview paper and let’s check it out.
Step 1. Please translate the phrases into Chinese.
1. row a boat
2. play a kike
3. play tennis
4. fly a kite
5. speak Japanese
6. play the piano
7. sing English songs
8. ride a horse
Step 2. Please answer the questions.
1. Can you speak Japanese?
2. Can you play basketball?
3. Can you sing English songs?
4. Can you play the piano?
5. Can you fly a kite?
6. Can you ride a horse?
7. Can you run fast?
8. Can you cook?
Step 3.Please read out the reports about the sports your classmates couldn’t do last year but can do this year.
Presentation:
Step 1.We have learn ‘can’ before and know how to use it to express abilities. Well, let’s review the sentence styles in which ‘can’ is used.
陳述句：sb./sth.+can+do
e.g. He can dance.
Millie can swim.
We can sing English songs.
否定句：sb./sth.+cannot/can’t +do
e.g. He cannot/can’t dance.
Millie cannot/can’t swim.
We cannot/can’t sing English songs.
一般疑問(wèn)句：Can sb./sth. do?
e.g. Can he dance?---Yes, he can./No, he cannot/can’t.
Can Millie swim?---Yes, she can./No, she cannot/can’t.
Can we sing English songs?---Yes, we can./No, we cannot/can’t.
Step 2. Now, we know how to use can to express abilities now, but how to express abilities in the past. Generally speaking, we just change ‘can’ into ‘could’.
Tip: can-could, cannot/can’t-couldn’t/could not
e.g. He could dance.
We couldn’t /could not sing English songs.
Could Millie swim?---Yes, she could./No, she couldn’t.
Step 3. We have know how to use both ‘can’ and ‘could’ now. Let’s finish the work on the book. And then let’s check it out.
Step 4. Do and check out the review paper.
Assignments:
1. Finish the preview paper.
2. Review what have been learned.
牛津 7B Unit5 教案
Title: Unit 5 Integrated skills (2) & Speak up
Teaching Objective:
To develop fluency in using ‘can’ to exchange information about what people are able to do
To find out and give information about abilities
To transfer the conversation model to personal situations
Teaching Procedure:
Warm Up:
A. Listening
a. Tapescript
Suzy is good at music. She can play the piano well. She may get a prize in the next music competition.
In Sports, she has done well in volleyball this term. She practices hard every Monday and Tuesday after school. She can jump high now. I think shi can get into the school tem next year.
Suzy is a clever girl. She is cheerful and has many friends. She can also organize class activities well.
b. Listen to the tape for 3 times and finish the Notes.
c. Check the answer
d. Fill the blanks in P83 and check
e. L.P. 1. organize class activities
2. have a good grade in …
3. get into the school team
B. Speak out
a. Listen to the tape
b. Several pairs of students to act out
c. L.P. 1. I can’t dance at all
2. be difficult for sb.
3. No problem.
Assignments:
Do the exercise and recite the words and phrases
教案 7B unit5 Reading and vocabulay
the fourth period
Aims: 1 Revise some phrases of Reading.
2 Learn some adjs about characters & their opposites.
Type of lessons: Revision and new
Teaching ways: in pairs /groups of four
Teaching tools: A computer
Teaching keys: phrases and adjs
Teaching steps:
Step1: Guide to the new lesson. Show the aims of this lesson.
Revise the text of reading (describe the story)
Revise some phrases (while loking at some pictures)
Step2 Revision (further revise)
Revise some phases in sentences.
Step3 Presentations
Present some pictures
1 Let students describe his characters
2 Talk about their opposites (one by one)
Q:1 what is he like?
2 What’s the opposites of it?
Step4 Drills(matches)
After the students are familiar with the adjs, let them do it.
Step5 Text (Fill in the blanks)
1 Show students the text and give them the clear requests
2 Check their answers. (let two students write answers on the blackboard)
3 Praise and encourage students
Step6 Widen the eyes
Help students to use the languages
1 Ask students to talk freely with adjs in sentences.
2 Help them correct the wrong sentences(said by students).
Step7 Homework
Revise the adjs and some phrases.
helpful slow
careful unhappy
brave unkind
polite careless
quick unhelpful
happy afraid
kind ungrateful
grateful inpolite/rude
Handwriting on the blackboard:
Thoughts of myself after teaching:
Steps are clear. The teacher helps students to learn new knowledge. The lesson makes students interested. Different activities are necessary in revisions and presentations.They help students develop listening and speaking abilities.It can get a good result.
7B Unit 5 Main task
Teaching aim:
1.To adapt language to write descriptions for a specific purpose and audience
2.To practice writing formal letters
3.To use persuasive language
4.To select descriptive and relevant information to suit an audience
Teaching Model: New
Teaching Tools: computer(PPT)
Important and difficult points: How to write a recommendation letter.
Teaching procedures:
A An award for Daniel(20’)
1.Remind students of the newspaper article in the reading section about a brave young person.
2.Elicit ideas from students about people who deserve a recommendation. Make them aware that these may be young people just like themselves.
3.Help students brainstorm as many ideas as possible for choose a person they wish to write about. Write the suggestions on the board
4.Ask: What he/she did?
When he/she did it?
Include: people you admire
people who influences you
the most important person in your life
their parents, grandparents or family friends
5.Ask them to explain why they chose the person. This planning stage is very important.
6.Ask them to plan the things they want to say about their chosen person as outlined in PartB1.
7.When you are satisfied that students have collect plenty of useful ideas, ask students to look at PartA on Page85 again and to do the task as set out.
8.Review the layout of the letter. Explain the different parts of a formal letter as listed in the box. Check answers.
Some phrases: get information from, look after, lose one’s way to, play with, hear from, look forward to, stay with, be kind
9.Read the letter to the class.
B writing a recommendation letter(15’)
1.Sample writing
2.It is important that they check spelling, sentence construction and layout. Encourage them to help each other.
Emphasize the process of writing: drafting, editing and final written presentation.
3.Get Ss to write a recommendation letter.
4.Choose some letters written by students to Ss. Then check their letters.
Homework: Get Ss to write their recommendation letter in their exercises.
Bb Design: (Look at PPT)
教學(xué)后記：由于學(xué)生在Vocabulary部分接觸過(guò)推薦信的正文部分，我也有意識(shí)的提了一下，為學(xué)生在這兒的學(xué)生打了點(diǎn)基礎(chǔ)，同時(shí)由于文章內(nèi)容和學(xué)生要寫(xiě)的都是發(fā)生在學(xué)生身邊的事，學(xué)生較容易接受，教學(xué)過(guò)程較順利，效果好。
7B Unit 5 Abilities
Speak up & Study skills
Teaching aims: 1. Learn to write a profile.
2. Learn to talk about what you can and cannot do.
Teaching Model: New
Teaching Tools: Tape, computer(PPT)
Important and difficult points: Teach students how to use Sandy and Millie’s conversation to make a similar dialogue, especially the use of model verbs “can/can’t”.
Step1 Revision (8’)
1 Translate some phrases.
2 Do T/F exercises according to Suzy’s report card
3 Ask and answer questions according to the passage
Step 2 Speaking ( Part B )(18’)
1. Make simple dialogue according to the picture in PPT.
2 (1) Listen and answer
Can Millie dance ?
What about Sandy ?
What can Sandy do ?
(2) Listen and read
(3) Read in pairs
(4) Make similar dialogues and act out their own dialogues .
Step3 Learn how to make a learning record .(15’)
1. Have a discussion about what students learned in this unit.
Eg: What did you study ? How to improve it ? Can you do it now ?etc.
2. Explain the context of this section and the need to keep learning records .
3. Ask students to look at the headings in the sample record in Part A . Elicit comments from students about the sample record .
4. Ask students to use the chart to make their own learning record .
5. Encourage students to make comments about how they feel or felt about the different tasks .
Homework: Try to remember the phrases and the dialogue in Speak up.
Bb design:( Look at PPT)
教學(xué)后記：本節(jié)課要順利完成任務(wù)，必須控制好一開(kāi)始的復(fù)習(xí)時(shí)間，以便讓學(xué)生有充足的時(shí)間操練Speak up 的對(duì)話。在上Speak up 時(shí)我給出的是由淺到深的操練句型，所以學(xué)生學(xué)起來(lái)感覺(jué)還好，但是在教Study skills時(shí)由于學(xué)生平時(shí)對(duì)自己的學(xué)習(xí)很少作這樣的反思，學(xué)生一開(kāi)始對(duì)此不太感興趣，隨著學(xué)習(xí)的深入，學(xué)生的態(tài)度有所改變，教學(xué)效果較好。
教案 7B unit5 Grammar 1
the fifth period
Aims: 1 Learn “can/could” to show one’s abilities.
2 Learn “can/could” to show possibilities.
3 Learn to change sentences with “can/ could” &“can’t /couldn’t”
Type of lessons: New
Teaching tools: A computer
Teaching ways: in pairs /groups of four
Teaching keys: Tense & sentence changes
Teaching steps:
Step1 Show aims and functions.
Tell students what we should learn in class.
Tell students to pay attention to “can, could”.
Step2 presentations
Show presentations to the students.
1 First ,show a model to students. (row a boat)
2 Then,let students copy to make sentences.
(ride a bike,play badminton, fly a kite, swim)
3 Let students talk in pairs using their examples.
Step3 Further practise
What can they do? / What couldn’t they do?
1 Look at the table and talk about the people’s abilities.
Pay attention to the past tense and present tense.
(one by one )
2 Talk with his partnerabout the table.
Step4 Chang sentences.
Qs:1 Can Simon …? Yes, he can. No, he can’t.
2 Could Sandy … last year? Yes, she could.
No, she couldn’t.
Looking at slides 11 ,ask students to talk about them with each other.
Step5 Presentations 2
Learn “can/could” to show possibilities.
1 Show pictures to show possibilities.
2 Teach some new words.
(racket, forget, snow,ski)
3 Practise the new words in drills.
Step6 Exercises Page 84
1 Read the sentences and fill in the blanks.
2 Ask two students to write answers on the blackboard.
3 Check the answers.
4 Read the sentences.
Step7 Talk in class.
Talk in class------just to widen the students minds.
Help them practise listening and speaking skills.
Step8 Homework
1 Revise some phrases.
2 Learn to remember the functions of “can/could”.
Handwriting on the blackboard:
row a boat snow the answers to ss
forget
racket
ski
Thoughts of myself after teaching:
Teaching steps are clear. students learn new knowledge actively. The lesson is interesting. Different teaching ways are necessary in revisions and presentations.They help students develop listening and speaking abilities.It can have a good result.Pay more attention to the details.
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