7BUnit5Welcometotheunit教案。
教案课件是老师需要精心准备的,大家在仔细设想教案课件了。只有写好教案课件计划,这对我们接下来发展有着重要的意义!你们会写一段优秀的教案课件吗?下面是小编为大家整理的“7BUnit5Welcometotheunit教案”,供大家参考,希望能帮助到有需要的朋友。
教学内容
7BUnit5Welcometotheunit
课型
新授课
教学目标
1.通过朗读漫画教会学生谈论能力的基本句型。
2.谈论在日常生活中我们能为他人所做的事情培养学生乐于助人的品质。
3.通过谈论如何关心和帮助他人引出本单元的中心任务。
教学重难点
1.学习使用一些做好事的词汇。
2.掌握情态动词can的用法
教学方法
情景交际法、任务型教学法教具准备jAb88.CoM
课件教学步骤
教师活动
学生活动
个性化补充
STEP1GreetingsSTEP2.Lead-in
1.Showsomepicturestothestudents.Getthemtosaywhattheycando.
2.Encouragethestudentstobecreativeandtrytomakemoresentenceswith“can”.Andteach“ability”.
3.Getthestudentstomakeasimilardialogue.
S1:Whatistheboydoing?
S2:He’sridingabike.
S1:Canyourideabike?
S2:Yes,Ican./No,Ican’t.
S1:Isitdangeroustorideabikeonabusystreet?
S2:Yes,itis.
S1:Soyoumustbecareful.
Teach:fly,asuperdog,becareful……
4.listentothetapeandansweraquestion
CanEddiefly?
5.Getthestudentstoreadthedialogueagainandactitout.
(Encouragethestudentstoaddsomethingtomakethedialoguefunnier.)
STEP3Presentation
1.Say“Peoplehavedifferentabilities.Somepeopleusetheirabilitiestohelpothers.Wouldyouliketohelpothersifyoucan?Whatcanwedoforothers?
2.Askstudentstomakesentenceswith“Wecanhelp……………..”
3.Tellthestudentstheuseof“can”
4.Teachsomephrases:
Cleanup,giveseatstotheelderly
Ahomefortheelderly,ProjectHope
Collectthings,onthebus……..
5.Readthephrasesinthebook.P77
6.Dothematch.Andthenchecktheanswers
STEP7Consolidation
1.Playagame“Canyouguess?”.Askstudentstoguesswhatthestudentscando.
2.Dosomeexercises让学生复习有关
能力方面的词汇鼓励学生增加适当
的内容,扩大语言
的输出量要求学生根据所给
的句型造出尽可能
的句子,然后总结
Can的基本用法引导学生说出这些
词组的中文意思
与学生核对答案鼓励学生说出更多的能力方面的词汇尽量让更多的孩子
开口说出英语句子阅读对话并能模仿
出类似的情景对话学生听课文录音,回答有关漫画的问题
学生进行小组练习,准备短剧表演
(可以竞赛)学生跟读,并熟记
对主要的词组作和句子的用法做记录
学生根据这一句型进行造句,熟练掌握can的用法(可以竞赛)
学生进行头脑风暴,说出很多本课的新词汇
作业设计
1.背诵本课的单词与词组
2.完成《同步导学》上本课时的作业
3.预习Reading,完成预习作业
板书设计
7BUnit1Welcometotheunit
Abilitiesflylikeasuperdog,…….
