一般给学生们上课之前，老师就早早地准备好了教案课件，大家应该要写教案课件了。用心制定好教案课件的工作计划，才能更好的在接下来的工作轻装上阵！有哪些好的范文适合教案课件的？下面是小编为大家整理的“七年级下册英语Unit5Amazingthings教案（牛津版）”，欢迎您阅读和收藏，并分享给身边的朋友！

七年级下册英语Unit5Amazingthings教案（牛津版）

Unit5Amazingthings
Welcometotheunit
Teachingaims
Knowledgeaims:Attheendofthelesson,thestudentsshouldlearnsomethingvocabularyaboutUFOs,elephants,fishandsoon.
Abilityaims:Attheendofthelesson,thestudentsshouldlearnhowtotalkaboutsomethingamazingwithsomenewsentencepatterns.
Emotionaims:Attheendofthelesson,thestudentsshouldbeinterestedinsomethingamazingaroundthemandhaveanactiveattitudetolife.
Importantanddifficultpoints
1.Theusageof“with”usedasadverbial.
2.Thedifferencebetween“stopdoing”and“stoptodo”.
Teachingmethod
Audio-visualmethod,interactivemethod
Teachingaid
MultimediaCourseware
Teachingprocedures
Step1Newwords
Learnsomenewwordsinthislesson.
Step2Leadin
1.Toraisethestudents’interestbysixamazingpictureswithseveralsentencepatterns.Trytomakethestudentsfamiliarwithsomewordsandstructures.
2.Bywatchingavideo,encouragethemtofinishseveralblanksafterlistening.
Step3Exercises
1.FinishPartA.
Lookatthepicturesandmatchthemwiththesentences.
Fishsleepwiththeireyesopen.
Oureyesarethesamesizefrombirth,butournoseandearsneverstopgrowing.
TheSunisabout1,300,000timeslargerthantheEarth.
Therearenobonesinthebackofelephants’feet-onlyfat.
2.FinishPartB.
Workinpairsandtalkaboutthistopicwiththewordsinthebox.Usetheconversationbelowasamodel.
Step4Comicstrip
1.Askstudentstoanswertwoquestionsbylistening.
2.Encouragethemtocompletethedialogueaccordingtothetape.
3.Tomakethemunderstanditfullybyretellingthedialogue.
Step5Languagepoints
1.Comeon,Eddie.
这里comeon是语气词，表示知道某人所说的话不正确，意思是“得了吧”。comeon还可以用于催促别人，意思是“快点，加油”。如：
Comeon,Joan,orwearegoingtobelate.
琼，快点儿！要不然我们就迟到了。
2.Fishsleepwiththeireyesopen.
这里“with+名词+形容词/介词短语”在句中作状语。如：
1)他喜欢开着窗睡觉。
2)李老师手里拿着一本书进教室。
3.TheSunisabout1,300,000timeslargerthantheEarth.
注意：这里提及“太阳”、“地球”时，用的是theSun、theEarth。我们再谈论天文学的各星球时，星球名称首字母均大写。平时提及“太阳”、“地球”时，则无需大写。如：
Theearthrevolvesaroundthesun.
地球绕着太阳转。
4.…noseandearsneverstopgrowing.
stopdoing表示停止正在做的事情(只涉及到一个事件),stoptodo则表示停止正在做的事情再去做另外一件事情(涉及到两个事件)。如：
下课了。让我们停下来去吃午饭吧。
别哭了，我给你讲个笑话吧。
Step6Exercises
根据句意和所给汉语提示，写出所缺单词。
1.LilyandIaregoodfriends.Westudyinthe______(相同的)school.
2.Nooneknowsthedateofher______(出生).
3.The______(地球)isourhome.Weshouldtakegoodcareofit.
4.Thatlittleboyrodeontheelephant’s_____(背部).
5.The_____(事实)isthathedidn’tfinishhishomeworklastnight.
6.Thisisan_______(令人吃惊的)place.Youcanhavealotoffunhere.
Step7Homework
Makeupadialoguewithyourpartneraboutanamazingthing.

