7bunit5单元检测卷_7BUnit5Abilities教案

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总 课 题 unit 5   abilities 总课时 10 第1 课时
课    题 the first lesson  comic and welcome to the unit
教学目标 1. ability , superdog , 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 other
教学重点 how to stimulate the students how to care about others and help.
教学难点 1.giving a seat to someone on the bus.
 2. talking about what people can do
教学过程 教  学  内  容 备课札记
step 1. greetings
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 common unity and others .write the words ‘ everyday
hero’ on the board and then brain storm situations in which students can be helpful .  学生活动 
 ss listen and ask and answer.

ss complete the table on their own.

get the ss to listen and understand.

课时设计活页纸
教学过程 教  学  内  容 备课札记
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 and
the task .
3. check answers with the class .
4. ask students to look at the pictures and
statements and consider how often they engagein the activities .ask them to respond using thewords  “ regularly / sometimes / never “ . 
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)   .1234567891011
6. it is important to be     (care)with the 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 .
 let the ss compare “its”and “it’s”.

get the ss to listen and say.
complete the conversation.

ss practice the dialogues. 

课时设计活页纸

总 课 题 unit 5   abilities 总课时 10 第 2课时
课    题 the second lesson  reading (1)
教学目标 1. to introduce and expand vocabulary to describle situations
2. to guess content from text type, title and picture
3. to skim the text for overall meaning and scan for detail
教学重点 how to find information from the text
教学难点 1.to respond to statements expressing surprise ,interest and amazement
2.to describe factual details
教学过程 教  学  内  容 备课札记
step 1. greetings
ask one student to give a duty report, the other students try to ask several questions according to the report.
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 caseof emergency
二 main  task
1.review vocabulary which is relevant for
this context e.g. “smoke ,rush ,danger “ .
2.encourage students to draw on their own knowledge about such incidents have they  heard about similar incidents ?
ask:
1. who had the accident ?
2. who helped in the emergency ?
3. how did it end  ?

 学生活动 
 ss listen and ask and answer.
ss listen and try to answer.

课时设计活页纸
教学过程 教  学  内  容 备课札记
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 1234567891011
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 text
  ① help her neighbor out of a fire / danger
    e.g. yesterday jim helped a little girl out
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 )
e.g. i often see them play football on the playground .
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 we .
6. we went to visit uncle wang and        (bring) some flowers to him .
 

play the tape and ask ss to repeat

ss do it by themselves.

ss practise the dialogue. 

课时设计活页纸

总 课 题 unit 5 abilities 总课时 10 第3 课时
课    题 the third lesson  reading bcd （2）
教学目标 1. to identify names of specific places and actions
2. to infer general meaning from pictures keywords and context
教学重点 to fill the black according to the text
教学难点 to identify and recognize different stress patterns in words.
教学过程 教  学  内  容 备课札记
预习要求： 学生活动 
step 1. warm-up

1 make sure that students understand the 
concept of opposites ,give some similar
e.g. hot /cold ,fast / slow , big / small 
2 explain the concept of prefixes and suffix
tell students that when we add the prefix
un- in front of some adjectives , it uually
means ‘ not’ .give some examples friendly /
 unfriendly , healthy  / unhealthy  , lucky / unlucky ,usual /unusual .when we add the  suffix–ful to the end of some  adjectives  ,
3 ask students to look at the words in the 
left column of part a and do the task on 
their  own . 1234567891011
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  answer
5 explain the context of part b. on the board . 
ss listen and ask.

ss try to tell how many syllables there are in
the the words.

let the ss try to understand. 

课时设计活页纸
教学过程 教  学  内  容 备课札记

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
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 .        

homework
完成课堂作业纸

ss listen and repeat. 

课时设计活页纸

总 课 题 unit 5   abilities 总课时 10 第 4 课时
课    题 the fourth lesson  vocabulary
教学目标 1. to develop an understanding of the use of adj.in fifferent contests
2. to use suitable adj. to describle people’s behaviour and character
教学重点 to present factual information in writing
教学难点 to present an article about an animal
教学过程 教  学  内  容 备课札记
预习要求： 学生活动 
step 1. greetings
teaching procedures:
1. make sure that students understand the 
concept of opposites give some similar
examples . e.g. 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  / unhealt hy,lucky /unlucky ,usual /unusual . when  w e  add the suffix –ful to the end of some   adjectives , it means ‘ full of ……’ i.e. the person or teaching procedures:
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 colum . 
ss listen,ask and answer.

have a discussion. 

