牛津英語高中教案
發(fā)表時間：2020-12-09牛津7BUnit5教案Unit5Abilities教案。
Unit5Abilities教案
warmingandwelcometotheunitperiod1Teachingaims:
1.Todevelopthestudents’abilitiesoflistening,reading,writingand
speaking
2.Tofurtherunderstandtheimportanceofsavingwaterandarousetheir
awarenessofsavingwater
Languagefocus:
1.Asking“How”questionstofindoutmeans
2.Usingconnectivestoexpressconditions
3.Furtherunderstandingoftheimportanceofsavingwater
Materials:
1.Student’sbook7b
2.Acomputer
3.Formscopiedforeachstudent
4.Severalpiecesofpaperformakingposters
Teachingprocedure:
Pre-taskpreparation:
1.ReviewanEnglishpoem:Water
2.Adialogueabouttheknowledgeofwatergivenbythestudentsonduty.
Raisequestionsandanswerthesequestionsaboutit.(studentsvsstudentsactivity)
3.Reviewtheusageofthewater
Askstudentstonameasmuchwaysofusingwaterastheycan.
Haveagroupcompetition.
4.Askthestudentstothinkaboutthefollowingquestion,“Whatwill
happenifthereisnowater?”Showasetofpicturesofwatershortageand
askthemtoidentifythem.Encouragethemtosaymore.
5.While-taskprocedure:
Introducethenewdialogue:
1.Studentswatchtheslidesandlistentotherecording,“ThinkandSay”(P83)
2.Askthemtoanswerthequestionstheyhaveheardfromthetape.
3.Studentslistenagainandrepeat.
4.Studentsreadthedialoguewiththeirpartners.
（該部分中，我先讓學生通過聽兩段對話帶出新句型，并通過一問一答來進行操練加）
5.Showmorepicturesofsavingwaterandaskthestudentstousethe
sentencesthey’velearnedtotalkaboutthem.
----Howcanwesavewater?
----Wecansavewaterby(not)…
Studentsdopairwork.
（在熟練句型的基礎上，給出不同的畫面來讓學生運用句型進行討論，提高了學生的學習興趣。）
6.Studentslookatthepictureofahouseinwhichpeopleareusingwater
indifferentwaysandlistentothetape.Thenaskthemtoidentifywhich
actionsarewrongandgivetheirreasons.
避免了簡單的機械操練，激發(fā)了學生用所學的新句型來表達自己的想法。）
Post-taskactivities:
1.Dividetheclassintogroupsoffour.Studentsmakesomeshortplays
aboutsavingwater.
2.Inviteseveralgroupstoactatthefrontandaskstudentstogive
conclusionsaftereachperformance.
（此部分是一個綜合應用的部分。要求同學們通過小劇表演）
3.Distributeaformtoeachstudent,“Howcanwesavewater?”Ask
studentstofinishthem.Invitea
moreablestudenttocometothefronttocompleteit.
（表格的填寫把同學的所學落實于筆頭。）
4.Distributeapieceofpapertoeachgroupoffourandaskthemto
designposters.
5.Invitethestudentstointroducetheirpostersatthefrontandput
theirpostersontheblackboard.
Readingofunit5period2Teachingaims:
1.Todevelopthestudents’abilitiesoflistening,reading,writingand
speaking
2.Tofurtherunderstandtheimportanceofprotectingtheforestsand
arousetheirawarenessofprotectingtheforests
Languagefocus:
1.Usingadjectivestodescribeobjects
2.Using“Wh-”questionstofindoutspecificinformationaboutanobject
Teachingprocedure:
Pre-taskpreparation:
1.Reviewthewordsand“Lookandread”onpage56.
2.Introducenewwords.
While-taskprocedure:
1.Organizeagame.
2.Letthestudentswatchavideo.
3.Playtherecording:Playagame.Studentslistenandfollowintheir
books.
4.Tellthemtocomparethingswhicharemadeofdifferentmaterialsto
elicit:prefer.
Post-taskactivities:
1.Studentsmakeshortdialogues.
2.Conductanactivity:thebestsalesman.
3.Askstudentstodiscusshowtoprotecttheenvironment.
Assignment:
Completethereport.精選閱讀
中考英語復習學案（7BUnit5）Abilities
中考英語復習學案（7BUnit5）Abilities
一、重點短語及句型：
1.不同能力differentabilities
2.當心becareful/lookout/takecare
3.幫助別人helpothers4.給某人頒獎givesb.anaward
5.推薦某人獲獎recommendsbforanaward
6.找出，查明findout
7.給……讓座giveaseattosb.8.希望工程ProjectHope
9.把公園打掃干凈cleanupapark
10.敬老院ahomefortheelderly
11.勇敢獎anawardforbravery
12.幫助某人逃出火海helpsboutofafire
13.獨自在家athomealone
14.跑到外面runoutside15.濃煙alotofsmoke
16.隔壁nextdoor
17.79歲的鄰居a79-year-oldneighbour18.出去getout
19.傷了腿hurtlegs
20.把……..倒在pour……over21.沖到……..里rushinto
22.救人savesb.23.撲滅火putoutafire
24.用毯子withablanket
25.幫助某人出去helpsbout
26.燒傷某人的脖子burnone’sneck27.在左邊/右邊ontheleft/right
28.使生命無虞keeplifefromdanger
29.獨自做某事dosthbyoneself/alone
30.加入我們joinus31.你自身的安全yourownsafety
32.住院(be)inhospital
33.發(fā)生在某人身上happentosb34.呼救callforhelp35.好轉getbetter
36.防火安全firesafety37.一條忠告apieceofadvice
38.使火爐燒著leavethestoveon
39.遠離……keepawayfrom40.垃圾箱rubbishbin
42.先想著別人thinkofothersfirst
43.擅長跑步begoodatrunning
44.掉進水里fallintothewater45.獲獎haveanaward
46.聽見某人在做某事hearsb.doingsth.47.劃船rowaboat
48.鋼琴彈得好playthepianowell49.跳得高jumphigh
50.迷路getlost/loseone’sway
51.收到某人的來信get/receivealetterfromsb.
52.家長會parents’meeting53.盡力try/doone’sbest
54.因某事感激某人begratefultosb.forsth,
二、語法點：
1.---Couldyouswimwhenyouwereachild?
--Yes,Icould./No,Icouldn’t
2.Could也可以表示請求，語氣委婉，主要用于疑問句，不可用于肯定句，答語應用can.
eg.----CouldIgonow?----Yes,youcan./No,youcan’t/mustn’t
3.Can也可表示能力，可用beableto替換
感嘆句
What+a/an可數(shù)名詞（主語+謂語）Whatacleanroom(itis)!
What+不可數(shù)名詞（主語+謂語）Whatgoodnews(itis)!
How+adj./adv.（主語+謂語）
Howcool(youare)!Howwell(yousing)!
語法專練
1.----CouldIborrowyourbike?
----Yes,ofcourseyou__________(could,can).
2.LastyearI______(can’t,couldn’t)swim,butI_______(can,could)swimnow.
3.He_______(can’t,maynot)beagoodstudentbecauseheisoftenlateforschool.
4.----_______(May,Might)Igooutnow?
----No,youmustn’t.Youmuststayathome.
5．It’safinedaytoday.(感嘆句)
_______________________________today!
6.Herunsveryfast.(感嘆句)
________________________________!
7.Ihavegoodnewstotellyou.(感嘆句)
_______________________________________________________!
8.IcouldswimwhenIwastenyearsold.(同意句)
I___________________________whenIwastenyearsold.
9.Howbeautifulthegirlis!(同意句)
______________________________________________!
牛刀小試中考連接
1.It’sverycoldoutside.I’llwatchTVathome.Iwon’tgoout.(合并為一句)
It’sverycoldoutside.I’llwatchTV_________________________out.
2.Mysistercoulddrawwhenshewasyoung.（同意句）
Mysisterwas_____________drawwhenshewasyoung.
3.Theyareworkinghardonthefarm.（感嘆句）
_______________________________onthefarm!
()4.---MustIgivethebookbacktothelibrarynow?
---No,you____.Youcan____itforanothertwoweeks.
A.mustn’t;borrowB.needn’t;keepC.needn’t;borrowD.mustn’t;keep
初三英語組復習資料（7BUnit5配套練習）
一用所給詞的適當形式填空
1.Theygotwhattheywantedandwentback__________(happy).
2.___________stampsisJack’shobby.(collect)
3.Everyyear,theyhavealotof__________(visit)fromothercountries.
4.Computersarevery________(use)tous.
5.Ihopeitwillbe________(sun)tomorrow.
6.---Arethese____________(they)bags？
---No,theyaren’t________(their).Theyare________(we).
7.Thedoctorsavedtheoldmen’s_________.(life)
8.Kitty,youareso_________(care)tomakesuchamistake.
9.Theyhavedifferent__________(ability).
10.IoftenhearLily_____(sing)intheroom.Listen!Wecanhearher______(sing)now.
11.Apoliceman’sdutyistoprotectpeople’ss__________.
12.Ayoungman________(name)Johnhadjustlefttheschool.
13.---Whoteaches________English?---Theyteach_________(they).
三單項選擇
()1.______willspendthesummerholidayinHawaii.
A.She,youandIB.You,sheandI
C.I,youandsheD.Her,meandyou
()2.Didyouhearthe________report?
A.policemenB.policemen’sC.policemens’D.policemans’
()3.YesterdayIwrote________lettertomyteacher.
A.aeight-hundredwordsB.aeight-hundred-words
C.aneight-hundred-wordD.aneight-hundredwords
()4.Thewindowwasbroken.Tryto_____whohasbrokenit.
A.findB.lookC.findoutD.lookfor
()5.____fineweatheritistoday!A.WhatB.WhataC.HowaD.How
()6.Thehousewas______firelastnight.Peopleput____thefire.
A.at,downB.in,outC.on,outD.on,down
()7.Canyoukeepafirefrom______?Yes,Ican.
A.burnBburnedC.toburnD.burning
()8.Theoldmanhas____friends.Soheoftenfeelslonely.
A.fewB.afewC.littleD.alittle
()9.Hedoesn’tspeakEnglish______hisbrother.
A.aswellasB.asgoodasC.sowellthanD.asbetteras
()10.Canyouteachmehow________?
A:danceB:dancingC:todanceD:dances
()11.Doyouknowwhathappened________Tomlastnight?
A:withB:ofC:atD:to
()12.Pleasedon’tput________intotherubbishbinbecauseit’sverydangerous.
A:somethinghotB:hotsomethingC:anythinghotD:hotanything
()13.I’mnotfeeling_________thismorningandmymotherasksmetostayathome.
A:wellB:goodC:niceD:badly
()14.MyfriendBobisill________now.Imustgotothehospitaltoseehim.
A:inthehospitalB:atthehospitalC:inhospitalD:athospital
()15.Thankyou________usthiseveningandwe’llhaveagoodtimetogether.
A:joinB:forjoiningC:tojoinD:forjoin
()16.Thefireisverydangerous.Itisveryimportant_____withfire.
A:tocarefulB:forcarefulC:tobecarefulD:becareful
()17.___usefulbookitis!A.WhatanB.HowanC.WhataD.Howa
()18.I’mnotathome________May,butI’llbeback________8thJune.
A:in,inB:on,onC:in,onD:on,in
()19.---Areyouafraidof______ata_____house,Linda?---No,I’vegrownup.
A.alone;aloneB.beinglonely;aloneC.beingalone;lonelyD.lonely;lonely
閱讀理解
Onedayanoldmanissellingabigelephant.Ayoungmancomestotheelephantandbeginstolookatitslowly.Theoldmangoesuptohimandsaysinhisear,“Don’tsayanythingabouttheelephantbeforeIsellit.ThenIwillgiveyoutwentydollars.”“Allright,”saystheyoungman.Aftertheoldmansellstheelephant,hegivestheyoungmantwentydollarsandsays,“Now,canyoutellmehowyoufoundtheelephant’sbadears?”“Ididn’tfindthebadears,”saystheyoungman.“Then,whyareyoulookingattheelephantslowly?”askstheoldman.Theyoungmananswers,“BecauseIhaveneverseenanelephantbefore,andIwanttoknowwhatitlookslike.”
()1.______theelephant.
A.TheyoungmansellsB.Theoldmansells
C.ThetwomensellD.Theoldmanbuys
()2.Theyoungmanislookingattheelephantslowly.Hewantstofindout____.
A.whichfootoftheelephantisbadB.howheavyitis
C.whichearoftheelephantisbadD.whatitlookslike
()3.Theyoungman_______.
A.knowstheelephanthasbadearsB.wantstobuytheelephant
C.looksaftertheelephantD.getssomemoneyfromtheoldman
()4.Theyoungman_______.
A.isnotinterestedinelephantsB.knowswhatanelephantlookslike
C.hasseensomeelephantsbeforeD.hasneverseenanelephantbefore
()5.Hearingwhattheyoungmansaid,theoldmanwillprobably(可能)be___
A.angryB.happyC.dangerousD.hungry
Unit5Abilities(IntegratedskillsI)
每個老師為了上好課需要寫教案課件，又到了寫教案課件的時候了。只有規(guī)劃好教案課件工作計劃，才能更好地安排接下來的工作！你們會寫多少教案課件范文呢？小編特地為大家精心收集和整理了“Unit5Abilities(IntegratedskillsI)”，希望對您的工作和生活有所幫助。
Unit5Abilities(IntegratedskillsI)
1.Toidentifyandnotespecificdetailsandguessmeaningfromgeneralcontext
2.Toidentifyspecificinformationpresentedinwrittenandspokenformandmakenote
3.Tounderstandandrespondtocontextbyabstractinginformationrelevanttowritingastudent’sprofile
Focuses
Toabstractinformationfromlistening
Difficulties:
Torespondtoinformationobtainedfromlistening
Step1Presentation
1.ArouseSs’awarenessofbeingagoodstudent:Tryyourbesttofinishoffyourstudytasksatschool.Whatdoyouoftengetattheendofaterm?
2.Leadintothenewitems:aschoolreportforyou.ElicitSs’answersabouttheirownschoolreportatschool.TrytocomparetheirstoSuzy’sonpage82.
3.SsskimSuzy’sschoolreportandfillintheusefulinformationbelow,checkasawholeclass.
Step2Practice
1.Notesforparents’meeting
page86PartA1,individualsgivetheiranswersandcheckasawhole.
Name:________Class:________Grade:________
Goodat:________,________,_________andMaths.
Weakat:________
Clubs:__________Club
Playsthepianowell
Sports:________
Practicesevery________and__________
Personality:Cleverandcheerful
Canorganize________activitieswell
Step3Listening
1.PlaythetapeaboutPartA2onpage87forSstoabstractspecialinformationaboutSuzy.Checkwiththewholeclass.
2.PlaythetapeforSstolistenandrepeat.
Step4Reading/Practice
1.Ssreadthepartindividually,makesuretheycanreadthepartfluently.
2.Practicereadingthepartinclass.
3.Sspracticefindoutthelanguepointsintheparttogether.
reportcard
haveagoodmemory
becareful/careless
useEnglishmoreoften
do/tryone’sbest
have/getgoodgradesinMaths
jumphigh
longjump
getintotheschoolteam
nextyear
Step5Production
TrueorfalsequestionsaccordingtoSuzy’sreportcard.
1.SuzyisatopstudentinGrade7.()
2.Shecanrememberthingsquickly.()
3.Suzydoesn’tneedtoreadanduseEnglishmoreoften.
4.SheiscrazyaboutChinesehistory.()
5.Suzycanorganizemusicclubactivitieswell.()
6.Sheisgoodatjumpinghighnow.()
7.Suzy’sGradeteacherMrWuthinkssheiscarelesssometimes.()
8.Sheiscleveratgeography.()
Step6Homework
1.Goover‘Speakup’afterclass.
2.Practicethesayingtherouteaboutthetreasurefornextperiod.
Integratedskills(II)
1.Todevelopfluencyinusing‘can’toexchangeinformationaboutwhatpeopleareabletodo
2.Tofindoutandgiveinformationaboutabilities
3.Totransfertheconversationmodeltopersonalsituations
Focuses
Toidentifyandnotespecificdetailsfromgeneralcontext
Difficulties:
Torespondtoinformationwithpeople
Step1Presentation/Listening
I.ArouseSs’interestintalkingabouttheirownabilities,e.g.talkingwithfriends,sendinge-mails,talkingontheICQwithforeignfriends.RemindSsthatthereareallkindsofopportunitiestousethestructureinwritingandconversation.
II.PlaythetapeforSstolistenandanswerthefollowingquestions:
1.Whycan’tSandydance?
2.CanMilliedancewell?
3.CanSandysingwell?
4.WillSandylearnhowtodance?
5.Howoftenwilltheypracticedancing?
Step2Readingandacting
1.Sspracticereadingthepartinchorusandinpairs.Encouragethemtopaymoreattentiontointonationlinkingofwords.
2.Getsomepairstoactouttheconversationinfrontoftheclass.
Step3Practice
1.GiveSssometimetocreateasituationaboutabilitiesinpairs.
2.Getsomepairstoactouttheirconversationsinfrontoftheclass.
Step4Production
1.CreateasituationforSstomakeupaconversation.
A:can’tplaytennis,difficult
canplaypingpongwell
wanttolearnhowtoplaytennis
B:canplaytenniswell
cansingwell
canteachAhowtoplaytennis
C:practiseeveryafternoonafterschool
2.ThenSsworkouttheirownconversationsandactthemoutinpairsinfrontoftheclass.
3.Finishofftheconversationtogether.
A:I________readthearticleatall.It’stoodifficultforme.Canyoureadit?
B:Yes,ofcourse.ButI________readwell.
A:That’sOK.I________doitatall.
B.Oh,well,________mind.YoucanlearnMathsverywell.
A:Thankyou,but________youteachme_________toreadEnglish?
B:No________.Let’s________everyFridayafterschool.
A:Great!Thankyouverymuch.
Step5Homework
1.Goover‘StudySkills’afterclass.
2.Practicetheirconversationsaswrittenwork.
Unit5Abilities(Checkout)
教案課件是每個老師工作中上課需要準備的東西，大家在認真準備自己的教案課件了吧。我們制定教案課件工作計劃，可以更好完成工作任務！你們清楚教案課件的范文有哪些呢？小編特地為您收集整理“Unit5Abilities(Checkout)”，歡迎您閱讀和收藏，并分享給身邊的朋友！
Unit5Abilities(Checkout)
Teachinggoals
1.TochecktheuseofModalverb“can/could”,theuseofImperativeSentences
2.Torevisekeyvocabulary
Focuses
1.Topracticethegrammaritemswell
Difficulties:
Tousethelanguagepointsfluently
Procedures
Step1Revision
1.Dictatethevocabularylearntintheunit,checkwiththewholeclass.
2.RevisetheusefulpatternsintheunitbyaskingSstogivetheEnglishonebyone.
Step2PartB
Sspracticepage91PartBindividuallyandcheckasawholeclass.
1.TellSsaboutcrosswordpuzzlesiftheyareunfamiliarwiththem.
2.AskSstocompletethepuzzle.
3.Sswhofinishearlycanmakeacrosswordpuzzleoftheirown,usingthetaskasamodel.
4.AskSstochecktheirownwork.
Step3PartA
1.Explainthecontextandinstructionscarefully.
Thisisachallengingexercisebecauseeitheranswerisgrammaticallycorrect.
However,oneofthechoicesismoresuitablethantheothersemantically.
2.TellSstolookatthetableontheleftfirstandreadalltheClass1,Grade7Ss’plans.
Ensuretheyunderstandthattheheading‘can’referstoabilityratherthanpossibilityhere.
3.AskSstoreadwhatDanielisthinkingandthenselectthebestmodalverbfromthetwochoices.
TellthemtorefertothetableonPage80forguidance.
Remindthemthat‘can’referstopossibility,notabilityhere.
4.AskSstoreadoutonesentenceeach.
Reviewtheanswersandgivereasonsforthechoices.
Step4Consolidationwork
Dotheexercisestogetherinclass.
Step5Homework
ReviewUnit5afterclassforatest.
