牛津初中英語7B Unit 5 Abilities單元分析、課時教案及課時練習(xí)

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1、 7B Unit 5 Abilities 單元分析、課時教案及課時練習(xí) 　 【教材分析】本單元的主要話題是能力。開篇部分以有趣逗樂的卡通漫畫的形式引出文章的主題。導(dǎo)入部分向?qū)W生介紹了助人俱樂部的成員所做的好事，從而提出助人為樂的品質(zhì)。閱讀部分向?qū)W生介紹了一個勇敢的年輕人張華的舍己救人的事跡。詞匯部分學(xué)習(xí)有關(guān)人的品質(zhì)的一些單詞。語法部分學(xué)習(xí)了can和could的用法以及如何使用感嘆句。綜合技能部分通過吳老師所做的家長會筆記來學(xué)習(xí)介紹人物。學(xué)習(xí)技能部分幫助學(xué)生學(xué)會分析、檢測，找到學(xué)習(xí)的最佳方法。中心任務(wù)部分通過推薦Daniel獲得青年獎?wù)碌耐扑]信，學(xué)習(xí)如何寫推薦信。檢測部分通過填詞和字謎，

2、復(fù)習(xí)了can/could，感嘆句和一些描繪人的品質(zhì)的形容詞。 【單元目標(biāo)】 1.知識與能力：本單元需要學(xué)生掌握與人有關(guān)的常用見詞匯及表達(dá)法,學(xué)會一些形容詞的反義詞，以及使用前綴un-和后綴less來構(gòu)成反義詞的方法。在掌握相關(guān)內(nèi)容后,學(xué)生能熟練運用相關(guān)的語言知識。 2.能力目標(biāo): 通過語言技能的訓(xùn)練以達(dá)到本單元的教學(xué)目標(biāo)，不但會介紹人物。還要注重閱讀能力的培養(yǎng)，學(xué)會自主學(xué)習(xí)。 3.情感目標(biāo): 通過對課文的學(xué)習(xí)，鼓勵學(xué)生學(xué)會在危境中善于思考，鎮(zhèn)定自若，自我解救，做一個勇敢，智慧的人。 【教學(xué)的重點和難點】 1、詞匯及句型。 2、難點：1）在救人和逃離當(dāng)中一些詞匯的運用。

3、 2）can和could的用法和感嘆句的使用。 【學(xué)情的分析和教學(xué)建議】 1. 學(xué)情的分析： Can和could是使用頻率較高的詞，正確的使用非常重要。由What和How引導(dǎo)的感嘆句是常見的句型，要學(xué)好它。 2. 教學(xué)建議： 在本單元的學(xué)習(xí)過程中，根據(jù)本年級學(xué)生的生理和心理特點和實際情況，通過設(shè)計情景，讓學(xué)生通過觀看—總結(jié)—實踐的方法來學(xué)習(xí)相關(guān)的語言知識。通過合作、互助、分組學(xué)習(xí)等方式來教授本單元的語言內(nèi)容，從而起到學(xué)以致用的目的。 Comic strip和Welcome to the unit主要是活躍課堂氣氛，起著引導(dǎo)的作用。通過Eddie和Hobo這兩個卡通人物妙

4、趣橫生的對話，提出文章的主題，然后介紹助人俱樂部的一些活動，從而提出助人為樂的品質(zhì)。 Reading講述的是一個叫Daniel的勇敢的年輕人舍身從火中救出一個79歲老人的感人事跡。由于學(xué)生對這種英雄類型的故事非常感興趣，我在教學(xué)中準(zhǔn)備使用多種教學(xué)手段設(shè)置情景，有效的把單詞和句型以及故事情節(jié)結(jié)合在一起,注重聽，說，讀的訓(xùn)練，使知識點的訓(xùn)練密切聯(lián)系生活實際，達(dá)到靈活運用，學(xué)以致用的目的。 Vocabulary里面介紹了一些描繪人的品質(zhì)的形容詞，以及學(xué)習(xí)為這些形容詞加上后綴或前綴變成反義詞的方法。 Grammar是整個單元的核心部分，里面學(xué)習(xí)了can和could在談?wù)撃芰涂赡苄詴r的用法；以及