Activitiesbecareful,planttrees,cleanup,
Giveseatstosb.,onthebus,
Collectthingsfor…..,ProjectHope,ahomefortheelderly
情态动词can+动词原形
相关阅读
牛津英语8BUnit5welcometotheunit学案及教案
为了促进学生掌握上课知识点,老师需要提前准备教案,准备教案课件的时刻到来了。在写好了教案课件计划后,新的工作才会如鱼得水!你们知道哪些教案课件的范文呢?以下是小编为大家收集的“牛津英语8BUnit5welcometotheunit学案及教案”但愿对您的学习工作带来帮助。
8BUnit5导学案
Welcometotheunit
“慈善机构”(Internationalcharities)是指从事慈善事业的非营利性组织。世界五大国际慈善机构简介:
1.ORBIS(奥比斯基金会):奥比斯的理想是将世界上所有可避免的失明完全消灭。奥比斯对全人类提供高品质的眼科护理与治疗,特别是针对全世界超过1亿8千万的盲胞、视觉受损者及失明的高危险群。目前有80%左右的失明是可以避免的,大约有数百万的失明是可以藉著高科技的医疗方法被治愈的。
2.Oxfam:(乐施会):国际乐施会由十三个独立自主的非官方组成的救援机构,跨越种族、性别、宗教和政治的界限,与政府部门,社会各界及贫穷人群合作,一起努力解决贫穷问题,并让贫穷人群得到尊重和关怀。为消除贫穷、不公平现象而努力。“助人自助,对抗贫穷”是乐施会的宗旨和目标。
3.UNICEF(联合国儿童基金会):联合国儿童基金会主要着眼于拯救儿童生命,并使他们成为对社会有益的成员。坚持不懈地追求实现儿童的权利将为我们创造一个更加平等的社会,并使我们的人口更健康、更具有创造力。
4.WorldVision(世界宣明会):世界宣明会是一个国际救援及发展机构,旨在为贫穷的儿童、家庭及小区带来长远的改变,援助不分宗教、种族或性别。
5.WorldWideFundforNature(世界自然基金会WWWF):WWF的使命是遏止地球自然环境的恶化,创造人类与自然和谐相处的美好未来。
①ORBIS(奥比斯基金会)80%oftheworldblindnessisavoidable,worktoreducepreventableblindnessinmanycountries.Itisdedicatedtothesavingofsightandthedeliveryoftrainingofdoctorsandnurses.
②Oxfam(乐施会)worktoeliminatepovertyandinjusticeinmanycountries.
③UNICEF(联合国儿童基金会)UnitedNationsChildren’sFund,worktoensurethatbasicnutrition,healthandeducationalneedsofchildrenaremet.
④WorldVision(世界宣明会)fundsdevelopmentprojectsinpoorareasaroundtheworld.
⑤WorldWideFundforNature(世界自然基金会WWWF)worktoconservetheenvironmentandanimalhabitats.ItusedtobeknownasWorldWildlifeFund.
someotherinternationalcharities:FriendsoftheEarth地球之友/Greenpeace绿色和平组织/InternationalRescueCommittee国际救援委员会/InternationalYouthFoundation国际青少年基金会/MedicinesSansFrontieres无国界医生组织/SalvationArmy救世军/SavetheChildren/WorldFoodProgramme国际粮食救援署/WorldRelief世界救济
一.预习P76—P77,翻译下列短语。
1.国际慈善机构2.带某人去饭店
3.在……隔壁4.最重要的
5.过去常常做某事6.习惯于做某事
7.有一些剩下的零花钱8.吃一顿大餐
二、Writedowntheinternationalcharities:
_____________helpspeoplewhoareblind.
_____________________protectstheenvironmentandanimal’shabitats(栖息地).
________________providesfundfordevelopmentprojectsinpoorareasaroundtheworld.
________________helpsthepoortogetmorefood,houses,jobs,educationandmedicine.
_________________meetsthechildren’sneedofnutrition,healthandeducation.
三、查找资料,了解更多的慈善机构的名称。
1._______________________________2._______________________________
3._______________________________4._______________________________
5._______________________________6._______________________________
教学内容8BUnit5Welcometotheunit课型新授课
Teachingaims:1.Learn“Comicstrip”andknowalittleaboutinternationalcharitiesand“beusedtodoingsth”;
2.Learndifferentnamesofinternationalcharitiesandtheirfunctions.
Teachingsteps:
Step1Warmingupbyquestioning
WhatcharitiesinChinadoyouknowof?Whatdotheyhelp?
Inthisunit,we’lllearnsomeinternationalcharities.Whatinternationalcharitiesdoyouknowof?
Haveyoueverheardoffamousinternationalcharitieslike:ORBIS,Oxfam,UNICEF,WorldVisionandWorldWideFundforNature?
Step2Presentation
1.Showthewallchartandpresentsomecharitiesintheworld:
a.ORBIS奥比斯
Note:It’sacharitylikeaflyingeyehospital.Ifpeopleinpoorcountrieshaveeyeproblemsandtheyhavenomoneytoseethedoctor,volunteerdoctorswilloperateonthemonaplane.
b.Oxfam乐施会
Note:It’saBritishcharitythathelpspeopleinmanyways.
c.UNICEF联合国儿童基金会
Note:It’sacharitythathelpschildreninneed.
d.WorldVision世界宣明会
Note:It’saChristian(基督教的)charity.
e.WWF=WorldWideFundforNature世界自然基金会
Note:It’sacharitythatprotectswildlifeandnature.
