Welcome to the unit课时教学实录

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Unit 7 Abilities

Comic strip & Welcome to the unit

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1 8 1. To learn some new words such as: ability, Super dog, fly, careful, collect, elderly. 2. To revise vocabulary about helping people in the community.

3. To generate ideas about ways to care for and help others. 1. How to stimulate the students how to care about others and help. 2. Talking about what people can do. 教学过程设计

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Step 1 Greetings &Warming up 1. Play a game called: I can …

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

Step 2 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.

Step 3 Comic strip First get some information from the pictures and then ask questions: 1. What does Eddie want to do? 2. Can dogs fly? 3. What happened to Eddie? 4. What do you think of Eddie? Listen to the tape and guess the meaning of “Superdog, hurt, be careful Ask students to think about the consequences of their daily actions Guide students to understand what they can do and can’t do.

Read and act. Step 4 Learning “Helping Hands Club”

Free talk: How to be a helpful person? Present pictures about Daniel and his friends. Ask questions about the pictures: 1. What is Daniel doing? Do you often help the old or the blind cross the road? 2. What is Sandy doing? Why should we plant more trees? 3. Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?

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Play a game.

Watch a video about “Superman”.

Listen to the tape and answer the questions.

Make up some new dialogues. Then act them out.

Ask questions about the 6 pictures.

4. Which place is it? What are the children doing now? Have you ever done something good like this? 5. What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why? 6. Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment? Read and understand the sentences. Step 5 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/girl? If not, what should you do next? 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 help stand in line at dinner time? 6. Can you give the thing back to the person who lost it? 7. Can you do something good to your teachers? 8. Can you look after the things in our classroom? 9. Can you take care of your classmate who is ill? 10. Can you keep our classroom clean and tidy? Step 6 Consolidation---an investigation To see how many are good enough and how many should improve their behavior. Group work: What can /can’ you do in public? Then ask the group leader to have a report.

课后

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反思

Read and understand the sentences.

Make a survey.

Group work. 1. Recite the dialogue and remember the sentences. 2. Writing: “How to be a helpful person?

记住几个常用短语：give a seat to…, raise money for, the children in poor areas…

有能力的同学背诵P81对话。

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Unit 7 Abilities

Reading 1

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2 8 1. To introduce and expand vocabulary to describe dangerous situations. 2. To guess context from the text type, the title and the picture. How to find information from the text. Use “can” or “can’t” to talk about abilities. To respond to statements expressing surprise, interest and amazement. 难点

To describe factual details. 教学过程设计

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Step 1 Revision Revise what the children learned in the last period. Have a dictation. 1. look out

2. Helping Hands Club

3. give seat to someone on the bus

4. collect things for Project Hope

5.Clean up the park/playground

6. visit a home for the elderly

7. plant trees

8. a Superdog

Step 2 Reading 1. Warming up:

Talk about danger and potential danger at home. Ask if any students

have ever had an accident at home. Talk about what to do in case of

danger.

2. Watch a set of pictures about a fire to present the new words:

neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, Learn some new words. blanket, put out the fire

3. Read the story and try to get some information.

Step 3 Practice 1. Say T or F according to the text.

1) Lin Tao helped his classmate out of a fire.

2) Lin Tao’s neighbour is 79 years old.

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?

Listen and read after the text and answer some questions.

Read the

conversation.

Discuss in groups.

课后

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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.

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。

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Unit 7 Abilities

Reading 2

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3 8 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

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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. 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

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Do some revision.

Ask and answer questions about the story.

Learn the important points. Remember them after class.

Read out the sentences.

At the same time, do some related exercises.

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教学

反思

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。

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Unit 7 Abilities

Grammar A

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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

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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 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.

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Free talk.

Learn by heart.

Explanation.

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

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1. Review the contents of this lesson. 2. Finish the exercises in the workbook.

Complete sentences.

some Summary

情态动词的用法在初中阶段是个考点，学生要多做练习，体会并掌握。

教学

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Unit 7 Abilities

Grammar B 课时

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5 8 备课

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To recognize and understand how to use “how” and “what”. 重点

掌握四会内容。

能用“how”和“what”引导感叹句表达强烈的感情。

难点

能用和引导感叹句表达强烈的感情。

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Step 1 Guessing a riddle It can live in water. It can breathe under water. It can swim. It can live in a glass bowl. People can feed and watch them every day. What is it? (A goldfish) Step 2 Revision Make different kinds of sentences with “can”, “could” and “may”.

