高中教案教案

7BUnit5Grammar（2）教案。

一般給學生們上課之前，老師就早早地準備好了教案課件，大家都在十分嚴謹?shù)南虢贪刚n件。寫好教案課件工作計劃，接下來的工作才會更順利！有沒有出色的范文是關于教案課件的？小編為此仔細地整理了以下內(nèi)容《7BUnit5Grammar（2）教案》，僅供參考，歡迎大家閱讀。

課題

7BUnit5Grammar（2）

課型

新授課

教學目標

2、學習用what和how構(gòu)成感嘆句

重難點分析

學情分析

學生已經(jīng)基本掌握can與could的使用，但熟練性靈活性不夠；對what和how構(gòu)成感嘆句已有初步認識，但對其具體結(jié)構(gòu)還要進一步學習

教學方法

教具準備

教學步驟

教師活動

學生活動

個性化補充

T:Wehavelearnedtwowaysaboutusing“can”and“could”,canyoutellmesomethingaboutthem?Youcandiscussingroupsoffour.

Helpthemreviewtheruletogether.

STEP2Reviewingandtesting

A.Fillintheblanks:

1.____youspeakJapanese?No,I____________.

2._____youplaythepianowhenyouwereeight?Yes,I_______.

3._____youcook?YesI_____.

4.______youusecomputerlastyear?

Yes,I_______.

5._____youplaybasketball?No,I______________becauseI______________runfast.

6.___yourideahorse?

IwantbutI__________________.

Can表示我們能做某事;could表示____能做某事。

B.DesignasceneaboutReading“Abraveyoungman”,askthemthefollowingquestionsaboutthetext.Payattentiontothesecondwayofusing“can”and“could”.

1.Whycouldn’tMrsSungetoutofthekitchen?

2.WhatcouldhappenifZhangHuadidn’thelpher?

Can與could還可表示，could表示的可能性比can。當我們談論過去的可能性時，只能用。但我們不能用can或could談論。

Showthemmorepictures,havethemmakesentenceswith“can”and“could”correctly.

C.Exercises:

用“can”“could”的正確形式填空

1.I________gotoschoolonfoot,because

myhomeisnotfarawayfromschool.

2.Withoutair,we________live.

3.Itwillbehottomorrowsowe_______wear

shortsleeves.(袖子)

4.Iforgotmykey.I________openthedoor.

5.Hewasathomealone.He________bein

hospital.

STEP3Showthempictures,helpthemexpresswith“what”and“how”.Fillintheblanks.eg.

Whatabigfire!

Howdangerous!

Whatabravegirlsheis!

Howbravethegirlis!

Whatabeautifulflower!

Whatbeautifulflowers!

Whatbeautifulsnow!STEP4Discussionandconclusion

T:Ｗhat’sthemainideaabouttheexpressionswith“what”and“how”.

感嘆句表示說話的驚訝,喜悅,氣憤等情緒.

很多感嘆句是用what和how引起的.

What用來修飾一個名詞.

how用來修飾一個形容詞,副詞和動詞.

T:Pleasediscussingroupsoffour:

What’sthestructureofexpressionswith“what”?

1.What+a(an)+形容詞+單數(shù)名詞+主語+謂語

Whatafineday(itis)!

2.What+形容詞+不可數(shù)名詞+主語+謂語

Whatgoodnews(itis)!

3.What+形容詞+可數(shù)名詞復數(shù)+主語+謂語

Whatbeautifulflowers(theyare)!

What’sthestructureofexpressionswith“how”?

How+形容詞/副詞+主語+謂語

Howclevertheboyis!

Howfastheisrunning!STEP5Exercises

T:PleasefillintheblanksinPartCandworkouttherulebelow.

STEP6FinishingPartA1

GetthestudentstocompletePartA1,Page99.Checktheanswersinpairsandinclass.Askthestudentssomequestiontoofferthemmorechancesforpractice.

STEP7Moreinformation

What引起的感嘆句都可以轉(zhuǎn)換為how引起的感嘆句

1.Whatgoodnewsitis!

---

2.Whatbeautifulflowerstheyare!

---

How引起的感嘆句修飾形容詞時可以轉(zhuǎn)what引起的感嘆句.

Howclevertheboyis!

