牛津译林英语七年级下册7B Unit7 Ablities全套教案

牛津译林版英语七下Unit 7《Abilities》（Welcome to the unit）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了关于人们的能力和技能的话题。

本单元包括不同的交际场景，如询问能力、表达感谢和道歉等。

本节课主要围绕“Welcome to the unit”部分展开，通过阅读一个关于孩子们帮助老人过马路的短文，培养学生关爱他人、乐于助人的品质。

二. 学情分析七年级的学生已经有了一定的英语基础，能够进行简单的英语交流。

但是，对于一些抽象的交际场景和复杂的语言表达，他们可能还有一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，尽可能地调动学生的积极性，让他们在轻松愉快的氛围中学习英语。

三. 教学目标1.知识目标：学生能够掌握本节课的重点词汇和句型，如“What canyou do?”、“I can’t… yet.”等，并能够运用到实际情境中。

2.能力目标：学生能够在小组活动中用英语讨论自己的能力和兴趣，提高口语表达能力。

3.情感目标：学生能够学会关爱他人，乐于助人，培养良好的品质。

四. 教学重难点1.重点：本节课的重点是让学生掌握并运用关键词汇和句型。

2.难点：学生可能对于如何在实际情境中运用所学知识进行交流有所困惑。

五. 教学方法1.任务型教学法：通过设定各种任务，让学生在实际操作中运用所学知识。

2.情境教学法：创造各种真实的交际场景，提高学生的语言运用能力。

3.情感教学法：通过讲述感人的故事，引导学生学会关爱他人。

六. 教学准备1.教师准备：准备好相关的教学材料，如PPT、故事文本、练习题等。

2.学生准备：学生预习相关词汇和句型，了解本节课的主题。

七. 教学过程1.导入（5分钟）教师通过向学生提问“What can you do?”，引导学生用英语介绍自己的能力。

然后，教师分享一个关于孩子们帮助老人过马路的感人故事，引出本节课的主题。

牛津译林版英语七下Unit 7《Abilities》（Reading II）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》（Reading II）主要讲述了一位名叫Mrs. Clancy的老妇人在一次购物过程中丢失了她的钱包，然后发生了一系列寻找钱包的故事。

这篇文章主要锻炼学生对细节的理解能力，同时提高学生的阅读技能和词汇运用能力。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。

但是，他们在阅读理解方面还存在一定的问题，如对文章细节的理解不够深入，对文章结构的把握不够清晰等。

因此，在教学过程中，需要针对这些情况对学生进行有针对性的指导。

三. 教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，理解文章的主旨和细节。

2.能力目标：学生能够运用所学词汇和句型进行阅读理解和口语表达。

3.情感目标：学生能够培养对阅读的兴趣，提高自主学习的能力。

四. 教学重难点1.重点：学生能够理解文章的主旨和细节，掌握文章中的关键词汇和句型。

2.难点：学生能够运用所学词汇和句型进行阅读理解和口语表达。

五. 教学方法1.任务型教学法：通过设计各种任务，让学生在完成任务的过程中理解和运用所学知识。

2.情境教学法：通过创设情境，让学生在实际情境中运用所学知识。

3.小组合作学习：通过小组讨论和合作，提高学生的自主学习和合作能力。

六. 教学准备1.教师准备：教师需要熟悉教材内容，明确教学目标和重难点。

2.学生准备：学生需要预习教材内容，了解文章的基本情节。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾上一节课的内容，激发学生的学习兴趣。

2.呈现（10分钟）教师通过展示文章标题和图片，引导学生预测文章内容。

然后，教师逐段呈现文章，让学生听读并回答相关问题。

3.操练（15分钟）教师设计各种任务，如填空、连线、判断等，让学生在完成任务的过程中理解和运用所学知识。

牛津译林版七年级下册Unit 7《Abilities》（Grammar1）教学设计一. 教材分析《Abilities》是牛津译林版七年级下册Unit 7的一篇课文，主要讲述了一个关于孩子们在森林中迷路，最后在一位老人的帮助下找到回家的路的故事。

文章通过孩子们在解决问题过程中所表现出的不同能力和品质，引导学生学会欣赏他人的优点，培养合作意识。

本课的主要语言知识点是情态动词can的用法，以及一般现在时的被动语态。

二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但学生在情态动词和被动语态方面还存在一定的困难，因此需要在教学中给予学生充分的指导和练习。

此外，学生对于合作学习和小组讨论的活动形式较为熟悉，有助于课堂活动的开展。

三. 教学目标1.能够理解课文内容，把握情节发展。

2.学会使用情态动词can描述人的能力。

3.掌握一般现在时的被动语态结构。

4.培养合作意识和团队精神。

四. 教学重难点1.情态动词can的用法。

2.一般现在时的被动语态结构。

3.课文理解和文化背景知识的渗透。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

2.合作学习：分组讨论，培养学生的团队协作能力。

3.情境教学法：创设生活情境，让学生在实际语境中运用所学知识。

4.交际法：注重师生互动，生生互动，提高学生的口语表达能力。

六. 教学准备1.课文多媒体课件。

2.相关词汇和语法练习题。

3.小组讨论活动指南。

4.教学录音机和磁带。

七. 教学过程1.导入（5分钟）利用多媒体展示一幅森林图片，引导学生谈论森林中的事物，自然导入本课主题。

2.呈现（10分钟）播放课文动画视频，让学生初步感知课文内容。

随后展示课文图片，引导学生看图说话，概括故事情节。

3.操练（10分钟）分组进行角色扮演，让学生模拟故事情节，运用情态动词can和一般现在时的被动语态进行交流。

教师巡回指导，纠正发音和表达错误。

牛津译林版七年级下册Unit 7《Abilities》（Period 7）教学设计一. 教材分析牛津译林版七年级下册Unit 7《Abilities》（Period 7）主要讲述了一个关于寻找丢失物品的故事。