Reading
Teachingaims
Knowledgeaims:Topredictmeaningofspecificwordsfromcontext.
Topracticethemainlanguagepointsofthecontext.
Abilityaims:Toidentifyspecificmeaningbyscanningthetext.
Tosummarizekeypointsofastorybysequencingstatements.
Toidentifykeyeventsandinfergeneralmeaning.
Emotionaims:Toletthestudentsknowtherearenoghostsintheworld.
Importantanddifficultpoints
1.Thesimplepasttense
2.Someusefulphrases
Teachingmethod
Audio-visualmethod,interactivemethod
Teachingaid
MultimediaCourseware
Teachingprocedures
Step1Revision
Toreviseyesterday’sdialoguebytalkingabouttheamazingpictureswithseveral
sentencepatterns.Trytomakethestudentsfamiliarwithsomewordsand
structures.
Step2Newwords
Learnsomenewwordsinthislesson.
Step3Leadin
TherearemanyghoststoriesinChinesehistory.Areyouafraid?Whatdoyouthinkaboutthem?Doyouwanttoreadamodernghoststory?
Step4Listening
Listentothetapeandaskthestudentstoanswerthefollowingquestions
1.DidMillieandAmygotoSunshineParkoneSundaymorning?
2.Didtheyhearasongfromthebushesbehindthetree?
3.Whodidtheymeetontheirway?
4.WhatdidAndyfindinthebushes?
Step5Reading
1.Fillintheblankswiththeinformationlearned
When
Where
Who
What
How
2.Findthemeaningofeachwordbygivingthecorrectletter.
1.Asusualmeans______.
athefirsttimebastheyoftendo
cseldom
2.Toreplymeans______.
atothinkbtosaysomethingagain
ctosayorwritesomethingasananswer
3.Toleavemeans_____.
atofindoutbtolookforctogoaway
4.Ifyouwonder,you_______.
awanttoknowsomething
bfeelgreat
csaysomethinghappily
5.Tosearchmeans_______.
atofindsomething
btoshoutatsomething
ctolookcarefullyforsomething
6.Weakmeans_____.
acleverbsmallcnotstrong
3.Milliewrotesomesentencesaboutwhathappened,buttheywerenotinthecorrectorder.Helpherputthesentencesintothecorrectorder.Writethenumbers1-7intheboxes.
a.Weranawayquickly.
b.Andyfoundalittlecatinthebushes.
c.Wetalkedunderabigtreeinthepark.
d.Suddenly,weheardawhisper.
e.Weturnedaroundbutsawnothing.
f.Andywenttothepark.
g.ItoldAndyaboutthestrangesound.
4.Trueorfalse
MillieistellingherfriendWendyonthephoneaboutwhathappenedinthepark,butWendycan’thearherclearly.WriteaTifasentenceistrueorFifitisfalse.
1IwasafraidwhenIheardthewhisper.
2Thewhispercamefromabigtree.
3WewentbacktotheparkwithAndy.
4SomebodyhelpedAndyfindthe“ghost”.
5Andyfoundasmallcatinthebushes.
6AndygivethelittlecattoAmy.
5.Roleplay
Workinpairs.OnewillbeAndy,andtheotherwillbeareporterfromyourschoolnewsletter.Askandanswerthequestions.
1.WhywereMillieandAmyfrightened?
2.WheredidAndyfindthe“ghost”?
3.Howdidhefindit?
4.Whydidthecatsoundlikeaghost?
5.Wheredidtheytakethecat?
6.Actout
FinishthedialoguebetweenHenryandAndy
Step6Languagepoints
Explainsomeimportantlanguagepoints
1）Theyturnedaroundbutsawnothing.
turnaround意为“回头，转回身”。
e.g.Weturnedaroundandsawabigbirthdaycake.
我们回头看见一个大的生日蛋糕。
2）Ontheirwayhome,theymetAndy.
ontheirwayhome在他们回家的路上
onone’swaytosp.译为“在某人去……的路上”。home是副词，前面不需要加介词，如果后面跟的是名词需要加介词to。
3）“Whathappened?”Andyasked.
happen作不及物动词，意为“发生”，多指某事偶然发生或由于某种原因而产生的结果。happentodosth.表示“碰巧或偶然做某事”，sth.happentosb.表示“某人遭遇到某事”。例如：
Whenbadthingshappen,whatshouldwedo?当不好的事情发生时，我们应该怎么办？
IfyouhappentoseeJimmy,pleasetellhimtocometomyoffice.
要是你碰见吉米，请告诉他来我的办公室。
Whydoessomethinglikethisalwayshappentome?
为什么这样的事总是发生在我身上？
4）Hesearchthebushes.
search是及物动词，后面可以直接跟宾语。
如，searchtheroom
searchmyschoolbag
如果表示目的，强调为了……而搜寻，则可以在名词前加上介词for。
如，searchformoreinformation(为了更多的信息而搜寻)，searchforthelostboy(为了丢失的男孩儿搜寻)。
e.g.她翻遍自己所有的包找身份证。
ShesearchedallherbagsforherIDcard.
5）Andysaidtohimself.
saytooneself自言自语
thinktooneself暗自寻思,心里想
e.g.
这个老人自言自语说:“我是多么幸运啊!”
Theoldmansaidtohimself,“howluckyIam!”
6）…itsoundedlikeawhisper.
soundlike听起来像
e.g.这首歌很好听。
Thesongsoundsgood.
这个低语声听起来像鬼。
Thewhispersoundslikeaghost.
苏州听起来像是一个很棒的城市。
Suzhousoundslikeagreatcity.
7）Laterthatday,theytookthelittlecattotheanimalcentre.
takesb./sth.tosomeplace意为“把某人/某物带到某处”。
e.g.IwilltakemysontoFrancetomorrow.
明天我将带我儿子去法国。
Wouldyouliketohelptheteachertakethebookstotheoffice?
帮老师把书送到办公室,好吗？
8）MillieandAmywereverysurprised—itwasalittlecat!
surprised可用作形容词，意为“吃惊的，惊讶的”，besurprisedtodosth.表示“某人对某事感到惊奇”，besurprisedatsth.表示“对……感到吃惊”。例如：
IamsurprisedtoseeTomwalkintotheclassroomwithhisfather.
看到汤姆和他父亲一起走进了教室，我觉得真奇怪。
Iwassurprisedathisbehaviourattheparty.
我对他在晚会上的行为感到吃惊。
Step7Exercises
I.用所给单词的适当形式填空。
1.Therearesome_______(bush)inourschool.
2.OurEnglishteachertoldustolistentotheradio________(careful).
3.“Bequick”,Isaidto______(my).
4.Ifoundnothinginmyschoolbag.Iknewtherewassomething________(usual).
5.YesterdayI______(find)alittledoginmygarden.
6.JustnowSandy______(hear)awhisperandshe____(run)awayquickly.
II.汉译英。
1.像平时一样,他早早来到了学校。
2.小偷看到警察转身就跑。
3.我确信我会学好英语的。
4.不要忘了任何重要的东西。
5.地上有个钱包。
Step8Homework
Retellthestory.
Thinkabouttheproblemthathowwetreatanimalswithouthomes.

Grammar
Teachingaims
Knowledgeaims:Torecognizeandlearnthesimplepasttense.
Abilityaims:Fillintheblanksandmakesentencesusingthesimplepasttense.
Emotionaims:Attheendofthelesson,thestudentsshouldbeinterestedinsomethingamazingaroundthemandhaveanactiveattitudetolife.
Importantanddifficultpoints
1.Theusagesofthesimplepasttense.
2.Payattentiontothe“regularwords”“irregularwords”.
Teachingmethod
Audio-visualmethod,interactivemethod
Teachingaid
MultimediaCourseware
Teachingprocedures
Step1Grammar
Usethetabletoexplaintheformandrulesofthesimplepasttense.
一、什么情况下使用一般过去时?
1.Weusethesimplepasttensetotalkaboutthingsinthepast.
我们用一般过去时来谈论在过去发生的动作或存在的状态。
Amonthago,MillieandAmywenttoSunshinePark.
一个月前，米莉和艾米去了阳光公园。
LastSunday,theywenttotheparkagain.
上个星期天，她们又去了那儿。
2.Weformthesimplepasttensebyadding‘-ed’toregularverbs.
二、规则动词过去式的构成方法
1一般的谓语动词+edwalk—walked
2以不发音的e结尾的动词+dlive—lived
3以辅音字母+y结尾的动词变y为iedcry—cried
4以一个元音字母+一个辅音字母结尾的短动词双写末尾的辅音字母+edstop—stopped
三、不规则动词的过去式不是加ed构成的，需要我们记住它们。不规则动词的过去式归纳起来有这样几种类型(见下表)：
1与原形一样,没有变化cost-costput-put
2元音有变化write-wroteknow-knew
3辅音有变化make-madespend-spent
4元音和辅音都有变化leave-leftteach-taught
5其他am/is-was
are-were
Step2Practice
1.AskstudentstofinishtheexercisesonPartA,B,C.
2.Checktheanswersandlearntheimportantphrasesandsentences.
3.Tomakethemunderstanditfullybymakingthedialoguebythemselves.
4.Domoreexercisesbyfillingintheblanksandmakingsentencestopractisethesimplepasttense
Step3Summary
动词一般过去时，表示过去发生的事；
be用was或用were,have,has变had；
谓语动词过去式，过去时间做标志；
一般动词加-ed，若是特殊得硬记。
Step4Homework
1.Learntheirregularverbsbyheart.
2.Dosometranslations.

IntegratedskillsSpeakup
Teachingaims
Knowledgetarget：Learnaboutsomeamazinganimalslikegiraffe,snake,camelsandants,thendescribethem.
Abilitytarget：Bytheendofthisperiod,studentscantalkaboutsomeamazingthingsaboutanimalswiththesentencestructurestheyhavelearned.
Emotiontarget：Toarousestudents’curiosity,todeveloptheirabilitytoobservethebeautyofnature,toencouragethemtoenjoylifeandstudy.
Languagepoints
Theusagesofthesentencestructureandsomephrases.
Itis+adj.+that-clause.
beafraidof;learnabout;knowabout;theotherday;atthesametime,etc.
Teachingmethods
Audio-visualmethod,interactivemethod
Teachingaid
MultimediaCoursewareTape-recorder
Teachingprocedures
Step1Presentation
Showsomepicturesandlearnthenewwords.
Step2Leadin
Letthestudentanswerthequestions.
Doyouloveanimals?
Whatanimalsareyoufondof?
Whatanimalsareyouafraidof?
Doyouknowanyamazingthingsaboutanimals?
Thenshowsomepicturesandtalkabouttheanimals.
Step3Presentation
1.ListentothetapeandcompletePartA1.
2.ListentothetapeandcompletePartA2.
agiraffe—hasaverylongneck
only(1)_____bonesinitslongneck
asnake—livesontheground,intreesor
inwater
eatslittleornothingfor(2)______
incoldwinter
camels—liveinverydryplaces
canlivewithout(3)_____foralong
time
ants—can(4)______thingswell
3.FillintheblanksinPartA3.
DearMrWu,
Thankyouforyourhelp.
Iknowmoreaboutanimalsnow.Someanimalsarereallyinteresting.Thegiraffehasaverylongneck,butIwassurprisedtoknowthatthereare(1)________________init.Itisalsoamazingthatasnake(2)_________________incoldwinter.Camelsliveinverydryplaces,anditisinterestingthatthey(3)__________________foralongtime.Ialsoknowthatweneedtokeepourhouseclean—ants(4)____________________.
NowIamnotafraidofanimalsanymore.Iwouldliketolearnmoreaboutthem.
Suzy
Step4Speakup
1Listentotheconversationandanswerthequestions.
1.Howdidtheyoungmantravelaroundover80countries?
2.Whatcanthemandowithtwohandsatthesametime?
2.Groupwork
Workingroupsandtalkabouttheamazingthingsaboutyouknow.Youcanfollowthemodel.
Step5Languagepoints
1.NowIamnotafraidofanimalsanymore.
短语beafraidof(doing)something表示“害怕（做）……”。如：
Iamafraidofgoingoutatnight.
我怕晚上出门。
短语not…anymore表示“不再”。如：
Afterawhile,thelittlegirldidnotcryanymore.
过了一会儿，这个小女孩不再哭了。
2.Iheardofayoungman.
hearof听说，知道
e.g.Theywereshockedtohearofthebadnews.
他们听到这个坏消息感到很震惊。
Step6Exercises
根据汉语意思完成下列英语句子，每空一词。
1.米莉以前很怕老鼠。
Millie________________miceinthepast.
2.别担心迈克，他已经不再是一个小孩子了。
Don’tworryaboutMike.Heis____alittlechild___________.
3.他们对我说的这则消息感到很吃惊。
Theywere_____________thenewsItoldthem.
4.你不应该在做家庭作业的同时听音乐。
Youshouldn’tlistentomusicanddohomework___________________.
5.我想更多地了解美国历史。
Iwantto__________________Americanhistory.
Step7Homework
Rememberthewordsandexpressions.
Finishtheexercisesonworkbook.

Studyskills
Teachingaims
Knowledgeaims:Attheendofthelesson,thestudentsshouldlearnhowtoreadpastparticiplescorrectly.
Abilityaims:Attheendofthelesson,thestudentsshouldlearnhowtousesimplepasttenseproperly.
Emotionaims:Attheendofthelesson,thestudentsmaytalkaboutsomethinginterestinginthepast.
Importantanddifficultpoints
1.Thedifferentpronunciationsof“ed”.
2.Howtodescribethingswiththecorrecttense?
Teachingmethod
Audio-visualmethod,interactivemethod
Teachingaid
MultimediaCourseware
Teachingprocedures
Step1Presentation
1.Showthemsomewordsanddividedthemintoseveralgroups.
2.Listentothetapeanddifferthewords.
Step2Sumup
1.动词原形末尾发音为清辅音的(/t/除外)，其后面的ed发/t/。
如：dance—danced
help—helped
talk—talked
shop—shopped
2.动词原形末尾发音为浊辅音或元音的(/d/除外),其后面的ed发/d/。
如：play—played
live—lived
answer—answered
carry—carried
3.动词原形末尾发音为/t/或/d/,该动词末尾的ed都发/Id/。
如:hate—hated
need—needed
visit—visited
shout—shouted
Step3Dialogue
Readtheconversationandanswerthequestions.
1.WhovisitedSandythatafternoon?
2.WhatdidSandydothatafternoon?
3.WhatdidMillieandKittydo?
Step4Exercise
朗读下列单词，并判断每组单词划线部分的读音是（Y）否（N）相同。
()1.dancedwalked
()2.livedfinished
()3.shoutedsounded
()4.enjoyedstudied
()5.chattedwatched
()6.closedanswered
Step5Homework
一、翻译句子。
1.上周六，我去看望了我的祖父母。
2.昨天你看电影了吗？
3.前天我呆在家里看电视。
二、写出3组不同发音规则的动词过去式。

Task
Teachingaims
Knowledgeaims:Attheendofthelesson,thestudentsshouldlearnsomerelatedvocabularyaboutsandwichesandTV,includingtheirdevelopment.
Abilityaims:Attheendofthelesson,thestudentsshouldlearnhowtoarrangeapassageaccordingtosomewritingpoints.
Emotionaims:Attheendofthelesson,thestudentsshouldhaveageneralideaaboutwriting.
Importantanddifficultpoints
1.HowtohaveanideaaboutEnglishwriting
2.Theusageof“play”and“as…as”.
Teachingmethod
Inductivemethod,directmethodandrevealingmethod
Teachingaid
MultimediaCourseware
Teachingprocedures
Step1Lead-in
Topresentthewordsandwichbysomepicturesaswellasitspluralformand
someotherrelatedwords.
Step2Presentation
1.Tellthemastoryaboutthedevelopmentofsandwichesinthefirstperson.
2.Summarizethewritingpointsaboutthestoryofsandwiches.
3.Byanalyzingthesamplepassageinthetextbook,helpthestudentstoformtheirwritingthoughts.
Step3Imitatewriting
1.TellthemasimilarstoryaboutthedevelopmentofTV.
2.Encouragethemtosummarizethewritingpointsbythemselves.
3.AskthemtowriteasimilarstoryaboutTVaccordingtothesamplepassage.
Step4Languagepoint
1.lovedplayingcardsverymuch
playcards打牌
play的宾语如果是体育类活动,不能用冠词the;如果是乐器类宾语,则必须加上冠词the。如：
打篮球playbasketball
打排球playvolleyball
踢足球playfootball
弹钢琴playtheviolin
拉小提琴playtheguitar
弹吉他playthepiano
2.nowTVscanbeaslargeas152inches
as…as翻译为“像……一样”，中间必须接形容词或者副词的原形。否定形式是notas…as或者notso…as。如：
我的书包和你的一样新。
Myschoolbagisasnewasyours.
我的书包不如你的新。
Myschoolbagisn’tas/sonewasyours.
3.inChina,in1987,about29TVsper100families,butnowmostfamilieshaveatleastoneTV
这里per意思是“每，每一”，用来表示比率，指每一单位的数量、时间或价格。如：
Theseapplescosttenyuanperkilo.这些苹果每公斤十元。
atleast至少
e.g.Atleast,Isincerelyhopeso.
至少我是真诚地这样希望的。
4.Soonotherswantedtoeatthesamefood,sotheyaskedfora“sandwich”.
askfor请求；要
e.g.Hefelttooashamedtoaskforhelp.
他不好意思请求帮助。
Step5Summary
1.一个叫John的人
2.停下来吃饭
3.吃一样的食物
4.全世界
5.每100个家庭
6.像……一样大
7.在两片面包之间
8.非常喜欢打牌
9.在使用中
10.至少一台电视
amancalledJohn
stoptohavemeals
eatthesamefood
allovertheworld
per100families
aslargeas
betweentwopiecesofbread
loveplayingcardsverymuch
beinuse
atleastoneTV
Step6Homework
1.Chooseanamazingthingandwriteastoryaboutit.
2.Reviewthewholeunit.
3.FinishSelf-assessmentonpage67.

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7B英语Unit5Amazingthings知识点归纳整理(牛津译林版)