---

STEP8Doingsomeconsolidateexercises

一、用How,What,Whata,Whatan填空

1.________nicepencil!

2._________beautiful!

3._________interstingbook!

4.__________bighouse!

5._________deliciousfood!

二、將下列句子改為感嘆句.

1.MrsSunisveryold!

2.Thefirewasveryhot.

3.ZhangHuawasverybrave.

4.ZhangHuawasabraveyoungman.

5.Itishardwork.

6.Theyarepolitestudents.Write“can”and“could”ontheblackboard.Showthemexercises,havethestudentsfillintheblanks,reviewtherule.’Showthemquestionshavethemanswerthequestions,reviewtherule.Givethemasmalltestabout“can”and“could”.HavethemfillintheblankswiththepicturesHavethemthinkabouthemainideaabouttheexpressionswith“what”and“how”.Havethemdiscuss

thestructureofexpressionswith“what”and“how”.Givethemmoreexamplestohelpthemunderstandit.GivethemconsolidateexercisesCheckanswers.Discussingroupsoffouraboutthewaysofusing“can”and“could”.Fillintheblanks,trytoreviewtherules.AnswerthequestionsFillintheblankswiththepictures

payattentionto“How”and“what”.thinkabouthemainideaabouttheexpressionswith“what”and“how”.Discuss

thestructureofexpressionswith“what”and“how”.

Dosometranslation.FillintheblanksinPartCandworkouttherulebelow.Learnanddotheexercises.Finishofftheexercises.Checkanswerswiththeteacher’shelp.

作業(yè)設計

1.背誦本課的單詞與詞組

2.完成《同步導學》上本課時的作業(yè)

3.預習Integratedskills，完成預習作業(yè)

板書設計

表能力：

Can--Canyourun?--Yes,Ican./No,Ican’t.

Could--Couldyourunlastyear?--yes,Icould./No,Icouldn’t.

表可能：

Firecanbedangerousifwearenotcareful.

Anythingcouldhappentoheratthatmoment.

感嘆句：

結(jié)構(gòu)：1.What+a(an)+形容詞+單數(shù)名詞+主語+謂語

Whatafineday(itis)!

2.What+形容詞+不可數(shù)名詞+主語+謂語

Whatgoodnews(itis)!

3.What+形容詞+可數(shù)名詞復數(shù)+主語+謂語

Whatbeautifulflowers(theyare)

4.How+形容詞/副詞+主語+謂語

Howclevertheboyis!

Howfastheisrunning!

相關知識

7Bunit5Grammar導學案

教案課件是每個老師工作中上課需要準備的東西，是認真規(guī)劃好自己教案課件的時候了。只有規(guī)劃好教案課件工作計劃，才能更好地安排接下來的工作！究竟有沒有好的適合教案課件的范文？為此，小編從網(wǎng)絡上為大家精心整理了《7Bunit5Grammar導學案》，歡迎閱讀，希望您能閱讀并收藏。

7BUnit5Abilities（4）
Grammar

1技能目標：掌握can和could表示“能”“會”的用法及區(qū)別。
學會運用感嘆句來表達自己的思想感情。
2.知識目標：①重點單詞：can,could,row,ski,snow,forget，racket
②重點詞組:rowaboat,inthepast,goskiing
③重點句型:Whatabeautifulflower!=Howbeautifulthefloweris!

一、首字母填空。
1．HespeaksEnglishwellandhehasthea________totalktotheAmericanteacherinEnglish.
2．Hewasb______becausehejumpedintothecoldwaterandsavedagirllastweek.
3.Beq______.Wewillbelateforclass.
4．Hisgrandpalivesinavillagea_________.
5．Hefelloffhisbikeandh_________hisleftleg.
6．Somefactoriesarep__________dirtywaterintotherivernearby.
7．Heb__________hisarmsbecauseheputoutfirewithablanketlastnight.
8．It’snots_______fora5-year-oldchildtogoacrossthestreetwithoutanyhelp.
二、單選題。
1．()Luludoesherhomework___.Shesaysshewon’tdoitlikethisanymore.
A.carefulB.carelessC.carefullyD.carelessly
2．()--MayIgooutandplaywithmyfriend?
--No,you____.Youmustfinishyourhomeworkfirst.
AcanBmightnotCmaynotDcan’t
3．()Shedidn’tfeelwell,butshekept____theretohelpothers.
A.tocomeB.comingC.cameD.comes
4．()Ihope_____nextterm.
A.hertocomehereagainB.shecomeshereagain
C.shecancomehereagainD.shecomehereagain
5．()Listen!IhearTom______inthenextroom.
A.singB.singsC.sangD.singing
6．()Don’tleavethelights_______whenyouare________.
A.in,outB.out,inC.on,outD.out,on

完成書上P82A1,P83A2,P84所有填空.

