Unit 7 Abilities
Teaching aims:
1.To revise vocabulary about helping people in the community.
2.Let ss think about how they can help in their community.
3. How they can help others around them.
4. To generate ideas about ways to care for and help others.
5.To teach some pairs of opposites and how to recommend sb for an award.
Teaching methods:
Task-based approach. Designing activities offer opportunities for students to consider.
Teaching aids:
Tape recorder and some posters.
Teaching steps:
Step1: T: Different people have different abilities. For example ,Student A can play basketball, playing basketball is his ability.
(pictures) talking about Yao Ming, Liu Xiang, Jay Chou.
Step 2: T: Some people would like to use their abilities to help others. would you like to help others if you can? Ss give some examples.
Step 3:T: If you want to help more people, I think you can join the Helping Hands Club, Now many students have joined the club. Would you like to see something about them?
Pictures about the Ss.
Teach plant trees, give a seat to somebody on the bus, etc. Asking some questions about each picture.
Ss read the sentences and repeat
Finish the Exx. in the book.
Step 4: Interview.
“What can you do to help others?” Discuss in groups and then share our ideas.
Listen and answer (Part B)
Make similar dialogues and then have a show.
Important phrases: need most, be able to, raise money for, collect sth. For sb.
Step 5: Show a picture of Superman .teach the word.
T: Hobo thinks He is a superdog. Llisten, what happened to him?
Step 6: Listen to the tape and answer the four questions.
Read the dialogue
Step 7: Act out the dialogue and finish some exercises.
Step 8: Teach the students how to recommend sb for an award.
Step 9: Homework given.
Unit 7 Abilities
Teaching aims:
1. Introduce the usage of can, could and may.
2. Using What and How to express strong feelings.
Step 1. Presentation
Enjoy the picture and present the new words.
Step 2. Lead-in
Enjoy more pictures and talk about the usage of can and could.
Step 3. Explanation
Using “can”/ “could” to talk about ability.
We use “can” to talk about present ability.
We use “could” to talk about ability in the past.
e.g. I can (cannot /can’t /can not ) swim. What about you?
He could (couldn’t /could not) dance in the past. What about you?
2. Using ‘can’, ‘could’, ‘may’ and to talk about permission.
1) can与could
can常用于口语中, 表示非正式的请求, 请求对象一般是家人或朋友。e.g.
? — Can I borrow your bike, Simon? 西蒙, 我可以借一下你的自行车吗？
— Of course. 当然可以。
? — Can I have some milk, Mum? 妈妈, 我可以喝点牛奶吗？
— Yes, you can. 好的。
2) could是can的过去式。在口语中, could常用来代替can向对方更委婉地提出请求, 用法上比can正式, 可以用于向老师或长辈提出请求, 这时could不表示过去, 回答一般还是用can。
e.g.— Could I use your computer, please? 请问, 我可以用一下你的电脑吗？
— Yes, you can. 可以。
Could I hand in our homework later, Mr Lin?
林老师, 我可以稍后交作业吗？
— No, you can’t. 不, 不行。
2. may
may也可以用来征求对方意见, 意为“可以”, 相当于could, 用法也比can更正式, 更礼貌, 一般用于向陌生人或所尊敬的人请求许可。
e.g.
? — May I ask you a question? 我可以问你一个问题吗？
— Yes, please. 可以, 请问。
? — May I come in, Mr Wu? 吴老师, 我可以进来吗？
— No, you may not. 不行。
Step 4. Exercises
Ask and answer questions using “can” or “could”. Try to make dialogues in pairs.
1. _______ you speak Japanese?
2. _______ you play the piano last year?
3. _______ you cook?
4. _______ you use a computer when you were 3?
5. _______ you ride a bicycle when you were very young?
6. _______ you understand English TV programmes in 2000?
Step 5. Presentation
Show some pictures and present the usage of “what and how to express strong feelings”.
Step 6. Explanation
1. what引导的感叹句：
1 ) what + a/an + 形容词 + 可数名词单数 （+ 主语 + 谓语）!
2) what + 形容词 + 可数名词复数 （+ 主语 + 谓语）!
3) what + 形容词 + 不可数名词 （+ 主语 + 谓语）!
2. How 引导的感叹句：
1) How + 形容词 (+ 主语 + 连系动词)!
2) How + 副词 (+ 主语 + 行为动词)！
Step 7. Exercises
1. Do the exercises on page 86.
2. Check the answers.
3. Do more exercises.
Homework
1. Remember the new words in this lesson.
2. Do the exercises on the workbook.
Unit 7
集 备 部 分
课 题
7B unit7 IPS
中心发言人
时 间
Objectives:
1. Learn to write a profile.
2. Learn to talk about what you can and cannot do.
3.To develop the students’ abilities of listening ,speaking, reading and writing.
Teaching Procedures:
Step 1 Warming up
Play a game: Who is heshe?
eg: She has a round face and two big eyes.
She has long hair in a ponytail. Who is she?
Step 2 Pre- task preparation
1. Ask some very general questions about reports and school.
2. Present some new words: term, memory, history, geography, personality, cheerful, organize, result.
Step 3 Task procedures
1. Reading
(1) Ask students to skim the text to identify any words they don’t know.
(2) Ask students to guess the meaning of the unknown words from the context.
(3) Explain the meaning by giving examples.
(4) Ask students to list as many adjectives as they can find.
Then ask them to add other adjectives that teachers may use to describe students.
(5)Ask students to study the notes for the parents’ meeting.
Then ask them to find information from the report card to fill in as many gaps as possible.
2. Listening
(1) Play the recorder and ask students to complete Mr. Wu’s notes.
(2) Play the recorder again to enable students to check their answers.
(3) Ask some students to read out their answers.
3. Writing
(1)Ask students to use information from the report card and notes to complete Suzy’s profile.
(2) Ask them to guess the meaning of the new words: grade, result, high.
(3) Read it and work out the way of writing a profile .(Group work )
Write a profile :
(1) Divide the class into groups. Ask them to write a profile.
(2) Invite some groups to show their results.
3. Speaking ( Part B )
(1) Listen and answer :
Can Millie dance?
What about Sandy?
What can Sandy do ?
(2) Listen and read
(3) Read in pairs
Unit 7
集 备 部 分
课 题
7B Unit 7 Reading
中心发言人
时 间
Teaching aims:
1.To introduce and expand vocabulary to describe dangerous situations.
2.To guess context from the text type, the title and the picture.
3.To infer general meaning from picture and actions.
4..To skim the text for overall meaning and scan for detail.
Language points and focus:
Award for Bravery/help sb. out of a fire/be alone/hear sb. shouting/a 79-year-old man/pour water over/put out the fire/be in hospital/help each other/be careful with
Fire can be dangerous./ It is important to be careful with fire.
Teaching procedures
1. Warming up: Talk about danger at home. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.
2. Look at the pictures and present the new words:
neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire
3. Read the story and try to get some information.
Then say T or F according to the text.
1). Wang Fang helped her classmate out of a fire.
2). Wang Fang’s neighbour is 79 years old.
3). Mrs. Sun couldn’t get out because she hurt her arm.
4). Wang Fang was afraid when she saw a lot of smoke.
5). Wang Fang put out the fire with a blanket and helped Mrs. Sun out.
6). The fire burned Wang Fang’s neck and leg.
7). Wang Fang was in hospital for two months.
8). Wang Fang said she was glad to help others and fire was not dangerous.
4. Listen and read after the text and ask questions.
1). How old is the brave girl?
2). When did she help her 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 her house?
6). How did Wang Fang put out the fire?
7). Did Wang Fang hurt herself?
8). How long was Wang Fang in hospital?
5. Discuss any problems about the text.
First fill in the blanks and read the conversation.
Then have an interview in groups.
One is Wang Fang, the others are the reporters.
Discuss in groups.
What does the writer think of Wang Fang? What do you think about her? Why do you think so? What do you do when you meet the accident like this?
7. Visit Wang Fang in hospital
First read the task to understand it.
Read the dialogue to find out and correct the mistakes.
Read the conversation in pairs.
Act it out.
8. An interview
Do it in groups. In each group one student can be Wang Fang, the others can be reporters to interview her. Then choose some groups to perform .
9. Fire safety
Read the sentences and match the right pictures.
Read out the sentences.
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.
自备部分：
Unit 7
集 备 部 分
课 题
7B Unit 7 Task
中心发言人
时 间
Teaching aim:
1.To adapt language to write descriptions for a specific purpose and audience
2.To practice writing formal letters
3.To use persuasive language
4.To select descriptive and relevant information to suit an audience
Teaching Model: New
Teaching Tools: computer(PPT)
Important and difficult points: How to write a recommendation letter.
Teaching procedures:
A An award for Daniel
Remind students of the newspaper article in the reading section about a brave young person.
Elicit ideas from students about people who deserve a recommendation. Make them aware that these may be young people just like themselves.
Help students brainstorm as many ideas as possible for choose a person they wish to write about. Write the suggestions on the board
Ask: What he/she did? When he/she did it?
Include: people you admire
people who influences you
the most important person in your life
their parents, grandparents or family friends
Ask them to explain why they chose the person. This planning stage is very important.
Ask them to plan the things they want to say about their chosen person as outlined in PartB1.
When you are satisfied that students have collect plenty of useful ideas, ask students to look at Part A on Page85 again and to do the task as set out.
Review the layout of the letter. Explain the different parts of a formal letter as listed in the box. Check answers.
Some phrases: get information from, look after, lose one’s way to, play with, hear from, look forward to, stay with, be kind
Read the letter to the class.
B writing a recommendation letter
Sample writing
It is important that they check spelling, sentence construction and layout. Encourage them to help each other.
Emphasize the process of writing: drafting, editing and final written presentation.
3. Get Ss to write a recommendation letter.
4. Choose some letters written by students to Ss. Then check their letters.
