初二上学期教案牛津英语7B--Unit5

Teaching Designs

(Unit 5,7B)

The First Period

Content: Comic strip and Welcome to this unit

Teaching aims:

1.To learn the comic strip about the two dogs to present the use of “can” and “can’t”.

2.To revise vocabulary about helping people in community.

3.To generate ideas about 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

recommend sb for an award/ write a recommendation letter

Vocabulary:ability /Superdog /fly /careful/ collect /elderly.

Teaching procedures:

Step 1 Warming up

Play a game called: I can …

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?

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?

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.

Step6 Assignment:

1.Recite the dialogue and remember the sentences on Page 73.

2.Writing: “How to be a helpful person ?”

The Second Period

Content: Reading-- A brave girl

Teaching aims:

1.To introduce and expand vocabulary to describe dangerous situations.

2.To guess context from the text type, the title 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.

Language points and focus:

Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old man

pour water over/put out the fire/be in hospital/help each other/be careful with

Fire can be dangerous.

It is important to be careful with fire.

Teaching procedures

Step 1.Revision

Revise what the children learned in the last period.

1..be careful                     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

Step2 Reading

1.    warming 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 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, blanket, put out the fire

3.  Read the story and try to get some information. Then say T or F according to the text.

1).   Wang Fang helped her classmate out of a fire.

2).   Wang Fang’s neighbour is 79 years old.

3).   Mr Sun couldn’t get out because he hurt his arm.

4).   Wang Fang was afraid when she saw a lot of smoke.

5).   Wang Fang put out the fire with a blanket and helped Mr Sun out.

6).   The fire burned Wang Fang’s neck and leg.

7).   Wang Fang was in hospital for two months.

8).   Wang Fang said she was glad to help others and fire was not dangerous.

4.  Listen and read after the text and ask questions.

1).   How old is the brave girl?

2).   When did she help her neighbour out of a fire?

3).   How old is Mr Sun?

4).   Where was Mr Sun when there was a fire?

5).   Why couldn’t Mr Sun get out of his house?

6).   How did Wang Fang put out the fire?

7).   Did Wang Fang hurt herself?

8).   How long was Wang Fang in hospital?

5.    Discuss any problems about the text.

6.       Game :Write the definitions 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 reporters.

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 interview for the brave girl.

The Third Period

Content:Reading 2

Teaching aims:

1. Further understanding the text.

     2. 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 the stove on.

Don’t put anything hot into the rubbish bin.

Keep long hair away from fire.

Recommend sb for sth., think of sb

Tell sb to do sth, fall into water

Be grateful for sth/to sb, 

Teaching procedures:

Step 1.Revision

Revise the vocabulary in the text by 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 .

1.    help sb out of a fire  help  with /(to)do sth.

2.    alone/lonely eg: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 Mr 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 fater 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 2 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. Then choose some groups to perform .

Step4.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. Eg: Don’t run on the stairs. Don’t play on the road. Don’t lean out the window.

Step5.Assignment:

1.    Revise what we learned from P74-76 and remember the new words.

2.    Do some exercises.

The Fourth Period

Ⅰ.Content:

Grammar A:

Using “can”/ “could” to talk about ability

Ⅱ.Preparation:

1.         Revise the use of Model Verbs and learn about positive, negative and question sentences.

2.         Make a list of things that the students can do by themselves now.(At least ten kinds)

Ⅲ.Teaching Aims:

To recognize and understand how to use “can” and “could” to express ability in the present and past.

Ⅳ.Important and Difficult Points:

“Could” is used to express ability in the past.

Ⅴ.Teaching Procedures:

Step 1. Warming up.

1)      Make a survey.

“What can you do now?”

Ask:Can you ride a bike / swim / fly a kite / play football / play chess?

Yes , I can. / No, I can’t.

Show the students’ answers on the screen .

SportsStudent AStudent B

Ride a bike 

Swim 

Fly a kite 

Play football 

Play chess 

Then ask the others:

Can she / he …?

2)      Say the whole sentences:

eg: A. can ride a bike.

He can’t / cannot swim.…

(Write them down on the blackboard.)

Get the students to repeat and talk about student B like above:

3)      Work in pairs

Ask the partner more questions like above and write down their answers , then report to the class.

Step 2. Presentation.

1)      Ask student A and B again:

Could you ride a bike five years ago ?

(Help them answer:

Yes, I could./ No, I couldn’t.)

2)      Get the students to ask the teacher about the past of A and B.

Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)

3)      Teach the students to say the whole sentences:

A could ride a bike five years ago.

He couldn’t swim five years ago.