1．情態(tài)動詞can/could表示能力,could是can的過去式.
例如他五歲時就會游泳。He_____swim_____the______offive.
我10歲前不會說英語，但現(xiàn)在我會了。
I_____speakEnglish_____Iwasten.ButnowI______.
2．Can/could表示可能,could表示的可能性小于can，多用于疑問句和否定句.
假如我們不小心火的話，可能是非常危險的。
Fire_______________dangerousifwearenot________.
他會是李明的父親嗎？_______he_______LiMing’sfather?
他此刻不可能在家。He___________athomerightnow.
那個時候任何事情都可能發(fā)生在她的身上。
Anything________happen_________heratthatmoment.
3．感嘆句的兩種基本句型：
A）What+不定冠詞（a/an）+形容詞+名詞（單數(shù)）！
親愛的同學你能否告訴老師什么情況下沒有不定冠詞
1．當名詞是_____________2.當名詞是_____________
B）How+形容詞+主語+謂語！
試完成下列句子
多勇敢的孩子??！_____abravechild!=_____bravethechildis!
多么令人激動的消息??！
What_____________________________________!
這些毯子真好看！
What______________________!
練一練：用what,whata,whatan,how填空。
1.___________beautifultheWestLakeis!
2.___________wonderfulthebasketballmatchis!
3.___________interestingclassitis!
4.___________lovelythatlittlegirlis!
5.___________nicesoupitis!
6.___________timeflies!
7.___________niceflowers!
8.___________badweather!

1.Revision
2.Presentation
flyakite,rideabike,goskiing,rowaboat
T:Icanrideabike.Whataboutyou?Canyourideabike?
S:Yes,Ican./No,Ican’t.
T:Icanrowaboat,butIcouldn’trowitfiveyearsago.Whataboutyou?
S:Icanrowaboatnow.Icouldn’trowitinthepast.Ican’trowaboat.
3.Workinpairs
S1:Canyouflyakite?
S2:Yes,Ican./No,Ican’t.
S1:Couldyougoskiinginthepast?
S2:Yes,Icould./No,Icouldn’t.
4.Isitpossible?
T:Iknowmostboysloveplayingbasketball,butI’mafraidyoucannotplayiteveryday.Why?
S1:Becauseitisarainyday.
S2:Becauseitisahotday.
S3:Becausewehavetoomuchhomeworktodo.
5.Presentation
Whatatallboy!Howtalltheboyis!
Whatcleandesks!Howcleanthedesksare!
6.Lookatsomepicturesandmakesentencesbyusing“what”and“how”
7.Finishtheexercisesinthebook.
8.Homework.

一、單選題。
1.()______musicitis!
A.WhataniceB.WhatniceC.WhatanniceD.Hownice
2.()_______youpleasetellmethewaytothehospital?
A.CanB.CouldC.MayD.Shall
3.()Myfather______beinhisoffice.HeisvisitingBeijingwithhisfriends.
A.canB.mayC.can’tD.mayn’t
4.()You___worryaboutyourson.Hewillgetwellsoon.
A.needn’tB.can’tC.mustn’tD.maynot
9.()Hesaidhe____skiwhenhewassix.
A.mightB.couldC.canD.would
10.()You____goandaskSimon.He____knowtheway.
A.must,canB.must,mayC.need,canD.can,may
7.()---MayIcomein?---______.
A.Yes,pleaseB.No,youcouldn’t
C.Yes,youmustD.No,youneedn’t
8.()Thelightinhisroomisonnow.He_____athome.
A.canbeB.can’tbeC.mustbeD.mustn’tbe
二、用所給詞的適當形式填空。
1.It’simportant______________(be)carefulwithyourhomework.
2.Let’shelphimatonce.Heisin__________(dangerous)
3.Iwashmyfaceafter________(get)upeveryday.
4.---_______(can)Danielswimwhenhewas5yearsold?
---No,he_______.Butnowhe_______.
5.Ioftenhearthegirl________(sing)songsinthenextroom.
6.Youshouldkeep_________inthediningroomandtalk____________.(quiet)
7.Don’tforget_________(turn)offthelightsbeforeyouleave.
8.Itisusually_______(snow)inCanada.Youcango________(ski)there.

