新译林五上unit5教案

2024-04-26

新译林五上unit5教案（通用4篇）

篇1：新译林五上unit5教案

五上Unit7 Chinese festivals教案

溧阳市昆仑小学宋薇薇

教学目标： 1.能听懂、会读、会说节日单词：the Spring Festival，the Dragon Boat Festival, the Mid-Autumn Festival, the Double Ninth Festival.2.能听懂、会读、会说不同节日的传统食物和活动。

3.能正确的理解并朗读课文，在教师的引导和帮助下尝试复述课文内容。4.让学生初步了解更多的传统节日，更加热爱中国的传统节日。教学重点和难点：

能正确理解并朗读课文，在教师的帮助下尝试复述课文。Step1.Pre-reading 1.Greeting 2.Enjoy a song T: This is a song about months.How many months are there in a year?

S: Twelve.T:Do you remember them? Look, they’re … Read the twelve months Let’s talk: Which festival do you like? Why? T: You like different months.Well, there are different festivals in each month.What festivals do you know? Ss:…

T:You know so many festivals, some are western festivals, some are Chinese festivals.we are Chinese and there are a lot of delicious food in Chinese festivals.So I like Chinese festivals.Today, we will learn: Unit7 Chinese festivals.Step2.While-reading 1.watch and answer How many festivals are mentioned in the passage? What are they? Ss:…

Teach four festivals: the Spring Festival，the Dragon Boat Festival, the Mid-Autumn Festival, the Double Ninth Festival.2.Look and find T:What does…mean? How do you know that? 3.Try to find the structure of the passage T:OK, now the story will tell us something about the four Chinese tradional festivals.How does it introduce? Read the story as quickly as you can and tell me.(引导学生总结出来并板书)4.Talk about the four Chinese festivals.T: Very good.You know the structure of the passage.So first let’s discuss the Spring Festival.(师出示三个问题，学生回答)a.When is Spring Festival? b.What do people do at Spring Festival ? c.What do people eat at Spring Festival? T: Let’s talk about the Dragon Boat Featival.Who can ask?(试着让学生利用文章的结构来提问并回答)3,4两幅图让学生自己解决这些问题

T: This time, I want you to read the rest 2 pictures by yourself ,I will give you 3minutes.You have two tasks(1)Read and circle the new words(2)Know the imformation of the three festivals.a.ask and answer in pairs b.one student ask and choose a student to answer Step 3.Post-reading 1.Read after the tape.2.Try to retell the festivals a.选择一个你喜欢的节日说一说 b.选择四个节日的某个方面来说当学生介绍四个节日的时间时，老师可以说：I have another question here.In the story time, it tells us the four festivals in this way.Why?(按时间先后顺序)当学生介绍四个节日人们的活动时，老师可以说：There are different activies at different festivals.当学生介绍四个节日人们所吃的食物时，老师可以说：Oh,Chinese people really like eating.It’s fun.3.Let’s enjoy more Chinese tradional festivals.T: Boys and girls, we learn a lot from the story time, right? Are there only four Chinese festivals in china? Ss:…

T:You can discuss more Chinese tradional festivals in your group.When you want to talk about more festivals,what can you talk about?(指着板书)It’s name,mouth,activity and food.四人一小组汇报：We know …(一起说)

It’s in…

People…(一人说一句)T:There are so many Chinese tradional festivals in a year.How are these festivals? How do you feel? Chinese tradional festivals means fun, reunion,blessing and memory.It also means food.Step 4 Homework 1.Read the story three times.2.Introduce your favorite Chinese festival to your friends or parents.教后反思：

本节课主要呈现了四个传统节日，在五上教材中，学生已经学习了Christmas Day, Teachers’ Day 等节日，本课则是学习中国节日的。所以在教学过程中，我呈现新词festival后，立刻以旧知为切入点，讨论节日的相关内容，为新知的学习作了很好的铺垫。

课前，我让学生在预习的基础上进行小组自主学习，互帮互助，先解决生词的朗读，并让读得较好的学生带动其他学生认识新词，激发了学生自主学习的兴趣。并且让学生收集了其他一些中国传统节日。课上，先让学生找出课文的结构（节日的名称、时间、活动、食物），然后学生与老师一起学习节日Spring Festival和Dragon Boat Festival，从时间，活动和食物三方面入手，详细了解春节，并让学生联系自己的实际生活来说说自己在春节的活动和饮食。然后放手让学生按照方法来学习其他两个节日，让他们提问、回答。在学生了解文章的基础上，我将教学要求进行提升，让学生复述单个节日，在复述节日时可以选择一个自己喜欢的节日，也可以选择四个节日的某个方面来说，为后面谈论更多的中国传统节日埋下伏笔，提供了大量的素材。最后以欣赏一组传统节日图片来结尾，激发了学生对传统节日的喜爱以及爱国之情，情感得以升华。

在整个教学过程中，还应更加大胆地放手让学生来自主学习，这样也可以让学生有更多的时间来谈论更多的中国传统节日，真正做到学以致用。

篇2：新译林五上unit5教案

教学内容 Story time 教学目标

1.能听懂、会说、会读日常用语和句型 Look at my T-shirt/ skirt/ cap… It’s nice.How nice!It’s great.Great.2.能听懂、会读、会说词汇look at, T-shirt, it, it’s=it is, nice, skirt, great, jacket.3.能听懂、会说、会读、会写词汇good, I, am, cap 教学重点

句型：Look at…

词汇：look at, T-shirt, nice, skirt, cap, great, jacket.教学难点

日常用语：It’s nice.How nice!It’s great!Great!的用法和含意。

词汇：T-shirt, skirt, jacket 的读音。教学准备

1.多媒体、录音磁带、挂图、生词卡、衣物的图片，教师准备亮丽时尚的短裙、夹克衫、体恤衫、便帽等。教师自己的家庭照。写好It’s nice.How nice!It’s great.Great.的卡片

2.学生准备自己喜欢的漂亮的短裙、夹克衫、体恤衫、便帽等，或从杂志上剪下自己喜欢的这些衣物的图片。教学过程 A.Free talk 1.Greetings 2.Sing a song.My family 3.Show the teacher’s family photo.T: Look, I have a sweet family.This is my … Ss: Father.T: This is my… Ss: mother T: Who’s this?

Ss: This is Miss/ Mr… T: Yes, this is me.4.教师走进学生中间

T: Look!This is a schoolbag.It’s nice.（教师做手势，引导学生一起做，跟读）

Ss: It’s nice.T: This is my skirt/ T-shirt.Is it nice?（教师展示自己的衣物，引导学生用yes or no回答）

Ss: Yes, it’s nice.T: This is a jacket.Is it great?(教师做夸张一点的手势，引导学生初步理解great,领读，学生跟读)Ss: Yes, it’s great!教师用所带衣物打扮自己

T: Now, look at me.(用手势引导学生看自己)I’m great today, right? Ss: Yes, you’re great!T: Thank you.T: Look at my cap.Ss: It’s great.B.Presentation 1.介绍目标单词

1）师生对话，教师在黑板上板书单词cap, skirt, jacket, T-shirt.T: This is a cap.Is it nice? Ss: Yes, it’s nice.T:Cap.A cap.C-A-P,cap.… …

2)领读单词，学生跟读。

3）教师出示衣物图片，请学生把图片贴在相应的单词后，并读出。4）引导学生欣赏、赞美同学的服装（教师用不同的手势引导学生赞美）T: Look at the cap.Ss: It’s nice.T: Look at the jachet.Ss: How nice!… …

2.展示Story time的内容，引导学生理解内容 T: Who is she? Ss: She’s Yang Ling.T: Who’s this?

Ss: This is Yang Ling’s mother.T: Look at Yang Ling.What’s she wearing? Ss: A cap, a skirt, a T-shirt.3.播放Story time，学生跟读，模仿语音、语调，注意各赞美语的语气。4.学生分组表演 C.Consolidation 学生分组用所学语句互相欣赏、赞美同学的服饰，教师巡视指导。D.Homework 1．跟录音读Story time的内容。

2．在四线三格上学习抄写单词good, I, he, am, cap.义务教育教科书三年级英语上册教案Unit 5 第二教时

教学内容 Fun time, Rhyme time 教学目标：复习巩固衣物的词语，进一步学会用英语欣赏、赞美别人教学准备

1.多媒体、挂图、生词卡、衣物的图片，Story time中句子的卡片 2.学生请美术老师帮助，用报纸设计制作自己喜欢的服装。教学过程 A.Free talk 1.Greetings 2.教师走进学生中间,一起对同学的服装进行欣赏、赞美

T: Who’s this? Ss: This is S1 T: Look at his/ her jacket.Ss: It’s nice.… …

B.Revision 1.出示衣物图片，学生说出单词 2.出示衣物类单词，学生认读

3.出示Story time中的语句，学生认读，引导学生做动作 4.出示Story time的图片，让学生给配音 C.Make and say 1.小组互相欣赏各自设计制作的报纸服装 S1: Look at my skirt.S2: It’s nice.Look at my T-shirt.S3: It’s great.Look at my cap.S4: How nice!Look at my jacket … …

2.教师在黑板上画一个适当尺寸的简笔人物像，学生上台用自己喜欢的服装图片进行搭配，补充sweater,dress等词汇 S1:Look at my dress.Ss:It’s nice.S2: Look at my cap.Ss:It’s great.… …

3.时装表演

各组选出最佳服装，上台表演，全班欣赏，教师适时引导学生赞美 D.Say a rhyme 1.师生对话 T: What’s this? S: It’s a cap.T: Look at my cap.S1: It’s great.T: What’s this? Ss: It’s a skirt.T: Look at my skirt.S2: It’s great.2.教师带领学生一边做动作一边朗声歌谣。3.请个别学生朗读

4.引导学生替换，创编小诗 Look at my And my , My and my They all look E.Homework 1.听录音，读熟歌谣Nice clothes.2.抄写单词good, I, he, am, cap.义务教育教科书（江苏）三年级英语上册教案Unit 5 第三教时

教学内容：Cartoon time, Letter time 教学目标

1.复习本单元的主要句型Look at …以及表示赞美的日常用语。2.能听懂、会读What colour…? , 并理解该句的意思。3.能听懂、会说、会读词汇new, red.4.能听懂、会说、会读、会写字母Oo, Pp, Qq.教学重点：字母Oo,Pp,Qq.教学难点：Oo,Pp的读音以及Pp和Qq的辨认教学准备：

1.多媒体、生词卡、字母卡 2.在黑板上画好四线三格。

3.收集一些含有Oo,Pp,Qq字母的英文商标。教学过程： A.Free talk 1.Greetings 2.教师走进学生中间，赞美学生的服装（教师说上半句，学生接下半句）T: Look at his---Ss: Jacket.T:（竖起大拇指）Ss: It’s nice.… …

B.Revision 1.Say a rhyme.Nice clothes 教师带领学生边做动作边说，复习服装类的四个单词 2.Smart eyes 教师快速出示单词卡片，学生抢读 C.Watch a cartoon 1.出示Cartoon time部分的图片，师生问答 T: Who is she ? Ss: She’s Bobby’s mother.T: Who is he? Ss: He’s Bobby’s father.T: What’s this? Ss: It’s a skirt.T: What’s that? Ss: It’s a T-shirt.2.学生自己阅读Cartoon time,理解故事大意。引导学生观看图片，理解What colour is my T-shirt? 3.播放动画，帮助学生进一步理解故事。

4.学生听录音跟读，注意人物的语气，模仿语音、语调。5.学生分组、分角色朗读，表演对话。D.Letter time 1.认读字母

1)出示书本中Letter time的图片，激发学生的想象，找出字母Oo,Pp,Qq.2)教师示范字母读音，学生跟读 3)比一比：“看口型，猜字母”

4)Finding the letters.出示准备好的商标，看谁先找出字母Oo,Pp,Qq.2.书写字母

1）教师示范，学生跟着“书空”练习2）书写竞赛

T: Big letter P, small letter q, … E.Homework 1.在所学过的单元找一找含有字母Oo,Pp,Qq的单词。2.在四线三格本上抄写字母Oo, Pp,Qq.义务教育教科书（江苏）三年级英语上册教案 Unit 5 第四教时

教学内容 Checkout time 教学目标：复习巩固本单元学习语句、词汇、字母，熟练地运用表达赞美的日常用语。教学准备：多媒体、挂图、生词卡、字母卡，课文中的语句卡。教学过程： A.Free talk B.Revision 1.复习字母Aa—Qq 1)出示字母学生认读 2)“书空”练习Aa—Qq.2.出示单词T-shirt, skirt, cap, jacket.学生认读 3.出示句子卡片，学生认读 Look at my T-shirt.Look at my skirt.Look at my cap.Look at me.Look at my new skirt.Look at my new T-shirt.It’s nice.How nice.It’s great.Great.What colour is my T-shirt? It’s red.C.Say a rhyme.Nice clothes（引导学生边说边做动作）D.Look and say 出示Checkout time部分的图片 1）小组内讨论

2）请学生上台给图片中人物配音，其他人欣赏、赞美 S1: Look at my skirt.S2: It’s nice.S3: How nice!S4: It’s great.S5: Great … …

E.Cartoon time 1.播放Cartoon time的动画，学生跟读，模仿语音、语调。2.学生上台表演，比一比谁学得像 F.Homework 1.抄写字母Aa—Qq.2.抄写单词good,I, he, am, cap

义务教育教科书（江苏）三年级英语上册教案Unit 5 第五教时

教学内容《补充习题》中本单元的练习Ticking time 教学目标

复习巩固本单元学习的词汇、语句、字母，进一步学会赞美别人，培养学生综合运用语言的能力教学准备

篇3：新译林五上unit5教案

2.在图片的帮助下听懂和读懂简单的小故事。

3.能学唱简单的英语儿童歌曲。

4.能做简单的角色表演。

5.在学习中乐于模仿，敢于表达，对英语具有一定的感知能力。

教材解读

本单元谈论的是看病时的一些日常用语，文本内容围绕Su Hai和Mike两个重点人物展开，通过医生与病人的对话展示了病人看病的过程。可以将文本的学习分为两个部分：第一部分，可以让老师带领学生学习Su Hai的看病过程。通过问题引领，帮助学生掌握文本细节，并让学生在生动的朗读表演中感悟语言。第二部分，可以让学生自主学习Mike的看病过程。明确两个学习任务：自学生词并圈出来;朗读课文，找到问题的答案。可以让学生联系Su Hai的看病过程自主提出问题并解决问题，体现学生的学习主体地位。

学情分析

在四年级的七、八单元里，我们就已经接触过了相关于感觉累和疾病类的词汇和相关句型，如ill、hot、cold、fever、cough、headache等词汇和句型Are you …?Do you have a …?

学习目标

1.让学生理解本单元Storytime整个故事内容。

2.让学生能听、说、读、写以下词汇: check,dentist,anything,bedtime,brush one’s teeth, drink water,eat sweets, have a rest, take medicine,fever, headache, toothache.

3.让学生能朗读和表演整个故事内容。

4.使学生在实际生活中能正确运用以下一些句型: What’s wrong with...? ... Have/has a .... What should ...do? Why does/do ...have a...?

评价任务

1.任务一：检测目标1和2。

根据听读故事，学生会朗读单词和句型。

2.任务二：检测目标3。

根据板书表演故事。

3.任务三：检测目标3。

阅读故事完成划线和排顺序的任务。

教学板块

教学过程

板块1：Warming-up

1.Sing a song 《 Body song》

2.Brainstorm some parts of our body. Head, arm, leg...

3.If one part of our body feels hurt, we can say ...ache

eg: headache, toothache, earache...

板块2：

Pre-task

Step2：Presentation of the whole story.

1.Show two pictures of Su Hai and Mike. They both fell unwell, so they are seeing the doctor. Lead in the title.

2.Watch the whole story and answer the following question:

What’s wrong with Su Hai? She has a ...

What’s wrong with Mike? He has a ... (Answer with ...have/has a ...)

板块3：

Task

1.Watch Part 1.

2.Fill in two questions: Why? What...do?

Why does she have a headache?

What should she do?

3.Read and discuss about the two questions

Because she has a fever.

She should have a rest, take some medicine and drink some warm water.

4.Encourage students to fill the blanks about ‘ think and write’ .

5.Let’s repeat.(pay attention to ‘check’)

6.Read in 2 students. Teacher checks their reading.

板块4：

Post–task

1. Lead in.

T：Here is a story of Mike. He has a toothache. I want to know two questions about his toothache. Can you guess the two questions?

Why does he have a toothache?

What should he do?

2.Read and find the answer.

a.Read and circle. Read in your groups. Circle some new words. Help each other understand new words if you know them.(Teach ‘anything, bedtime’)

b.Find the answers. Find the answers of questions again on the book.

Because he eats a lot of sweets.

He should brush his teeth in the morning and before bedtime. He shouldn’t eat too many sweets.

3. Encourage students to discuss and fill the blanks by themselves.

4. Let’s repeat.

Step5: Performance

1. Read the whole passage with the cartoon.

2. (4 students a group) Act the whole dialogue.

3. Ask the students come to the front and act it out.

Step6: Practice and consolidation

1. Mr Green and Liu Tao are talking about something. Let’s see.

Role play as Mr Green and Liu Tao.

What’s wrong with...? He/She has a ...

Why does ... have a ...?

What should ...do?

( Pay attention to more suggestions )

2. Talk about more people with different aches in the hospital.

What’s wrong with...? I ...

Why does ... have a ...?

What should ...do?

(Encourage ‘doctor’ to give more suggestions)

Step7: Homework

板书设计

Unit4 Seeing the doctor

Story time相关图片

What’s wrong with...? He/She has a ...

Why does ... have a ...?

篇4：新译林五上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.