牛津译林版英语7B-Unit7-Abilities-教案(表格式)

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3) Mrs. Sun couldn’t get out because he hurt his arm. 4) Lin Tao was afraid when he saw a lot of smoke. 5) Lin Tao put out the fire with a blanket and helped Mrs. Sun out. 6) The fire burned Lin Tao’s neck and leg. 2. Listen and read after the text and ask questions. 1) How old is the brave boy? 2) When did he help his neighbour out of a fire? 3) How old is Mrs. Sun? 4) Where was Mrs. Sun when there was a fire? 5) Why couldn’t Mrs. Sun get out of his house? 6) How did Lin Tao put out the fire? 7) Did Z Lin Tao hurt himself? 8) How long was Lin Tao in hospital? 3. Discuss any problems about the text. 4. Game: Write the definitions from Part B1 on the cards. Mix up the cards and let each group guess the word and read out the word. One who gets the most cards is the winner. 5. Have an interview. First fill in the blanks and read the conversation. Then have an interview in groups. One is Lin Tao, the others are the reporters. 6. Discuss in groups. What does the writer think of Lin Tao? What do you think about him? Why do you think so? What do you do when you meet the accident like this? 课后 作业 教学 反思 1. Recite the new words and read the text. 2. Finish the exercises in the workbook. 3. Prepare the interview for the brave boy. Listen and read after the text and answer some questions. Read the conversation. Discuss in groups. 本节课的故事很感人,具有正义感,学生有所感动,理解起来难度不大。 另创设情境中教授新词汇,学生更容易记住。

备课 日期 年 月 日 教学 课题 Unit 7 Abilities Reading 2 课时 安排 3 8

教 学 目 标 重点 1. Further understanding the text. 2. Master the main language points. To describe factual details. To master the main language points. To master he main language points. 难点 To describe factual details. 教学过程设计 集 体 备 课 Step 1 Revision Review the text through the questions: Revise the vocabulary in the text by giving the definitions. Step 2 Presentation Ask students to read the text after the tape again. Let students ask and answer questions about the story. Step 3 Explain the key words phrases and sentences 1. help sb. out of a fire help with /(to) do sth. 2. alone/lonely e.g: I often stay home alone on Sundays but I don’t feel lonely. 3. hear sb. do /doing sth; see do/ doing I often hear the girl next door play the piano in the morning. Last night when I was doing my homework, suddenly I heard someone shouting “Help! Help!” 4 a 79-year-old Mrs. Sun ,an 8-day holiday two-hour homework 5. hurt The boy fell off the bicycle and hurt his leg. hurt by fire 6. pour… over 7. put out the fire put on/ up/down/ into/away 8. be in hospital/be in the hospital Grandpa is ill badly today. Now he is hospital. His father works in the hospital. 9. It is important to be careful with fire. be care with sth. Children must be careful with matches. 10. keep one’s life from danger keep … from I should keep my father from smoking. 11. Thank you for joining us this evening. Step 4 An interview Visit Lin Tao in hospital First read the task to understand it. Read the conversation in pairs. Act it out. Step 5 Fire safety Read the sentences and match the right pictures. 二 次 备 课 Do some revision. Ask and answer questions about the story. Learn the important points. Remember them after class.

Read out the sentences. Notes: leave …on, keep away from Ask students to think of other ways about fire safety. e.g.: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window. Step 6 Do some exercises on the paper 课后 作业 教学 反思 Read out the sentences. At the same time, do some related exercises. 1. Revise what we learned from P82 and remember the new words. 2. Do some exercises. 语言点较多,常考的短语也多,因此,课后多复习、多背诵、多练习,以便更好的掌握。

备课 日期 教 学 目 标 重点 难点 年 月 日 教学 课题 Unit 7 Abilities Grammar A 课时 安排 4 8 To recognize and understand how to use can and could to talk about ability in the present and past. To recognize and understand how to use can and could to talk about Possibility in the present and past. To recognize and understand how to use can, could and may to ask for permission. How to recognize and understand the use of “can, could and may”. The use of “can, could and may”. 教学过程设计 集 体 备 课 Step 1 Revision Revise the last lesson. Step 2 Warm-up Ask the student on duty to give a free talk. Step 3 Presentation 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 二 次 备 课 Free talk.

real information from students as possible . 2. Students have already learned the use of “can” and “may” in making requests. Therefore, you need to introduce the idea that the word “can” is used to express ability. Step 4 Practice 1. Ask students to identify activities that they can do well. Write students’ statements on the board. First write “I can” on the board. 2. Ask students to say the things they can do, and sort them into categories: sports/ school subjects 3. 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. 4. 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. 5. Ask students to check the information Step 5 Practice 1. Reinforce the use of “could/ could not” for the past and “can/can not” for the present. Then they complete some sentences on their own. Step 6 Presentation 1. Say: ---Can I borrow your pen? ---Yes, you can. ---Could I smoke here? ---Sorry, I am afraid you can not. ---May I use your pen? Of course you may. ---Sorry, I am afraid you can not. 2. Show the sentences above on the screen and explain them to the students: We use “can \\could\\may” to ask for permission. Step 7 Practice Step 8 Summary Learn by heart. Explanation. Complete some sentences. Summary

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