7下Unit5Amazingthings
A、重点句子及语法
1.amazingadj.令人吃惊的，惊人的（指物）amazedadj.感到惊讶的,（指人）
surprisedsurprisingexcitedexcitinginterestedinterestingtiredtiring
2.Fishsleepwiththeireyesopen.鱼睁着眼睛睡觉。
with+名词+形容词/介词短语在句中做伴随状语withlightonwithdooropen
with引导的介词短语还可以在句中做定语，其反义词为without（withoutsth./doingsth.）
with还可以表示“用”draw3-Dpictureswithchalk用粉笔画3D图画
3.Oureyesarethesamesizefrombirth,butournoseandearsneverstopgrowing.我们的眼睛和出生时一样大，但是我们的鼻子和耳朵从没有停止生长。
thesamesize一样的尺寸lookthesame看起来一样
stopdoingsth.停止做某事stoptodosth.停下来去做另一件事stopsb.fromdoingsth.阻止某人做某事
Stop________(talk)!Let’sbeginourclassnow.
I’mtootired.Let’sstop_________(work)__________(have)arest,shallwe?
我们应该阻止那个小孩玩火。
4.Thesunisabout1,300,000timeslargerthantheEarth.太阳的体积大约是地球的130万倍。
Iamtwoyearsolderthanmysister.我比我妹妹大两岁。
我哥哥比我高5厘米。
5.reply（replies/replied）replytosb./sth.对……作出回答=answersb./sth.
Hefailedtoreplytomyquestion.他没能回答我的问题。
6.hearlistensound辨析hearof听说
hear强调听到的结果或内容，listen强调听的过程sound听起来,是系动词+adj.
Didyou_______anythingstrange?
_______totheteachercarefullyinclass.
Youridea________good.
7.leave（left）(l)leavev.离开.leave+出发地+for+目的地(2)leavesth.+地点把……遗忘在某地
我的父母昨天出发去上海开会。
昨天我把我的作业丢在家里了。
8.happen(偶然)发生.sthhappenedtosb某人发生某事sb.happentodosth.某人碰巧做某事
他发生了什么事？
我碰巧在街上遇到了他。
9.searchv.搜寻searchfor=lookfor=huntfor寻找（强调过程）search+地点+for+物在某个地方找某物
Lily正在书包里找她的英语作业。
10.surprisedadj.吃惊的surprisevt.使……惊讶或作n.惊喜，令人惊讶的事
besurprisedtodosth.做某事很惊讶besurprisedatsth.对某事（物）感到惊讶
我很惊讶在火车站见到数学老师。
我们都对这个消息感到惊讶。
toonessurprise使某人吃惊的是，作插入语。eg.Tohissurprise,hefailedtheexam.
11.Hecanwritewithonehandanddrawwiththeotheratthesametime.他可以同时一只手写字，另一只手画
one……theother……“（两者中的）一个……另一个……”
otheradj.其他的+复数名词常用others在具体语境中指代“其他的人或事物”
anotheradj.adv.另一，又一强调“再，又”
theothers在具体的语境中特指其他的人或事物
eg.Weshouldbefriendlyto_________people.
Mr.Sunhastwosons.Oneisadoctor,_________isateacher.
Therearemanybeautifulflowerson___________sideoftheriver.
Studentsshouldn’tcopy__________homework.
Iwillbebusytomorrow.Let’smakeit________time.
Someofthestudentsarehard-working,buthowabout___________?
12.Iamnotafraidofanimalsanymore=Iamnomoreafraidofanimals.我不再害怕动物了。
not……anymore不再，再也不……
Youshouldn’tplaycomputergamesanymore.你不应该再玩电脑游戏了。
二、重点短语与句型
1.lookatthebrightlightsontheplane看看飞机上的亮灯
2.asusual和平常一样say（said）tohimself他自言自语
3.onone’s/thewaytosp.在去某地的路上onone’s/thewayhome/here/there
4.pickuppickit/themup捡起、拾起
5.runawayquickly迅速逃跑liveontheground生活在陆地上
6.travelaroundtheworldbybicycle骑自行车环游世界
7.amancalled/named一个名叫……的人stopformeals停下来吃饭
8.becomepopularallovertheworld在全世界变得很受欢迎
9.atleast至少turnaround转身turnon/off打开/关掉turnup/down把声音调大/调小
10.aslargeas和…一样大beweakinsth.在某方面差stranger陌生人

三、语法复习
一般过去时的用法：
a.表示过去的动作或状态，常和明确的过去时间状语连用，如：yesterday,thedaybeforeyesterday,lastweek,threedaysago,in1998,justnow,theotherday等，或与由when引导的从句。
b.还有不规则动词的过去式需牢记书后的表

牛津英语七年级下册unit5教案

牛津7BUnit5
Welcometotheunit
一、教学内容简介：
本课选自《牛津英语》bunit5welcometotheunit。这一单元的主要内容是学习怎样帮助别人的一些说法.教材以图片的形式呈现出课文的内容，如planttrees，cleanupthepark，visitthehomefortheelderly等等。其中elderlycollectability为新词。
考虑到本校学生的能力和所授知识的完整性，我对教材内容做了适当的补充；在学习课本知识外另外再加入一篇有关帮助别人的文章，从而来扩充学生的阅读量。
二、教学目标：
1、知识目标:
（1）理解、掌握本课中的新词：elderlycollectability.要求能听懂，会说，会认读。
（2）掌握本课中的词组:visitthehomefortheelderly,helptheoldmancrosstheroad，giveaseattotheoldman，cleanupthepark，planttrees，collectthingsforthehopeproject，membersofthehelpinghandsclub.
2、技能目标：能听懂并运用句型whatcanyoudointhepark/intheschool/onthebus/ontheroad…
3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，使学生愿学、爱学、乐学、积极地学。
三、教学重点：认读新词；理解、运用新句型及其回答；发言时发音正确，语音语调准确、流利、有感情。
四、教学难点：
1、单词elderlycollectability的识记。
2、句型whatcanyoudointhepark/intheschool/onthebus/ontheroad…?的灵活运用及回答。
五、教学设计思路：
初中八年级的英语教学在基本单词、短语掌握的基础上，更应注重的学生阅读能力。所以我除了将教学环节设计成为活动以外，还找了一篇与课文有关的阅读文章来训练。这样，既让学生们在快乐的活动中理解语言、运用语言、习得语言，同时可以增加学生的阅读量，从而提高学生的阅读水平。
六、教学设计过程：
（一）、greeting：
1.t:howtimesflies!twomonthshaspassed.oursummerholidayisover.nowwecomebacktoschoolagain.welcometotheschool!didyouhaveagoodtimeinyoursummerholiday?
ss:yes.
（二）、presentation:
1.t:whatdidyoudoinyoursummerholiday?
s1:Ididmyhomework.
t:whatdidyoudoinyoursummerholiday?
s2:IwatchedTV.
3t:whatdidyoudoinyoursummerholiday?
s3:Iwenttoshanghai.
t:whataboutyou?
s4:Iswamintheriverandsawsomefilms.
t:whatdidyoudoinyoursummerholiday?
s5:Iplayedcomputergames.
3.t:didyouhelpothersinyoursummerholiday?
s1:yes.
t:whatdidyoudotohelpothers?
s1:Ihelpedmothercook.
t:didyouhelpothersinyoursummerholiday?
s1:yes.
s2:Ihelpedmymothercleanthehouse.
t:didyouhelpothersinyoursummerholiday?
s1:yes.
s3:Ihelpedmylittlebrotherwiththelessons.
（三）、lookingatsomepicturesthendiscusshowtohelpothers:
1.t:whatcanyoudoontheroadtohelpothers?
s1:Icanhelptheoldmancrosstheroad.
T:whatcanyoudoontheroadtohelpothers?
s2:Icanvisitthehomefortheelderly.
2.t:whatcanyoudoonthebustohelpothers?
s1:Icangiveaseattotheoldman.
t:whatcanyoudoonthebustohelpothers?
s2:Icanhelptheoldmangoupstairs.
t:whatcanyoudoonthebustohelpothers?
s3:Icangiveaseattothewomanwithababy.
3.t:whatcanyoudointheparktohelpothers?
s1:Icancleanupthepark.
t:whatcanyoudointheparktohelpothers?
s2:Icanplanttrees..
4.t:whatcanyoudointheschooltohelpothers?
s1:Icanpickuprubbish.
.t:whatcanyoudointheschooltohelpothers?
s2:Icancleantheschool.
t:whatcanyoudointheschooltohelpothers?
s3:Icanhelpteacherscleanthebikes.
t:whatcanyoudointheschooltohelpothersiftheywanttogotoschoolbuttheydon’thavemuchmonkey?
s1:Icancollectthingsforthehopeproject.
5.t:youaregreat!ithinkyoucanbemembersofthehelpinghandsclub.
6.ss:accordingtothepictures,askandanswerinpairs:
s1:whatcanyoudoonthebus//inthepark//intheschool//ontheroadtohelpothers?
s2:Ican…
6.ss:asksomepairstoactitout.
（四）、extending:
1.t:differentpeoplehavedifferentabilities.theycandodifferentthingstohelpothers.Ihopeeveryoneofyoucanhelpotherswhentheyareintrouble.pleaseshowlovetoothers.
2.ss:readatextabouthowtohelpothers.
（五）、homework：
readandrecitetheusefulexpressions.
(六)、板书设计：
whatcanyoudointhepark/intheschool/onthebus/ontheroad…?
Ican…
helptheoldmancrosstheroad
visitthehomefortheelderly
giveaseattotheoldman
helptheoldmangoupstairs
giveaseattothewomanwithababy
cleanupthepark
planttrees
pickuprubbish
collectthingsforthehopeproject
membersofthehelpinghandsclub
showlovetoothers
ability---abilities
（七）、教学后记：
本课的知识点不多，课堂上通过图片导入、小组操练等形式，学生对本课的单词、短语及基本句型有了比较深刻的印象。最后通过一篇阅读文章，使学生在掌握本课重点、难点的基础上进行拓展，增加学生的阅读量。

