7B Unit7 教案

The First Period

Content: Comic strip and Welcome to this unit

Teaching aims:

1.To learn the comic strip about the two dogs to pr esent 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 /super dog /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 “Super dog, hurt, be careful”

Ask students to think about the consequences of their daily actions

Guide students to understand what they can do and ca n’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? 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.

The Second Period

Content: Reading-- A brave young man

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 Super dog

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 neighbor 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 neighbor 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?

Step3 Assignment

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

Teaching aims:

1. Further understanding the text.

2. Learn more about fire safety.

3.To use different suitabl e 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, sudd enly I heard someone shouting ”H elp! 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 father 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 and 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.

E.g.: 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

Grammar

Ⅰ.Content: Grammar: 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 students the answers on the screen .

Sports: Ride a bike/Swim/Fly a kite/Play football

Then ask the others: Can sh e / 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 c ouldn’t.)

2) Get the students to ask the teacher about the past of A and B. Could he / she …? (Yes, he / s he 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 partn er the same questions about the past, then repeat.

5) Work out the rule.

①Positive: can/could

②Negative: can’t /c ouldn’t

③Question: 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.

e.g. 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“.