本节课的主要内容包括：词汇（如hospital, police等），语法（一般过去时态），以及听力、口语、阅读和写作技能的训练。

通过本节课的学习，学生能够掌握相关词汇和句型，并运用一般过去时态描述过去发生的事情。

二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，但对一般过去时态的运用还不够熟练。

学生在听力、口语、阅读和写作方面有了一定的基础，但还需要进一步的训练和提高。

此外，学生对寻找丢失物品的情境感兴趣，有利于激发他们的学习积极性。

三. 教学目标1.知识目标：学生能够掌握本节课的生词和短语，理解并运用一般过去时态描述过去发生的事情。

2.能力目标：学生能够在实际情境中运用所学知识进行交流，提高听、说、读、写的能力。

3.情感目标：学生能够培养对英语学习的兴趣，增强团队合作意识。

四. 教学重难点1.重点：学生掌握一般过去时态的运用。

2.难点：学生能够在实际情境中灵活运用一般过去时态进行交流。

五. 教学方法1.情境教学法：通过设置寻找丢失物品的情境，让学生在实际语境中学习和运用英语。

2.任务型教学法：引导学生参与各种小组活动，提高学生的合作能力和实际应用能力。

3.交际法：鼓励学生大胆开口，进行真实的交流。

六. 教学准备1.教材：牛津译林版七年级下册Unit 7《Abilities》（Period 7）2.多媒体设备：电脑、投影仪、音响等3.教学课件：包括图片、音频、视频等4.学生活动材料：小组活动记录表、听力材料等七. 教学过程1.导入（5分钟）利用图片和问题引导学生回顾以前学过的关于寻找丢失物品的情境，激发学生的兴趣。

例如：“你们还记得我们以前学过的小故事吗？今天我们将学习一个新的故事，故事中会发生什么有趣的事情呢？”2.呈现（10分钟）展示课文图片，引导学生观察并回答问题。

牛津译林版七年级下册Unit 7《Abilities》（grammar）教学设计一. 教材分析牛津译林版七年级下册Unit 7《Abilities》主要讲述了人们的能力和才能。

本单元的主题贴近学生的生活，易于激发学生的学习兴趣。

教材通过丰富的语境、生动的故事和实用的语言表达，帮助学生掌握一般现在时的被动语态、情态动词can 的用法以及描述人的能力和才能的表达方式。

二. 学情分析七年级的学生已经具备了一定的英语基础，对学习英语有较强的兴趣。

但部分学生在语言表达和听力方面还存在一定的困难。

因此，在教学过程中，需要关注学生的个体差异，调动学生的积极性，引导他们主动参与课堂活动。

三. 教学目标1.知识目标：–掌握一般现在时的被动语态结构“am/is/are done by sb.”；–学会使用情态动词can描述人的能力和才能；–学会用英语描述人的外貌、性格和兴趣爱好。

2.能力目标：–能够听懂、会说、会读、会写本课的生词和重点句子；–能够运用所学知识进行简单的日常交流。

3.情感目标：–培养学生对英语学习的兴趣；–培养学生关爱他人、了解他人的品质。

四. 教学重难点•一般现在时的被动语态结构；•情态动词can的用法；•描述人的能力和才能的表达方式。

•一般现在时的被动语态的运用；•情态动词can在不同语境中的用法；•准确描述人的外貌、性格和兴趣爱好。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，培养学生的实践能力；2.情境教学法：创设真实的语境，帮助学生在实际情境中学习和运用英语；3.合作学习法：引导学生分组讨论，培养学生的团队协作能力。

六. 教学准备1.教材：牛津译林版七年级下册Unit 7《Abilities》；2.多媒体课件：图片、视频、音频等教学资源；3.教学卡片：生词卡片、句子卡片等；4.板书：黑板、粉笔等。

七. 教学过程1.导入（5分钟）–利用图片引导学生谈论他们所知道的能力和才能；–询问学生想了解哪位同学的能力和才能，引出本课主题。

牛津译林版英语七下Unit 7《Abilities》（Integrated skills）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》（Integrated skills）主要讲述了关于能力的话题，包括如何描述一个人的能力和如何根据能力选择合适的工作。

本单元通过一个故事，让学生学会如何运用所学的语言知识去描述一个人的能力和特点，以及如何根据这些能力去选择合适的工作。

二. 学情分析学生在学习本单元之前，已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。

但是，对于如何运用英语描述一个人的能力和特点，以及如何根据能力选择工作，可能还存在一定的困难。

因此，在教学过程中，需要注重培养学生的语言运用能力和思维能力。

三. 教学目标1.能够听懂、会说、会读、会写本单元的生词和短语。

2.能够运用所学的语言知识描述一个人的能力和特点。

3.能够根据一个人的能力和特点，选择合适的工作。

4.培养学生的语言运用能力和思维能力。

四. 教学重难点1.能够正确运用英语描述一个人的能力和特点。

2.能够根据一个人的能力和特点，选择合适的工作。

五. 教学方法1.交际法：通过模拟真实情境，让学生在实际交流中运用所学知识。

2.任务型教学法：通过完成各种任务，让学生在实践中学习和应用所学知识。

3.合作学习法：通过小组合作，让学生相互交流、相互学习，提高学习效果。

六. 教学准备1.PPT课件：制作包含本单元重点内容的PPT课件。

2.教材：准备《牛津译林版英语七下》教材。

3.相关图片和视频：准备与本单元主题相关的图片和视频。

4.练习题：准备相关练习题，用于巩固所学知识。

七. 教学过程1.导入（5分钟）利用图片和视频，引导学生谈论关于能力的话题，激发学生的学习兴趣。

2.呈现（10分钟）通过PPT课件，呈现本课的生词和短语，让学生听读并跟读。

3.操练（15分钟）设计一些简单的口语练习，让学生模仿和操练本课的生词和短语。

7B Unit 7 AbilitiesSpeak up & Study skillsTeaching aims: 1. Learn to write a profile.2. Learn to talk about what you can and cannot do.Teaching Model: NewTeaching Tools: Tape, computer(PPT)Important and difficult points:Teach students how to use Sandy and Millie’s conversation to make a similar dialogue, especially the use of modelverbs “can/can’t”.Step1 Revision (8’)1 Translate some phrases.2 Do T/F exercises according to Suzy’s report card3 Ask and answer questions according to the passageStep 2 Speaking ( Part B )(18’)1. Make simple dialogue according to the picture in PPT.2 (1) Listen and answerCan Millie dance ?What about Sandy ?What can Sandy do ?(2) Listen and read(3) Read in pairs(4) Make similar dialogues and act out their own dialogues .Step3 Learn how to make a learning record .(15’)1. Have a discussion about what students learned in this unit.Eg: What did you study ? How to improve it ? Can you do it now ?etc.2. Explain the context of this section and the need to keep learning records .3. Ask students to look at the headings in the sample record in Part A . Elicit comments from students about the sample record .4. Ask students to use the chart to make their own learning record .5. Encourage students to make comments about how they feel or felt about the different tasks .Homework: Try to remember the phrases and the dialogue in Speak up.Bb design:( Look at PPT)教学后记：本节课要顺利完成任务，必须控制好一开始的复习时间，以便让学生有充足的时间操练Speak up 的对话。

牛津译林版英语七下Unit 7《Abilities》（Skills＋Speak up）教学设计一. 教材分析牛津译林版英语七下Unit 7《Abilities》（Skills＋Speak up）主要讨论了人们在学习新技能时所面临的挑战以及如何克服这些挑战。

