江苏牛津英语初一下册7B Unit 7 Abilities单元 教案.docx
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江苏牛津英语初一下册7BUnit7Abilities单元教案
《英语》（七年级下册）
Unit7Abilities
ComicstripandWelcometotheunit
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.learntheuseof“can”and“can’t”;
2.talkaboutwaystohelpothers;
3.learntobepoliteandhelpfultoothers.
II.Teachingcontents
1.Newwordsandphrase:
ability,believe,raise,planttrees,helpanoldman,cleanupthepark,
giveaseattosomeone,onthebus,collectthingsforProjectHope,visit
anoldpeople’shome,need…most,sendsthtosb,collectsomebooksforthechildren,raisesthforsb,lookout
2.Newsentences:
Howcool!
Believeitornot!
Somefamiliesarenotevenabletopayforpensandnotebooks.
III.Focusofthelessonandpredictedareaofdifficulty
Talkabouthowtohelpothers.
IV.Teachingprocedures
AComicstrip
Step1Lead-in
1.Freetalk（openquestions）
T:
Todaywe’lllearnUnit7—Abilities.Areyouahelpfulperson?
OK,Iwillaskyousomequestions:
（1）Canyouhelpyourclassmateswiththeirhomework?
（2）Canyoulookafterthethingsinourclassroom?
（3）Canyoukeepourclassroomcleanandtidy?
【设计意图：
对学生日常学习生活中力所能及的事情进行询问，迅速进入本节课的话题。
】
2.Whatcanhedo?
T:
Differentpeoplehavedifferentabilities.Lookatthepicturesonthescreen,andtellmewhateachpersoncando.
T:
Lookatthefirstpicture.Whatcantheboydo?
S:
Hecansweepthefloor.
T:
Whataboutthesecondpicture?
S:
Hecanplayfootball.
T:
Whatcanthisboydo?
S:
Hecanplaytennis.
T:
Whatcanthemando?
S:
Hecanplaybasketballverywell.
T:
Whatability/əˈbɪləti/doeshehave?
S:
Hehastheabilitytoplaybasketballverywell.
T:
Let’smoveon.Whatabilitydoesthemonkeyhave?
S:
Ithastheabilitytorideabike.
T:
Whatabilitydobirdshave?
S:
Theyhavetheabilitytofly
【设计意图：
通过图片教学，引出单词ability，鼓励学生反复操练havetheabilitytodosth，也为引出Comicstrip的内容做好了铺垫。
】
Step2Presentation
1.Freetalk
T:
Doyoubelieve/bɪˈliːv/dogshavetheabilitytofly?
WhataboutEddie?
DoyoubelievehecanflylikeSuperman?
OK,let’slearncomicstrip.
2.Listenandanswer
T:
Listentothetapeandanswerthefollowingthreequestions.Readthequestionstogetherfirst.
（1）WhatdoesEddiewanttobe?
（2）WhatdoesEddiewanttodo?
（3）WhathappenedtoEddie?
T:
Pleasetakeoutapieceofpaper,andwritedowntheanswersonitwhilelistening.Don’tforgettocloseyourEnglishbooks.
（afterlistening）T:
Pleaseanswermyquestions.
S1:
HewantstobeSuperdog.
S2:
Hewantstofly.
S3:
Hefelldown
3.Role-play
T:
Readthedialogueinpairsandtrytoreciteeachsentence.
T:
Workinpairs.OnewillplaytheroleofEddie,theotherHobo.Actthedialogueout.
【设计意图：
利用图片导入对话，让学生准备一张纸，边听边写下答案，这样做可以确保学生集中注意力，而不是盲目地听信息。
让学生参与角色扮演，帮助他们体会卡通人物的个性。
】
BWelcometotheunit
Step1PartA
1.lead-in
T:
HaveyoueverwatchedthefilmSpider-man?
Doyoustillremembertheline“Withgreatpowercomesgreatresponsibility.”?
Areyoualwaysreadytohelpothers?
Whatcanyoudoforothers?
Lookatthepicturesandtellmewhatwecandofortheold.
S1:
Wecanvisitanoldpeople’shome.
S2:
Wecanhelptheoldwomancrosstheroad.
S3:
Wecangiveaseattosomeoneonthebus.
T:
WhatcanwedoonTree-plantingDay?