三、完型填空。
SomepeopleworkonSundaybutmostpeopledon’t.Manypeoplegetuplate,but_____1_____don’t.Nearly_____2______readstheSundaypaper.
Oftenthepaperisoutsidethedoorbeforethefamily____3_____up.TheSundaypaperisusuallyvery___4___.Manymenliketoreadtheworldnewsandsports.Mostmendon’treadthe____5__pages,butthemotherofthefamilyusually___6____.Thesepageshavenews_____7_____parties,food,healthandclothes.
MostSundaypapers____8____pictures.Childrenliketoread____9__.Oldpeoplecanfindtheoldthings.Thereis___10____foreveryoneintheSundaypaper.
()1.AotherB.othersC.anotherD.theothers
()2.AsomeoneB.everyoneC.nooneD.anyone
()3.AisgettingB.willgetC.getD.gets
()4.AmanyB.thickC.moreD.thin
()5.Awomen’sB.woman’sC.womanD.women
()6.AdoesB.didC.doD.todo
()7.AaboutB.atC.onD.in
()8.AhaveB.hasC.thereareD.thereis
()9.AtheyB.themC.itD.its
()10.AnothingB.everythingC.somethingD.anything
__________

7Bunit5教案Vocabulary,Grammar,

Vocabulary

Teachingaimsanddemands:

Newwords：grateful,quick,slow,rude,recommend,award,super,sportswoman

Teachingmethods:task-basedapproach

Teachingtask:1todevelopanunderstandingoftheuseofadjectivesindifferentcontext

2tousesuitableadjectivestodescribepeople’sbehaviorandcharacter

Teachingaids:taperecorder

Teachingprocedures:

1Makesurethatstudentsunderstandtheconceptofopposites,Givesomesimilarexamples.eg.hot/cold,fast/slow,big/small

2Explaintheconceptofprefixesandsuffixes.Tellstudentsthatwhenweaddtheprefixun-infrontofsomeadjectives,itusuallymeans‘not’.Givesomeexampleseg.friendly/unfriendly,healthy/unhealthy,lucky/unlucky,usual/unusual.Whenweaddthesuffix–fultotheendofsomeadjectives,itmeans‘fullof……’i.e.thepersonorthinghasthatquality.Whenweaddthesuffix–lesstotheendofsomeadjectives,itmeans‘without’or’lacking’.

3AskstudentstolookatthewordsintheleftcolumnofPartAanddothetaskontheirown.

4Haveonestudentreadoutawordfromtheleftcolumnandanotherstudentgivetheoppositewordfromtherightcolumn.Writethecorrectanswersontheboard.

5ExplainthecontextofPartB.Youmaywanttoremindstudentsaboutprizesthatcanbewonatyourschoolandactivatestudents’knowledgeaboutrecommendationletters.

6Askstudentstoreadtworeportsontheirownfirst.Askthemtotrytomakesenseofwhatisbeingsaidinthereports.

7Thenstudentsreadthefirstreportagainandusethemixed-upletterstohelpthemmakeasuitableadjective.

8Followthesameprocedureforthesecondreport.Askstudentstoreadoutthereportonesentenceatatime.Writethemissingwordsontheboard.

9AskstudentstowriteareportaboutoneoftheclassmatesusingoneofthereportsinPartBonpage77asamodel.Encouragethemtouseasmanyadjectivesaspossible.

Grammar

Teachingaimsanddemands:

Teachingmethods:task-basedapproach

Teachingtask:1Torecognizeandunderstandhowtouse“can”and“could”toexpressabilityinthepresentandpast.

2Torecognizeandunderstandhowtouse“can”and“could”totalkaboutpossibilityinthepresentandpast.

