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Unit 5 Abilities
Part 1：Teaching design
第一部分 教学设计
Unit goals：
● Revise and learn adjectives to describe people’s actions and behavior.
● Learn to use prefixes and suffixes to form antonyms.
● Recognize and understand how to use ‘can’ and ‘could’ to express ability in the present and past. 
● Recognize and understand how to use ‘can’ and ‘could’ to talk about possibility in the present and past. 
 
Vocabulary ability, plant seat, elect, brave, fire, alone, smoke, hurt, pour, rush, save, blanket, burn, arm, month, glad, safe, careless, myself, yourself, call, visitor, match, helpful, polite, quick, show, rude, unhappy, award, member, full, row, snow, forget, term, writing, piano, grade, result, problem, madam, lose, housework,
Expressions 1.Becarful, Eddie!
2.Oh, l0th May, Zhang Hua, was at home alone.
3.Suddenly he heard some one showing “Fire! Fire!”
4.The 79-year-old Mrs Sun ,in the kitchen.
5.He paired water over his jacked .
6.He rushed into Mrs Sun’s kitchen to save her.
7.He put out the fire with a blanket.
8.Anything could happen to her at that moment .
9.We will be every happy if Daniel can have the award.
Structures 1.He helped his neighbour out of a fire.
2.He was in hospital for the months.
3.We should help each other. 
4.Fire can be very dangerous
5.Thank you for joining us this evening
6.That sounds dangerous
7.Is he getting better now?
8.We can /can’t dance
9.We could /couldn’t dance in the past.
10.What a beautiful flower!
11. How nice!

Period 1 Comic strip + Welcome to the unit
Teaching goals:
● To talk about the things we can do for others in daily life
● To generate ideas about ways to care for and help others
● To get the students to talk about what they can do and what they can do to help others
Teaching procedures
Step 1 Presenting
I will say: Different people are good at different things. For example, students A sings very well. She won the fist prize in a singing competition last year. So we say she has musical ability. Student B can play football well, he has scored twelve goals for our school football team. I think he has great ability.
Step 2 Presenting
1．I will show the students a picture and ask: What is the boy doing? He is riding a bicycle .Can you ride a bicycle? Yes, I can? No, I can’t. Is it dangerous to ride a bicycle on the busy street? Yes, it is. So you must be careful.
2．I will show the students another picture and ask: Who is he? What can he do? Can he fly? Do you think there is any super dog in the world? What do you think about Eddie? Is he a supper dog? Can Eddie fly?
Let’s listen to the tape and check if you are right.
Step 3 Listening
Play the tape of comic strip. Before listening, ask questions:
Is Eddie a super dog? Can Eddie fly?
Play the tape again and ask students to repeat.
Ask students to read comic strip and answer the questions.
Read the dialogue in roles.
Give the students some time to practice in pairs. The students can modify the dialogue to make it more interesting then act it out
Step 4 Presenting
I will say: People have different abilities. Some people use their abilities to help others. Would you like to help others if you can? What can we do for others?
I will ask students to talk about what we can do for others.
We can help mum or dad wash the dishes.
We can help our teachers collect the exercise books every morning.
We can also help the elderly clean up their rooms.
Step 5 Practicing
I will say If you want to help more people or do more for others, I think you can join the Helping Hands Club. Would you like to know about the club? Here are some pictures of it. Let’s have a look.
Let students look at the pictures on Page77, then I will ask: Where are the boy and the old man? What do they want to do? Is the boy helping the old man?
Let students to read the sentences on Page77.
Ask students to match them and then check the answer.
Step 6 Practicing
I will divide the students into four groups, and ask them to take turns to talk about what they do for others, and what they will do for others in the future.
Step 7 Consolidation
(1) 他经常在公共汽车上给老年人让座位.
He often     to the      on the bus. (gives his seat, elderly)
(2) 我们每天都去访问老年公寓.
We go to      the       the elderly every year. (visit, home for )
(3)张老师每天都将办公室打扫得干干净净.
Miss Zhang      the office every day. (cleans up)
(4) 人们通常会在春天种树.
People always      in spring. (plant trees)
(5) 同学们想为“希望工程”做点事。
The students want to       . (do something for Project Hope)
Step 8 Homework
1. Revise today’s words and phrases.
2. Recite Comic Strip.
1. Write a passage about ‘Helping Hands club’.