本单元包括三个部分：Skills，Speak up以及附加练习。

Skills部分通过一个关于四位学生在学习舞蹈、绘画、乒乓球和篮球过程中所遇到的困难以及如何克服这些困难的故事，引导学生学习并运用情态动词must，can，may和will表示能力。

Speak up部分则提供了一个关于招聘面试的场景，让学生在实际语境中运用所学知识。

附加练习则是对本单元所学内容的巩固和拓展。

二. 学情分析七年级的学生已经掌握了一定的英语基础，能听懂并基本表达日常生活中的简单事物和情感。

但是，他们在学习过程中对新知识的理解和运用仍有一定难度，需要教师的引导和激励。

针对这一学情，教师在教学过程中应注重激发学生的学习兴趣，鼓励他们积极参与课堂活动，并通过有效的教学手段帮助他们理解和运用所学知识。

三. 教学目标1.知识目标：学生能掌握情态动词must，can，may和will的用法，正确表达自己的能力和需求。

2.能力目标：学生能在实际语境中运用所学知识进行交流，提高自己的英语口语表达能力。

3.情感目标：学生能认识到学习新技能的重要性，培养积极的学习态度，勇于面对挑战。

四. 教学重难点1.重点：情态动词must，can，may和will的用法及其在不同语境中的表达。

2.难点：正确运用情态动词表达自己的能力和需求，以及在实际语境中进行流畅的交流。

五. 教学方法1.任务型教学法：通过设置各种实际任务，让学生在完成任务的过程中运用所学知识，提高口语表达能力。

2.情境教学法：创设各种真实的学习情境，让学生在实际语境中感知和运用语言。

3.激励教学法：注重鼓励和表扬学生，激发他们的学习兴趣和自信心。

Unit7Teaching DesignsThe First PeriodContent:Comic strip and Welcome to this unitTeaching aims:1.To learn the comic strip about the two dogs to present the use of “can” and “can’t”.2.To revise vocabulary about helping people in community.3.To generate ideas about ways to care for and help others.4.To educate the students to be polite and helpful to others.Language focus: helping Hands Club/give seats to someone on the busplant trees/clean up/a home for the elderlycollect things for Project Hope/give awards to peoplerecommend sb for an award/ write a recommendation letterVocabulary:ability /Superdog /fly /careful/ collect /elderly.Teaching procedures:Step 1 Warming upPlay a game called: I can …Step 2 PresentationWatch a video about “Superman”.Talk about the things what Superman can do in groups and report .Talk about dogs can do and can’t do.Step 3 Comic stripFirst 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 o f “Superdog, hurt, be carefulAsk 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.Step 4 Learning “Helping Hands Club”.Free talk: How to be a helpful person?Present pictures about Daniel and his friends.Ask questions about the pictures:1.What is Daniel doing ?Do you often help the old or the blind cross the road?2.What is Sandy doing? Why should we plant more trees?3.Where are Daniel and the woman with a baby? What is happening? Have you ever given seats to others?4.Which place is it? What are the children doing now? Have you ever done something good like this?5.What are the students doing from the pictures? How much did you donate to the Project Hope this term? Is it better to give than to receive? Why?6.Where are Daniel and his friends? What are they doing? Do you often leave rubbish everywhere? Is it our duty to protect our environment?Read and understand the sentences.Step 5 Make a surveyFill in the table about what you have done in your daily life at school to see if you area 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. Step6 Assignment:1.Recite the dialogue and remember the sentences on Page 73.2.Writing: “How to be a helpful person ?”The Second PeriodContent: Reading-- A brave girlTeaching aims:1.To introduce and expand vocabulary to describe dangerous situations.2.To guess context from the text type, the title and the picture.3.To infer general meaning from picture and actions.4.To identify the name of specific places and actions.5.To skim the text for overall meaning and scan for detail.Language points and focus:Award for Bravery/help sb out of a fire/be alone/hear sb shouting/a 79-year-old man pour water over/put out the fire/be in hospital/help each other/be careful withFire can be dangerous.It is important to be careful with fire.Teaching proceduresStep 1.RevisionRevise what the children learned in the last period.1..be careful2.Helping Hands Club3.give seat to someone on the bus4. collect things fo r Project Hope5.Clean up the park/playground6.visit a home for the elderly7. plant trees 8.a SuperdogStep2 Reading1. warming up: Talk about danger and potential hazards at home. Ask if any students have ever had an accident at home. Talk about what to do in case of danger.2.Watch a set of pictures about a fire to present the new words:neighbor, smoke, fire, rush, dangerous, burn, hurt, pour, rush, save, blanket, put out the fire3. Read the story and try to get some information. Then say T or F according to the text.1).Lin Tao helped her classmate out of a fire.2).Lin Tao’s neighbour is 79 years old.3).Mrs Sun couldn’t get out because he hurt h is arm.4).Lin Tao was afraid when she saw a lot of smoke.5).Lin Tao put out the fire with a blanket and helped Mrs Sun out.6).The fire burned Lin Tao’s neck and leg.7).Lin Tao was in hospital for two months.8). Lin Tao 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 Lin Tao put out the fire?7).Did Lin Tao hurt himself?8).How long was Lin Tao 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 Lin Tao, the others are the reporters.8 Discuss in groups. What does the writer think of Lin Tao? What do you think about her? Why do you think so? What do you do when you meet the accident like this?Step3Assignment1. Recite the new words and read the text.2.Finish the exercises in the workbook.3.Prepare the interview for the brave girl.The Third PeriodContent:Reading 2Teaching aims:1. Further understanding the text.2. Learn more about fire safety.3.To use different suitable adjectives to describe people’s behavior and character.4.Introduce the use of the prefix un- and suffix –less to form opposites. Language points:Learn more about fire.Be careful with matches.Don’t leave the stove on.Don’t put anything hot into the rubbish bin.Keep long hair away from fire.Recommend sb for sth., think of sbTell sb to do sth, fall into waterBe grateful for sth/to sb,Teaching procedures:Step 1.RevisionRevise 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/ doingI 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 homework5.hurt The boy fell off the bicycle and hurt his leg. hurt by fire6.pour… over7.put out the fire put on/ up/down/ into/away8. 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.Step 2 Visit Lin Tao in hospitalFirst read the task to understand it.Read the dialogue to find out and correct the mistakes.Read the conversation in pairs.Act it ou t.Step3 An interviewDo it in groups. In each group one student can be Lin Tao, the others can be reporters to interview her. Then choose some groups to perform .Step4.Fire safetyRead the sentences and match the right pictures.Read out the sentences.Notes: leave …on , keep away fromAsk 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.Step5.Assignment:1. Revise what we learned from P74-76 and remember the new words.2 Do some exercises.The Fourth PeriodⅠ.Content:Grammar A:Using “can”/ “could” to talk about abilityⅡ.Preparation:1 Revise the use of Model Verbs and learn about positive, negative and question sentences.2.Make a list of things that the students can do by themselves now.(At least ten kinds) Ⅲ.Teaching Aims:To recognize and understand how to use “can” and “could” to express ability in the present and past.Ⅳ.Important and Difficult Points:“Could” is used to express ability in the past.Ⅴ.Teaching Procedures:Step 1. Warming up.1)Make a survey.“What can you do now?”Ask:Can you ride a bike / swim / fly a kite / play football / play chess?Yes , I can. / No, I can’t.Show the studen ts’ answers on the screen .SportsStudent AStudent BRide a bikeSwimFly a kitePlay footballPlay chessThen ask the others:Can she / he …?2.Say the whole sentences:eg: A. can ride a bike.He can’t / cannot swim.…(Write them down on the blackboard.)Get the students to repeat and talk about student B like above:3) Work in pairsAsk the partner more questions like above and write down their answers , then report to the class.Step 2. Presentation.1) Ask student A and B again:Could you ride a bike five years ago ?(Help them answer:Yes, I could./ No, I couldn’t.)2) Get the students to ask the teacher about the past of A and B.Could he / she …? (Yes, he / she could. / No, he / she couldn’t.)3) Teach the students to say the whole sentences:A could ride a bike five years ago.He couldn’t swim five years ago.……(The same as B)4) Use “could” to ask the partner the same questions about the past, then repeat.5) Work out the rule.① Positive: can could② Negative: can’t Couldn’t③Question: Can …？Could …？Step 3. Practice.1)Work alone.(Part A1)2) Get the students to report themselves like above.3) Talk about the tables freely. in pairs.eg. Can Sandy row a boat now?Could he do it last year?4) Complete the conversation of Part A2.5) Explain:We can use “am (is , are) able to “ instead of “can”,and “was (were) able to “ instead of “could“.eg.①Mike can sing more than 20 English songs.Mike is able to …②She could speak English when she was four.She was able to…Get the students to give more examples.Sum up:1)The differences between “can” and “be able to”2) Another use of “can” & “could”:Eg.Can / Could I help you?Step 4. Consolidation:Work in groups of six.Make a survey, then report to the class.Things to doCould do before(number of students)Can do now(number of students)Tell storiesWrite English wordsDo houseworkPlant treesFeed animalsMake dinnersStep 5. Extension.1.Make up a dialogue between Jim and the headmaster according to the following hints. Jim wants to apply for(应聘)an English teacher .Here are his bri ef introduction: Experience: taught Chinese and English in No.3 Middle school.Played football in the school team.Abilities: drawing , singing , playing with computers.Inabilities: dancing, Teaching other subjects ,such as maths ,play volleyball(now forgot) 2.Write a letter to your friend and tell him / her about what you have learned since(自从…以来) you came to secondary school.Step 6. Homework:Ex A on page 49 of the workbook.The Fifth PeriodⅠ.Content:1.GrammerB:Using “can”/ “could” to talk about possibility.2.GrammerC:Using “may” and “might” to talk about chances..Ⅱ.Preparation:Get the students to prepare something that will o r won’t happen if we do so or don’t do so.No.Do so / Don’t soPossible / impossible to happen1Work hardPass the exam23…Ⅲ.Teaching Aims:1.To learn how to use “can” and “could” to talk about possibility.2.To recognize degrees of possibilities wh en using “may” and “might”..Ⅳ.Important and Difficult Points:The differences between “may” and “might”.Ⅴ.Teaching Procedures:Step 1. Guessing a riddle.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)Step 2. Revision.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)Step 3. Presentation.1.Say:①Zhang Hua works hard. It is possible for him to pass the exam.(He can pass the exam)② Nick 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 be at 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.Step 4. Practice: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)Step 5. Presentation.1. Ask:May I speak to …?May I take this picture away?2.Introduce the idea that we also use “may” and “might” to express possibilities. eg.I am free today, I may go on an outing.He feels very tired, He might have a good rest at home.3.Explain the tables at the top of the page.Note:1)“Might” is the past from of “may”, but here it is also used to express degrees of possibilities.2)The dif ferences between “my/might” and “can/could”.Step 6.Practice.1.Fill in the blanks alone, and try to underline the keywords that the answers come from, then check the answer.2.Explain: maybe / may be3 Read the table and complete the sentences.The members of the Helping Hands club want to look after Mr. Sun in hospital Please infer the possibilities according to the tables and fill in the blanks with “may (not)” or “might (not)”.NameDays an d TimeNear PlansDanielMonday(16:00—18:00)Go to the Reading Club(15:30—18:00)SandyTuesday(16:30—18:00)Go to the Music Club(14:00—15:30)SimonWednesday(15:45—18:00)Have a football match(13:00—15:40)KittyThursday(16:15—18:00)Go to the Dancing Club(18:00—20:00)AmyFriday(15:30—17:40)Have Swimming Lessons(17:30—21:00)MillieSunday(8:00—11:00)Have nothing to do this day.1.Daniel go and see Mrs Sun on Monday.2.Sandy go to see Mrs Sun on Tuesday.3.Simon go to the hospital to help Mrs Sun on Wednesday.4.Kitty go to help Mrs Sun on Thursday.5.Amy help Mrs Sun on Friday.lie go to help Mrs Sun on Sunday.(Key：1.may not 2.may 3.might 4.might 5.might not 6.may)Step 7.Extension.You are trapped into a lonely island. How can you escape ? Please think of more ways. You’d better make sentences with “may” or “might”.Step 8. HomeworkDo more exercises.The Sixth PeriodContent:Integrated skillsTeaching aims: 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. Language focus: do one’s be st, be weak at, have\get good grades\results in, no problem. Teaching procedures:Step 1: Warming upPlay a game: Who is he\she ?Eg: She has a round face and two big eyes. She has long hair in a ponytail. Who is she ? Step 2:Daily report : A profile of myself .Ask and answer about it .Step 3: Pre- task preparation1. Ask some very general questions about reports and school .2.Present some new words : term,memory,history,geography,personality,cheerful,organize,result.Step 4: Task proceduresPart A: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 unkno wn 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 . WritingA: Complete the profile of Suzy :(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 )B: 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 answerCan Mil lie dance ? What about Sandy ?What can Sandy do ?(2) Listen and read(3) Read in pairs(4) Make similar dialogues and act out their own dialogues .Step 5 : Assignment1.Oral work : Make a dialogue about talking about what you can and cannot do .2.Written work : Write a profile of your friend .The Eighth PeriodContent:Main task1. Learn to write a recommendation letterTeaching aims : 1. Learn to write a recommendation letter2.To develop students’ ability of writing .Language focus: a five-year-old boy, lose one’s way, hear fromTeaching procedures :Step 1: Warming upA chain talk .eg: A: Can you tell me what you can do and cannot do ?B: I can sing but I can’t sing well. Can you tell me what you can do and cannot do ?C: I can dance well but I can’t swim…….Step 2 : Free talkeg :Who can get the Most Helpful Student Award ? Why ?Step 3 : Pre-task preparationPresent some new words : chairperson,thoughtful,lose,hear fromStep 4 : Task procedures:1.Learn how to write a recommendation letter(1) Listen and answer (Part 1)Q: What award would he like to recommend Chen Dan ?What is Chen Dan good at ?What’s his personality ?What did he do ?(2 )Explain the words above.(3)Rea d it carefully and put the numbers in the correct boxes .(4)Read it again and find out the key aspects of the content of the letter .(Group work )(5)Conclusion about how to write a recommendat ion letter.2. Write a recommendation letter (Group work )(1) Ask students to plan the things they want to say about their chosen person as outlined in Part B1.(2) Complete the letter . ( Each writes one paragraph. )(3 Invite some groups to read out their letters .Step 5 : AssignmentWrite a recommendation letter.Exercises(Grammar of Unit 7,7B)Ⅰ.选择填空：( )1.Can you write a letter in English? No, I .A. may notB.mustn’tC.can’tD.needn’t( )2.He said that he swim when he was six.A.mightB.couldC.canD.would( )3.You go and ask Meimei. She know the answer.A.must,canB.must, mayC.need, canD.can,may( )4.May I come in ?A.Yes, pleaseB.No,you couldn’tC.Yes,you mustD.No,you needn’t( )5. I have some bottles of orange?A.DoB.CouldC.Don’tD.Would( )6.--- I vist Jack on Sunday?---Yes, you .A.Must,canB.May,mayC.Need,needD.May,need( )7.He doesn’t play football very often, I’m sure he lose the game.A.canB.can’tC.mayD.may not( )8.That man be her son.He left for Shanghai this morning.A.can’tB.mustn’tC.needn’tD.shan’tⅡ.用 can / may的正确形式填空（包括其否定形式）：1.It is hot summer in Australia. We go awimming there.2.The library is closed now. We borrow many books today.3.Debbie is very clever. He solve the problem.4.Helen learn from books because she was blind(瞎的) when she was young.5.The door is open. He be at home.6.The door is closed. He be at home.7.Don’t run about in the street. A car hit you.8.---- I smoke here, sir?----No,you .9.Meimei ride a bicycle when she was five. Look at the picture. She was falling off her bike.Ⅲ.句型转换：1. Our team can win the game if we play well.否定句一般疑问句2. Lucy and Lily may go to Beijing for their holiday.否定句一般疑问句3. The boy might catch the last bus.否定句一般疑问句4. She can dance.(when she was five 改写)5.They can speak Japanese well.(画线提问)6. Last year, Mike could row a roat. (画线提问)7.Could you row a boat last month?(肯定回答)8.We couldn’t have a picnic last Sunday. Because it was rainy(同义句转换)It was rainy last Sunday. It for us a prcnic. Ⅳ.改错：1. He can’t get out beause he hurt his leg.2. If he has time, he will can come.3. His father maybe a doctor.4. She can swim when she was five years old.5. Tomorrow will be sunny. We must go to the park and fly kites.6. Simon must not play football because he forgot to bring his football shoes.7. The headmaster went out to have a meeting.He mustn’t be in the office now.8. Amy is very tall. She maybe jump high.Ⅴ.汉译英：1.很可能我父母亲下周六去上海。

牛津译林版英语七下Unit 7《Abilities》教学设计3一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讲述了关于能力的话题，通过一系列日常生活中的情境，让学生学会如何运用一般现在时描述自己的能力和他人的能力。

本单元的关键语法点是一般现在时，学生需要掌握一般现在时的构成、用法和动词形式的变化。

此外，学生还需要掌握如何用一般现在时表达推测和能力。

二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对一般现在时有所了解，但可能在实际运用中还存在一定的困难。

学生在词汇和阅读方面已经有了一定的基础，但在口语表达和听力理解方面还有待提高。

因此，在教学过程中，需要注重激发学生的学习兴趣，提高他们的口语表达能力和听力理解能力。

三. 教学目标1.知识目标：–掌握一般现在时的构成和用法；–学会用一般现在时表达推测和能力；–掌握本单元的重点词汇和短语。

2.能力目标：–提高学生的口语表达能力和听力理解能力；–培养学生的团队合作意识和解决问题的能力。

3.情感目标：–激发学生学习英语的兴趣；–培养学生的自信心和自主学习能力。

四. 教学重难点1.教学重点：–一般现在时的构成和用法；–用一般现在时表达推测和能力；–重点词汇和短语的掌握。

2.教学难点：–一般现在时的运用和实际语境中的运用；–动词形式的变化和运用。

五. 教学方法1.情境教学法：通过设定各种日常生活中的情境，让学生在实际语境中学习和运用英语。

2.交际教学法：通过小组讨论、角色扮演等活动，让学生在实际交流中提高口语表达能力和听力理解能力。

3.任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。

4.激励评价法：注重鼓励和表扬学生，激发他们的学习兴趣和自信心。

六. 教学准备1.教材：牛津译林版英语七下Unit 7《Abilities》课本和练习册。

2.多媒体设备：电脑、投影仪、音响等。

3.教学素材：相关图片、视频、录音等。

4.教学卡片：重点词汇和短语的卡片。

牛津译林版七年级下册Unit 7《Abilities》复习教学设计一. 教材分析牛津译林版七年级下册Unit 7《Abilities》的主题是能力，涉及到日常生活中的一些基本能力，如游泳、唱歌、跳舞等。

本单元的主要语言知识点是情态动词can的用法，以及与之相关的问答句型。

此外，本单元还包括一些与能力相关的词汇和短语，如swim, sing, dance等。

二. 学情分析七年级的学生已经初步掌握了英语的基础知识，对于情态动词有一定的了解，但还需在实际语境中进行巩固和应用。

学生对于新词汇和短语的掌握程度不同，因此需要在教学中进行有针对性的辅导。

三. 教学目标1.能够正确使用情态动词can询问和回答他人的能力。

2.能够熟练运用本单元的词汇和短语进行日常交流。

3.提高学生的团队合作能力和交际能力。

四. 教学重难点1.情态动词can的用法及其问答句型。

2.词汇和短语的掌握和运用。

五. 教学方法采用任务型教学法，通过设定各种实际情境，让学生在实践中学习和运用语言知识。

同时，运用小组合作学习法，鼓励学生相互交流、讨论，提高学生的团队合作能力和交际能力。

六. 教学准备1.PPT课件2.教学录音机和磁带3.相关图片和卡片4.练习册和作业本七. 教学过程1.导入（5分钟）通过播放一段英语歌曲，引导学生关注歌曲中出现的能力词汇，如swim, sing, dance等。

然后询问学生：“Can you swim? Can you sing? Can you dance?”，引导学生用Yes/No回答。

2.呈现（10分钟）利用PPT课件，展示本节课的主要内容，包括情态动词can的用法及其问答句型。

同时，呈现本节课的词汇和短语，如swim, sing, dance等。

3.操练（10分钟）将学生分成小组，进行角色扮演练习。

每组选出一个主题，如体育、艺术、烹饪等，用本节课学到的词汇和短语进行描述。

其他小组成员负责提问，使用情态动词can进行询问。

牛津译林版英语七下Unit 7《Abilities》（Grammar）教学设计1一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了关于能力的话题。

本单元包括一个故事，一个语法练习，以及一系列的词汇和练习。

故事主要讲述了一个叫Mike的学生在学校的经历，以及他在面对困难时如何克服并发挥自己的能力。

语法练习主要涉及到情态动词的用法，如can, may, must等。

词汇部分则涉及了一些与能力相关的词汇，如sing, dance, swim等。

二. 学情分析学生在学习这个单元时，已经掌握了一定量的英语词汇和语法知识，但情态动词的用法可能对他们来说是一个新的挑战。

同时，学生可能对这个话题有一定的了解，但需要通过课堂活动来深化他们的理解和认识。

三. 教学目标1.学生能够理解并运用情态动词can, may, must等。

2.学生能够运用本单元的词汇描述一个人的能力。

3.学生能够听懂并参与讨论关于能力的话题。

四. 教学重难点1.情态动词的用法。

2.如何运用词汇描述一个人的能力。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习和运用情态动词和词汇。

2.互动式教学法：通过小组讨论，游戏等活动，让学生在互动中学习并巩固知识。

3.任务型教学法：通过完成具体任务，让学生在实践中运用所学知识和技能。

六. 教学准备1.PPT课件：制作与本单元主题相关的PPT课件，包括故事，语法练习，词汇等。

2.教学材料：准备相关的情态动词和能力词汇的练习材料。

3.教学工具：准备录音机，电脑等教学工具。

七. 教学过程1.导入（5分钟）通过播放一段录音，让学生听一个关于能力的故事，引起学生对能力的兴趣。

然后，引导学生讨论故事中主人公的能力，以及他们在面对困难时如何克服。

2.呈现（10分钟）向学生展示PPT课件，呈现本课的主题和主要内容。

通过讲解和举例，让学生了解并掌握情态动词can, may, must等的用法。

牛津译林版英语七下Unit 7《Abilities》教学设计4一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了学生们在学校和生活中所需的各种能力。

本单元包括听力、口语、阅读和写作等多个方面，内容丰富，实用性强。

通过本单元的学习，学生可以提高自己的语言运用能力，同时培养自己的各种综合素质。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的听、说、读、写操作。