S4:
Wecanplantstrees.
T:
Whatcanwedoifweseesomerubbishinthepark?
S5:
Wecancleanupthepark.
T:
WhatcanwedoforProjectHope?
S6:
WecancollectthingsforProjectHope.
S7:
WecanraisesomemoneyforProjectHope.
【设计意图：
让学生根据所给图片谈谈自己能为他人做什么，引导学生养成助人为乐的好习惯，也可以引出本节课的重点词组，让学生反复朗读。
】
2.HelpingHandsClub
T:
DanielandhisclassmatesaremembersoftheHelpingHandsClub.Matchthepicturesbelowwiththedescriptions.Writethecorrectlettersintheboxes.
T:
Pleasechecktheanswerswithyourpartners.
3.Exercises
T:
ReadPartAcarefully,andthencompletethesentences.
【设计意图：
让学生独立完成图片匹配，然后让他们熟读重要词组，并进行当堂反馈。
】
Step2PartB
1.Listenandanswer
T:
Danielandhisclassmatesaretalkingaboutwhattheycandotohelpothers.Listentothetape,andthenanswerthefollowingquestions.
（1）Whowilltheyhelp?
（2）Whataresomefamiliesnotabletodo?
2.Listenandread
T:
ReadafterthetapeandthenI’llaskfiveofyoutoreadinroles.
【设计意图：
在练习听力的基础上培养学生正确朗读英语的良好习惯，教师应尽量利用课堂45分钟来为学生创造大声朗读英语的机会。
】
3.Makeasurvey
T:
Nowwe’lldoasurveytoseeifyouareapoliteandhelpfulperson.
T:
Thinkaboutwhatyoushoulddonexttobeapoliteandhelpfulperson.
T:
Alwaysgetreadytogiveahandtoothersbecauseit’sbettertogivethantotakeandGodhelpthosewhohelpothers.
【设计意图：
为学生创设日常生活中经常发生的情境，让他们对照自身的言行举止并考虑如何改正不足，鼓励学生成为乐于助人的中学生。
】
V.Homework
1.Remembernewwordsandusefulexpressions.
2.ReciteComicstripandPartB.
3.PreviewReading.
《英语》（七年级下册）
Unit7Abilities
Reading（I）
I.Teachingaimsandlearningobjectives
Bytheendofthelesson,studentsshouldbeableto:
1.learnaboutabraveyoungmanLinTao;
2.useproperexpressionstodescribedangeroussituations;
3.inferthegeneralideaofthearticlefromitstitleandpicture.
II.Teachingcontents
1.Newwordsandphrases:
brave,burn,fireman,nod,savesbfromafire,hearsbshouting,a79-year-oldman,pourwaterover,putoutthefire,beinhospital,rushinto,becarefulwith,bealone,bebadlyhurt
2.Newsentences:
Whatabraveyoungman!
Fireisdangerous.Weshouldbecarefulwithfire.
Becarefulwithfireworks.
Don’tplaywithmatches.
Don’tputanythinghotintotherubbishbin.
Keepyourhairawayfromfire.
III.Focusofthelessonandpredictedareaofdifficulty
1.Useproperexpressionstodescribedangeroussituations.
2.Skimthetextforoverallmeaningandscanfordetails.
IV.Teachingprocedures
Step1Lead-in
T:
Hello,boysandgirls.TodaywewilllearnReadingofUnit7.（同时板书Whatabraveyoungman!
）DoyouwanttobeahelpfulpersonlikeSpider-man?
T:
Withgreatpowercomesgreatresponsibility.Soweshoulduseourabilitiestohelpothers.TodaywearegoingtolearnaboutahelpfulyoungmancalledLinTao.
【设计意图：
以电影《蜘蛛侠》中的台词导入本节课，激发学生对本节课的好奇心，同时鼓励他们乐于助人。
】
Step2Presentation
Task1:
Newwords
1.Learnnewwords
T:
Lookatthetitlefirst:
Whatabraveyoungman!
“Brave”means“notafraid”.
T:
HaveyounoticedSunshinedailyabovethetitle?