1) read English story books. (last year) 2) mend computers. (two years ago) 3) help Mother do housework. (at the age of seven)…

Step 3 Presentation 1. Show some pictures to the students and talk about them. e.g.: What a big pencil case! What an interesting storybook! What nice pens! What clean paper! 2. Work out the rule:

What (+a \an) +adj. + noun +…！

Step 4 Practice Translate some more sentences. e.g. What a tall boy he is ! What beautiful flowers they are! Step 5 Presentation 1. We can express the same meaning in the other way .For example: What a big pencil case!

How big the pencil case is! What an interesting storybook!

How interesting the storybook is! What nice pens!

How nice the pens are!

What clean paper!

How clean the paper is! 2. Show some pictures to the students and talk about them. e.g.: How cool! How cool Eddie is! 3. Work out the rule

How +adj. (…)! Step 6 Practice Finish the exercise on Page 86. Check together. Read out. Fill in the blanks with: How/What (

) beautiful the flowers are! (

) a brave young man! (

) fast he runs! (

) good students they are!

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Guessing game.

Do some revision.

Learn by heart. Read.

Learn by heart. Read.

Finish the exercise on Page 86.

Step 7 Summary Work out the rule in pairs.

Learn some points.

课后

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教学

反思

Preview new words. 感叹句是个考点也是个难点，学生对于句子的划分不太理解，只有课后多做练习和背诵了。

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Unit 7 Abilities

Integrated skills 课时

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6 8 1. To identify and note specific details and guess meaning from text. 2. To identify specific information presented in written and spoken form and make notes. 重点

Language focus: work hard on, do one’s best, play the piano, do well in, at the age of, …

Use “can” or “can’t” to talk about abilities and possibility. 难点

To develop the students’ abilities of listening, speaking, reading and writing. 教学过程设计

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A. Meeting parents Step 1 Lead-in Show some pictures about subjects the students learn and ask the students to answer some questions: e.g. What subjects do you have at school? Which subject do you like best? Who is good at Chinese?

Why do you think so? Do you take exams every term? Are you afraid of them? Why? Step 2 Presentation 1. Listen to the tape and help Mr. Wu match the subjects with the information. 2. Check the answers. 3. Read the sentences together in Part A1. 4. Ask the students to have a look at the report card and answer some

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Ask and answer.

Listen to the tape twice and check the answers in class.

questions. e.g. Is Suzy good at Chinese? W hat does she need to do in Maths? How is her work in English? Which subject does she like best? …

Ask the students to help Mr. Wu complete the notes about Suzy in Part A2. 5. According to the information they have learnt. 6. Listen to the tape and complete the rest of the notes. 7. Ask some students to check the answers. 8. Read together. Step 3 Practice Finish the report in part in Part A3. Check together. Step 4 Activity DO A SURVERY B. Speak up: Can you play the violin? Step 5 Warming up 1. Revise the key vocabulary about leisure activities

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

3. Ask students to say the things they can do. Step 6 Speak up 1. Talk to students about situations when they might talk about their own abilities, then read the conversation to the class. Present the conversation line by line. Ask students to repeat until they do not sound mechanical. 2. Ask students to replace the underlined words with their own information. Emphasize that use the sentences automatically and fluently outside the classmates. 3. Ask some more able pairs to present their own conversation to the class. Encourage other students to comment on whether they could understand each conversation clearly. Step 7 Practice Do some exercises.

课后

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教学

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Listen to the tape again and complete the rest of the notes. Read together.

Listen and practice the dialogue.

At the same time, finish off some exercises to grasp them. 1. 通读全文，找出文中重点短语。

2. 完成《同步1+1》上相关练习。

教授听力策略与技巧。课堂上进行听力训练效果好于在家自己听。

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Unit 7 Abilities

Study skills 课时

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7 8 1. 能利用图书馆来查找需要的信息。

2. 能按照不同的主题将图书分类。

1. 能利用图书馆来查找需要的信息。

2. 能按照不同的主题将图书分类。

教学过程设计

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Step 1 Greetings

Step 2

Lead-in

1. Have a free talk. T: Which is your favourite subject? Why?

If you want to learn more about favourite subject, what can you do? T: Books are like good teachers .In the library, there are many teachers. They can tell us what we want to know. Today we will learn how to find the book we want quickly and correctly. Step 3 Presentation 1. Ask the students to read the points on Page 89 carefully. Ask the students to answer:

What kind of books do you want? T: Books are organized according to topics. Books about similar topics are put into the same area. 2. Let the students know how to look for information in a library and find the book they want. 3. You can find your favourite authors according to their suinames. For example, novels are arranged in alphabetical order according to the author’ suinames. 4. If you have any questions, you can ask librarians to help you. Step 4

Practice

1. Ask the students to answer some questions to check if the students have known the points what we have learnt today. 2. Introduce the eight books to the students. 3. Finish the exercise on Page 89. 4. Give some more books to the students and practice. Step 5

Activities

1. Arrange the students to do some activities. 二

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Free talk.

Learn by heart by asking and answering.

Finish the exercise on Page 89.

Ask the students to look for a book named Gone with the Wind (Margaret Mitchell). Ask the students to find one or two books according to the following information and make notes about the books. I want to look for a book about American history. I am interested in American country music. My English grammar is poor, Which book is right for me? 2. Work in groups of four and discuss how to find the books we need in the library.

Go through them with the students.

课后

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教学

反思

1. Go over what we have learnt today. 2. Finish the exercises from the workbook. 学会使用图书馆，对于发展学生的终身学***有裨益。

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Unit 7 Abilities

Task

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8 8 1. To adapt language to write descriptions for a specific purpose and audience. 2. To practice writing formal letters. 重点

1. To adapt language for a specific purpose and audience. 2. To practice writing formal letters. 难点

3. To use persuasive language. 教学过程设计

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Step 1 Revision 1. 成绩报告单

2. 尽某人最大的努力

3. 有不错的记忆力

4. 家长会

5. 擅长于写作

6. 钢琴弹得好

7. 很了解中国历史

8. 组织班级活动

9. 一个非常聪明的学生

10. 取得好的成绩

Translate English. 二

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them into

Step 2 Preview Ⅰ词汇：sir

madam

lose

need

词组：1. 推荐某人得

2. 参加

3. 迷路

4. 收到来信

5. 期望做某事

6. 收到某人的来信

ⅡPlease read the recommendation letter

Step 3 Presentation 1. Check the answers.

2. Let’s talk about Daniel and ask:

Do you remember why Wu Bing recommended Daniel for this year’s

Ask and answer. Young Star Award?

Daniel is a good student, so Mr. Wu wrote a letter to recommend him

for this year’s Young Star Award.

Now listen to the letter and think why Mr. Wu recommended him.

What kind of boy is Daniel?

I. Daniel is c

.

①He can learn things __________ (quick).

② He can use the computer __________ (good).

Ⅱ. Daniel is t

.

① He thinks __________ (careful) when he works. ② He plans everything __________ and works __________ in a team Read and complete the (good). sentences. Ⅲ. Daniel is k

and h

.

Last week, a 5-year-old boy ____________________（迷路）and cried

in the street. Daniel ______________（在去……的路上）the club. He

stayed with the boy and played with him __________（两个小时）

before the boy’s parents came.

3. Then check the answer. And try to recite(背诵) the message.

Step 4

Language points: 1.

recommend sb. for…

2.

take part in

3.

a five-year-old boy lost his way

lose one’s way

Last year, ________ 8-year-old boy lost his way and cried in the

street.

A. a

B. an

C. the

D. / Learn some points. 4.

Daniel ________ the boy to the police station.

A. took B. brought C. bought

D. was

5. hear from

6. look forward to

•

Wu Bing is looking forward to ________ from you soon.

•

A. hear

B. hears C. hearing

D. heard

Step 5 Writing 如何写一封推荐信

A recommendation letter Introduction The first paragraph tells the receiver what the letter is about. Main body The main body of the letter talks about different points in this order. Paragraph 2: ability of your classmate Paragraph 3: personality of your classmate Paragraph 4: what your classmate did Conclusion The last paragraph states(陈述) what you want from the receiver. Write an article.

课后

作业

1. Write a recommendation letter according to the given information: 假如你是KITTY，你想推荐你班同学Simon为本学期最佳学生奖得主，请根据下列要点写一封推荐信：

1. 各门功课学得很好。数学、语文、英语很突出。历史也不错，对中国历史了解很多; 2. 喜爱体育。篮球打得很好，是校篮球队的成员; 3. 非常乐于助人,经常在车上给老人让座，为希望工程捐款(donate money to… ); 4. 有一天在回家的路上救了一个落水儿童。

2. 完成相关练习。

这篇文章写起来难度不大，条理清楚，结构明确，大部分学生独立能完成习作。

教学

反思