5、How和What引導(dǎo)的感嘆句的使用。建議在教授時讓學(xué)生參與到其中，并適當(dāng)?shù)匾龑?dǎo)他們自己探索、總結(jié)，培養(yǎng)他們的自主學(xué)習(xí)能力，加快他們掌握的速度，加深他們的印象。 Integrated skills是整個單元的綜合運用部分。本部分的內(nèi)容是對聽說讀寫能力的綜合訓(xùn)練。本單元通過一次家長會上介紹同學(xué)的練習(xí)，從而使學(xué)生學(xué)習(xí)如何介紹人物。在課堂上讓學(xué)生積極參與，盡量做到語言流暢，表達(dá)自然。 Study skill主要是幫助學(xué)生了解Millie是如何做學(xué)習(xí)筆記的。使學(xué)生學(xué)會分析、檢測，找到學(xué)習(xí)的最佳方法。 Main task、Checkout是訓(xùn)練學(xué)生的寫作能力和自我檢測能力，本單元的主要知識點將在這部

6、分里進(jìn)一步地掌握和運用，最后練習(xí)鞏固。在練習(xí)過程中認(rèn)真檢查學(xué)生的掌握情況，課后適當(dāng)個別補差。 五、課時的安排： 新課程提出教師要善于結(jié)合實際教學(xué)需要,靈活地和有創(chuàng)造性地使用教材,對教材的內(nèi)容、編排順序等方面進(jìn)行適當(dāng)?shù)卣{(diào)整和整合。 本單元建議用10課時進(jìn)行教學(xué)，具體安排如下： 第一課時 Comic strip and Welcome to the unit 第二課時 Reading （1） 第三課時 Reading (2 )　　 第四課時 Vocabulary 第五課時 Grammar（1） 第六課時 Grammar（2） 第七課時 Integrated Skills

7、(Part A) 第八課時 Integrated skills（Part B）& Study skill 第九課時 Main task 第十課時 Checkout The First Period: Comic strip and Welcome to this unit Teaching aims: 1. To learn the comic strip and know how to use “can” and “can’t”. 2. To revise vocabulary about helping people. 3. To generate ideas abo

8、ut ways to care for and help others. 4. To educate the students to be polite and helpful to others. Language focus: Helping Hands Club/give seats to someone on the bus/plant trees/clean up/a home for the elderly/collect things for Project Hope/give awards to people Teaching procedures: Step1.

9、Warming up Play a game called: I can … Step2. Presentation Watch a video about “Superman”. Talk about the things what Superman can do in groups and report. Talk about dogs can do and can’t do. Step3. Comic strip First get some information from the pictures and then ask questions: Listen to t

10、he tape and guess the meaning of Super dog, hurt, be careful. Ask students to think about the consequences of their daily actions and Guide students to understand what they can do and can’t do. Read and act. Step4. Learning ‘Helping Hands Club’ Free talk: How to be a helpful person? Present pic

11、tures about Daniel and his friends. Read and understand the sentences. Step5. Make a survey Fill in the table about what you have done in your daily life at school to see if you are a polite and helpful boy or girl? If not, what should you do next? To see how many students are good enough and ho

12、w many students should improve their behavior. 1. Can you Say hello to teachers when you meet them? 2. Can you clean the classroom carefully when you are on duty? 3. Can you pick up the rubbish in the classroom or around the campus? 4. Can you help your classmate with their homework? 5. Can you

13、 help stand in line at dinner time? Group work: What can /can’ you do in public? Then ask the group leader to have a report. Step6. Assignment 1. Recite the dialogue and remember the sentences on Page 73. 2. Writing: “How to be a helpful person?” 課時練一 Comic strip & Welcome to the unit 一、根據(jù)句意

14、及或給中文寫出單詞的正確形式。 1. Simon likes _________________ (收集）Chinese stamps. 2. He is a _____________ person. He often drives __________. But yesterday he drank a lot. He drove so ____________ that he hit a tree. (care) 3. People have different _________________ (ability). 4. The dog can run, but it ca

15、n’t _____________ (fly). 5. Thank you for _______________ (join) us this evening. 6. I’m interested in _______________ (歷史). How about you? 7. Can you tell me the __________________ (區(qū)別) between the two words. 二、根據(jù)漢語提示完成句子。 1. It’s good for you to _____________________ （讓座） to someone on the bu

16、s. 2. T he children ______________________________ (正在籌款) for Project Hope. 3. Li ping often _________________________________ (幫助老人). 4. The students of Class One, Grade Seven ____________________ （將去植樹） near the river. 5. -Are you going to a __________________ (老年公寓) this Friday? -Yes, I am.

17、 三、選擇填空。 ( ) 1.He asked me for this book many times．Please tell him that he____ have it tomorrow. A. must B．may C. need D. would ( ) 2. - Will your brother stay home tonight? - I’ m not quite sure. He ________to the cinema tonight A. mu

18、st go B. can go C. may go D. may be going ( ) 3. You_____ return the book now．You can keep it till next week if youlike． A. can’t B. mustn’t C. needn’t D．may not ( ) 4. I thought you______ like something to read, so I have brought you some books． A. m

19、ay B. might C. could D. must ( ) 5. _____ you succeed and _______ you be healthy． A．May; may B．Wish; wish C．Hope; hope D. Should; may ( ) 6.It’s impolite to talk . A. at table B. at the table C. in table D .in the table (

20、 ) 7. ---What is it? ---He is a . A. drive B. driver C. drivers D. drover The Second Period: Reading1-- A brave girl Teaching aims: 1. To introduce and expand vocabulary to describe dangerous situations. 2. To guess context from the text type, the titl

21、e and the picture. 3. To infer general meaning from picture and actions. 4. To identify the name of specific places and actions. 5. To skim the text for overall meaning and scan for detail. Languages points and focus: Award for Bravery/ help somebody out of a fire/be alone/hear somebody shoutin

22、g/a 79-year-old man/pour water over/put out the fire/be ill in hospital/help each other/be careful with/Fire can be dangerous. Teaching procedures: Step 1.Revision Revise what the children learned in the last period. Be careful/Helping Hands Club/give seat to someone on the bus/ collect things f

23、or Project Hope/Clean up the park/playground /visit a home for the elderly/ plant trees /a Super dog Step2 Reading 1. Warming up: Talk about danger and potential hazards at home. Ask if any students have an accident at home, what they should to do. 2. Watch a set of pictures

24、 about a fire to present the new words: Neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire 3. Read the story and try to get some information. Then say T or F according to the text. 5. Discuss any problems about the text. 6. Game: Write the definitio

25、ns fromPartB1 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. 7. Have an interview. First fill in the blanks and read the conversation. Then have an interview in groups. One is Wang Fang, the others are the repo

26、rters. 8. Discuss in groups. What does the writer think of Wang Fang? What do you think about her? Why do you think so? What do you do when you meet the accident like this? Step3Assignment 1. Recite the new words and read the text. 2. Finish the exercises in the workbook. 3. Prepare the int

27、erview for the brave girl. 課時練二 Reading 1 一、 翻譯詞組 1.一個勇敢的年輕人________________ 2.聽見某人正在做某事_______________ 3.生病住院_____________________________ 4.小心謹(jǐn)慎___________________________ 4.沖進(jìn)去_______________________________ 5.互相幫助___________________________ 7.燒傷胳膊_____________________________ 8.救某

28、人的命_________________________ 二、單項選擇題 ( ) 1. When the postman walked past the house, he heard some one _________ “help”. A. cries B. to ask C. shouting D. to shout ( ) 2. The ____________ girl can play the piano. A. seven years old

29、 B. seven-year-old C. seven year old D. seven years ( )3．We spent the whole day ______________ trees on the hill. A. plant B. to plant C. planted D. planting ( ) 4. We all know ___________ important ____________ English well.

30、 A. it; to learn B. that; to learn C. it; learning D. that; learning ( ) 5. The brave young man jumped into the river ___________ the little girl. A. and save B. and saves C. saved D. to save ( ) 6. It’s hard for Daniel and___________ to work without

31、 a car. A. I to go B. me to go C. I going D. me going ( ) 7. The fire is very dangerous. It is very important ________ with fire. A: to careful B: for careful C: to be careful D: be careful ( ) 8. Please________ when the train leaves.