2.Practicereadingthemagainandagain.
3.P77(PartA)
Step3Discussion
1.T:Asweknow,peopleinpoorareasneedalotofthings.Whatdotheyneed?
(GettheSstodiscuss)
2.P75PartBT:Whatdotheyneedmost/least?
3.GettheSstomakeareportlikethis:Ithinktheyneed…most/least.
Step4Listeningandanswering
1.Oxfamneedsmoney.WhatdoesHobowanttodo?
2.DoesEddiewanttogooutbeforelunch?
Whattimedoeshealwayshavelunch?
3.Whereisthenewrestaurant?
Step5Readingandacting
Readthedialoguealoudandactitoutinpairs.
Step6languagepoints
1.usedadj.二手的;旧的;用过的
2.usedto过去常常(后接动词原形)
e.g.Iusedtogotoschoolonfoot,
butIgotoschoolbybusnow.
3.be/getusedtosth./doingsth.
对某事物/做某事已适应/习惯
e.g.Heisusedtohardwork.
Iamnotusedtodrinking.
4.一日三餐之前一般不加冠词。
如:
Wheredidyouhavebreakfastthismorning?
但如果breakfast,lunch,supper或dinner之前有形容词修饰时,常加a/an。
如:
Wehadawonderfuldinnerlastnight.
5.“too…to…”结构表示“太……而不能……”,副词后接形容词或副词的原形,其后再接动词不定式。
如:
Sheistooyoungtogotoschool.
“too…to…”结构可以转化为“so…that…”结构,如:
Heistooshorttoreachtheapple.→
Heissoshortthathecan’treachtheapple.
Step7Homework
a.Readthecomicstripsandtrytorememberit.Tryyourbesttoactitout.
b.Finishofftheexercisesintheworkbook.
板书设计8BUnit5Welcometotheunit
Internationalcharities:ORBISOxfamUNICEFWorldVisionWWF
someotherinternationalcharities:
usedto
be/getusedtosth./doingsth.
so…that…
教学反思
一、根据句意及首字母提示完成单词。
1.Jimhassome_____money(零花钱),sohewantstobuyanewCD.
2.Chinaisoneofthe___________(国际的)countriesintheworld.
3.Hefeelsso____(虚弱)thathecan’tstandup.
4.Wewillbegoodfriends_________(以后).
5.IwanttogotoLondonfor______(更深远)study.
二、用所给词的适当形式填空
1.“Remember_______(close)thedoorafterschool,”ourteachertoldus.
2.Wehavealittletime____(leave).Let’sreadtheEnglish.
3.Areyouusedto_______(do)yourhomeworkatnight?
4.Heusedto_____(visit)theGreatWall.
三、根据首字母提示,完成下文。
HobohearsthatOxfamn______money.HewantstodonateEddie’sp______moneytoOxfam.ButEddiewantstohavelunchf_____becauseit’s12o’clock.
Heisn’tusedtog_____outbeforelunch.Hepretends(假装)thatheistoow_____towalk.Finally,Hobowilltakehimtoanewr_________nexttotheOxfamshop.
7bUnit5Grammar教案
每个老师上课需要准备的东西是教案课件,规划教案课件的时刻悄悄来临了。此时就可以对教案课件的工作做个简单的计划,才能规范的完成工作!有没有出色的范文是关于教案课件的?下面是由小编为大家整理的“7bUnit5Grammar教案”,欢迎您阅读和收藏,并分享给身边的朋友!
课题
7bUnit5Grammar
课型
新授课
教学目标
1、学习can与could在表示能力的使用
2、学习can与could在表示可能性时的应用
重难点分析
教会学生如何理解运用区别cancould学情分析
学生已经掌握一些关于情态动词的用法,但如何正确区别一些情态动词,学生还是不太明确教学方法
情景教学法,归纳法教具准备
课件教学步骤
教师活动
学生活动
个性化补充
Step1.Warmingup.1)Makeasurvey.
“Whatcanyoudonow?”
Ask:
Canyourideabike/swim/flyakite/playfootball/playchess?
Yes,Ican./No,Ican’t.
2)Showthestudentsthefollowingphrasesonthescreen.