3Torecognizedegreesofpossibilitieswhenu8sing“mayand“might”

Teachingaids:taperecorder

Teachingprocedures:

1Revisethekeyvocabularyaboutleisureactivitiesandintroduce“rowaboat/rideabike/flyakite“Talktostudentsaboutsummercampsingeneralandthetypeofactivitiesoffered/.Elicitasmuchrealinformationfromstudentsaspossible.

2Studentshavealreadylearnedtheuseof“can”and“may”inmakingrequests(Book7A,unit2)therefore,youneedtointroducetheideathathere,theword“can”isusedtoexpressability.

3Askstudentstoidentifyactivitiesthattheycandowell.Writestudents’statementsontheboard.Firstwrite“Ican“ontheboard.

4Askstudentstosaythethingstheycando,andsortthemintocategories:sports/leisure/schoolsubjects

5Gothroughthetablesatthetopofpage78andexplaintheuseof“can/could”andtheirnegativeforms.Weuse“can”tosaythatweareabletodosomething.Weuse“could”tosaythatwewereabletodosomethinginthepast.

6Askstudentstoworkouttheruleontheirown.Thentheycheckwithapartnerandconfirmthattheiransweriscorrectwiththewholeclass.

7AskstudentstochecktheinformationtableinPart1abouttheBeijingSunshineSecondarySchoolstudents’abilities.Reinforcetheuseof“could/couldnot”forthepastand“can/cannot”forthepresent.Thentheycompletethesentencesontheirown.

8Checkstudents’understandingofthegrammartablesonpage79.Thenexplainthenegativeandquestionformsusing“can/could”inPart2.Askthemtoworkoutthecorrectinformationbyreferringbacktothetableonpage78.

9StudentsdoPartA2firstontheirownandthenchecktheircompletedsentenceswithapartner,Thenaskstudentstoreadtheconversationinpairs.

10Checkanswersasaclass,remindthemtowritethepatternintotheirgrammarpatternbookstogetherwiththeirownexamples.

PartB

1Tellstudentsthattheyarenowabletotalkabouttheirpresentandpastabilitiesusing“can/could”.Introducetheideathatwealsouse“can/could”toexpresspossibilities.

2Askstudentstostudythetablesatthetopofthepagetoclarifytheuseof“can/could”andtheirnegativeforms.

3Explaintostudentstheconceptofpossibility.Weuse“can”tosaythatsomethingispossible.Weuse“could”tosomethingwaspossible.However,wearenottalkingaboutthechancesthatsomethingwillhappen.Provideexamplesusingstudents’ownexperience:

Schoolfinishesat4p.m.Thebusleavesat4:10p.m.wecantakethebushome.

Itwillbewarmtomorrowsowecanwearshortsleeves.

4AskthemtodoPartB1inpairs,Forlessablestudents,allowthemrefertothetableonthetopofpage80.

5Checktheanswerasaclass.Payspecialattentiontoanycommonmistakesandclarifythem.choosefivestudentstoreadaloud.

PartC

1Introducetheideathatwealsouse“may”and“might”toexpresspossibilities.Studentsprobablyknowhowtouse“may”formakingpoliterequestsbutpossiblywillnotknowthemeaningof“might”.Tellthemthat“might”isthepasttenseformof“may”.However,wealsouse“might”totalkaboutpossibility.

2ExplainthecontextbytalkingtostudentsabouttheClass1Grade7students’summerCampandwhatthestudentsmay/maynotormight/mightnotdethere.Talkstudentsthroughsomeexamplesusingquestionsabouteverydayeventsatyourschool.

3Askstudentstostudythetablesatthetopofthepage,andexplaintothemthedifferencebetweentheusesof“may”and“might”.

4Havemoreablestudentsprovideothersentencestoillustrate“may”and“might”.Encouragethemtothinkoftheirownexamplestoexpressdegreesofpossibilities.

5ExplainthecontextofPartC.Askstudentstoreadwhateachpersonissayingandunderlinethekeywordsineachspeechbubble.i.e.”maybe”,“onlyasmallchance”,“I’msure”and“highlypossible”.Thesewordswilldeterminetheuseofspecificmodalverbs.

6Thenaskstudentstocompletesentences1-4atthebottomofthepage.Checktheanswerasaclassactivity.Clarifyanypossibleproblems.

7BUnit5Reading(2)教學案