7B牛津英语unit5教案

7B牛津英语unit5教案（共5篇）

篇1：7B牛津英语unit5教案

welcome to the unit

Teaching aims and demands:

New words：ability , Superdog , fly , careful , collect elderly

Teaching methods: task-based approach

Teaching task: 1 to revise vocabulary about helping people in the community

2 to generate ideas about ways to care for and help others

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .

二 Main task

1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .

2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .

3 Check answers with the class .

4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .

5 Do a class survey . then fill in the following form .

activities always usually often sometimes never

Helping old men

Planting trees

三 Exercises :

练习一Welcome to the unit

一、词汇

1 Thank you for （bring） me presents and cards .

2 He is a (细心的)boy .

3 I saw a lot of smoke (come) from next door .

4 I poured some water over my jacket . That’s what I did for my (safe).

5 Fire can be very (danger) .

6 It is important to be (care) with fire .

7 Children should not play with (match) .

二、翻译句子

1 我们可以为希望工程捐款。

We can for .

2 她是一位细心的学生，课堂上她总能认真听讲。

She is a student . She always to the teachers .

3 少先队员们为老人们一周两次打扫房间。

The Young Pioneers the rooms for twice a week .

4 七年级一班的学生将去河边植树。

The students of Class1Grade 7 near the river .

5 李平经常帮助老人。

Li Ping often .

6 他经常在车上让座。

He often someone on the bus .

7 他正在为希望工程筹集东西。

He is Project Hope .

8 你们这星期五去老年公寓吗？

Are you this Friday ?

7B牛津英语unit5教案 Reading a brave girl

Reading a brave girl

Teaching aims and demands:

New words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,

Teaching methods: task-based approach

Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations

2 to guess general meaning from picture , key words and context

3 to identify names of specific places and actions

4 to skim the text for overall meaning and scan for detail

Teaching aids: tape recorder

Teaching procedures:

一. Warm-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 emergency .

二 Main task

PartA

1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .

2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :

1 Who had the accident ?

2 Who helped in the emergency ?

3 How did it end ?

3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .

4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding

1 Did Wang Fang go out on 10th May ?

2 Was there a fire in the kitchen ?

3 Was there a lot of smoke ?

4 Did Wang Fang run out of the building ?

5 Did the fire burn Wang Fang ?

6 Did she stay in hospital for two months ?

5 Read the text carefully again then answer the following questions :

1 What happened on 10th May ?

2 Who saved Mr Sun ?

3 Why could Mr Sun not get out of the kitchen ?

4 How did Wang Fang put out the fire ?

5 Why was Wang Fang in hospital ?

6 Explain the useful expressions in the the text

① help her neighbour out of a fire / danger

eg Yesterday Jim helped a little girl out of danger .

② alone = by oneself

My parents were out just now. I am alone / by myself now .

Peter can do his homework alone / by himself .

③ hear someone shouting

see / watch / find / hear sb do sth ( doing sth )

eg I often see them play football on the playground .

The teacher found them talking happily when she came into the classroom .

④ 79-year-old

eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .

⑤ be in hospital

My friend was ill yesterday , so she is in hospital now .

⑥ It’s important / good / + 形容词 for sb to do sth .

eg. It’s good to give someone a seat on a bus .

PartB

1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .

2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .

3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .

PartC&D

1 Read the text for this task and make sure that students understand it .

2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .

3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .

4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .

5 Ask them to think of any other safety advice .

eg . Don’t play on the street .

Cross the street at the zebra crossing .

三 Exercise

一、词汇

1 That man （quick） ran away .

2 Don’t (抽烟) here , please .

3 Jack fell (跌倒) off the ladder and (hurt) himself .

4 We should (study) hard .

5 It’s important (learn) English well .

6 We went to visit Uncle Wang and (bring) some flowers to him .

7 The fire (burn) the house .

8 He can (swim) very well .

9 Suddenly I heard someone (shout) to the next room .

10 The firemen rushed into the house (救) that little baby .

二、用适当的单词填空

1 That old man was ill hospital .

2 It’s important to be careful fire .

3 Mr Li put the fire a blanket .

4 Don’t pour water her jacket .

5 I heard a strange noise next door .

6 Mr Fang lives next to my room . He’s my good .

7 We often cook meals in the .

8 We should be when we cross the road .

9 How the girl is ! She saved an old man from the water .

10 That girl is to go out at night . So she often stays at home and watches TV .

三、根据课文完成短文

Mr Sun is Wang Fang’s . He is years old . He

lives . One day , Wang Fang him “ Fire , Fire !” So she

out and Mr Sun’s house was on . Mr Sun his leg , He

can’t get out . What can she do ?

