高中教案教案

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.

精選閱讀

7bUnit5Grammar教案

每個老師上課需要準(zhǔn)備的東西是教案課件，規(guī)劃教案課件的時刻悄悄來臨了。此時就可以對教案課件的工作做個簡單的計劃，才能規(guī)范的完成工作！有沒有出色的范文是關(guān)于教案課件的？下面是由小編為大家整理的“7bUnit5Grammar教案”，歡迎您閱讀和收藏，并分享給身邊的朋友！

課題

7bUnit5Grammar

課型

新授課

教學(xué)目標(biāo)

1、學(xué)習(xí)can與could在表示能力的使用

2、學(xué)習(xí)can與could在表示可能性時的應(yīng)用

重難點分析

學(xué)情分析

教學(xué)方法

教具準(zhǔn)備

教學(xué)步驟

教師活動

學(xué)生活動

個性化補(bǔ)充

1)Makeasurvey.

“Whatcanyoudonow?”

Ask:

Canyourideabike/swim/flyakite/playfootball/playchess?

Yes,Ican./No,Ican’t.

2)Showthestudentsthefollowingphrasesonthescreen.

Rideabike

Swim

Flyakite

Playfootball

Playchess

3)Asktheotherstudentsintheclass.

Canshe/he…?

4)Showthestudentsthesampleonthescreen

eg:A.Canherideabike?

No,Hecan’t/Yes,can

Step2.Presentation.

1)Askstudentagain:

Couldyourideabikefiveyearsago?

(Helpthemanswer:

Yes,Icould./No,Icouldn’t.)

2)GetthestudentstoasktheteacheraboutthepastofAandB.

Couldhe/she…?(Yes,he/shecould./No,he/shecouldn’t.)

3)Teachthestudentstosaythewholesentences:

Shecouldrideabikefiveyearsago.

Hecouldn’tswimfiveyearsago.

……

5)Workouttherule.

①Positive:can

could

②Negative:can’t

Couldn’t

③Question:Can…？

Could…？

Step3.Practice.

1)Workalone.(PartA1)

2)Getthestudentstoreportthemselveslikeabove.

eg.CanSandyrowaboatnow?

Couldhedoitlastyear?

3)CompletetheconversationofPartA2.

5)Explain:

Wecanuseam(is,are)abletoreplacecanandwas(were)abletoreplacecould.

eg.①Mikecansingmorethan20Englishsongs.

Mikeisableto…

②ShecouldspeakEnglishwhenshewasfour.

Shewasableto…

Step4.ask

1)askstudent

CanIborrowyourpen?

CanIopenthewindow?

CanIclosethedoor?

……

CouldIborrowyourpen?

CouldIopenthewindow?

CouldIclosethedoor?

……

2)比較can,may,could表示可能性的用法

Step5.Guessingariddle.

Itcanliveinwater.Itcanbreatheunderwater.Itcanswim.Itcanliveinaglassbowl.Peoplecanfeedandwatchthemeveryday.Whatisit?

(Agoldfish)

Step6.Presentation.

1.Say:

①ZhangHuaworkshard.Itispossibleforhimtopasstheexam.

(Hecanpasstheexam)

②Nickdidn’tbringafootballtoschool.

Itisnotpossibleforustoplayfootballafterclass.

(Wecan’tplayfootballafterclass.)

③ItwassunnylastSunday.Itwaspossibleforthechildrentogotothepark.(Thechildrencouldgotothepark)

④Milliehadnomoneyyesterday.Itwasnotpossibleforhertobuythatcoat.

(Shecouldn’tbuythatcoat.)

2.Showthesentencesaboveonthescreenandexplainthemtothestudents:

Weuse“can”/“could”tosaythatsomethingis/waspossibletohappen.

3.Getthestudentstoexplainwith“possible”.

①Firecanbedangerousifwearenotcareful.

②Mr.Suncan’tbeathomebecauseIsawhimatschooljustnow.

③Ididn’tlosemykeysoIcouldgetin.

④Mr.Suncouldnotgetoutbecausehehurthisleg.利用一些學(xué)生熟悉的短語，以can為提問方式與學(xué)生進(jìn)行問答用第三人稱換第二人稱進(jìn)行對話練習(xí)Writethemdownontheblackboard.Writethesentencesdownontheblackboard

Askthestudentstocomparethesentenceswithcanandcould.

Askthemtodrawtheconclusion.巡視，幫助可能有困難的學(xué)生ChecktheanswerCan和could分別表示現(xiàn)在和過去的能力我們在上冊書中還學(xué)過表示征求意見的can,mayWritethemdownontheblackboardWritethemdownontheblackboard也可以用學(xué)生的課堂狀況作為語境ShowthesentencesaboveonthescreenUse“can”toask小組內(nèi)分組練習(xí)Askthepartnermorequestionslikeaboveandwritedowntheiranswers,thenreporttotheclass.answer讓學(xué)生在組內(nèi)寫出更多的類似的句子總結(jié)can與could的區(qū)別reportthemselvesTalkaboutthetablesfreely.inpairs.理解舉例說明

Answerthesesentencesandmakemore完成單選練習(xí)Guess總結(jié)

作業(yè)設(shè)計

補(bǔ)充習(xí)題

同步導(dǎo)學(xué)

板書設(shè)計

Hecan’t/cannotswim.…

Shecouldrideabikefiveyearsago.

Hecouldn’tswimfiveyearsago.

CanIborrowyourpen?

CanIopenthewindow?

CanIclosethedoor?

……

CouldIborrowyourpen?

CouldIopenthewindow?