课时设计活页纸
教学过程 教  学  内  容 备课札记1234567891011

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 page77 as a model .encourage  them to use as many adjectives as possible .        

homework
完成课堂作业纸

ss listen and answer.

have a
  discussion 

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总 课 题 unit 5   abilities 总课时 10 第5课时
课    题 the fifth lesson  grammmer
教学目标 1. to recognize and understand how to use:can andcould to express
ability in the present and past
2. to recognize degrees of possiblitities may and might
教学重点 how to recognize and understand  the use of “can and could”　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　
教学难点 to assess approprite choice of vocabulary to complete a
 conversation describing feelings of surprise ,likes ,amazement and fear
教学过程 教  学  内  容 备课札记
step 1. revision
revise the last lesson.
step 2.warm-up
ask the student on duty to give a free talk.
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 1234567891011
 
 学生活动 
 revision

free talk

fill in the blanks
write in their answers

look at the picture and write the correct words 

中学课时设计活页纸
教学过程 教  学  内  容 备课札记
5. go through the tables at the top of  page 7
　8 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 part1about 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. 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  .
9. check answers as a class, remind them to  write the pattern into their grammar pattern books together with their own examples.

完成课堂作业纸。
 go through the new words

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总 课 题 unit 5 ability 总课时 10 第 6 课时
课    题 the sixth lesson  grammar b and c
教学目标 1.to  recognize and understand how to use can and could
 2.to recognize  and understand how to use can and could to talk about
  possibility in the present and past
教学重点 can and  could
教学难点 aim 2
 
教学过程 教  学  内  容 备课札记
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’ .  1234567891011
 学生活动 
 
introduction 

课时设计活页纸
教学过程 教  学  内  容 备课札记
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 .
homework:
完成课堂作业纸 introduction

ask and answer questions
complete the conversation

discussion 

课时设计活页纸

总 课 题 unit 5 ability 总课时 10 第 7 课时
课    题 the seventh lesson  integrated skills
教学目标 4. to identify and note specific details and guess meaning from text
5. to identify specific information presented in written and spoken form and make notes
6. to understand and respond to context .
教学重点 cross the bridge and turn right/take the second turning on the right.1234567891011
cross the road at the traffic light./walk past the police station.
教学难点 1.to recognize key expressions about directions.
2.to use key information given instruction and identify the specific order of them from listening.
教学过程 教  学  内  容 备课札记
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 学生活动 
 
revision
 
play
this game

listen

课时设计活页纸
教学过程 教  学  内  容 备课札记
  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 .
step 7.exercises
do some exercises

homework.
完成课堂作业纸 draw the route on the map

play the tape and ask ss to repeat1234567891011
practise 

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总 课 题 unit 5 ability 总课时 10 第 8 课时
课    题 the eighth lesson  study skills
教学目标 6. to develop students’ awareness about what they are learning
7. to develop the ability to work independently of the teacher
8. to develop a systematic recording system of progress
教学重点 aim1. 2
教学难点 aim 3
教学过程 教  学  内  容 备课札记
预习要求： 学生活动 
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
 

have
a discussion

have
a discussion 

课时设计活页纸
教学过程 教  学  内  容 备课札记
. 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 .
1.              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 . 1234567891011
 
give their ideas

learn
 

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总 课 题 unit 5 ability 总课时 10 第 9 课时
课    题 the ninth lesson  main task
教学目标 3. to adapt language to write descriptions for a specific purpose and audience
4. to practice writing formal letters
5. to discuss suitable date and time for a farewell party.
教学重点 aim1 .2
教学难点 aim 3
教学过程 教  学  内  容 备课札记
预习要求： 学生活动 
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  possibility2 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 .

have a
  discussion
read the
questionnaire 

课时设计活页纸
教学过程 教  学  内  容 备课札记
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 . 1234567891011
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 .

write instructions

have a
  discussion 

课时设计活页纸

总 课 题 unit 5 ability 总课时 10 第 10 课时
课    题 the tenth lesson  check out
教学目标 1.to adapt language for a specific purpose and audience
 2. to practice writing formal letters
 2.to use persuasive language
教学重点 aim1
教学难点 aim 2
 aim 3
教学过程 教  学  内  容 备课札记
step 1. revision
step 2.warm-up
remind students of the newspaper article in the reading section about a brave young person .ensure that students are interested in the topic before dealing with the technical aspects of writing a letter .
step 3.help students brainstorm as many ideas as possible for choosing a person they wish to write about .

step 4. part b
ensure that ss understand the instructions.
ask the ss to look at the picture and write the correct words to describe each picture.
  学生活动 
 revision

free talk

fill in the blanks
write in their answers

look at the picture and write the correct words 

课时设计活页纸
教学过程 教  学  内  容 备课札记
3. yours faithfully
4. send the postcard to my parents.

step 5. sum-up
go through the new words and the language points learnt during this lesson.
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 .

homework
1. review the contents of this lesson.
2. do the exx of the workbook.
 learn
go through the new words

learn and practice

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