32、 They’ll go to Beijing tomorrow morning. A: look for B: look at C: find D: find out ( ) 9.It’s impolite to talk . A. at table B. at the table C. in table D .in the table ( ) 10. ---What is it? ---He is a . A. drive

33、 B. driver C. drivers D. drover 三、用所給詞的適當(dāng)形式填空。 1 That man_____________ （quick） ran away . 2 Don’t ____________(抽煙) here , please . 3 Jack fell____________ (跌倒) off the ladder and (hurt) himself . 4 We should _____________ (study) hard. 5 It’s important ______________ (learn) Engli

34、sh 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. The Third Period: Reading 2 Teaching aims: 1. Further unde

35、rstanding the text. 2. To learn more about fire safety. 3. To use different suitable adjectives to describe people’s behavior and character. 4. Introduce the use of the prefix un- and suffix –less to form opposites. Language points: Learn more about fire. Be careful with matches. Don’t leave

36、the stove on. Don’t put anything hot into the rubbish bin. Keep long hair away from fire. Recommend somebody for something/think of somebody/ tell somebody to do something/fall into water/ be grateful for something, Teaching procedures: Step 1.Revision Revise the vocabulary in the text by

37、giving the definitions. Ask students to read the text after the tape again. Let students ask and answer questions about the story. Revise the key words phrases and sentences. Help somebody out of a fire / help with something/help somebody (to) do something/be alone/feel lonely/hear somebody do (

38、doing something) /see somebody do (doing) something/a 79-year-old man/hurt /6.pour… over /put out the fire/put on (up/down, into, away)/ be in hospital/be in the hospital/It is important to be careful with fire. /keep one’s life from danger/keep … from /Thank you for joining us this evening, Step2.

39、 Visit Wang Fang in hospital First read the task to understand it. Read the dialogue to find out and correct the mistakes. Read the conversation in pairs. Act it out. Step3. An interview Do it in groups. In each group one student can be Wang Fang; the others can be reporters to interview her.

40、Then choose some groups to perform. Step4. Fire safety Read the sentences and match the right pictures. Read out the sentences. Step5. Homework: 1. Revise what we learned from P74-76 and remember the new words. 2. Do some exercises. 3. Write an article about help others. 課時練三Reading 2 一、

41、 動詞填空。 1. Do you know what ____________ (happen) to Li Ming yesterday? 2. __________ (not leave) the stove on when you are away. 3. Thank you for ____________ (join) us. 4. ___________ (not play) in the street. It’s dangerous. 5. Why not __________ (invite) your friends to this party? 6. You c

42、an’t ___________ (smoke) in the factory. 7. Thank you for__________（bring） me presents and cards . 8. He is a ___________(細(xì)心的)boy . 9. I saw a lot of smoke___________ (come) from next door. 10. I poured some water over my jacket. That’s what I did for my ________ (safe). 11. Fire can be v

43、ery_______________ (danger). 12. The fire ______________ (burn) the house. 二、完成句子。 1.我爺爺喜歡收集郵票。 My grandpa ___________________ stamps. 1. 對他來說半小時完成作業(yè)是很有可能的。 It’s highly possible ______________ in half an hour. 2. 我們應(yīng)該讓孩子遠(yuǎn)離火。 We should _______________________________. 3. 媽媽總是叫我不要玩火。 Mum a

44、lways tells me not to ___________________. 5．我媽媽生病了，他將要在醫(yī)院住兩個月。 My mother is ill. She ______________________. 三、單項選擇 ( ) 1. It is important the piano well. A. of him to play B. for him to pay C. of him playing D. for him playing

45、( ) 2. The train stopped us from the sports meeting. A. holds B. to hold C. holding D. held ( ) 3.You should do your homework . A. with yourself B .to yourself C. at yourself D. by yourself ( ) 4.They

46、can take care of . A. yourself B. himself C. ourselves D. themselves ( ) 5. Thanks for me so many nice presents for my birthday. A. give B. to give C. giving D. gave ( ) 6. We’re going to have a

47、 picnic this weekend. Do you want to us? A. come B. join C. invite D. see The Fourth Period: Vocabulary Teaching task: 1. To learn the use of prefixes and suffixes. 2 To use suitable adjectives to describe people’s behavior and character. 3. To unders

48、tand the use of adjectives in different context. Teaching aids: Tape recorder and some pictures Teaching procedures: Step1. Warming up Make sure that students understand the concept of opposites. Give some similar examples. E.g. hot/cold; fast/slow; big/ small; old/new; tall/short; little

49、/much; few/many Step2. Presentation 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 e.g. friendly/unfriendly, healthy/unhealthy, lucky/unlucky, and usual/unusual. When we add the suf

50、fix –ful to the end of some adjectives, it means‘full of ’. E.g. the person or thing has that quality. When we add the suffix –less to the end of some adjectives, it means‘without’ or’ lacking’. Step3. Practice Ask students to look at the words in the left column of Part A and do the task on the