……

(The same as B)

4)      Use “could” to ask the partner the same questions about the past, then repeat.

5)      Work out the rule.

①     Positive: can

          could

②     Negative: can’t

          Couldn’t

③     Question: Can …？

          Could …？

Step 3. Practice.

1)        Work alone.(Part A1)

2)        Get the students to report themselves like above.

3)        Talk about the tables freely. in pairs.

eg. Can Sandy row a boat now?

   Could he do it last year?

4)        Complete the conversation of Part A2.

5)        Explain:

We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.

eg.①Mike can sing more than 20 English songs.

    Mike is able to …

②She could speak English when she was four.

She was able to…

Get the students to give more examples.

Sum up:

1)      The differences between “can” and “be able to”

2)      Another use of “can” & “could”:

Eg.Can / Could I help you?

Step 4. Consolidation:

Work in groups of six.

Make a survey, then report to the class.

Things to doCould do before

(number of students)Can do now

(number of students)

Tell stories 

Write English words 

Do housework 

Plant trees 

Feed animals 

Make dinners 

Step 5. Extension.

1.Make up a dialogue between Jim and the headmaster according to the following hints.

Jim wants to apply for(应聘)an English teacher .Here are his brief introduction:

Experience: taught 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 maths ,play volleyball(now forgot)

2.Write a letter to your friend and tell him / her about what you have learned since(自从…以来) you came to secondary school.

Step 6. Homework:

Ex A on page 49 of the workbook.

The Fifth Period

Ⅰ.Content:

1.GrammerB:

Using “can”/ “could” to talk about possibility.

2.GrammerC:

Using “may” and “might” to talk about chances..

Ⅱ.Preparation:

Get the students to prepare something that will or won’t happen if we do so or don’t do so.

No.Do so / Don’t soPossible / impossible to happen

1Work hardPass the exam

2 

3 

… 

Ⅲ.Teaching Aims:

1.      To learn how to use “can” and “could” to talk about possibility.

2.      To recognize degrees of possibilities when using “may” and “might”..

Ⅳ.Important and Difficult Points:

The differences between “may” and “might”.

Ⅴ.Teaching Procedures:

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” and “could”.

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.Say:

①    Zhang Hua works hard. It is possible for him to pass the exam.

(He can pass the exam)

②    Nick didn’t bring a football to school.

It is not possible for us to play football after class.

(We can’t play football after class.)

③It was sunny last Sunday. It was possible for the children to go to the park.(The children could go to the park)

④Millie had no money yesterday. It was not possible for her to buy that coat.

  (She couldn’t buy that coat.)

2.Show the sentences above on the screen and explain them to the students:

We use “can” / “could” to say that something is / was possible to happen.

3.      Get the students to explain with “possible”.

  ①Fire can be dangerous if we are not careful.

②Mr. Sun can’t be at home because I saw him at school just now.

③I didn’t lose my key so I could get in.

④Mr. Sun could not get out because he hurt his leg.

Step 4. Practice:

1.      Fill in the blanks.

2.      Work in pairs to talk about something that can / could / can’t / couldn’t happen.

3.      Report to the class.

4.      Explain:

If we think something is sure to happen, We’d better use “must”.

    eg.I saw Mr Yang in the library a moment ago. He must(一定) be in the school now.(Get the students to give more examples)

Step 5. Presentation.

1.      Ask:

May I speak to …?

May I take this picture away?

2.      Introduce the idea that we also use “may” and “might” to express possibilities.

eg.I am free today, I may go on an outing.

  He feels very tired, He might have a good rest at home.

3.      Explain the tables at the top of the page.

Note:

  1)“Might” is the past from of “may”, but here it is also used to express degrees of possibilities.

2)The differences between “my/might” and “can/could”.

Step 6.Practice.

1.      Fill in the blanks alone, and try to underline the keywords that the answers come from, then check the answer.

2.      Explain: maybe / may be

3.      Read the table and complete the sentences.

The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities according to the tables and fill in the blanks with “may (not)” or “might (not)”.

Name Days and Time Near Plans

Daniel Monday (16:00—18:00) Go to the Reading Club (15:30—18:00)

Sandy Tuesday (16:30—18:00) Go to the Music Club (14:00—15:30)

Simon Wednesday (15:45—18:00) Have a football match (13:00—15:40)

Kitty Thursday (16:15—18:00) Go to the Dancing Club (18:00—20:00)

Amy Friday (15:30—17:40) Have Swimming Lessons (17:30—21:00)

Millie Sunday (8:00—11:00) Have nothing to do this day.