Quickly , she back , water over her jacket , then into

the fire . She was . She helped Mr Sun out .

After this , Wang Fang often says :”Fire can be very . It’s to

be with fire . “

五、翻译句子

1 玩火是危险的。

It’s fire .

2 她有一个8 岁的女儿。

She has daughter .

3 今晚我一个人在家。

I at home tonight .

4 在五月十日， 那男人从或里救出一个小女孩。

, that man a girl a fire .

5 我们应该互相帮助。

We .

6 那场火烧毁了屋子里的一切。

The fire in the house .

7 他迅速跑回公寓去取钥匙。

He quickly his flat the key .

（B）

8 他正在写一篇1500字的故事。

He is .

9 我哥哥今天不能来上学因为他的腿受伤了。

My brother because .

10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。

The mouse cut the rope and helped the lion .

11 孙太太住院多长时间了？

was Mrs Sun ?

12 我们应该互相学习， 互相帮助。

We should .

13 学好英语是非常有用的。

It’s to .

7B牛津英语unit5教案 Vocabulary

Vocabulary

Teaching aims and demands:

New words：grateful , quick , slow , rude , recommend , award , super , sportswoman

Teaching methods: task-based approach

Teaching task: 1 to develop an understanding of the use of adjectives in different context

2 to use suitable adjectives to describe people’s behavior and character

Teaching aids: tape recorder

Teaching procedures:

1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small

2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .

3 Ask students to look at the words in the left column of Part A and do the task on their own .

4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .

5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .

7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .

8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .

9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .

7B牛津英语unit5教案 Grammar

Grammar

Teaching aims and demands:

Teaching methods: task-based approach

Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .

2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .

3 To recognize degrees of possibilities when u8sing “may and “might”

Teaching aids: tape recorder

Teaching procedures:

1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .

2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .

3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .

4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .

6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .

7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .

8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .

9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .

10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.

Part B

1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .

2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .

3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :

School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .

It will be warm tomorrow so we can wear short sleeves .

4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .

5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .

Part C

1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .

2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .

3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .

4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .

5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .

6 Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems .

篇2：7B牛津英语unit5教案

总 课 题 7B Unit5 Abilities 总课时 10 第 1 课时

课 题 comic and welcome to the unit 课型 New

教学目标 知识目标 1. To learn some new words such as: ability , Super dog , fly , careful , collect elderly

2. To revise vocabulary about helping people in the community.

3. To generate ideas about ways to care for and help others

能力目标 To generate ideas about ways to care for and help others.

情感目标 To educate the students to be polite and helpful to others.

教学重点 How to stimulate the students how to care about others and help.

教学难点 Talking about what people can do.

课前预习1.Preview the new words.

2.Listen to the tape and read the dialogue.

教学方法 情景交际法、任务型教学法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step1. Greetings &Warming up

.

Step 2 Presentation

Step 3 Comic strip

Step 4 Learning “Helping Hands Club”.

Step 5 Make a survey

Step Five: Consolidation---an investigation

Step6:Assignment:

1.Play a game called: I can …

Talk to students about Superman. Guide students to understand the meanings of “can” and “can’t”.

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.

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.

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.

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.

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

2.Writing: “How to be a helpful person ? Ss listen and ask and answer.

Ss listen and try to answer.

Play the tape and ask Ss to repeat

Ss have a discussion

Ss do it by themselves.

Ss practise the dialogue.

板书设计 7A Unit5 Comic strip& welcome

ability , Superdog , fly ,

careful , collect elderly

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第 2 课时

课 题 Reading I 课型 New

教学目标 知识目标 1.To introduce and expand vocabulary to describe dangerous situations.

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

能力目标 4.To identify the name of specific places and actions.

情感目标 To know what to do in danger.

教学重点 Award for Bravery

教学难点 Use “can” or “can’t” to talk about abilities

课前预习1Preview the new words.

2Listen to the tape and read the text

教学方法 情景教学法、归纳法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1.Revision

Step2 Reading

Step3 Practice

Step 4 Homework

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

1. warming up:

Talk about danger and potential danger 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). Zhang Hua helped his classmate out of a fire.

2). Wei Hua’s neighbour is 79 years old.

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

4). Zhang Hua was afraid when he saw a lot of smoke.

5). Zhang Hua put out the fire with a blanket and helped Mrs Sun out.

6). The fire burned Zhang Hua’s neck and leg.

7). Zhang Hua was in hospital for two months.

8). Zhang Hua said he was glad to help others and fire was not dangerous.

Listen and read after the text and ask questions.

1). How old is the brave boy?

2). When did he help his neighbour out of a fire?

3). How old is Mrs Sun?

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

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

6). How did Zhang Hua put out the fire?

7). Did Zhang Hua hurt himself?

8). How long was Zhang Hua 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 Zhang Hua, the others are the reporters.

8. Discuss in groups. What does the writer think of Zhang Hua? What do you think about him? 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 b.

Ss answer the questions

Ss listen and try to answer

Ss do it by themselves.

通过问题引导学生思考故事的种类，为进入下一环节打下伏笔

板书设计 Unit 4 Reading 1

love story 1.What did Millie and Amy hear in the park when they sat under the tree?

funny story 2.What made the noise?

exciting story 3.At last, who found the ghost? And in fact, what was it?

ghost story

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第 3 课时

课 题 ReadingⅡ 课型 New

教学目标 知识目标 1. Further understanding the text.

2. Introduce the use of the prefix un- and suffix –less to form opposites.

能力目标 2. Learn more about fire safety.

情感目标 To use different suitable adjectives to describe people’s behavior and character.

教学重点 the use of the prefix un- and suffix –less to form opposites

教学难点 prefix un- and suffix –less

课前预习1.Listen to the tape and read the text

2.To summarize key points of a story by sequencing statements

教学方法 讲授法 练习法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1 Revision

Step Two: Presentation:

Step3 An interview

Visit Zhang Hua in hospital

Step4.Fire safety

Step5.Homework： Review the text through the questions:

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 Mrs 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.

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.

Do it in groups. In each group one student can be Zhang Hua, the others can be reporters to interview her. Then choose some groups to perform .

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.

1.Revise what we learned from P78 and remember the new words.

2. Do some exercises.

Answer the questions

板书设计 Unit5 Reading 2

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

4 a 79-year-old Mrs 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

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人:陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第 4 课时

课 题 Vocabulary 课型 New

教学目标 知识目标 To develop an understanding of the use of adj. in different contests

能力目标 To use suitable adj. to describe people’s behavior and character

情感目标 To describe a good friend.

教学重点 To present factual information in writing

教学难点 To present an article about an animal

课前预习1.Preview the new words.

2.Listen to the tape and read after the tape

教学方法 情景教学法、归纳法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

step 1 greetings

Step2.Presentation.

Step3. Practice

Step 4.Homework

Make sure that students understand the concept of opposite

Give some similar examples. e.g. hot /cold , fast / slow ,

big / small

3.Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un-in front of some adjectives, it usually means ‘ not’. Give some examples

eg. friendly / unfriendly , healthy / unhealthy, lucky /unlucky ,usual /unusual .

When w e add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or Teaching procedures:

3.Ask students to look at the words in the left column of Part A and do the task on their own

4. Have one student read out a word from the left.

5.Explain the context of Part B .You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

Ask students to read two reports on their own first.

Ask them to try to make sense of what is being said in the reports.

Then students read the first report again

and use the mixed-up letters to help them make a suitable adjective .

Follow the same procedure for the second report. Ask students to read out the report one sentence at a time. Write the missing words on the board.

Ask students to write a report about

one of the classmates using one of

the reports in part B on page 77as a

model. Encourage them to use as

many adjectives as possible.

.

完成同步导学第4课时

Ss listen and take notes.

.

Ss read

and answer

do the exercises

板书设计 7B unit 5 Vocabulary

helpful slow

brave ungrateful

kind rude

careful afraid

polite unhelpful

grateful unkind

quick careless

happy unhappy

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第5课时

课 题 Grammar A 课型 New

教学目标 知识目标 To recognize and understand how to use: can and could to express

Ability in the present and past

能力目标 Ability in the present and past

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

教学重点 How to recognize and understand the use of “can and could”

教学难点 the use of “can and could”

课前预习Preview the new words.

Look up the words in the dictionary to find out the differences

教学方法 情景教学法、归纳法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1. Revision

Step 2.Warm-up

Step3:. Presentation:

Step4.:Practise

Step5.

Consolidation

Step 6: Homework Revise the last lesson.

Ask the student on duty to give a free talk.

1.Revise the key vocabulary about leisure activities and introduce “row a boat/ride a bike /fly a kite “Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .

2.Students have already learned the use

of “can” and “may” in making requests

(Book7A unit2) therefore ,you need to introduce the idea that here,

the word “can” is used to express ability

1.Ask students to identify activities that

they can do well .Write students’

statements on the board .First write “I

can “on the board

2.Ask students to say the things they

can do ,and sort them into categories :

sports/leisure/school subjects

3. Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms. We use “can” to say that we are able to do something .We use “could” to say that we were able to do something in the past .

4. Ask students to work out the rule on

their own .Then they check with a

partner and confirm that their answer is

correct with the whole class .