Itmeansthepassageisapieceofnewsfromanewspaper.（教师领读单词brave、news、newspaper）
T:
Fireisuseful,butsometimesitcanbedangerous.Ifwearenotcarefulwithit,itcanburnthingsorevenhurtus.Evenforestsandtallbuildingscanbeburntinabigfire.Sokeepyourselfawayfromfire.（教师讲解并领读单词careful、burn、hurt）
2.Ifthereisafire...
T:
Whatshouldwedoifthereisafire?
S:
Wecanshoutforhelp.
S:
Wecanalsocall119.
S:
Wecanrunoutofthebuildingasquicklyaswecan.
T:
Whenrushingoutofthebuilding,wecanputawetblanketoverourbody.
【设计意图：
鼓励学生根据图片说出火灾发生时应该采取的安全措施，在进行词汇教学的同时，培养学生的安全意识。
在学生表达有困难时，教师可适时给予帮助和指导。
】
3.Matchingexercises
T:
Readthesixwordsonthescreen,andmatcheachofthemwiththerightpicture.
T:
Payattentiontothefollowinglanguagepoints.
Theboyispouringwateroverhishead.（板书pour…over）
Thepluralformoffiremanisfiremen.
Thedollisnoddingitshead.（板书nod—nodding—nodded）
T:
Matchthewordsontheleftwiththemeaningsontheright.
【设计意图：
老师精讲精练部分重要的单词，并配以板书设计。
如此巩固后，学生的阅读障碍完全扫清了，也为接下来的阅读做了铺垫。
】
Task2:
Fastreading
1.Readandanswer
T:
Readthepassagecarefullyandchoosetherightanswer:
What’sthemainideaofthepassage?
S:
WeshouldchooseC.（教师板书save…from）
2.Dividethearticleintothreeparts
T:
Let’sdividethearticleintothreepartsaccordingtothethreepictures.Whichparagraph（s）isPart1Para1
Part2Paras2—3
Part3Paras4—6
Task3:
Detailreading
1.Para1
T:
Pleasereadthefirstparagraphandanswerthequestions:
（1）HowoldisLinTao?
（2）Whywashebrave?
2.Para2
T:
ReadPara.2afterthetapeanddotheTrueorFalseexercise.
（1）LinTaowasatschoolaloneon10May.
（2）Heheardsomeoneshouting“Fire!
Fire!
Help!
”
（3）The78-year-oldMrsSuncouldn’tgetoutofthebathroombecauseherleftlegwashurt.
3.Para.3
T:
ReadPara.3afterthetape,andputthefollowingsentencesintherightorder.DescribehowLinTaosavedhisneighbourwiththestructure“First…Then…Later...”
4.Paras4—6
T:
Choosethecorrectanswerswhilereading.
（1）Whichpartofhisbodydidfireburn?
A.neckB.armsC.face
（2）HowlongdidLinTaostayinhospital?
A.twodaysB.twomonthsC.twoweeks
（3）Whatdidmanypeoplegivehim?
A.moneyB.flowersC.presents
（4）WhatdidLinTaothinkoffire?
A.helpfulB.dangerousC.Careful
【设计意图：
通过分段，让学生对课文有了更清晰的层次感。
分段处理文本，帮助学生更为扎实、到位地理解课文。
练习设计多样化，避免了形式过于单一。
】
Step3Practice
Task4:
Thinking&practice
1.WhatdoyouthinkofLinTao?
helpful,brave,careful,clever
2.Actthedialogueout
T:
AradioreporterinterviewedLinTaobecauseofhisbravebehaviour.PleasemakeupadialoguebetweenthereporterandLinTao.ThenIwillasksomegroupstoactthedialogueout.
【设计意图：
采用编对话的形式，让学生回顾全文。
】
3.Howtobecarefulwithfire
（1）Firearoundus
T:
Ifwearenotcareful,firemayhappenaroundus.Twobigcompaniescaughtfireayewmonthsago.OneisHynixandtheotherisTripod.
（2）FinishPartC
T:
Fireisdangerous.Doyouknowhowtobecarefulwithfire?
PleasefinishPartConPage84.
4.Completethepassage
Tobealittlefireguard
Fireisusefulinoureverydaylife,butitcanbeveryd_________.Sowemustkeepa_______fromallthethingswhichcaneasilycatchf_______.Weshouldbecarefulwithm_________.Don’tputanythingh______intother_________bin.Whenwefindafireinourbuilding,weshouldc_______119atonce.Atth
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