7B牛津英语unit5教案

发布时间:2016-1-1 编辑:互联网 手机版

welcome to the unit

Teaching aims and demands:

New words:ability , Superdog , fly , careful , collect elderly

Teaching methods: task-based approach

Teaching task: 1 to revise vocabulary about helping people in the community

2 to generate ideas about ways to care for and help others

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .

二 Main task

1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .

2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .

3 Check answers with the class .

4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .

5 Do a class survey . then fill in the following form .

activities always usually often sometimes never

Helping old men

Planting trees

三 Exercises :

练习一Welcome to the unit

一、词汇

1 Thank you for (bring) me presents and cards .

2 He is a (细心的)boy .

3 I saw a lot of smoke (come) from next door .

4 I poured some water over my jacket . That’s what I did for my (safe).

5 Fire can be very (danger) .

6 It is important to be (care) with fire .

7 Children should not play with (match) .

二、翻译句子

1 我们可以为希望工程捐款。

We can for .

2 她是一位细心的学生,课堂上她总能认真听讲。

She is a student . She always to the teachers .

3 少先队员们为老人们一周两次打扫房间。

The Young Pioneers the rooms for twice a week .

4 七年级一班的学生将去河边植树。

The students of Class1Grade 7 near the river .

5 李平经常帮助老人。

Li Ping often .

6 他经常在车上让座。

He often someone on the bus .

7 他正在为希望工程筹集东西。

He is Project Hope .

8 你们这星期五去老年公寓吗?

Are you this Friday ?

7B牛津英语unit5教案 Reading a brave girl

Reading a brave girl

Teaching aims and demands:

New words: brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,

Teaching methods: task-based approach

Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations

2 to guess general meaning from picture , key words and context

3 to identify names of specific places and actions

4 to skim the text for overall meaning and scan for detail

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .

二 Main task

PartA

1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .

2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :

1 Who had the accident ?

2 Who helped in the emergency ?

3 How did it end ?

3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .

4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding

1 Did Wang Fang go out on 10th May ?

2 Was there a fire in the kitchen ?

3 Was there a lot of smoke ?

4 Did Wang Fang run out of the building ?

5 Did the fire burn Wang Fang ?

6 Did she stay in hospital for two months ?

5 Read the text carefully again then answer the following questions :

1 What happened on 10th May ?

2 Who saved Mr Sun ?

3 Why could Mr Sun not get out of the kitchen ?

4 How did Wang Fang put out the fire ?

5 Why was Wang Fang in hospital ?

6 Explain the useful expressions in the the text

① help her neighbour out of a fire / danger

eg Yesterday Jim helped a little girl out of danger .

② alone = by oneself

My parents were out just now. I am alone / by myself now .

Peter can do his homework alone / by himself .

③ hear someone shouting

see / watch / find / hear sb do sth ( doing sth )

eg I often see them play football on the playground .

The teacher found them talking happily when she came into the classroom .

④ 79-year-old

eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .

⑤ be in hospital

My friend was ill yesterday , so she is in hospital now .

⑥ It’s important / good / + 形容词 for sb to do sth .

eg. It’s good to give someone a seat on a bus .

PartB

1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .

2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .

3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .

PartC&D

1 Read the text for this task and make sure that students understand it .

2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .

3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .

4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .

5 Ask them to think of any other safety advice .

eg . Don’t play on the street .

Cross the street at the zebra crossing .

三 Exercise

一、词汇

1 That man (quick) ran away .

2 Don’t (抽烟) here , please .

3 Jack fell (跌倒) off the ladder and (hurt) himself .

4 We should (study) hard .

5 It’s important (learn) English well .

6 We went to visit Uncle Wang and (bring) some flowers to him .

7 The fire (burn) the house .

8 He can (swim) very well .

9 Suddenly I heard someone (shout) to the next room .

10 The firemen rushed into the house (救) that little baby .

二、用适当的单词填空

1 That old man was ill hospital .

2 It’s important to be careful fire .

3 Mr Li put the fire a blanket .

4 Don’t pour water her jacket .

5 I heard a strange noise next door .

6 Mr Fang lives next to my room . He’s my good .

7 We often cook meals in the .

8 We should be when we cross the road .

9 How the girl is ! She saved an old man from the water .

10 That girl is to go out at night . So she often stays at home and watches TV .

三、根据课文完成短文

Mr Sun is Wang Fang’s . He is years old . He

lives . One day , Wang Fang him “ Fire , Fire !” So she

out and Mr Sun’s house was on . Mr Sun his leg , He

can’t get out . What can she do ?

Quickly , she back , water over her jacket , then into

the fire . She was . She helped Mr Sun out .

After this , Wang Fang often says :”Fire can be very . It’s to

be with fire . “

五、翻译句子

1 玩火是危险的。

It’s fire .

2 她有一个8 岁的女儿。

She has daughter .

3 今晚我一个人在家。

I at home tonight .

4 在五月十日, 那男人从或里救出一个小女孩。

, that man a girl a fire .

5 我们应该互相帮助。

We .

6 那场火烧毁了屋子里的一切。

The fire in the house .

7 他迅速跑回公寓去取钥匙。

He quickly his flat the key .

(B)

8 他正在写一篇1500字的故事。

He is .

9 我哥哥今天不能来上学因为他的腿受伤了。

My brother because .

10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。

The mouse cut the rope and helped the lion .

11 孙太太住院多长时间了?

was Mrs Sun ?

12 我们应该互相学习, 互相帮助。

We should .

13 学好英语是非常有用的。

It’s to .

7B牛津英语unit5教案 Vocabulary

Vocabulary

Teaching aims and demands:

New words:grateful , quick , slow , rude , recommend , award , super , sportswoman

Teaching methods: task-based approach

Teaching task: 1 to develop an understanding of the use of adjectives in different context

2 to use suitable adjectives to describe people’s behavior and character

Teaching aids: tape recorder

Teaching procedures:

1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small

2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .

3 Ask students to look at the words in the left column of Part A and do the task on their own .

4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .

5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .

7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .

8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .

9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .

7B牛津英语unit5教案 Grammar

Grammar

Teaching aims and demands:

Teaching methods: task-based approach

Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .

2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .

3 To recognize degrees of possibilities when u8sing “may and “might”

Teaching aids: tape recorder

Teaching procedures:

1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .

2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .

3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .

4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .

6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .

7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .

8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .

9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .

10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.

Part B

1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .

2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .

3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :

School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .

It will be warm tomorrow so we can wear short sleeves .

4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .

5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .

Part C

1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .

2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .

3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .

4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .

5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .

6 Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems .