牛津译林版英语七下unit5abilitiesword全套教案

牛津译林版英语七下unit5abilitiesword全套教案内容摘要：

dancing, teaching other subjects ,such as maths ,play volleyball(now fot) 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: : Using ―can‖/ ―could‖ to talk about possibility. : 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. 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 puters.(two years ago) 3)help Mother do housework.(at the age of seven) Step 3. Presentation. : 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.) ③ It was sunny last Sunday. It was possible for the children to go to the park.(The children could go to the park) ④ Millie had no money yesterday. It was not possible for her to buy that coat. (She couldn’t buy that coat.) 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‖. ① Fire can be dangerous if we are not careful. ② Mr. Sun can’ t be at home because I saw him at school just now. ③ I didn’ t lose my key so I could get in. ④ Mr. 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‖. 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. 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 . 1. Fill in the blanks alone, and try to underline the keywords that the answers e from, then check the answer. 2. Explain: maybe / may be 3. Read the table and plete 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)‖. NameDays and TimeNear Plans DanielMonday(16:00—18:00)Go to the Reading Club(15:30—18:00) SandyTuesday(16:30—18:00)Go to the Music Club(14:00—15:30) SimonWednesday(15:45—18:00)Have a football match(13:00—15:40) KittyThursday(16:15—18:00)Go to the Dancing Club(18:00—20:00) AmyFriday(15:30—17:40)Have Swimming Lessons(17:30—21:00) MillieSunday(8:00—11:00)Have nothing to do this day. go and see Mr Sun on Monday. go to see Mr Sun on Tuesday. go to the hospital to help Mr Sun on Wednesday. go to help Mr Sun on Thursday. help Mr Sun on Friday. go to help Mr Sun on Sunday. (Key： not not ) Step . You are trapped into a lonely island. How can you escape ? Please think of more ways. You’d better make sentences with ―may‖ or ―might‖. Step 8. Homework Ex B on page 50 of the workbook. The Sixth Period Content: out skills Teaching aims : 1. To assess students’ recognition of model verbs and adjectives . 2. To develop students’ ability to work independently of the teacher . Language focus: be likely to, be able to Teaching procedures : Step 1 : Warming up Crossword puzzle petition (Part B) Step 2 : Free talk Practise with the adjectives in Part B . eg : How is your best friend ? He is very helpful . He often helps me with my English . Step 3 : Pretask 1. Review the use of the model verbs . 2. Present some new words : drama,likely,be able to Step 4 : Whiletask students to look at the table and read all the plans . students to read what Daniel is thinking about and select the best model verb . Step 5 : Posttask 1. Ask four students to read out one sentence each . Step 6 : Practice (Group work ) 1. Ask students to make dialogues with the model verbs . 2. Ask some groups to act out their dialogues . Step 7 : Learn how to make a learning record . 1. Have a discussion about what students learned in this unit. Eg: What did you study ? How to improve it ? Can you do it now ?etc. 2. Explain the context of this section and the need to keep learning records . 3. Ask students to look at the headings in the sample record in Part A . Elicit ments from students about the sample record . 4. Ask students to use the chart to make their own learning record . 5. Encourage students to make ments ab。