牛津7BUnit5教案

Title：Unit5CanCould
TeachingObjective:Torecognizeandunderstandhowtouse‘can’and‘could’toexpressabilityinthepresentandpast.
TeachingProcedure:
WarmUp:
Pleasetakeoutthepreviewpaperandlet’scheckitout.
Step1.PleasetranslatethephrasesintoChinese.
1.rowaboat
2.playakike
3.playtennis
4.flyakite
5.speakJapanese
6.playthepiano
7.singEnglishsongs
8.rideahorse
Step2.Pleaseanswerthequestions.
1.CanyouspeakJapanese?
2.Canyouplaybasketball?
3.CanyousingEnglishsongs?
4.Canyouplaythepiano?
5.Canyouflyakite?
6.Canyourideahorse?
7.Canyourunfast?
8.Canyoucook?
Step3.Pleasereadoutthereportsaboutthesportsyourclassmatescouldn’tdolastyearbutcandothisyear.
Presentation:
Step1.Wehavelearn‘can’beforeandknowhowtouseittoexpressabilities.Well,let’sreviewthesentencestylesinwhich‘can’isused.
陈述句：sb./sth.+can+do
e.g.Hecandance.
Milliecanswim.
WecansingEnglishsongs.
否定句：sb./sth.+cannot/can’t+do
e.g.Hecannot/can’tdance.
Milliecannot/can’tswim.
Wecannot/can’tsingEnglishsongs.
一般疑问句：Cansb./sth.do?
e.g.Canhedance?---Yes,hecan./No,hecannot/can’t.
CanMillieswim?---Yes,shecan./No,shecannot/can’t.
CanwesingEnglishsongs?---Yes,wecan./No,wecannot/can’t.
Step2.Now,weknowhowtousecantoexpressabilitiesnow,buthowtoexpressabilitiesinthepast.Generallyspeaking,wejustchange‘can’into‘could’.
Tip:can-could,cannot/can’t-couldn’t/couldnot
e.g.Hecoulddance.
Wecouldn’t/couldnotsingEnglishsongs.
CouldMillieswim?---Yes,shecould./No,shecouldn’t.
Step3.Wehaveknowhowtouseboth‘can’and‘could’now.Let’sfinishtheworkonthebook.Andthenlet’scheckitout.
Step4.Doandcheckoutthereviewpaper.
Assignments:
1.Finishthepreviewpaper.
2.Reviewwhathavebeenlearned.

牛津7BUnit5教案

Title:Unit5Integratedskills(2)Speakup
TeachingObjective:
Todevelopfluencyinusing‘can’toexchangeinformationaboutwhatpeopleareabletodo
Tofindoutandgiveinformationaboutabilities
Totransfertheconversationmodeltopersonalsituations
TeachingProcedure:
WarmUp:
A.Listening
a.Tapescript
Suzyisgoodatmusic.Shecanplaythepianowell.Shemaygetaprizeinthenextmusiccompetition.
InSports,shehasdonewellinvolleyballthisterm.ShepracticeshardeveryMondayandTuesdayafterschool.Shecanjumphighnow.Ithinkshicangetintotheschooltemnextyear.
Suzyisaclevergirl.Sheischeerfulandhasmanyfriends.Shecanalsoorganizeclassactivitieswell.
b.Listentothetapefor3timesandfinishtheNotes.
c.Checktheanswer
d.FilltheblanksinP83andcheck
e.L.P.1.organizeclassactivities
2.haveagoodgradein…
3.getintotheschoolteam
B.Speakout
a.Listentothetape
b.Severalpairsofstudentstoactout
c.L.P.1.Ican’tdanceatall
2.bedifficultforsb.
3.Noproblem.
Assignments:
Dotheexerciseandrecitethewordsandphrases