CouldIclosethedoor?

Hecanpasstheexam

Wecan’tplayfootballafterclass.

Thechildrencouldgotothepark

Shecouldn’tbuythatcoat.

7BUnit5Grammar（2）教案

一般給學(xué)生們上課之前，老師就早早地準(zhǔn)備好了教案課件，大家都在十分嚴(yán)謹(jǐn)?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(guān)于教案課件的？小編為此仔細(xì)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(xué)目標(biāo)

2、學(xué)習(xí)用what和how構(gòu)成感嘆句

重難點分析

學(xué)情分析

學(xué)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(rèn)識，但對其具體結(jié)構(gòu)還要進(jìn)一步學(xué)習(xí)

教學(xué)方法

教具準(zhǔn)備

教學(xué)步驟

教師活動

學(xué)生活動

個性化補(bǔ)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(dāng)我們談?wù)撨^去的可能性時，只能用。但我們不能用can或could談?wù)摗?p>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(fù)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(shè)計

1.背誦本課的單詞與詞組

2.完成《同步導(dǎo)學(xué)》上本課時的作業(yè)

3.預(yù)習(xí)Integratedskills，完成預(yù)習(xí)作業(yè)

板書設(shè)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(fù)數(shù)+主語+謂語

Whatbeautifulflowers(theyare)

4.How+形容詞/副詞+主語+謂語

Howclevertheboyis!

Howfastheisrunning!

牛津7BUnit5教案Unit5Abilities教案

Unit5Abilities教案

Teachingaims:

1.Todevelopthestudents’abilitiesoflistening,reading,writingand

speaking

2.Tofurtherunderstandtheimportanceofsavingwaterandarousetheir

awarenessofsavingwater

Languagefocus:

1.Asking“How”questionstofindoutmeans

2.Usingconnectivestoexpressconditions

3.Furtherunderstandingoftheimportanceofsavingwater

Materials:

1.Student’sbook7b

2.Acomputer

3.Formscopiedforeachstudent

4.Severalpiecesofpaperformakingposters

Teachingprocedure:

Pre-taskpreparation:

1.ReviewanEnglishpoem:Water

2.Adialogueabouttheknowledgeofwatergivenbythestudentsonduty.

Raisequestionsandanswerthesequestionsaboutit.(studentsvsstudentsactivity)

3.Reviewtheusageofthewater

Askstudentstonameasmuchwaysofusingwaterastheycan.

Haveagroupcompetition.

4.Askthestudentstothinkaboutthefollowingquestion,“Whatwill

happenifthereisnowater?”Showasetofpicturesofwatershortageand

askthemtoidentifythem.Encouragethemtosaymore.

5.While-taskprocedure:

Introducethenewdialogue:

1.Studentswatchtheslidesandlistentotherecording,“ThinkandSay”(P83)

2.Askthemtoanswerthequestionstheyhaveheardfromthetape.

3.Studentslistenagainandrepeat.

4.Studentsreadthedialoguewiththeirpartners.

（該部分中，我先讓學(xué)生通過聽兩段對話帶出新句型，并通過一問一答來進(jìn)行操練加）

5.Showmorepicturesofsavingwaterandaskthestudentstousethe

sentencesthey’velearnedtotalkaboutthem.

----Howcanwesavewater?

----Wecansavewaterby(not)…

Studentsdopairwork.

（在熟練句型的基礎(chǔ)上，給出不同的畫面來讓學(xué)生運用句型進(jìn)行討論，提高了學(xué)生的學(xué)習(xí)興趣。）

6.Studentslookatthepictureofahouseinwhichpeopleareusingwater

indifferentwaysandlistentothetape.Thenaskthemtoidentifywhich

actionsarewrongandgivetheirreasons.

避免了簡單的機(jī)械操練，激發(fā)了學(xué)生用所學(xué)的新句型來表達(dá)自己的想法。）

Post-taskactivities:

1.Dividetheclassintogroupsoffour.Studentsmakesomeshortplays

aboutsavingwater.

2.Inviteseveralgroupstoactatthefrontandaskstudentstogive

conclusionsaftereachperformance.

（此部分是一個綜合應(yīng)用的部分。要求同學(xué)們通過小劇表演）

3.Distributeaformtoeachstudent,“Howcanwesavewater?”Ask

studentstofinishthem.Invitea

moreablestudenttocometothefronttocompleteit.

（表格的填寫把同學(xué)的所學(xué)落實于筆頭。）

4.Distributeapieceofpapertoeachgroupoffourandaskthemto

designposters.

5.Invitethestudentstointroducetheirpostersatthefrontandput

theirpostersontheblackboard.

Teachingaims:

1.Todevelopthestudents’abilitiesoflistening,reading,writingand

speaking

2.Tofurtherunderstandtheimportanceofprotectingtheforestsand

arousetheirawarenessofprotectingtheforests

Languagefocus:

1.Usingadjectivestodescribeobjects

2.Using“Wh-”questionstofindoutspecificinformationaboutanobject

Teachingprocedure:

Pre-taskpreparation:

1.Reviewthewordsand“Lookandread”onpage56.

2.Introducenewwords.

While-taskprocedure:

1.Organizeagame.

2.Letthestudentswatchavideo.

3.Playtherecording:Playagame.Studentslistenandfollowintheir

books.

4.Tellthemtocomparethingswhicharemadeofdifferentmaterialsto

elicit:prefer.

Post-taskactivities:

1.Studentsmakeshortdialogues.

2.Conductanactivity:thebestsalesman.

3.Askstudentstodiscusshowtoprotecttheenvironment.

Assignment: