英语（七年级下册）
Unit 7 Abilities
Reading (II)
无锡市天一实验学校 马国玲
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. further understand the article;
2. use proper adjectives to describe people’s behaviour and character.
II. Teaching contents
1. New words and phrases: brave, burn, fireman, nod, save sb. from a fire, hear sb. shouting, a 79-year-old man, pour water over, put out the fire, be in hospital, rush into, be careful with, be alone, be badly hurt;
2. New sentences: What a brave young man!
Fire is dangerous. We should be careful with fire.
Be careful with fireworks.
Don’t play with matches.
Don’t put anything hot into the rubbish bin.
Keep your hair away from fire.
III. Focus of the lesson and predicted area of difficulty
To grasp the language points in the article.
IV. Teaching procedures
Step 1 Lead-in
T: Today we’ll continue learning Reading of Unit 7. How much do you know about the brave young man Lin Tao
【设计意图：检测学生对阅读第一课时的掌握情况，进入复习环节。】
Step 2 Revision
1. Basic information about the article.
T: Let’s complete the table on the screen.
【设计意图：以表格的形式，带领学生一起复习学过的第一课时，让学生回忆课文细节，并熟练掌握一般过去时。】
2. Summary.
T: Work in pairs and finish the summary of this passage.
【设计意图：让学生完成故事梗概，帮助他们进一步熟悉文章内容，也为接下来的语言点教学做铺垫。】
Step 3 Language points
1. 79-year-old
He went in and found his neighbour, the 79-year-old Mrs Sun, in the kitchen.
T: 79-year-old is an adjective, and it is used as an attributive. It means that Mrs Sun is 79 years old. Look at the sentence below.
The 6-year-old boy is my brother. It means my brother is 6 years old.
Please finish the exercises.
(1) The baby is 8 months old. = He/She is an 8-month-old baby.
(2) The bridge is 100 metres long. = It is a 100-metre-long bridge.
2. hear sb. doing sth.
Suddenly he heard someone shouting “Fire! Fire! Help!”
hear sb. doing sth. 听到某人正在做某事
hear sb. do sth. 听到某人经常做某事或做某事的全过程
T: Make sentences according to the two pictures.
In the morning, I often hear …
When I came into our classroom, I saw/heard/noticed …
【设计意图：创设情境，引导学生充分发挥想象力，让他们在轻松、自然的状态下接受知识。】
3. pour … over
Lin Tao quickly ran to Mrs Sun’s bathroom. He poured water over his clothes to protect himself.
T: Look at the picture. It’s Water-Splashing Festival of Yunnan. On that day, people pour water over each other’s clothes to celebrate it.
4. put out
Later some firemen came and put out the fire.
T: How did the firemen put out the fire
S: It took the firemen seven hours to put out the fire with water.
5. in hospital
He was in hospital for two weeks.
T: What’s the woman
S: She is a cleaner in the hospital. 他是医院里的一名清洁工。
T: Can you tell me the difference between “be in hospital” and “be in the hospital”
S: be in hospital（生病）住院 in the/a hospital 在医院（去医院看望某人或在医院工作）
6. be careful with
Fire is dangerous. We should be careful with fire.
T: “be careful with” means “小心，当心”. Look at the pictures. What do you want to say to the children Remember to use the structure “be careful with/to do/not to do”.
【设计意图：为学生创设说英语的情境，鼓励他们发表自己的意见，达到运用和交际的目的。】
Step 4 Production
1. If there is a fire …
T: You’ve learnt a lot about fire safety. If there is a fire, what should you do Read the following sentences and tell me whether it is right or not to do so.
(1) Calm down when you meet fire.
(2) Call 119 and 110 for help.
(3) Rush out and go down the stairs (楼梯).
(4) Pour water over your clothes.
(5) Cover your nose with towels or wet cloth when leaving.
【设计意图：在牢固掌握课文内容的基础上，让学生识别火灾中的安全行为，以提升他们的安全意识。】
2. If there is something emergency …
T: Work in groups and discuss how to help ourselves and others if there is something emergency.
T: Always remember: To help others is to help ourselves! Pass our love one by one to make the world full of love. If the world is full of love, everyone will be happy.
V. Homework
1. Recite the article;
2. Remember the new words and expressions.英语（七年级下册）
Unit 7 Abilities
Reading (I)
无锡市天一实验学校 马国玲
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn about a brave young man Lin Tao;
2. use proper expressions to describe dangerous situations;
3. infer the general idea of the article from its title and picture.
II. Teaching contents
1. New words and phrases: brave, burn, fireman, nod, save sb. from a fire, hear sb. shouting, a 79-year-old man, pour water over, put out the fire, be in hospital, rush into, be careful with, be alone, be badly hurt;
2. New sentences: What a brave young man!
Fire is dangerous. We should be careful with fire.
Be careful with fireworks.
Don’t play with matches.
Don’t put anything hot into the rubbish bin.
Keep your hair away from fire.
III. Focus of the lesson and predicted area of difficulty
1. To use proper expressions to describe dangerous situations;
2. To skim the text for overall meaning and scan for details.
IV. Teaching procedures
Step 1 Lead-in
T: Hello, boys and girls. Today we will learn Reading of Unit 7. (同时板书What a brave young man!) Do you want to be a helpful person like Spider-man
T: With great power comes great responsibility. So we should use our abilities to help others. Today we are going to learn about a helpful young man called Lin Tao.
【设计意图：以电影《蜘蛛侠》中的台词导入本节课，激发学生对本节课的好奇心，同时鼓励他们乐于助人。】
Step 2 Presentation
Task 1 New words
1. Learn new words.
T: Look at the title first. What a brave young man! “Brave” means “not afraid”.
T: Have you noticed Sunshine Daily above the title It means the passage is a piece of news from a newspaper. (教师领读单词brave、news和newspaper。)
T: Fire is useful, but sometimes it can be dangerous. If we are not careful with it, it can burn things or even hurt us. Even forests and tall buildings can be burnt in a big fire. So keep yourself away from fire. (教师讲解并领读单词careful、burn和hurt。)
2. If there is a fire …
T: What should we do if there is a fire
S: We can shout for help.
S: We can also call 119.
S: We can run out of the building as quickly as we can.
T: When rushing out of the building, we can put a wet blanket over our body.
【设计意图：鼓励学生根据图片说出火灾发生时应该采取的安全措施，在进行词汇教学的同时，培养学生的安全意识。在学生表达有困难时，教师可适时给予帮助和指导。】
3. Matching exercises.
T: Read the six words on the screen, and match each of them with the right picture.
T: Pay attention to the following language points.
The boy is pouring water over his head. (板书pour … over)
The plural form of fireman is firemen.
The doll is nodding its head. (板书nod—nodding—nodded)
T: Match the words on the left with the meanings on the right.
【设计意图：老师精讲精练部分重要的单词，并配以板书设计。如此巩固后，学生的阅读障碍完全扫清，为接下来的阅读做了铺垫。】
Task 2 Fast reading
1. Read and answer.
T: Read the passage carefully and choose the right answer. What’s the main idea of the passage
S: We should choose C. (教师板书save … from)
2. Divide the article into three parts.
T: Let’s divide the article into three parts according to the three pictures.
Part 1 Paragraph 1.
Part 2 Paragraphs 2-3.
Part 3 Paragraphs 4-6.
Task 3 Detailed reading
1. Paragraph 1.
T: Please read the first paragraph and answer the questions.
(1) How old is Lin Tao
(2) Why was he brave
2. Paragraph 2.
T: Read Paragraph 2 after the tape and do the true or false exercise.
(1) Lin Tao was at school alone on 10 May.
(2) He heard someone shouting “Fire! Fire! Help!”
(3) The 78-year-old Mrs Sun couldn’t get out of the bathroom because her left leg was hurt.
3. Paragraph 3.
T: Read Paragraph 3 after the tape, and put the following sentences in the right order. Describe how Lin Tao saved his neighbour with the structure “First …Then … Later …”
4. Paragraphs 4-6.
T: Choose the correct answers while reading.
(1) Which part of his body did the fire burn
A. Neck. B. Arms. C. Face.
(2) How long did Lin Tao stay in hospital
A. Two days. B. Two months. C. Two weeks.
(3) What did many people give him
A. Money B. Flowers. C. Presents.
(4) What did Lin Tao think of fire
A. Helpful. B. Dangerous. C. Careful.
【设计意图：通过分段，让学生对课文有了更清晰的层次感。分段处理文本，帮助学生更为扎实、到位地理解课文。练习设计多样化，避免了形式过于单一。】
Step 3 Practice
Task 4 Thinking & practice
1. What do you think of Lin Tao
helpful, brave, careful, clever
2. Act the dialogue out.
T: A radio reporter interviewed Lin Tao because of his brave behaviour. Please make up a dialogue between the reporter and Lin Tao. Then I will ask some groups to act the dialogue out.
【设计意图：采用编对话的形式，让学生回顾全文。】
3. How to be careful with fire.
(1) Fire around us.
T: If we are not careful, fire may happen around us. Two big companies caught fire a few months ago. One is Hynix and the other is Tripod.
(2) Finish Part C.
T: Fire is dangerous. Do you know how to be careful with fire Please finish Part C on page 84.
4. Complete the passage.
To be a little fire guard
Fire is useful in our everyday life, but it can be very d_________. So we must keep a_______ from all the things which can easily catch f_______. We should be careful with m_________. Don’t put anything h______ into the r_________ bin. When we find a fire in our building, we should c_______ 119 at once. At the same time we should shout “Fire!” to call our n_________ out. If the fire is hard to control, don’t be a________. Leave the building as q__________ as possible. Do remember we mustn’t go back to the building until the f________ come to p_______ it out.
5. Group discussion.
T: What can we learn from today’s lesson
V. Homework
1. Finish exercises on pages 83 & 84;
2. Write a short passage to recommend Lin Tao for the Bravery Award (英勇奖);
3. Search for more information about fire safety.英语（七年级下册）
Unit 7 Abilities
Integrated skills
无锡市天一实验学校 赵霞
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. get information from listening materials;
2. use the information and complete a report;
3. talk about their abilities.
II. Teaching contents
1. New words and phrases: term, hard, article, careless, better, violin, show, this term, work hard on, try one’s best, play the piano, do well in, at the age of;
2. New Sentences: She needs to read more and speak more.
She knows a lot about it.
Can you show me how to play it
III. Focus of the lesson and predicted area of difficulty
To talk about students’ own abilities.
IV. Teaching procedures
A Meeting parents
Step 1 Lead-in
Free talk.
T: Hello, boys and girls, what subjects do you have at school this term (学期)
S1: Chinese, Maths, English, Biology, Geography, Music, Art and History.
T: Which subject do you like best And why
S2: English. Because it is fun to learn English.
【设计意图：通过学生熟悉的话题导入本课内容。】
Step 2 Presentation
1. Present new words with questions about Suzy’s study.
T: Do you work hard on your study
S1: Yes, I do.
T: Are you careless
S2: Sometimes, I am careless.
T: Do you do your best this term
S3: Yes.
T: Are you good at writing articles
S4: Yes. I like writing.
T: How about Suzy
…
【设计意图：通过对学生自身学习情况的询问，呈现并学习生词。】
2. Part A1.
T: Mr Wu made a report on Suzy’s study. Now, let’s listen to the report and write the correct letters in the boxes in A1.
T: Check the answers with you partner.
T: Now, please tell me your answer. (Key: CEABD)
【设计意图：播放A1的听力，让学生在材料中获得需要的信息。】
3. Read and answer.
T: Here are some more questions about Suzy’s study. Can you find the answer in her report card
(1) Does Suzy do well in all her subjects
(2) Which subjects is Suzy good at
(3) Which subject does Suzy like best
(4) Which subject is she not so good at
T: Now you know a lot about Suzy’s study. Let’s talk about her study in pairs.
【设计意图：强化学生对所听内容的理解。】
4. Part A2.
T: Mr Wu is preparing some notes about Suzy. Now look at the notes and let’s help Mr Wu complete the notes about Suzy’s study from No. 1 to No. 4 in A2.
T: Now let’s listen again and try to complete the rest notes. (Listen twice if necessary.)
T: Check the answers with you partner.
T: Now, please tell me your answers and let’s check it together.
【设计意图：让学生在材料中获得需要的信息。】
5. Read and answer.
T: Now you know lots of notes about Suzy. Here are two questions to test you.
(1) Is Suzy good at playing the piano
(2) How often does she practice volleyball
【设计意图：强化学生对所听内容的理解。】
Step 3 Practice
1. Part A3.
T: Mr Wu is writing a report about Suzy. Help him complete the report.
2. Read and check answers
【设计意图：让学生运用听力中所获得的信息，补全文本内容】
B Speak up: Can you play the violin
Step 1 Presentation
1. Present new words with pictures.
T: From the report, we know Suzy can play the piano. Who do you think plays the piano best in China
S: Lang Lang.
T: Lang Lang started to play the piano at the age of 3. And I think Lv Siqing plays the violin best in China. His father taught him to play the violin when he was four years old.
【设计意图：通过对朗朗和吕思清的介绍，教授生词，帮助学生化解听力中出现的生词障碍。】
2. Listen to Sandy and Daniel’s dialogue.
T: What can Sandy and Daniel do Now let’s listen to their talk and tell me the answer.
3. Read and answer.
T: Now, let’s read their talk and answer two more questions.
(1) When did Daniel start to play the violin
(2) When did Sandy start to play the violin
【设计意图：强化学生对会话内容的理解和对会话模式的感知，也为下一环节做铺垫。】
4. Watch a short movie.
T: Now let’s enjoy a short movie about students’ different abilities.
【设计意图：再现各种能力和特长，为接下来的对话做热身。】
Step 2 Practice
1. Talk about abilities.
T: The students in the movie can do many different things. Are they great
S: Yes.
T: I think you are great too. Now think about your own ability. Let’s talk our own ability in pairs. Remember: (1) Be active. (2) Be loud. (3) Be fluent. (4) Few mistakes. (5) No reading. If you do all of them well, you can get 10 points in all. Now you have three minutes to prepare with your partner. And then all of the class will enjoy some of your conversations. Let’s see who can make up the best dialogue.
2. Act out the conversation.
3. Choose the winners.
【设计意图：预先告知学生优秀对话的评定规则，对话时将更有方向和目标。】
V. Homework
1. Improve your own conversation and write it down;
2. Read the new words, the report and Part B.英语（七年级下册）
Unit 7 Abilities
Grammar
无锡市天一实验学校 马国玲
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn how to use “can” “could” and “may”;
2. use “what” and “how” to express strong feelings.
II. Teaching contents
1. New words and phrases: smoke, camera, X-ray, by the way, no problem;
2. New sentences: How dangerous!
What a brave man!
III. Focus of the lesson and predicted area of difficulty
To learn how to use “can” “could” and “may”.
IV. Teaching procedures
A Using can, could and may
Step 1 Lead-in
T: Boys and girls, today we are going to learn Grammar of Unit 7. Do you know these sports Can you tell me their names
S: Swimming, playing badminton, cycling, horse riding and flying kites.
【设计意图：从学生喜欢的体育运动导入本节语法课，为下面的新授课做铺垫。】
Step 2 Presentation
1. Use can or could to talk about ability.
(1) Describe what you see in the picture.
She could not ride a bike at ten, but now she can ride a bike.
The girl is skating. She could not skate last year, but now she can skate.
We can also say: She wasn’t able to skate last year, but now she is able to skate.
(2) Look at more pictures and use can/be able to/could to describe them.
(3) Work in pairs and make up a dialogue according to the table.
【设计意图：由学生的个人操练过渡到两人对话，设计不同的任务让学生反复操练can、could和be able to。】
(4) What do we use can/could to talk about
T: Jackie Chan can act well.
Lu Xun could write wonderful articles.
Michael Jackson could sing and dance well.
Read the sentences above and think about what we use can/could to talk about.
S: We use can/could to talk about ability.
T: Yes. We use can to talk about the present ability and use could to talk about the ability in the past.
2. Use can, could or may to ask for permission.
T: Read the dialogues below carefully and tell me what we use “can/could” to talk about.
When talking with classmates or friends: A: Can we do after-school activities together B: Yes, of course. When talking with teachers or parents:A: Could I hand in my homework later, Mr Lin B: Yes, you can./No, you can’t.
S: We use “can/could” to talk about permission.
T: Which one sounds more polite, can or could
S: Could sounds more polite than can.
T: You are right. In some formal occasions, we use “may” to ask for permission. For example:
A: May I have a talk with you, Mr Wu
B: Yes, you may./No, you may not./No, you can’t./No, you mustn’t.
“May” is more polite than “can/could”.
【设计意图：让学生反复操练，然后自己得出结论。】
3. Complete the conversation.
T: Amy is talking with Mr Wu about her plete their conversation with “can” “could” or “may”.
B Using what and how to express strong feelings
Step 1 Presentation
1. The trip to South Hill.
T: The students’ trip to South Hill is wonderful. We can say “How wonderful the trip is!” to express our strong feelings. The sentence is called Exclamatory Sentence.
2. Have a try.
T: Describe the pictures with what we’ve learnt today.
Picture 1: The girl is pretty.
How pretty the girl is!
Picture 2: The boy is playing basketball happily.
How happily the boy is playing basketball!
T: The music sounds nice, doesn’t it Can you say it in another way
S: How nice the music sounds!
T: Read the following sentences again.
How nice the music sounds!
How happily (the boy is playing basketball)!
How wonderful (the trip is)!
How pretty (the girl is)!
T: Nice, wonderful and pretty are adjectives, and happily is an adverb. So we can work out the structure of the exclamatory sentence: How + adj./adv. + (主语 + 谓语)!
【设计意图：给出足够多的例句，让学生自己得出感叹句的句式结构。】
3. Jurassic World.
T: I watched a film called Jurassic World yesterday. It is very exciting. How exciting the film is! What an exciting film (it is)!
4. Have a try.
Picture 1: How pretty the girl is!
What a pretty girl she is!
Picture 2: How fine the weather is!
What fine weather it is!
Picture 3: How beautiful the flowers are!
What beautiful flowers they are!
T: Read the following sentences again.
What a pretty girl (she is)!
What an exciting film (it is)!
What fine weather (it is)!
What beautiful flowers (they are)!
T: A pretty girl, an exciting film, fine weather and beautiful flowers are noun phrases. Can you work out the sentence structure
S: What + a/an + adj. + 可数名词单数 + (主语 + 谓语)!
What + adj. + 不可数名词 + (主语 + 谓语)!
What + adj. + 可数名词复数 + (主语 + 谓语)!
Step 2 Practice
1. Complete the conversation on page 86.
2. Complete the sentences with “What/What a/What an/How”.
heavy snow!
great abilities Superman has!
tall the trees are!
beautiful flowers they are!
amazing animal the ant is!
【设计意图：在设计练习时，通过图片增加趣味性和生动性，采用完成句子的形式降低题目的难度。】
3. Watch and describe.
T: Enjoy a video performed by Mr Bean. Then work in groups and talk about the video with “What …” or “How…”
Step 3 Summary
T: Let’s see what we have learnt today.
S: Use “can/could/may” to talk about ability.
Use “can/could/may” to talk about permission.
Use “what/how” to express strong feelings.
V. Homework
1. Write sentences with “What …” or “How…”;
2. Write sentences with “can/could/may”.英语（七年级下册）
Unit 7 Abilities
Study skills
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. group the books according to their topics;
2. use the library to look for information.
II. Focus of the lesson and predicted area of difficulty
To find out the topic or subject of a book.
III. Teaching procedures
Step 1 Lead-in
Free talk.
T: Hello, boys and girls, look at the subjects on the screen! Which are you interested in
T: If you want to learn more about it, what can you do
S1: I can ask my Science teacher for more information.
S2: I can look for more information on the Internet.
S3: I can go to the library to learn more.
T: Yes. A library is a useful place to find information. And there are many famous libraries in the world. Look, this is the largest library in the world. It is in the USA. Do you know the largest one in China It is in Beijing and it’s also the largest in Asia.
T: This is Harvard Library—the oldest one in the USA. It is often full of students. How hard-working they are! We should learn from them, right So today we will learn how to use a library.
【设计意图：通过简浅的自由会话，导入本课主题——图书馆。】
Step 2 Presentation
1. How to use a library.
T: Do you want to find the book quickly and correctly in a library
S: Yes, of course.
T: So please remember this tip. Books about different subjects are put in different sections. Books about similar topics are put in the same area.
T: Look, there are many subjects or topics in the library. Do you know these
S: Yes.
T: Can you think of other subjects
S: Art/Computer/Travel/Geography/Biology/Maths/Cooking.
【设计意图：通过边呈现边引导的方式，让学生了解图书馆书籍的各种学科属性。】
2. Match the information with the subjects.
T: Look at the following information and tell me what subjects they are about.
(1) I would like to learn French.
(2) I will learn how to make cakes.
(3) I want to borrow some books about the violin.
(4) I don’t know where to spend my summer holiday.
(5) I want to read Harry Potter.
【设计意图：通过匹配练习，让学生学会判断已知信息所涉及的学科属性。】
Step 3 Practice
Write the titles of the books in the correct sections.
T: Look at the books on the screen and put them into the correct sections.
【设计意图：让学生根据书名判断该书的学科属性，同时反馈所学内容的掌握效果。】
Step 4 Presentation
1. Novels: in alphabetical order according to the authors’ surnames.
T: The Cat Goes Shopping and Ronnie Goes into Space are novels. Do you like reading novels For example, Harry Potter. It is a very popular novel. Its author, that is its writer, is J. K. Rowling.
T: There are lots of interesting and famous novels in the library. And the novels are put in the alphabetical order of the author’s surnames.
2. Put the novels in the correct order.
T: Look, here are some books and their authors. Can you help to put them in the correct order
a. Harry Potter’s author is J. K. Rowling.
b. Gone with the Wind’s author is Margaret Mitchell.
c. The Old Man and the Sea’s author is Ernest Hemingway.
d. Who Moved My Cheese’s author is Spencer Johnson.
e. The Last Leaf’s author is O. Henry.
【设计意图：让学生明白小说类书籍是按其作者姓氏的字母顺序摆放的，并通过给小说排序，让学生进一步领悟该内容。】
3. Librarians.
T: If we meet any problems in the library, what shall we do
T: We can always turn to this person. Look at her. She works in the library. What does she do
S: She is a librarian.
T: Yes. Librarians are there to help you. If you have any questions, turn to them for help.
【设计意图：引入图书管理员，让学生知道在图书馆遇到麻烦时，可以求助图书管理员。】
Step 5 Practice
1. Be a polite library user.
T: You’ve learnt how to use the library, but remember you should be a polite library user. What can’t we do in the library
S1: We can’t run in it.
S2: We shouldn’t shout in it.
S3: We can’t get the books dirty or broken.
T: Good job! Now tell me whether the following behaviours are right or wrong.
(1) Take good care of the books.
(2) Be polite to the librarians there.
(3) Mr Li smokes in it.
(4) Tom sees his classmate and shouts to him.
(5) Ann talks loudly and happily with her friend.
(6) Underline the beautiful sentences in the book.
(7) Keep the mobile off or set it to mute mode.
T: Well done! Always remember: keep quiet in the library!
【设计意图：通过具体行为案例的正误分析，让学生进一步明晰图书馆内的规范举止。】
2. Go and use the library.
T: We have 8 teams in the classroom. Each team will have a task. Each member of the team should find at least one book and write down the name, author and publishing house of the book. Now, let’s go to our school library.
Task 1: Find books by Mark Twain.
Task 2: Find books about American history.
Task 3: Find books about country music.
Task 4: Find books about English grammar.
Task 5: Find books about computers.
Task 6: Find books by Jack London.
Task 7: Find books about Olympics.
Task 8: Find books about butterflies.
Check students’ work and make sure everyone has learnt how to use the library.
【设计意图：通过去图书馆搜寻资料，让学生体验在实际生活中运用所学内容。】
IV. Homework
Keep your books at home in a right order.英语（七年级下册）
Unit 7 Abilities
Task
无锡市天一实验学校 赵霞
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. describe the ability and personality of a person;
2. analyze the structure of a recommendation letter;
3. write a recommendation letter.
II. Teaching contents
1. New words and phrases: sir, part, need, lose, before, most of the computer work, take part in, lose one’s way, hear from;
2. New sentences: I would like to recommend Chen Dan for this year’s Young Star Award.
We look forward to hearing from you soon.
III. Focus of the lesson and predicted area of difficulty
To describe the ability and personality of a person.
IV. Teaching procedures
Step 1 Lead-in & Revision
T: Hello, boys and girls. Look, who is the boy
S: Simon.
T: Yes. He is a member of the Helping Hands Club. What did he do
S: Simon helped an old man cross the street./He gave a seat to someone on the bus.
T: Well done! Simon also takes part in the club activities. Look at the pictures. What did he do in the club activities
S: He visited an old people’s home with classmates./He collected many things for Project Hope with Millie to help children in need./He cleaned up the park on weekends.
T: Great!
【设计意图：通过熟悉的图片，复习本单元第一课时里助人为乐的行为。】
Step 2 Presentation
1. Present the new words and phrases.
T: Simon did a lot for others. So what do you think of him
S: Helpful/Kind.
T: I agree. His classmates also think he is clever, kind and helpful. And they wrote a recommendation letter. Do you want to have a look
Here is the letter. But it has something missing. And what do they want to recommend Simon for Can you find it out
S: They want to recommend Simon for this year’s Helpful Star Award.
T: I see. Do you know who is “Sir or Madam” If we write to a person we don’t know, we use this. “Sir” is for a man and “madam” is for a woman.
T: Look, here is another piece of the letter. Do know “hearing from”
S: It means getting a letter from.
T: Nice. To be polite, we use “Yours faithfully” at the end of a letter.
T: Can you tell me who wrote the letter
S: Sandy.
T: Great. This is her signature.
【设计意图：通过一封不完整的推荐信，呈现并学习本课主要生词和词组。】
2. Read and analyze Mr Wu’s recommendation letter.
T: What a pity! It is not a complete letter. But we have Mr Wu’s recommendation letter on Page 90. He wants to recommend Chen Dan for this year’s Young Star Award. Why not have a look
T: How many paragraphs are there in Mr Wu’s letter
S: There are five paragraphs.
T: Good. Now let’s match the paragraphs with their main ideas.
Paragraph 1 tells what the letter is about.
Paragraph 2 tells abilities of Chen Dan.
Paragraph 3 tells personality of Chen Dan.
Paragraph 4 tells what Chen Dan did.
Paragraph 5 says again who to recommend.
T: Mr Wu’s recommendation letter has three parts: introduction, main body and conclusion. Let’s put the five paragraphs into them. Can you help
Paragraph 1 is in the first part.
Paragraph 2, Paragraph 3 and Paragraph 4 are in the second part.
Paragraph 5 is in the third part.
T: The first part says who to recommend. The second part tells us why to recommend Chen Dan for this award. It is about Chen Dan’s abilities, personality and what he did. The third part tells the wish of Mr Wu and Chen Dan’s classmates.
T: Now can you tell me why Mr Wu wants to recommend Chen Dan How about Chen Dan’s abilities
He can learn things quickly.
He can use computers well.
He does most of the computer work for the Helping Hands Club.
T: Now how about Chen Dan’s personality
He thinks carefully when he works.
He plans everything well and often takes part in activities of the Project Hope group.
T: Then what did Chen Dan do
He helped a five-year-old boy.
The boy lost his way.
【设计意图：通过构建思维导图让学生了解推荐信的结构，再通过局部精读让学生熟悉该推荐信描写人物能力、性格等细节。】
3. How to write a recommendation letter
T: This is all for the recommendation letter. Now do you know how to write a recommendation letter Do you still remember How many parts does Mr Wu’s recommendation letter have
S: Three.
T: What should we write in the first part
S: We can write who to recommend.
T: Fine. So we can use this sentence structure. The second part is the main body. What should we write in this part
S: We can write why to recommend this person.
T: Great. We should write about the abilities, personality of the person and what the person did. What adjectives can you think of for describing ability
S: Clever/Bright/Smart.
T: Cool! Then what phrases can you think of for describing ability Now let’s have a brainstorm. OK, study these pictures carefully and you may have some good ideas.
S: Learn things quickly/Use computers well/Write good articles/Speak English well.
T: Well done! We can also use “be good at” or “do well in”. Now, let’s come to the next step. What adjectives can you find to describe personality
S: Friendly, helpful, kind, polite, careful, active.
T: Wonderful! Then what phrases can you use to describe personality OK, look at these pictures carefully and you may think of some wonderful ideas.
S: Help us with our lessons./A member of the Helping Hands Club./Think carefully./Plan things well.
T: Excellent! Then we should give an example to tell what the person did. And we will come to the third part of a recommendation letter. What should we write now
S: We can write the wish here.
T: How to write the wish
S: I think the person should get the award. I look forward to hearing from you.
T: It’s nice. But remember “Dear Sir/Madam”, “Yours faithfully” and the signature in the letter.
【设计意图：通过头脑风暴和构建写作框架，积累写作素材和勾勒写作思路，让接下来的写作水到渠成。】
Step 3 Practice
Write a recommendation letter.
T: You know how to write a recommendation letter. Now let’s help complete Sandy’s recommendation letter for Simon. Let’s see. Which part does the letter need
S: Why does Sandy recommend Simon
T: Simon’s classmates think Simon is clever, kind and helpful. Now let’s complete the letter. Here are some useful expressions for the writing. You have ten minutes to write.
T: I can see your recommendation letters are ready. Now please check your letters carefully. Make sure:
(1) it’s a letter not an article!
(2) it tells who to recommend.
(3) it tells why to recommend the person.
(4) it includes your wish.
(5) there are few mistakes of tense, spelling and punctuation.
T: Let’s help each other check the writing to make it better.
【设计意图：让学生用熟悉的素材独立完成推荐信的写作，并通过自我检查和互助检查来优化写作。】
Step 4 Production
Share the writing of the recommendation letter.
T: I think you did a good job. And I can’t wait to read your recommendation letters. Now it’s show time. Please read and show your letters to us.
T: Wonderful! Here’s sample writing. Why not have a look
【设计意图：通过朗读展示优秀的写作，让好的想法和写法得到更大范围的分享。】
V. Homework
Recommend one of your classmates for this year’s Good Student Award. Write a recommendation letter.英语（七年级下册）
Unit 7 Abilities
Comic strip & Welcome to the unit
无锡市天一实验学校 马国玲
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. learn the use of “can” and “can’t”;
2. talk about ways to help others;
3. learn to be polite and helpful to others.
II. Teaching contents
1. New words and phrase: ability, believe, raise, plant trees, help an old man, clean up the park, give a seat to someone, on the bus, collect things for Project Hope, visit an old people’s home, need … most, send sth. to sb., collect some books for the children, raise sth. for sb., look out;
2. New sentences: How cool!
Believe it or not!
Some families are not even able to pay for pens and notebooks.
III. Focus of the lesson and predicted area of difficulty
To talk about how to help others.
IV. Teaching procedures
A Comic strip
Step 1 Lead-in
1. Free talk (open questions).
T: Today we’ll learn Unit 7 Abilities. Are you a helpful person OK, I will ask you some questions.
(1) Can you help your classmates with their homework
(2) Can you look after the things in our classroom
(3) Can you keep our classroom clean and tidy
【设计意图：对学生日常学习生活中力所能及的事情进行询问，迅速进入本节课的话题。】
2. What can he do
T: Different people have different abilities. Look at the pictures on the screen, and tell me what each person can do.
T: Look at the first picture. What can the boy do
S: He can sweep the floor.
T: What about the second picture
S: He can play football.
T: What can this boy do
S: He can play tennis.
T: What can the man do
S: He can play basketball very well.
T: What ability / b l ti/ does he have
S: He has the ability to play basketball very well.
T: Let’s move on. What ability does the monkey have
S: It has the ability to ride a bike.
T: What ability do the birds have
S: They have the ability to fly.
【设计意图：通过图片教学，引出单词ability，鼓励学生反复操练have the ability to do sth.，也为引出Comic strip的内容做好了铺垫。】
Step 2 Presentation
1. Free talk.
T: Do you believe /b li v/ dogs have the ability to fly What about Eddie Do you believe he can fly like Superman OK, let’s learn comic strip.
2. Listen and answer.
T: Listen to the tape and answer the following three questions. Read the questions together first.
(1) What does Eddie want to be
(2) What does Eddie want to do
(3) What happened to Eddie
T: Please take out a piece of paper, and write down the answers on it while listening. Don’t forget to close your English books.
T: Please answer my questions. (after listening)
S1: He wants to be Superdog.
S2: He wants to fly.
S3: He fell down.
3. Role-play.
T: Read the dialogue in pairs and try to recite each sentence.
T: Work in pairs. One will play the role of Eddie, the other Hobo. Act the dialogue out.
【设计意图：利用图片导入对话，让学生准备一张纸，边听边写下答案，这样做可以确保学生集中注意力，而不是盲目地听信息。让学生参与角色扮演，帮助他们体会卡通人物的个性。】
B Welcome to the unit
Step 1 Part A
1. lead-in.
T: Have you ever watched the film Spider-man Do you still remember the classic line “With great power comes great responsibility.” Are you always ready to help others What can you do for others Look at the pictures and tell me what we can do for the old.
S1: We can visit an old people’s home.
S2: We can help the old woman cross the road.
S3: We can give a seat to someone on the bus.
T: What can we do on Tree-Planting Day
S4: We can plants trees.
T: What can we do if we see some rubbish in the park
S5: We can clean up the park.
T: What can we do for Project Hope
S6: We can collect things for Project Hope.
S7: We can raise some money for Project Hope.
【设计意图：让学生根据所给图片谈谈自己能为他人做什么，引导学生养成助人为乐的好习惯，也可以引出本节课的重点词组，让学生反复朗读。】
2. Helping Hands Club.
T: Daniel and his classmates are members of the Helping Hands Club. Match the pictures below with the descriptions. Write the correct letters in the boxes.
T: Please check the answers with your partners.
3. Exercises.
T: Read Part A carefully, and then complete the sentences.
【设计意图：让学生独立完成图片匹配，然后让他们熟读重要词组，并进行当堂反馈。】
Step 2 Part B
1. Listen and answer.
T: Daniel and his classmates are talking about what they can do to help others. Listen to the tape, and then answer the following questions.
(1) Who will they help
(2) What are some families not able to do
2. Listen and read.
T: Read after the tape and then I’ll ask five of you to read in roles.
【设计意图：在练习听力的基础上培养学生正确朗读英语的良好习惯，教师应尽量利用课堂45分钟来为学生创造大声朗读英语的机会。】
3. Make a survey.
T: Now we’ll do a survey to see if you are a polite and helpful person.
T: Think about what you should do to be a polite and helpful person.
T: Always get ready to give a hand to others because it’s better to give than to take and God helps those who help others.
【设计意图：为学生创设日常生活中经常发生的情境，让他们对照自身的言行举止考虑如何改正不足，鼓励学生成为乐于助人的中学生。】
V. Homework
1. Remember new words and useful expressions;
2. Recite Comic strip and Welcome to the unit Part B;
3. Preview Reading.