教案7Bunit5Readingandvocabulay
thefourthperiod
Aims:1RevisesomephrasesofReading.
2Learnsomeadjsaboutcharacterstheiropposites.
Typeoflessons:Revisionandnew
Teachingways:inpairs/groupsoffour
Teachingtools:Acomputer
Teachingkeys:phrasesandadjs
Teachingsteps:
Step1:Guidetothenewlesson.Showtheaimsofthislesson.
Revisethetextofreading(describethestory)
Revisesomephrases(whilelokingatsomepictures)
Step2Revision(furtherrevise)
Revisesomephasesinsentences.
Step3Presentations
Presentsomepictures
1Letstudentsdescribehischaracters
2Talkabouttheiropposites(onebyone)
Q:1whatishelike?
2What’stheoppositesofit?
Step4Drills(matches)
Afterthestudentsarefamiliarwiththeadjs,letthemdoit.
Step5Text(Fillintheblanks)
1Showstudentsthetextandgivethemtheclearrequests
2Checktheiranswers.(lettwostudentswriteanswersontheblackboard)
3Praiseandencouragestudents
Step6Widentheeyes
Helpstudentstousethelanguages
1Askstudentstotalkfreelywithadjsinsentences.
2Helpthemcorrectthewrongsentences(saidbystudents).
Step7Homework
Revisetheadjsandsomephrases.

helpfulslow
carefulunhappy
braveunkind
politecareless
quickunhelpful
happyafraid
kindungrateful
gratefulinpolite/rude

Handwritingontheblackboard:
Thoughtsofmyselfafterteaching:
Stepsareclear.Theteacherhelpsstudentstolearnnewknowledge.Thelessonmakesstudentsinterested.Differentactivitiesarenecessaryinrevisionsandpresentations.Theyhelpstudentsdeveloplisteningandspeakingabilities.Itcangetagoodresult.

7BUnit5Maintask

Teachingaim:
1.Toadaptlanguagetowritedescriptionsforaspecificpurposeandaudience
2.Topracticewritingformalletters
3.Tousepersuasivelanguage
4.Toselectdescriptiveandrelevantinformationtosuitanaudience
TeachingModel:New
TeachingTools:computer(PPT)
Importantanddifficultpoints:Howtowritearecommendationletter.
Teachingprocedures:
AAnawardforDaniel(20’)
1.Remindstudentsofthenewspaperarticleinthereadingsectionaboutabraveyoungperson.
2.Elicitideasfromstudentsaboutpeoplewhodeservearecommendation.Makethemawarethatthesemaybeyoungpeoplejustlikethemselves.
3.Helpstudentsbrainstormasmanyideasaspossibleforchooseapersontheywishtowriteabout.Writethesuggestionsontheboard
4.Ask:Whathe/shedid?
Whenhe/shedidit?
Include:peopleyouadmire
peoplewhoinfluencesyou
themostimportantpersoninyourlife
theirparents,grandparentsorfamilyfriends
5.Askthemtoexplainwhytheychosetheperson.Thisplanningstageisveryimportant.
6.AskthemtoplanthethingstheywanttosayabouttheirchosenpersonasoutlinedinPartB1.
7.Whenyouaresatisfiedthatstudentshavecollectplentyofusefulideas,askstudentstolookatPartAonPage85againandtodothetaskassetout.
8.Reviewthelayoutoftheletter.Explainthedifferentpartsofaformalletteraslistedinthebox.Checkanswers.
Somephrases:getinformationfrom,lookafter,loseone’swayto,playwith,hearfrom,lookforwardto,staywith,bekind
9.Readthelettertotheclass.
Bwritingarecommendationletter(15’)
1.Samplewriting
2.Itisimportantthattheycheckspelling,sentenceconstructionandlayout.Encouragethemtohelpeachother.
Emphasizetheprocessofwriting:drafting,editingandfinalwrittenpresentation.
3.GetSstowritearecommendationletter.
4.ChoosesomeletterswrittenbystudentstoSs.Thenchecktheirletters.
Homework:GetSstowritetheirrecommendationletterintheirexercises.
BbDesign:(LookatPPT)
教学后记：由于学生在Vocabulary部分接触过推荐信的正文部分，我也有意识的提了一下，为学生在这儿的学生打了点基础，同时由于文章内容和学生要写的都是发生在学生身边的事，学生较容易接受，教学过程较顺利，效果好。

7BUnit5Abilities
SpeakupStudyskills
Teachingaims:1.Learntowriteaprofile.
2.Learntotalkaboutwhatyoucanandcannotdo.
TeachingModel:New
TeachingTools:Tape,computer(PPT)
Importantanddifficultpoints:TeachstudentshowtouseSandyandMillie’sconversationtomakeasimilardialogue,especiallytheuseofmodelverbs“can/can’t”.
Step1Revision(8’)
1Translatesomephrases.
2DoT/FexercisesaccordingtoSuzy’sreportcard
3Askandanswerquestionsaccordingtothepassage
Step2Speaking(PartB)(18’)
1.MakesimpledialogueaccordingtothepictureinPPT.
2(1)Listenandanswer
CanMilliedance?
WhataboutSandy?
WhatcanSandydo?
(2)Listenandread
(3)Readinpairs
(4)Makesimilardialoguesandactouttheirowndialogues.
Step3Learnhowtomakealearningrecord.(15’)
1.Haveadiscussionaboutwhatstudentslearnedinthisunit.
Eg:Whatdidyoustudy?Howtoimproveit?Canyoudoitnow?etc.
2.Explainthecontextofthissectionandtheneedtokeeplearningrecords.
3.AskstudentstolookattheheadingsinthesamplerecordinPartA.Elicitcommentsfromstudentsaboutthesamplerecord.
4.Askstudentstousethecharttomaketheirownlearningrecord.
5.Encouragestudentstomakecommentsabouthowtheyfeelorfeltaboutthedifferenttasks.
Homework:TrytorememberthephrasesandthedialogueinSpeakup.
Bbdesign:(LookatPPT)