5. Ask students to check the information

table in Part1 about the Beijing Sunshine Secondary School students’ abilities.

1.Reinforce the use of “could/ could not” for the past and “can/can not” for the

present .Then they complete the sentences

on their own .

2. Students do Part A2 first on their own and hen check their completed sentences with a partner ,Then ask students to read the conversation in pairs .

3. Check answers as a class, remind them to write the pattern into their grammar pattern books together with their

own examples.

完成<<1+1>>相关内容。 Revision

Free talk

Talk about what they can do

Go through the new words

Learn and practice

板书设计 7B Unit5 Grammar A

can can’t could couldn’t

She couldn’t swim last year.

She can swim now.

I could swim across the river when I was young

But I can’t do it now.

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第 6 课时

课 题 Grammar B and C 课型 New

教学目标 知识目标 1. To recognize and understand how to use “can ”and “could”

2. To recognize and understand how to use can and could to talk about Possibility in the present and past.

3. To recognize and understand how to use “how” and “what”.

能力目标 Use “can” and “could” to talk about possibility.

情感目标 To educate the students to help each other.

教学重点 To recognize and understand how to use “can” and “could” to talk about Possibility in the present and past.

教学难点 Talking about possibility .The differences between “may” and “might”.

课前预习1.Preview the new words.

2.Listen to the tape and read the dialogue.

教学方法 情景交际法、任务型教学法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1. Guessing a riddle.

Step 2. Revision.

Step3.Presentation.

Step 4. Practice:

Step 5 Step 5. Presentation.

Step 6.Practice.

Step 7. Homework

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)

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)

1.Say:

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

(He can pass the exam)

②Nick 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 beat 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.

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)

How cool!

How cool Eddie is!

What a cool dog!

What a cool dog Eddie is

Fill in the blanks with: How/What

( ) beautiful the flowers are!

( ) a brave young man!

( ) fast he runs!

()good students they are!

“Grammar” in <<1+1>>.

Preview new words.

Ss listen and guess.

Ss listen and try to answer.

Ss do it by themselves.

Ss practise the dialogue.

Ss do the exercises by themselves.

板书设计 7A Unit5 grammar B& C

can Fire can be very dangerous.

could Anything could happen to her at that moment.

How cool!

What a brave young man!

How cool the young man is!

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第 7 课时

课 题 Integrated skills 课型 New

教学目标 知识目标 1.To identify and note specific details and guess meaning from text .

2.To identify specific information presented in written and spoken form and make notes

能力目标 To develop the students’ abilities of listening ,speaking,reading and writing.

情感目标 To know how to describe someone.

教学重点 Language focus: do one’s best, be weak at, haveget good gradesesults in, no problem.

教学难点 Use “can” or “can’t” to talk about abilities and possibility.

课前预习1Preview the new words.

2Listen to the tape and read the text

教学方法 情景教学法、归纳法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1.Warming up:

Step2 Speak up

Step3 Practice

Step4Homework

1 Revise the key vocabulary about leisure activities and introduce “row a boat/ride a bike/fly a kite” and “ Talk to students about summer camps in general and the type of activities offered n/. Elicit as much real information from students as possible.

2. Students have already learned the use of “can” and“may”in making requests(Book7A , unit2) therefore , you need to introduce the idea that here, the word “can” is used to express ability .

3.Ask students to identify activities that they can do well .Write students’ statements on the board. First write “I can “on the board.

4.Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5.Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms.We use “can” to say that we are able to do something.We use “could” to say that we were able to do something in the past .

1. Talk to students about situations when they might talk about their own abilities, then read the conversation to the class. Present the conversation line by line, focusing on intonation and linking of words. Ask students to repeat untill they do not sound mechanical.

2.Ask students to replace the underlined words with their own infornation. Emphasize that use the sentences automatically and fluently outside the classmates.

3. Ask some more able pairs to present their own conversation to the class. Encourage other students to comment on whether they could understand each conversation clearly.

Do some exercises

1.通读全文，找出文中重点短语。

2.完成《同步1+1》上相关练习。

Ss listen and ask answer.

Ss listen and try to answer.

板书设计 Unit 5 Integrated skills

row a boat ride a bike

fly a kite can could

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第 8 课时

课 题 Study Skills 课型 New

教学目标 知识目标 To develop students’ awareness about what they are learning

能力目标 To develop the ability to work independently of the teacher

情感目标 To develop a systematic recording system of progress.

教学重点 To develop the ability to work independently of the teacher

教学难点 To develop a systematic recording system of progress.

课前预习1. read the text first.

2 .learn the new words.

教学方法 讲授法 练习法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1 Revision

Step2 Presentation:

Step 3

practice

Step 4:

Tell students that they are now able to talk about their present and past abilities using “can/ could”.Introduce the idea that we also use“can/could” to express possibilities .

1.Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms.

2.Explain to students the concept of possibility.We use “can” to say that something is possible . We use “could” to something was possible. However, we are not talking about thechances that something will happen.Provide examples using students’ own experience :School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .It will be warm tomorrow so we can wear short sleeves .

1.Ask them to do PartB1 in pairs , For less able students ,allow them refer to the table on the top of page 80 .

2. Check the answer as a class. Pay special attention to any common mistakes and clarify them. choose five students to read aloud .

1.Do the exercises after class.

2.Prepare the text.

Talk freely

Ss listen carefully.

Ss do the exercises by them selves.

板书设计 Unit5 study skills

date What I learnt Can I do it comments

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人:陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第 9 课时

课 题 Main task 课型 New

教学目标 知识目标 To adapt language to write descriptions for a specific purpose and audience

能力目标 To practice writing formal letters

情感目标 To use persuasive language

To discuss suitable date and time for a farewell party.

教学重点 To adapt language for a specific purpose and audience

教学难点 To practice writing formal letters

To use persuasive language

课前预习1.Preview the new words.

2.Listen to the tape and read after the tape

教学方法 情景教学法、归纳法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step 1.

Revision

Step2.

Warming-up

Step3. presentation

Step 4. Sum-up

Step5:Practice

Step6. Homework

Revise some phrases the students learned last lesson.

1.Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might”.Tell them that “might” is the past tense form of “may” .

However , we also use “might” to talk about possibility. Explain the context by talking to students about the Class 1 Grade 7students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .

1.Ask students to study the tables at the top of the page, and explain to them the difference between the uses of “may” and “might”.

2.Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .

3.Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble. ”maybe” , “only a small chance”, “I’m sure” and “highly possible”. These words will determine the use of specific modal verbs .

Then ask students to complete sentences 1-4 at the bottom of the page . Check the answer as a class activity . Clarify any possible problems

Finish<<1+1>>

Ss listen, ask and answer.

Have a discussion.

Ss listen and answer.

板书设计 7B unit 5 Main task

Date name of sender subject title of sender

address of sender signature of sender closing date

address of receiver

教学反思

江苏省淮北中学英语学科教案

初一年级教案活页纸 主备人：陈小军 审核人：初一英语组全体老师

总 课 题 7B Unit5 Abilities 总课时 10 第10课时

课 题 Check out 课型 New

教学目标 知识目标 1.To adapt language for a specific purpose and audience

能力目标 2. To practice writing formal letters

情感目标 .To use persuasive language

教学重点 How to recognize and understand the use of “can and could”“how and what”

教学难点 the use of “can and could” “how and what”

课前预习Preview the new words.

Look up the words in the dictionary to find out the differences

教学方法 情景教学法、归纳法

教学过程

教学环节 教 师 活 动 学 生 活 动 备课札记

Step1. Revision

Step 2.Warm-up

Step3:

Presentation:

Step 4. Sum-up

Step4.:Practise

Step6: Homework

Revision

Remind students of the newspaper article in the reading section about a brave young person .Ensure that students are interested in the topic before dealing with the technical aspects of writing a letter .

Help students brainstorm as many ideas as possible for choosing a person they wish to write about .

Ensure that Ss understand the instructions.

Ask the Ss to look at the picture and write the correct words to describe each picture.

yours faithfully

send the postcard to my parents.

1.Go through the new words and the language points learnt during this lesson.

2.Ask them to do PartB1 in pairs , For less

able students , allow them refer to the

table on the top of page 80 .

3. Check the answer as a class .Pay special

attention to any common mistakes and clarify them choose five students to read aloud .

1. Review the contents of this lesson.

2. Do the Exx of the workbook.

Revision

Free talk

Fill in the blanks

write in their answers

Look at the picture and write the correct words

板书设计 7BUnit5 Check out

can can’t could couldn’t

She couldn’t swim last year.

She can swim now.

教学反思

篇3：7B牛津英语unit5教案

一、课例背景信息

我区举办“青年教师优质课”评选大赛，所上的内容是牛津英语教材7B Unit 4 Finding your way，Reading的第一课时。

二、教学分析

1.教学内容分析

7B Unit 4 Finding your way，本单元的话题是学习问路，了解问路的表达方式，能为他人指明路线以及对他人指引的路线做出反应。本单元围绕中心话题设计了阅读、语法、听力、写作等几个部分。其中Reading部分是让学生通过一篇阅读文章“A trip to the zoo”，学习一些问路的方式，更重要的是让学生通过阅读训练，培养学生的阅读分析理解能力。

2.学生分析

本次比赛，采取借班上课的形式。我上课的班级期末英语均分70分左右。

3.教学目标

本节课教学目标的制定是基于阅读训练的材料，以及对学生知识水平和能力水平的分析而制定的。课堂的各项活动和环节的设计都要围着这个教学目标而进行。本课主要设计的教学目标有以下几点：

（1）能根据地图识路，掌握方位的基本表达方法。

（2）能了解动物园常见动物的名称及基本习性。

（3）能为别人指路，能对他人指引的路线做出正确的反应。

4.教学设计思路

背景知识：为他人指明路线以及对他人指引的路线做出回应是一项重要的语言功能，在英语中有很多表达方式。在这个阶段，教师要注意范围局限在几个重要的表达方式上。

（1）备课思路设计

在阅读教学中不仅要训练学生的语言知识，培养学生的阅读策略，也要让学生体会到阅读文本中蕴含的丰富的文化和思想教育意义。本课教学环节的设计围绕教学目标，以动物园旅行的整个路线为主线，进行展开阅读分析，这样可以帮助学生理解文本的结构，也能帮助理解文本的特征。

（2）课堂教学活动。

以达成本课的教学目标以及围绕阅读的主线，设计了本节课的主要教学活动。

（3）文本生词的处理

本课为阅读课的第一课时，课后生词本出示22个生词，都为四会单词。这其中有些单词不是那么好理解，所以如果完全让学生们去猜词还是有些困难，因此将会把一些有难度的单词在Pre-reading 部分进行程序。

三、教学过程

Step 1： Introduction

1.我用投影给学生呈现一张该学校的一张地图，并说：Hello， everybody！ I am happy to see you in this beautiful school. I want to know about some public places around our school. So I looked for a map of our school on the Internet. Well， where is Wanshou Hospital？…这里通过问当地的一些代表性的建筑物，来让学生了解方位词。north， south， east， west， north？鄄east， north？鄄west， south？鄄east， south？鄄west， turn left， turn right，go straight on.

2.Your English teacher tells me that you will go on a school trip to Sunshine Zoo. Now I will take you to visit Sunshine Zoo. What kind of animals can we see in the zoo？ Lets listen carefully and try to find out the answer to this question.

[设计意图]

虽然本单元Welcome to the unit部分有学习方位词内容，但是因为是借班上课，因此我需要是直接跳过这部分教学而进入Reading的学习。Reading部分游玩Sunshine Zoo需要对方位词熟悉才好更好理解文章的内容，所以课前引入这些方位词是很有必要的，为新课的学习作好铺垫。接着通过听课文，介绍文中谈及的动物名称的生词，逐渐帮助学生扫除阅读学习时可能出现的障碍。

Step 2： Reading for gist

让学生们迅速阅读看文，并试着完成表格。表格中设计每段中谈及的动物，以及观赏这些动物分别应该去哪些动词场所。

Step 3 Reading for details

1.让学生进行再次阅读，完成Part B 1部分的内容。根据Sunshine Zoo的地图，对文中方位的理解，在正确的位置写成各种动物的名称，并能写成正确的方位词。

2.展示另一张Sunshine Zoo的地图，Say： We will start from South Gate. How can we get the Panda House？ Read the passage again and work in groups and try to put more information on the map.

3.再次阅读，帮助孩子们对文中谈到的各种动物的基本生活习性进行了解，并完成表格信息。

[设计意图]

1.阅读并填写两张地图后，实现本课的教学目标之一“能根据地图识路，掌握方位的基本表达方法。”培养学生阅读并找细节的能力，同时也让学生学习看地图，用英文表达方位和指路线。

2.本课的教学目的之一，是要求学生了解常见动物的名称和生活习性。因此这部分的教学设计，就是为了让学生们根据文中的内容，进行分析归纳，从来对动物的基本Looks，Food，Abilities 等进行了解。

Step 4： Role？鄄play

把教室作为动物园，把第二组和第三组中间的过道设置为动物园的大门口，在过道旁的桌上放上公园各动物场所的名称。将学生分组，一个作为Guide，向班级同学指路，怎么样去各个场所。小组的其他成员分别扮演动物园中的小动物，并自我介绍自己是哪种动物，喜欢什么样的食物，平时有什么样的生活习性。

[设计意图]

Role？鄄play这个环节的设计，是为了让学生们进行小组合作，相互帮助，相互鼓励，更好地获取和利用阅读材料中的信息。学生们将自己反复阅读后所获得的信息进行了完美地呈现。学生在Role-play的过程中充分发挥想象力，就地取材，利用各种身边道具，生动有趣地进行表演。Role-play活动提高了孩子们综合运用语言的能力，同时也激发学生的学习英语的兴趣和培养团队合作精神。

四、教学反思

因为这堂课是自己备课和上课，所以体会也是比较多的，当然也进行了深入的反思。

1.教学目标的确立应依据文本的特点而定

每个单元的话题都不一样，每节课在单元中所起的作用和处于的位置也不一样，因此教学目标的确立就不能千篇一律。本单元的主题就是Finding your way。因此Reading教学中，必然要围绕这个话题而展开，与问路有关的表达方式在整个阅读材料中一定会有所体现，并也是文章的主旨，只是放在了一个特定的语境中进行展示。因为本课的阅读背景是动物园，因此有关动物的话题和对他们的了解，自然也要被定为是本课的教学目标。由此可见，教学目标的确定不是那么随心所欲的，是要根据教材的要求和文本的特点而定的。

2.教学环节和教学活动的设计一定要围绕教学目标

在我们平时的教学过程中，不论什么课型，什么话题，课堂教学活动一定要紧扣教学目标，让学生在整节课中始终围绕教学目标进行教学活动，通过学习达到教材预期的目标。

3.课堂教学活动的设计要层层相扣，承上启下

阅读课通常会安排几个常规步骤的阅读训练，但是每一步的安排都应当目的明确，层次分明。通过这个活动，我们想让学生获得什么，我们要为下一个步骤做什么样的铺垫，是否能最终实现本节课的教学目标，都是我们在进行教学活动设计之前必须要考虑的问题，不然就成了为了设计教学活动而设计教学活动。每一个教学活动的存在都不是独立的，必须要有意义，必不可少。让学生的学习过程由浅入深，循序渐进，当然生动有趣也是必须的。本节课的每一个教学活动的安排都能在整个课堂教学过程中发挥重要作用，从而最终实现教学目标。

篇4：7B牛津英语unit5教案

教案设计：柳晓倩 教案审核：黄翰林

预习内容：Part A & Part B

预习目标：

1、复习单词及词组：a toothache, an earache, a backache , a stomachache , a fever, a cough, run fast, dance beautifully, draw carefully , read loudly.2、掌握句型：Does he /she„? Yes, he /she does.No , he / she doesn’t.以及I got … 预习重难点：

1、复习单词及词组：a toothache, an earache, a backache , a stomachache , a fever, a cough, run fast, dance beautifully, draw carefully , read loudly.2、掌握句型：Does he /she„? Yes, he /she does.No , he / she

doesn’t.以及I got …

一、翻译词组。

1.中国邮票

2.拍照 3.做飞机模型

4.重感冒

5.服药

6.in this week 7.a new term

8.near the clock

二、选择题。

（）1.The boy draws ______.A.careful

B.carefully

C.be careful（）2.He showing his stamps ______ his friends.A.to

B.for

C.of（）3.Liu Tao has got _______ bad headache.A.the

B.an

C.a（）4.A: What’s _____ with you?

B: I have got a cold.A.matter

B.trouble

C.wrong

第一课时 Unit 5 Review and check的导学案

教案设计：柳晓倩 教案审核：黄翰林

教学内容：Part A & Part B

教学目标：

1、复习单词及词组：a toothache, an earache, a backache , a stomachache , a fever, a cough, run fast, dance beautifully, draw carefully , read loudly.2、掌握句型：Does he /she„? Yes, he /she does.No , he / she

doesn’t.以及I got … 教学重难点：

a)复习单词及词组：a toothache, an earache, a backache , a stomachache , a fever, a cough, run fast, dance beautifully, draw carefully , read loudly.b)掌握句型：Does he /she„? Yes, he /she does.No , he / she doesn’t.以及I got …

课前准备：挂图

单词卡片 教学过程： Step 1: 学情调查1、2、全班齐唱一首英语歌曲“Hobbies” 组织男女生分别说唱一首Chant Step 2: 合作探究 活动一

教师与学生做问答练习，由教师或几名学生做小老师进行提问（1）Do you have any hobbies?（2）Do you like …?（3）Does he /she …?（4）What does he /she usually do …? 然后请学生两人一组根据本课Part A的挂图进行问答练习。请几组学生为全班展示。活动二

方法：当一个学生说出动词时，另一个学生快速的说出相应的副词。例如，以为学生说run,则另一个学生说fast;一位学生说dance,则另一位学生说beautifully,以此类推，知道复习完所有的词组。活动三：复习爱好类单词以及疾病类单词。

教师在台上做相关动作，让学生说出关于动作类的单词。如教师作出头痛的动作，学生就说 a headache;教师作出照相的动作，学生就说take photos…以此类推，知道复习完所有的相关单词。

Part B 活动一

教师把本课挂图贴在黑板上，拿出事先准备好的几个旗子和一个大骰子，骰子可以用纸盒代替：找一个正方形的纸盒，在纸盒外面贴上材质，然后分别在盒子的六个面上写上数字1-6.将学生分成若干组，让每组派一个代表到讲台前掷骰子，掷到数字几步就走几步。组内成员迅速看图后交流并迅速回答出空白应选的番号，如果回答不出来就轮空一次。最先到达终点的小组获胜，教师给予奖励。Step 3 展示交流

请每组一名学生在幻灯片上快速选择一个数字，出现一些单词如：make clothes.make model ships.必须使用其中一个单词或词组造一个句子。说得正确的学生给予及时鼓励并为小组加分。Step 4矫正反馈

Part a 1-b,2-c , 3-d, 4-a 5-h 6-e 7-g 8-f Part B 1.cough

2.a fever

3.a cough

a headache 5.a stomach ache

6.an earache 7.a toothache

8.a backache Step 5启发预习

Next class, we’ll learn Part C.Please prepare by the sheet.(Hand out the sheet)

第一课时 Unit 5 Review and check的巩固案

教案设计：柳晓倩 教案审核：黄翰林

一、用括号内单词的适当形式填空。

1.How _____(be)you? I ______(be)five.Thank you.2.What does Mike usually ______(do)? He usually ______(grow)flowers in the evening.3.Mr Green likes ______(collect)stamps.4.Miss Li likes taking ______(photo).5.Does John like _______(keep)goldfish? 6.The boy runs ______(fast).7.Helen likes play __________(piano).8.______(do)they _______(take)any medicine?

二、连词成句。

1.dance, beautiful, the, girl(.)

_________________________________________________ 2.windows, are, the, they, cleaning(.)

_________________________________________________ 3.put, red, bed, the, let’s, vest, the, on(.)

_________________________________________________ 4.bananas, monkey, the, is, eating(.)

_________________________________________________ 5.has, Helen’s, get, mother, an, earache（连词成句）

篇5：7B牛津英语unit5教案

(原创)牛津小学英语6A Unit5(PartBCD)教案

牛津小学英语6A Unit5(PartBCD)教案 高淳县阳江中心小学 孔菊花 一、教学目标 1.掌握单词cook, collect, milk, pick, water, taste, pull up及它们的过去式。 2.进一步巩固句型：What did you do…? I… What else did you do…? I… 3.进一步巩固动词过去式的读音及含义。 二、教学重点 1.掌握单词cook, collect, milk, pick, water, taste, pull up及它们的过去式。 2.进一步巩固句型：What did you do…? I… What else did you do…? I… 三、教学难点 进一步巩固动词过去式的`读音及含义。 四、教学准备 PPT课件、录音机、磁带等。 五、教学过程 (课前)Watch a flash: Old Macdonald had a farm Step 1 Free talk 1.Greetings 2.Ask and answer T: What did you do yesterday? / What else did you do? / How about you? S1: … 3.PPT出示本节课的教学目标。 4.Let’s review Part A. Step 2 Presentation and practice T: Today we have three tasks. 1.Task1: Try to answer What can you do on a farm? a. On the farm: (学习B部分的七个单词，拼读taste, pull up) b. Last wek, they were on the farm. (Ss work in pairs) A: What did he/she do on the farm? B: He/She …ed. (拼读单词last, did) c. Say a chant.(边拍手边说，总结动词过去式的发音) 2.Task2: Try to say Last week, Mike …ed … on … a. Last week, Mike …ed … on …(学生看图进行描述) b. Ask and answer: (出示第一幅图及其对话，学生学习) c. Ask and answer.(学生操练其余五幅图并反馈) d. 学生自选一幅图写一写。 e. 核对答案。 3.Task3: Try to write Listen to the conversation and complete the sentences. a. Guess b. Listen and write.(听录音一遍，师读一遍) c. Check the answers. d. Help Wang Bing to describe. Step 3 Consolidation Talk show time 1.Do a survey What did you do last weekend? a.生问师，师回答后，学生再进行描述。 b.生生操练。 c.反馈。 2.编个对话吧!(给出参考短语) a.师生进行示范。 b.生生操练。 c.生进行展示。 Step 4 Homework 1. Copy the new words and their past forms. 2. Complete Part C on your English book. 3. Read more about the verbs and their past forms. 板书设计： Unit 5 On the farm (BCD) A: What did you do …? What else did you do? B: I/We …ed