Period 2 Reading I
Teaching goals
● To introduce and expand vocabulary to describe dangerous situations
● To guess context from text type, title and picture
● To infer and understand the general meaning from pictures, words and context.
● To develop the ability to skim for general ideas and scan for details.
Teaching procedures
Step 1 Presenting
1. I will show a picture of a fire to the students and say:
Fire is very important in our life. W hat can it do for us ?
(It can make water hot, make our houses warm, give light and cook food.)
2. Fire is useful, but some times it is dangerous if you are not careful with it. It can burn things or even hurt you. A big fire can even destroy forests and tall buildings. So keep yourself away from fire.
3. Then ask students: If there is a fire, what should we do first?
(You should call 119 .The firemen will come to save you quickly.  Rush out of the fire as quickly as you can. Pour some water over your clothes .Put a wet towel over your mouth and your nose to keep the smoke out. Do not jump out of a window! Jumping may be more dangerous than the fire.)
Step 2 Practicing
1. I will ask the students to read the text and say:
Today we will read a story about a fire and a brave young man.
Please listen to the tape and answer:
What did the young man do?
2. Now, please read the story on your own and then judge whether the following statements are true or false:
Zhang Hua helped his grandma out of a fire.(F)
Mrs Sun couldn’t get out because she hurt her leg.(T)
Mrs Sun was in her bedroom when the fire took place .(F)
Zhang Hua put out the fire with a blanket.(T)
The fire only hurt Zhang Hua’s arms.(F)
Zhang Hua was in hospital for two months .(T)
Zhang Hua was afraid because of what happened in the fire. He would not help others any more. (F).
Step 3 Practicing
I will ask students to read the text and answer the following questions.
Did Zhang Hua go out on 10th May?
Was there a lot of smoke?
Was there a fire in the kitchen?
Did Zhang Hua run out of the building?
Did the fire burn Zhang Hua?
Did he stay in hospital for two hours?
(This is not only the “Ask and Answer” between me and my students. Usually, I will ask my students to ask and answer in pairs.)
Step 4 Homework
Read the text and try to retell the story in your own words.
Underline the new phrases.
Do the translation.
1. 突然她听到, 有人喊 “救命啊,救命!” (Suddenly, she heard someone shouting ‘Help! Help!’)
2. 因为腿受伤了,他出不来。(He could not get out because he hurt his leg.)
3. 她飞快地跑回家并在身上泼了很多水。(She quickly ran back home and poured a lot of water on herself.)
4. 火可能会很危险。(Fire can be dangerous. )
5. 小心火是很重要的。(It is important to be careful with the fire. )
Period 3 Reading II
Teaching goals:
● To analyze the structure of the article
● To explain the language points and help the students to get more specific information about the story
● To get my students to talk about fire safety and stay calm in a dangerous situation
Teaching procedures
Step1 Presenting
I will ask students to read the story after the recording. Then let them discuss with their partner and complete Part B2 on Page 79 and Part C on page 80.
Step 2 Practicing
I will ask students to do P 79 B1, and then check the answers: 
1.alone   e      a. ran quickly
2.rushed    a    b. keep someone safe from danger
3.save   b       c. stopped a fire .
4.put out   c     d. not careless
5.burnt    f      e. by oneself
6.careful    d    f. hurt by fire
(This may be too difficult for my students to do during the first period. So I put it here. Sometimes I also put them into a context with the English explanations in brackets, and then get my students to work out the words, inferring from the text.)
Step3 Consolidation
1.  I can hear the students      (唱歌)in the classroom.(singing)
2. My sister doesn’t like to        (独自呆在家). (stay at home alone )
3. My cousin is only a       (3岁的男孩). (3-year-old boy)
4. Firemen       (往…浇水) the house to       (扑灭)the fire. (pour water over , put out )
5.  I was      (住院)for a week last month.(in hospital)
6.      (…很重要) read English every day. (It’s important to do… )
Step4 Presenting
I will show the pictures of P80 Part D, letting my students to discuss if it is safe to do the followings. (Able students are hoped to give some simple reasons.)
Step 5 Consolidation
Judge if they are safe or not.
Ride a bike every fast on the rood. (×)
Do not drive a car after drinking. (√)
Sleep with the store on. (×)
Be alone at home with out locking the door. (×)
Do not go swimming in the river . (√)
Do not speak to strangers. (√)
Step 6 Doing home work
1. Recite the text
2. Finish off exercises in workbook.