Rideabike
Swim
Flyakite
Playfootball
Playchess
3)Asktheotherstudentsintheclass.
Canshe/he…?
4)Showthestudentsthesampleonthescreen
eg:A.Canherideabike?
No,Hecan’t/Yes,can
Step2.Presentation.
1)Askstudentagain:
Couldyourideabikefiveyearsago?
(Helpthemanswer:
Yes,Icould./No,Icouldn’t.)
2)GetthestudentstoasktheteacheraboutthepastofAandB.
Couldhe/she…?(Yes,he/shecould./No,he/shecouldn’t.)
3)Teachthestudentstosaythewholesentences:
Shecouldrideabikefiveyearsago.
Hecouldn’tswimfiveyearsago.
……
5)Workouttherule.
①Positive:can
could
②Negative:can’t
Couldn’t
③Question:Can…?
Could…?
Step3.Practice.
1)Workalone.(PartA1)
2)Getthestudentstoreportthemselveslikeabove.
eg.CanSandyrowaboatnow?
Couldhedoitlastyear?
3)CompletetheconversationofPartA2.
5)Explain:
Wecanuseam(is,are)abletoreplacecanandwas(were)abletoreplacecould.
eg.①Mikecansingmorethan20Englishsongs.
Mikeisableto…
②ShecouldspeakEnglishwhenshewasfour.
Shewasableto…
Step4.ask
1)askstudent
CanIborrowyourpen?
CanIopenthewindow?
CanIclosethedoor?
……
CouldIborrowyourpen?
CouldIopenthewindow?
CouldIclosethedoor?
……
2)比较can,may,could表示可能性的用法
Step5.Guessingariddle.
Itcanliveinwater.Itcanbreatheunderwater.Itcanswim.Itcanliveinaglassbowl.Peoplecanfeedandwatchthemeveryday.Whatisit?
(Agoldfish)
Step6.Presentation.
1.Say:
①ZhangHuaworkshard.Itispossibleforhimtopasstheexam.
(Hecanpasstheexam)
②Nickdidn’tbringafootballtoschool.
Itisnotpossibleforustoplayfootballafterclass.
(Wecan’tplayfootballafterclass.)
③ItwassunnylastSunday.Itwaspossibleforthechildrentogotothepark.(Thechildrencouldgotothepark)
④Milliehadnomoneyyesterday.Itwasnotpossibleforhertobuythatcoat.
(Shecouldn’tbuythatcoat.)
2.Showthesentencesaboveonthescreenandexplainthemtothestudents:
Weuse“can”/“could”tosaythatsomethingis/waspossibletohappen.
3.Getthestudentstoexplainwith“possible”.
①Firecanbedangerousifwearenotcareful.
②Mr.Suncan’tbeathomebecauseIsawhimatschooljustnow.
③Ididn’tlosemykeysoIcouldgetin.
④Mr.Suncouldnotgetoutbecausehehurthisleg.利用一些学生熟悉的短语,以can为提问方式与学生进行问答用第三人称换第二人称进行对话练习Writethemdownontheblackboard.Writethesentencesdownontheblackboard
Askthestudentstocomparethesentenceswithcanandcould.
Askthemtodrawtheconclusion.巡视,帮助可能有困难的学生ChecktheanswerCan和could分别表示现在和过去的能力我们在上册书中还学过表示征求意见的can,mayWritethemdownontheblackboardWritethemdownontheblackboard也可以用学生的课堂状况作为语境ShowthesentencesaboveonthescreenUse“can”toask小组内分组练习Askthepartnermorequestionslikeaboveandwritedowntheiranswers,thenreporttotheclass.answer让学生在组内写出更多的类似的句子总结can与could的区别reportthemselvesTalkaboutthetablesfreely.inpairs.理解举例说明
Answerthesesentencesandmakemore完成单选练习Guess总结
作业设计
补充习题
同步导学
板书设计
Hecan’t/cannotswim.…
Shecouldrideabikefiveyearsago.
Hecouldn’tswimfiveyearsago.
CanIborrowyourpen?
CanIopenthewindow?
CanIclosethedoor?
……
CouldIborrowyourpen?
CouldIopenthewindow?
CouldIclosethedoor?
Hecanpasstheexam
Wecan’tplayfootballafterclass.
Thechildrencouldgotothepark
Shecouldn’tbuythatcoat.