但部分学生对英语的学习兴趣不高，学习积极性有待提高。

此外，学生的英语水平参差不齐，需要在教学过程中给予不同程度的学生以关注和指导。

三. 教学目标1.知识目标：学生能够掌握本单元所学的单词、短语和句型，理解文章大意。

2.能力目标：学生能够运用所学知识进行日常交流，提高自己的英语运用能力。

3.情感目标：学生能够认识到各种能力的重要性，激发学习英语的兴趣。

四. 教学重难点1.重点：单词、短语和句型的学习与应用。

2.难点：对文章深层含义的理解，以及各种能力的培养。

五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高学生的参与度。

2.情境教学法：创设真实的情境，让学生在实践中学习英语。

3.分组合作学习：鼓励学生互相交流、讨论，提高团队协作能力。

六. 教学准备1.教师准备：备好相关教学材料，如PPT、单词卡片等。

2.学生准备：预习本单元内容，完成相关预习任务。

七. 教学过程教师通过与学生交流，了解学生对各种能力的看法，引导学生思考本节课的主题。

2.呈现（10分钟）教师通过PPT展示本节课的主要单词、短语和句型，让学生初步感知文章内容。

3.操练（15分钟）教师学生进行口语练习，让学生运用所学知识进行日常交流。

期间，教师应及时给予反馈和指导。

4.巩固（10分钟）教师通过PPT或黑板，对所学内容进行总结，帮助学生巩固记忆。

同时，布置相关作业，让学生课后巩固所学。

5.拓展（10分钟）教师引导学生思考文章深层含义，讨论各种能力在现实生活中的应用。

7B Unit 7 Abilities Reading教案Step 1:Words:1.Learn some new words after the pictures.2.Read the new words together.3.T: Daniel is reading a newspaper article about fire, but there are some difficult words. Let’s learn the words with him. Match the words on the left with the meaning on the right.Step 2 Lead-in:1.T: Fire is very important for us in our fire. What can we use it for?S: We can use it to make water hot, keep us warm, give us light and cook food.2.T: Fire is useful, but it can also be very dangerous if you’re not careful with it. It can burn things or hurt people. A big fire can even burn forests and tall buildings, so keep yourself away from fire.If there is a fire, what should we do？S：1.You should call 119.2.Rush out of the fire as quickly as you can.3.Shout for help.4.Pour water over the door.5.Put a wet blanket over the body.Step 3 Pre-reading:T: Wha t happened to the little boy?S: He is ill./ He hurt himself.T: Can you imagine who, what ,where, why about the story?S: who The 79-year-old Mrs Sunwhat save his neighbour from a firewhere at home alonewhy hear someone shouting “fire,fire,help”T: Never mind. Let’s read a newspaper ar ticle about a fire to get the detailed information./T: Do you want to know more about him?S: Yes.Step 4 While-reading:1.T: Today we’ll read a newspaper article about a fire and a brave young man. Now let’s watch a flash and answer the questionWhat did the young man do?He saved his neighbour from a fire.2. Fast readingNow please read the story on your own, and decide whether the following statements are true or false. ( F )Lin Tao helped his grandma out of a fire. neighbour( T ) Mrs Sun coul dn’t get out because she hurt her left leg.( F ) Mrs Sun was in her bedroom when the fire took place. kitchen( F )Lin Tao came and put out the fire. Some firemen( F )The fire burnt Lin Tao’s neck, arms and legs. Faces( T )Many people visited him and brought him flowers and presents.3. Detailed reading:Here are some questions about the story. Read through the story to find the answers.1.When did t he fire happened? On 10th May.2.Was there a lot of smoke? Yes, there was3. Why couldn’t his neighbour Mrs Sun get out?She couldn’t get out because she hurt her leg.4. How long was he in hospital? He was in hospital for two weeks.5. What did many people say to Lintao? How brave you are!Step 5 Consolidation:Read the text together and fill in the blankets.Lin Tao is a b______young man.He s_____his neigbour Mrs.Sun from a f_____.On 10th May,he was at home a_______. Suddenly he heard someone s______‘Fire!Fire!’ he saw a lot of s______ from n____ ____.He p_____ water over his clothes to protect himself.Then he r_____ into his neighbour’s kitchen and put a wet b_____over her. He helped her out.But the fire b____ him. He was __ _____ for two weeks.Many visitors g_____ him some flowers and Lin Tao said that fire can be very d________. It is i_____ to be ______ with fire.Step 6 Play a game: Choose the letter and then tell true or false statements:T: There are three groups in our class. In each group I will ask three students to choose and answer then let’s look at which group will win.1.Wrong can’t play with matches. be careful with matches.2.Right When there is a fire , we should call 119 at once.3.Wrong We can’t put anything hot into the rubbish bin.4. Wrong We can’t leave the stove on when we are not at home.5. Right When there is a fire, we should use the stairs instead of a lift.6. Wrong keep long hair away from fire.7.Wrong We can’t smoke in bed.8.Right When there is a fire, we should cover our bodies with wet blankets and rush out of the flat quickly.9.Wrong We can’t jump down from the building. Jumping may be more dangerous than the fire.Step 7 Disscusion:Wh at can we learn from Lin Tao?When you find your classmate ill at school…When you see someone hurt in the street …Fire is usefu l , but it is also dangerous.It is important to be careful with fire. And we should help each other.Proverb(谚语): To help others is to help ourselves!帮助别人就是帮助自己!Step 8. Homework:1.Retell the text of reading2.Do Part B1 and Part B3 on Page 83-84.7B Unit 7 Reading 教案Step 1:New Words:1.Learn some new words after the pictures.2.Read the new words together.3. Match the words on the left with the meaning on the right.Step 2 Lead-in:1.What can we use it for?2. If there is a fire, what should we do？Step 3 Pre-reading:What happened to the little boy?Step 4 While-reading:1.Now let’s watch a flash and the question：What did the young man do?2.Fast reading: Now please read the story on your own, and decide whether the following statements are true or false.3.Detailed reading: Read the story to find the answers.Step 5 Consolidation:Read the text together and fill in the blankets.Lin Tao is a b______young man.He s_____his neigbour Mrs.Sun from a f_____.On 10th May,he was at home a_______. Suddenly he heard someone s______‘Fire!Fire!’ he saw a lot of s______ from n____ ____.He p_____ water over his cloth es to protect himself.Then he r_____ into his neighbour’s kitchen and put a wet b_____over her. He helped her out.But the fire b____ him. He was __ _____ for two weeks. Many visitors g_____ him some flowers and Lin Tao said that fire can be very d________. It is i_____ to be ______ with fire.Step 6 Play a game:Choose the letter and then tell true or false statements:Step 7 Disscusion:What can we learn from Lin Tao?Proverb(谚语)To help others is to help ourselves!帮助别人就是帮助自己!Step 8. Homework:1.Retell the text of reading2.Do Part B1 and Part B3 on Page 83-84.。

牛津译林版英语七下Unit 7《Abilities》教学设计1一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了学生们在学校和生活中需要培养的各种能力。

本单元话题贴近学生的生活，旨在帮助学生提高语言运用能力和思维能力。

单元包括两个语篇，分别是关于一个丢失钱包的故事和一个关于招聘面试的故事。

通过这两个语篇的学习，学生可以掌握相应的语言知识，提高自己的综合语言运用能力。

二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听、说、读、写能力。

但在实际运用中，学生们的语言表达能力仍有待提高。

此外，学生们在课堂上的合作意识和参与度也需要进一步引导和培养。

三. 教学目标1.知识目标：学生能够掌握相关词汇和短语，理解语篇内容，提高阅读理解能力。

2.能力目标：学生能够在课堂上进行流畅的口语表达，提高自己的听、说、读、写能力。

3.情感目标：学生能够培养合作意识，学会与他人共同解决问题。

四. 教学重难点1.词汇和短语的学习与运用。

2.理解语篇内容，把握故事情节。

3.提高学生的口语表达能力和团队协作能力。

五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习并运用英语。

2.任务型教学法：通过完成各种任务，提高学生的综合语言运用能力。

3.合作学习法：引导学生进行小组讨论，培养学生的团队合作意识。

六. 教学准备1.教材：牛津译林版英语七下Unit 7《Abilities》课本及配套练习册。

2.多媒体设备：投影仪、电脑、音响等。

3.教学素材：相关图片、视频、音频等。

4.教学卡片：词汇和短语卡片。

七. 教学过程1.导入（5分钟）利用图片或视频引入丢失钱包和招聘面试的场景，激发学生的兴趣，引导学生思考与能力相关的问题。

2.呈现（10分钟）呈现丢失钱包的故事，让学生快速阅读并回答相关问题，了解故事大意。

然后呈现招聘面试的故事，引导学生关注故事中的能力和素质要求。

3.操练（15分钟）根据故事内容，设计各种口语练习，让学生模仿和表演。

牛津译林版英语七下Unit 7《Abilities》（Grammar）教学设计2一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了日常生活中人们的能力和特长。

