江苏省盐城市阜宁县明达初级中学七年级英语下册 7B Unit 5 Welcome to the un

二次备课Topic Unit4 Finding your way Grammar(1)Teaching aims Can master the usage of articlesKey and difficult points Some situations with noarticlesTeaching aids multi-media, a recorderTeaching proceduresStep1 Reading before classRead the whole Reading and the new words on P47Step2 CheckingAsk some students to recite Reading.Step3 Presentation1、定冠词的基本用法：① 表示上文提到过的人或事物。

如：I have bought a book.The book is very useful.② 用于说话人与听话人心中都有数的人或事物。

如：Closeth e window, please.③ 用于表示世界上独一无二的事物前 the s un④ 用于表示方位的名词之前。

如：the east⑤ 用于序数词或形容词的最高级之前。

the first⑥ 用于形容词之前，使其名词化。

如：the sick.⑦ 用于由普通名词构成的专有名词之前。

如：the UnitedStates, the United Nation.⑧ 用于江河、海洋、海峡、山脉、群岛、建筑物等的名词之前。

如：the Changjiang River.⑨ 用于复数姓氏之前，表示"夫妇"或"全家"。

如：TheSmiths⑩ 用于乐器的名词前。

如：play the piano⑾发明物。

如：The compass was invented in China.⑿年代名词前。

如： in the 1970s.⒀固定词组中。

七年级英语下册Unit5AmazingthingsWelcometotheUnit7B Unit 5 Amazing thingsComic Strip&Welcome to the unit学习⽬标：了解⼀些世界上不寻常的现象和事件学会使⽤形容词来表达⾃⼰的感觉和见解重点词组：come on；be full of；stop growing ；the same size from birth本课重点:/doc/60c7bd1abc64783e0912a21614791711cc7979c9.html e on, Eddie. It’s just a plane. 得了吧，艾迪。

那只是架飞机。

Come on --- 得了吧(表⽰知道某⼈说的话不正确时说的⼀种语⽓词)Come on --- 来吧, 赶快(⽤来催促对⽅) come on --- 加油(⽤于体育⽐赛等)Come on! Let’s finish the work before dinner.2.The world is full of amazing things.世界充满着令⼈惊奇的事。

be full of … --- 充满着… (形容词短语)他的⽣活整天都充满着欢乐。

His life is full of fun.amazing --- 令⼈吃惊的, 令⼈感到惊奇的(常⽤来修饰物) amazed --- 吃惊的，感到惊奇的(常⽤来修饰⼈)3. Fish sleep with their eyes open. 鱼睁着眼睛睡觉。

with + 名词 + 形容词/介词短语 ---- 表⽰伴随，作状语Look! He is sleeping with his book open on the desk.fish --- 鱼(单复同形可数名词) fishes --- 不同种类的鱼 fish --- 鱼⾁(不可数名词) fish --- 钓鱼(动词)4. Our eyes are the same size from birth, but our nose and ears never stop growing. 我们的眼睛和出⽣时⼀样⼤⼩，但是我们的⿐⼦和⽿朵从未停⽌⽣长。

第5课时－Unit 5 Going shopping, 7A一.【精挑细选短语】1. ⑴e with me＝follow me跟我来⑵e up到来 (p74-p75)2. buy something for him＝buy him something (p75)【知识】buy sb sth＝buy sth for sb，sth是直接宾语，sb是间接宾语；当直接宾语是it/them时，只能用buy it/them for sb，不能用buy sb it/them.3. just a minute＝just a moment＝wait a minute＝wait a moment稍等片刻，请稍等 (p76)4. take a look＝have a look看一看 (不直接加宾语)5. a discount on last year’s cards去年的卡打折【知识】They sold it at a discount of 30%.他们打七折将它卖出。

注意中英文打折的不同表达方式，at a discount of 30%, 以七折出售(不是打三折)【用法拓展】⑴sell vt.销售→sale n.出售，for sale出售，on sale贱卖，减价出售，e.g. This house is for sale.In August summer wear is on sale.⑵salesman男售货员，saleswoman/salesgirl女售货员，shopkeeper店主。

6. take/have a look at…看一看…，类似的有：have/take a rest, have/take a swim7. match her favourite T-shirt 与她最喜爱的T恤衫相配8. different kinds of books→different kinds of不同种类的→all kinds of各种各样的 (p79)【知识】这种帽子this kind of hat，这些种帽子these kinds of hats (注意kind后接单复数)9. buy food for the birthday party买生日聚会所需的食物→ 注意介词for在该短语中的使用10. a pair of shoes一双鞋→ a pair of＋名词复数，一双…，一对…，一副…，一条…【知识】a pair of gloves一副手套，a pair of trousers/jeans/shorts一条裤子/牛仔裤/短裤11. invite Mr Wu to e to Simon and Sandy’s birthday party (p80)【知识】invite sb to sp 邀请某人到某地→sb be invited to sp某人应邀到某地，invite sb to do sth邀请某人做某事→sb be invited to do sth某人应邀做某事。

7BU5 Welcome 语言点1、amazing adj 惊奇得，令人吃惊得,一般用来修饰事物①这个世界充满了令人惊奇得事物。

The world is full of amazing things、②上周日我瞧了一部令人惊奇得电影。

I saw an amazing film last Sunday、2、 a UFO 不定冠词a用在辅音音因素开头得单词前。

an用在元音音因素开头得单词前。

①单词use中含有一个字母u。

(a useful book) There is a “u” in the word “use”、②桌上有一把伞。

There is an umbrella on the desk、3、The world is full of amazing things、be full of … 充满了……她得生活充满了乐趣。

His life is full of fun、=His life is filled with fun、杯子里装满了牛奶。

The cup is full of milk、她眼睛里充满了眼泪Her eyes are full of tears、引申：be filled with … 充满了……；The cup is filled with milk、4、Fish sleep with their eyes open、鱼睁着眼睛睡觉。

with their eyes open在句中做伴随状语。

其结构就是with+名词/代词+宾补(形容词)”睡觉时不要开窗户Don’t sleep with the windows o pen/closed、5、from birth 自出生以来at birth 在出生得时候6、same adj 同一得、相同得反义词：different1) the same + n; the same size=as big as ①我们在同一个班级。

We are in the same class、②双胞胎瞧起来像吗？Do the twins look the same( as each other)?2) the same as… 与…一样这个尺子与我得一模一样。

Exercise 8 of Unit2 Pronunciation一、写出下列单词的音节数（）1、city many listen again practise（）2、pair tape one have work（）3、instruction underline furniture wonderful（）4、model morning enjoy Chinese palace二、单项填空（）1、The boy is talking to Mary. He is a friend of______.A、Mary brother’sB、mary’s brother’sC、MaryD、sister of Mary’s （）2、These photos are _______. They are not ________.A、us ; yourB、ours ;herC、ours; yoursD、her; his（）3、Suzhou is ____ Shanghai . It takes only an hour to get to Shanghai from Suzhou by car .A、close toB、not far awayC、different fromD、near from（）4、Mother makes me ____much time ______.A、take ; to studyB、takes ; to studyC、to spend; to studyD、spend ;studying（）5、_______of the students bring any food or drinks here.A、NoB、NotC、NoneD、Some（）6、I can’t swim . What _____you ? A、about B、can C、are D、is （）7、-----_______is the coat ?-----It’s thirty yuan .A、How muchB、How manyC、WhatD、How far（）8、Parents usually _______their children _______that park on Sundays.A、bring; withB、bring ;toC、take ;withD、take ;to（）9、Would you like _____coffee? A、some B、any C、 a D、 /（）10、________young woman is Sandy’s sister . A、an B、The C、 A D、/三、词形变化1、How many ____(mango)do you want to buy ?2、The film is rea lly _____(wonder).3、There is ________(little)air pollution in the country than in the city .4、How many _______(loaf)of bread should be enough ?5、The film is very exciting . I ______(real)enjoy it .6、I want to know more about _______(west)culture.(文化)7、There three teaching _______(build)in our school.8、Do you like reading the _______(work)of Lu Xun?四、动词填空1、It takes me about twenty minutes ________(walk)to school.2、I spend half an hour _______(read)English every day .3、Would you like ______(live)in a modern town ?4、______they ______(meet)every Sunday ?5、Dad _______(teach)me how to swim every summer.五、完成句子1、我们每天将到那儿享受一整天。

Unit5（牛津英语7B--初一下学期）作者：太仓市示范教案Teaching Designs(Unit 5,7B)The 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 letter Vocabulary: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 of “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 lifeat 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.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 manpour 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 for 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). Wang Fang helped her classmate out of a fire.2). Wang Fang’s neighbour is 79 years old.3). Mr Sun couldn’t get out because he hurt his 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 Mr 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 Mr Sun?4). Where was Mr Sun when there was a fire?5). Why couldn’t Mr Sun get out of his 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.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 Wang Fang, the others are the reporters.8. 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?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 Mr 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 Wang Fang 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 out.Step3 An interviewDo 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 .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 leanout 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 abili tyⅡ.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 students’ 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: cancould② Negative: can’tCouldn’t③ Question: 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 brief 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 or 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 possibili ties when 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:① Zhang 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 differences 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 and 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 Mr Sun on Monday.2.Sandy go to see Mr Sun on Tuesday.3.Simon go to the hospital to help Mr Sun on Wednesday.4.Kitty go to help Mr Sun on Thursday.5.Amy help Mr Sun on Friday.lie go to help Mr 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. HomeworkEx B on page 50 of the workbook.The Sixth PeriodContent: 1.Check out2.Study skillsTeaching aims :1. To assess students’ recognition of model verbs and adjectives .2. To develop students’ ability to work independently of the teacher .Language focus: be likely to, be able toTeaching procedures :Step 1 : Warming upCrossword puzzle competition (Part B)Step 2 : Free talkPractise with the adjectives in Part B .eg : How is your best friend ?He is very helpful . He often helps me with my English .Step 3 : Pre-task1. Review the use of the model verbs .2. Present some new words : drama,likely,be able toStep 4 : While-task1.Tell students to look at the table and read all the plans .2.Ask students to read what Daniel is thinking about and select the best model verb .Step 5 : Post-task1. Ask four students to read out one sentence each .Step 6 : Practice (Group work )1. Ask students to make dialogues with the model verbs .2. Ask some groups to act out their dialogues .Step 7 : Learn how to make a learning record .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 .Step 8 : Assignment1. Make a dialogue with the model verbs .2. Make a learning record .The Seventh 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.La nguage focus: do one’s best, be weak at, haveget good gradesesults in, no problem.Teaching procedures:Step 1: Warming upPlay 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: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 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 . 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 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 .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 : T ask 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)Read 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 recommendation 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 5,7B)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)，。