7BUnit5Integratedskills教案
课题
7BUnit5Integratedskills
课型
听力课、新授课
教学目标
1.学会识别阅读和听力材料中呈现的关键信息并做笔记
2.理解上下文并从中提取相关信息,提高自我评价能力以及谈论自己的进步、行为和个性等方面的能力
重难点析
听力练习中,主要信息的获得学情分析
不少学生听力时虽然能听到关键信息的音但是写不出正确的形式,对兼顾上下全文和语法及词汇等的综合运用能力依然比较薄弱。教学方法
Task-basedmethod,practicemethod,situationalmethod教具准备
Ataperecorder,acomputer,aform.教学步骤
教师活动
学生活动
个性化补充
Step1:RevisionAskSstotranslatesentences.
Step2:Pre-taskpreparation
1.Presentsomenewphrases:
readmoreoften,useEnglishmoreoften,getbetterresults,doone’sbest,ChineseHistory,jumphigh,playthepiano
2.Readthephrases
Step3:Taskprocedures
1.Pre-reading
T:Therewillbeaparents’meetingsoon,beforethemeeting,teachersoftenmakeaprofileforeachstudent.CanyouhelpmemakeprofilesinEnglish?Todaywewilllearnhowtomakeaprofilelikethat.First,Let’shavealookatSuzy’sreportcard.Readitandtrytofindsomeusefulinformation.Ifyoufindanynewwords,youcandiscussthemwithyourpartnerorwithme.
2.Reading
(1)Askstudentstoskimthetexttoidentifyanywordstheydon’tknow.
(2)Askstudentstoguessthemeaningoftheunknownwordsfromthecontext.
(3)Explainthemeaningbygivingexamples.
(4)Askstudentstolistasmanyadjectivesastheycanfind.Thenaskthemtoaddotheradjectivesthatteachersmayusetodescribestudents.
(5)Askstudentstostudythenotesfortheparents’meeting.Thenaskthemtofindinformationfromthereportcardtofillinasmanygapsaspossible.
(6)Checkouttheanswers.
Step4:Listening
(1)PlaytherecorderandaskstudentstocompleteMrWu’snotes.
(2)Playtherecorderagaintoenablestudentstochecktheiranswers.
(3)Asksomestudentstoreadouttheiranswers.
Step5:Writing
A:CompletetheprofileofSuzy:
(1)AskstudentstouseinformationfromthereportcardandnotestocompleteSuzy’sprofile.(A3)
(2)Askthemtoguessthemeaningofthenewwords:grade,result,high.
(3)Readitandworkoutthewayofwritingaprofile.(Groupwork)
B:Writeaprofile:
(1)Dividetheclassintogroups.
(2)Ssdiscussandcompletethetable.
(3)Preparetowriteaprofile.
(4)Changethetable,accordingtothenotesonPage86.writeaprofileforeachother.
(5)ReadtheprofileinClass,Askotherstocommentit.展示GrammarC感叹句,要求学生翻译课件上展示短语,配以插图,图文并茂教师呈现背景知识,指导学生阅读卡片指导学生划出短语T:wecannotgetalltheinformationforthenotesfromthereportcard.Now,Let’slistentoMrWu’stalkaboutSuzytocompletetherestofthenotes播放录音两遍,第二遍可在感觉有困难的部分稍作停顿,供学生完成答案三分钟时间给学生完成A3部分填空呈现学习情况调查表,要求学生完成自己的表格
学生口头齐翻译感叹句根据图片理解短语意思并熟读短语朗读短语仔细听明白教师的要求列出教师描述学生常用的词句学生回答能够填出的前七个空格回答剩余的空格答案完成A3部分齐读个人简介,并分析出写作结构两人一组讨论,完成自己的表格(在相应的地方打勾)
作业设计
1.Revisethekeypointsandphrasesinthisclass.
2.RecitePartA3
3.完成《同步导学》第七课时
4.预习PartBSpeakup
板书设计
Integratedskills
readmoreoften
useEnglishmoreoften
getbetterresults
doone’sbest
ChineseHistory
jumphigh
playthepiano
学习情况调查表ChineseMathsEnglishHistoryGeographyVeryconfidentQuiteconfidentConfident,careless,shouldlistentotheteachercarefullyinclassSlightlyconfident.shoulddomoreexercisesNotconfident.shouldtryharder.