通过本单元的学习，学生将能够掌握如何描述一个人的能力、如何表达自己的观点和理由，以及如何给出建议等。

本节课的教学内容为Grammar部分，主要讲解一般现在时态的被动语态。

二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对一般现在时态有所了解。

但部分学生可能对被动语态的运用还不够熟练，需要通过本节课的教学来进一步巩固。

此外，学生们的学习兴趣较高，乐于参与课堂活动，但部分学生可能在学习过程中容易产生紧张情绪，需要教师给予鼓励和关爱。

三. 教学目标1.知识目标：学生能够掌握一般现在时态的被动语态结构，理解其含义，并能够正确运用。

2.能力目标：学生能够通过pr work、group work等形式，提高口语表达能力和合作能力。

3.情感目标：培养学生热爱生活、积极向上的态度，增强自信心。

四. 教学重难点1.教学重点：一般现在时态的被动语态结构及其运用。

2.教学难点：一般现在时态的被动语态在实际语境中的运用。

五. 教学方法1.情境教学法：通过设定各种生活情境，让学生在实际语境中感知和运用一般现在时态的被动语态。

2.任务型教学法：通过完成各种任务，提高学生的口语表达能力和合作能力。

3.激励评价法：注重鼓励学生，激发学生的学习兴趣和自信心。

六. 教学准备1.教学PPT：制作含有动画、图片、例句等丰富的教学PPT，吸引学生的注意力。

2.练习题：准备一些关于一般现在时态被动语态的练习题，用于课堂巩固和课后作业。

3.教学道具：准备一些代表不同能力的物品，如篮球、足球等，用于情境教学。

七. 教学过程1.导入（5分钟）教师通过提问方式引导学生回顾一般现在时态的相关知识，如一般现在时的构成、用法等。

然后引入本节课的主题——一般现在时态的被动语态。

牛津译林版英语七下Unit 7《Abilities》教学设计2一. 教材分析牛津译林版英语七下Unit 7《Abilities》主要讨论了人们在日常生活中所需的各种能力，如学习、工作、娱乐等。

通过本单元的学习，学生能够掌握有关能力的基本词汇和表达方式，学会如何询问和描述一个人的能力。

本单元包括三个课时，主要内容如下：1.单词和短语的学习：如 ability, skill, talent, weak, strong 等。

2.对话练习：学会如何询问和描述一个人的能力。

3.语法点：一般现在时的运用。

二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听说读写能力。

但学生在语言运用方面，特别是在口语表达和语法运用上仍有待提高。

此外，学生对自我认知和他人认知的能力有待加强。

三. 教学目标1.知识目标：学生能够掌握本单元的单词、短语和句型，了解一般现在时的运用。

2.能力目标：学生能够用英语询问和描述一个人的能力，提高自我认知和他人认知的能力。

3.情感目标：培养学生热爱学习、自信自强的精神风貌。

四. 教学重难点1.重点：单词、短语和句型的学习与运用。

2.难点：一般现在时的运用和口语表达。

五. 教学方法1.任务型教学法：通过设定各种实际情境，让学生在完成任务的过程中运用英语。

2.情境教学法：创设各种生活情境，激发学生的学习兴趣。

3.合作学习法：鼓励学生分组讨论，提高团队协作能力。

六. 教学准备1.教材：牛津译林版英语七下Unit 7《Abilities》课本、练习册。

2.课件：利用多媒体课件辅助教学。

3.教学资源：图片、视频等。

七. 教学过程1.导入（5分钟）利用图片或视频引入本课主题，激发学生的学习兴趣。

教师简要介绍本课内容，引导学生关注能力的重要性。

2.呈现（10分钟）教师展示本课的生词和短语，引导学生跟读并理解其含义。

通过举例说明，让学生学会如何用英语询问和描述一个人的能力。

3.操练（15分钟）学生分组进行角色扮演，模拟生活中询问和描述能力的场景。

牛津译林英语七年级下册Unit 7 Abilities教案（全单元）Unit 7 Abilities Comic strip and Welcome to the unit教学目标:1．Talk abo ut what you can do for others ．2．Learn to care about and help others．3．Try to know about what you can do in the Helping Hands Club .教学重点：1. To learn the words’ can ‘ could ‘and ‘may ‘.2．To talk about what you can do for others教学设计:Welcome to the unitStep 1：Lead-in (复习旧知)Let Ss talk about U6 TaskT: What happened to Alice after she drank the liquid in the bottle?S:T: What did she forget when she walked towards the door?S:Step 2：Presentation （引出新知）1. 板书“ability ”T：Different people are good at different things .People have different abilities ,but there’s one ability that everyone has .It’s the ability to learn new things .I study art at the weekend ,so now I can paint .一边说一边讲ability 写在黑板上，然后带领学生朗读。

3W ork in groups of two,and ask your partner’s abilityeg.S1: What’s your ability?S2: I can swim .What ‘s your ability ?S1:I can draw pictures.4展示超人图片，What abilities does Superman have ?Step 3: Practice （教学重点和难点）1Listen to the tape and answer the questions below1) What does Eddie want to be ?2) What does Eddie want to do?3) What does Hobo say when Eddie wants to fly?4) Can Eddie fly? And is he Super dog?2 板书look out =be careful .read it .3. Listen to the tape again and read after it.4.Play outWork with your partner .One will play the role of Eddie ,the other Hobo .You can talk about other abilities of Super dog .Talk about the abilities of the SupermanEg /carry heavy things /see through walls /hear sth far away /stay under water for a long timeStep 4： Welcome to the Unit1. Show the senternce .With great power comes great responsibility.(能力越大，责任越大。

牛津译林版英语七下Unit 7《Abilities》（Integrated skills）教学设计1一. 教材分析《牛津译林版英语七下Unit 7 Abilities》主要围绕“能力”这一主题展开，通过学习本单元，学生能够掌握关于不同能力的词汇和表达方式，学会如何用英语描述一个人的能力。

同时，本单元还涉及到如何根据情境选择恰当的能力进行描述。

本节课的主要内容是Integrated skills部分，通过听力、口语和阅读的练习，让学生在实际语境中运用所学知识。

二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用一些简单的英语句型进行交流。

但他们在口语表达和听力理解方面还存在一定的困难，需要通过大量的练习来提高。

此外，学生的学习兴趣和积极性对英语学习效果有很大影响，因此，激发学生的学习兴趣和参与度是本节课的教学关键。

三. 教学目标1.知识目标：学生能够掌握关于不同能力的词汇和表达方式，学会如何用英语描述一个人的能力。

2.能力目标：学生能够在实际语境中运用所学知识进行听力、口语和阅读练习。

3.情感目标：通过小组合作和互动交流，培养学生的团队合作意识和沟通能力。

四. 教学重难点1.重点：掌握关于不同能力的词汇和表达方式，学会如何用英语描述一个人的能力。

2.难点：如何在实际语境中运用所学知识进行听力、口语和阅读练习。

五. 教学方法1.任务型教学法：通过听力、口语和阅读的练习，让学生在实际语境中运用所学知识。

2.小组合作学习：学生分组进行讨论和互动交流，培养团队合作意识和沟通能力。

3.激励性评价：鼓励学生积极参与课堂活动，提高学习兴趣和自信心。

六. 教学准备1.教学材料：教材、多媒体课件、听力材料、练习题等。

2.教学设备：投影仪、计算机、音响设备等。

七. 教学过程1.导入（5分钟）通过提问方式引导学生回顾已学过的关于能力的词汇和表达方式，激发学生的学习兴趣。

2.呈现（10分钟）展示教材中的Integrated skills部分，让学生初步了解本节课的学习内容。