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Speakup的对话。在上Speakup时我给出的是由浅到深的操练句型，所以学生学起来感觉还好，但是在教Studyskills时由于学生平时对自己的学习很少作这样的反思，学生一开始对此不太感兴趣，随着学习的深入，学生的态度有所改变，教学效果较好。

教案7Bunit5Grammar1
thefifthperiod
Aims:1Learn“can/could”toshowone’sabilities.
2Learn“can/could”toshowpossibilities.
3Learntochangesentenceswith“can/could”“can’t/couldn’t”
Typeoflessons:New
Teachingtools:Acomputer
Teachingways:inpairs/groupsoffour
Teachingkeys:Tensesentencechanges
Teachingsteps:
Step1Showaimsandfunctions.
Tellstudentswhatweshouldlearninclass.
Tellstudentstopayattentionto“can,could”.
Step2presentations
Showpresentationstothestudents.
1First,showamodeltostudents.(rowaboat)
2Then,letstudentscopytomakesentences.
(rideabike,playbadminton,flyakite,swim)
3Letstudentstalkinpairsusingtheirexamples.
Step3Furtherpractise
Whatcantheydo?/Whatcouldn’ttheydo?
1Lookatthetableandtalkaboutthepeople’sabilities.
Payattentiontothepasttenseandpresenttense.
(onebyone)
2Talkwithhispartneraboutthetable.
Step4Changsentences.
Qs:1CanSimon…?Yes,hecan.No,hecan’t.
2CouldSandy…lastyear?Yes,shecould.
No,shecouldn’t.
Lookingatslides11,askstudentstotalkaboutthemwitheachother.
Step5Presentations2
Learn“can/could”toshowpossibilities.
1Showpicturestoshowpossibilities.
2Teachsomenewwords.
(racket,forget,snow,ski)
3Practisethenewwordsindrills.
Step6ExercisesPage84
1Readthesentencesandfillintheblanks.
2Asktwostudentstowriteanswersontheblackboard.
3Checktheanswers.
4Readthesentences.
Step7Talkinclass.
Talkinclass------justtowidenthestudentsminds.
Helpthempractiselisteningandspeakingskills.
Step8Homework
1Revisesomephrases.
2Learntorememberthefunctionsof“can/could”.

Handwritingontheblackboard:
rowaboatsnowtheanswerstoss
forget
racket
ski

Thoughtsofmyselfafterteaching:
Teachingstepsareclear.studentslearnnewknowledgeactively.Thelessonisinteresting.Differentteachingwaysarenecessaryinrevisionsandpresentations.Theyhelpstudentsdeveloplisteningandspeakingabilities.Itcanhaveagoodresult.Paymoreattentiontothedetails.

七年级英语下册Unit5Amazingthingsintegratedskills教案（新版牛津版）

Unit5
Languageaims1.Toidentifyspecificcharacteristicsindescriptionsofanimals.
2.Tolistenforgistanddetailtoobtaingeneralinformation
Importances
DifficultiesToextractspeckinformationfromlisteningtoaconversationto-completealetter.
Touseinformationpresentedintextandpicturestoinfergeneralmeaningandcontext
Teachingprocedures:
Step1Revise
Createaninterestinthesituation.Tellstudentsthatlotsofpeopleareafraidofanimals.Revisethedifferentadjectivestodescribefearusingavisualrepresentation:‘afraidandfrightened’.
Step2Presentation:
1.Tellstudentsthattheyaregoingtolistentoconversationaboutfearsofanimalsbetweenateacherandastudent.First,askstudentstostudythepicturesofthedifferentanimalsinPartA1.Studentsmatchthenamestothepictures.
2.Checkanswersasaclassactivity-
3.AskstudentstoreadthenotesinPartA2.Asksomegeneralquestionstocheckunderstandingly
e.g.Doyouknowhowmanybonesthereareinagiraffe’sneck?Onlyfocusontheword‘bones’Donotgivethemtheansweratthisstage.Pretendthatyoudonotknoweither.Createasituationwhereyouarealllearningtogether.
Askwhatdoyouknowabouttortoises?
Haveyouseenone?
Wheredotheylive?
Wheredocamelslive?(elicittheideasofsand,wind,desert,etc.)
Whatdoyouknowaboutants,(elicitinsects)
Doyouknowofanyotherinsects?
Howdoyoufeelaboutinsects?
4.Playtherecording.Askstudentstolistentospecificwordstocompletethenotes.Makeitclearthattheyarelisteningforrealinformationtothequestionsyouaskedthemearlier
1).Askstudentstocomparetheirnotewithapartnerandidentifyanydifferences.Ifmoststudentswerenotabletoidentifythecorrectwords,playtherecordingagain.
2)AskstudentsreadSuzy’sletterinPartA3.Askthemtocompletetheletterfromtheinformationtheyhavealreadyidentifiedinthepreviouslisteningandthenotestheyhavemade.
3)Playtherecordingagainandaskstudentstochecktheiranswers.
4).Thencheckstudent’sunderstanding.Askseveralstudentstoeachreadonesentencealoudtotheclass,payingattentiontonuanceandpronunciation.Thencheckanswersasaclass.Encourageallstudentsto
Step3Practice
1.Forstrongerclasses,tellstudentstoclosetheirbooksandlistentoyou.Forweakerclasses,allowstudentstofollowtheconversationinthebook.
2.Presenttheconversationlinebylinefocusingonintonationandlinkingofwords.Askstudentstorepeatcompletephrasesastheyhearthem.MakesurethattheydonorsoundmonotonousOEmechanical.Iftheyhaveproblemspronouncingparticularwords,practicethewordseparatelyandthenintegrateitintothecompletephraseagain.
3.Askstudentstopracticetheconversationinpairsandthenchangeroles.Thenaskstudentstoconstructtheirownconversationsbasedonthemodel.Forlessablestudents,allowthemtowritedowntheirconversationsbeforetherole-play.Vehiclestudentsarepracticingtheconversations,movearoundtheclassroomprovidinghelpwithpronunciationintonationandfluency.Studentsshouldbeabletoproducethisconversationmodel
Step4Homework
1.写下所编对话。
2.完成相关练习。
自备部分：

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