51、ir own. Then check the answers. step4. Exercises Have one student to read out a word from the left column and another student to give the opposite word from the right column. Write the correct answers on the board. Then all the students check the answers. step5. Games Explain the context of Par

52、t. You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters. step6. Reports Ask students to read two reports on their own first. Then have them to try to make sense of what is being said in the reports. step7. Disc

53、uss Then students read the first report again and use the mixed-up letters to help them make a suitable adjective. step8. Homework 1. Conclude the rule of the prefixes and suffixes. 2. Find more words that the suffix is ful or the prefix is less. 3. Look up at the dictionary or on the interne

54、t to find more suffixes or prefix. 4. Finish the other exercises. 課時練四 Vocabulary 一、 寫出下列詞的反義詞。 grateful_____________ quick____________ careful______________ brave____________ rude________________ able_____________ helpful______________ kind_______

55、______ 二、根據(jù)對話內(nèi)容，從方框中選出能填入空白處的最佳答案。（其中有二項多余） A: Who do you like to recommend for the Youth Award. B: ________1________ A: Why do you recommend him? B: ________2__________. A: What else? B: He also helps do many things. A: _________3______________. B: Of course he is. He often makes lots of g

56、ood ideals for us. A;____________4_______________. B: Yes, he does. He plans everything well. A: Do all parents agree with you. B: _________5___________. A. Thank you very much. B. Yes, they quite agree to my recommend action. C. Does he work very carefully? D. Zhang Jun E. Because he is a

57、helpful and polite boy. F. Is he thoughtful? 三、單項選擇題。 ( ) 1. Do you know what happened ________ Tom last night? A: with B: of C: at D: to ( ) 2. Please don’t put ________ into the rubbish bin because it’s very dangerous. A: something hot B: ho

58、t something C: anything hot D: hot anything ( ) 3. I’m not feeling _________ this morning and my mother asks me to stay at home. A: well B: good C: nice D: badly ( ) 4. My friend Bob is ill _______now. I must go to the hospital to see him. A:

59、 in the hospital B: at the hospital C: in hospital D: at hospital ( ) 5. Thank you ________ us this evening and we’ll have a good time together. A: join B: for joining C: to join D: for join The Fifth Period: Grammar A: Teaching Task:

60、 1. Revise the use of positive, negative and question sentences. 2. Make a list of things that the students can do by themselves now. Teaching Aims: To recognize and understand how to use “can” and “could” to express ability. Teaching Procedures: Step1. Warming up 1. Make a survey. Ask stude

61、nt A. T: What can you do now? Show the students’ answers on the screen. Then ask the student B. T: Can she / he …? 2. Say the whole sentences: e.g.: A. He can ride a bike. He can’t/cannot swim.… (Write them down on the blackboard.) Get the students to repeat and talk about. 3. Work in pairs. A

62、sk the partner more questions like above and write down their answers, then report to the class. Step2. Presentation 1. Ask student A and B again: Can you ride a bike? (Help them answer: Yes, I can./ No, I can’t.) 2. Get the students to ask the teacher about the past of A and B. Can he / she …? (

63、Yes, he / she can. / No, he / she can’t.) Step3. Practice We can use “am (is, are) able to “instead of “can”, and “was (were) able to “instead of “could“. Step4. Consolidation Sum up: The differences between can and be able to. Another use of can and could. E.g. ①Mike can sing more than 20 Engli

64、sh songs. Mike is able to … ②She could speak English when she was four. Can / could I help you? Step5. Extension 1. Make up a dialogue between Jim and the headmaster according to the following hints. Jim wants to apply for(應(yīng)聘)an English teacher .Here are his brief introduction: Experience: taug

65、ht Chinese and English in No.3 Middle School. Played football in the school team. Abilities: drawing, singing, playing with computers. Inabilities: dancing, teaching other subjects, such as math, play volleyball (now forgot) 2.Write a letter to your friend and tell him / her about what you have l

66、earned since(自從…以來) you came to secondary school. Step6. Homework 1. Finish the letter. 2. Do the Exercise on page 49 of the workbook. 課時練五 Grammar (1) 一、 用can/can’t或could/couldn’t填空。 1. It is raining outside. We________ go to a picnic. 2. Jim__________ ride a bike when he was six years old. 3. We__________ play football yesterday because we had our football shoes. 4. Mr. Li ____________ run because he hurt his leg. 5. Fire _________