教案课件是老师需要精心准备的，大家应该开始写教案课件了。只有写好教案课件计划，可以更好完成工作任务！你们会写教案课件的范文吗？下面是小编帮大家编辑的《七年级英语下册Unit7AbilitiesGrammar教案（新版牛津版）》，欢迎阅读，希望您能阅读并收藏。Jab88.com

Unit7Abilities
Teachingaims:
1.Introducetheusageofcan,couldandmay.
2.UsingWhatandHowtoexpressstrongfeelings.
Step1.Presentation
Enjoythepictureandpresentthenewwords.
Step2.Lead-in
Enjoymorepicturesandtalkabouttheusageofcanandcould.
Step3.Explanation
Using“can”/“could”totalkaboutability.
Weuse“can”totalkaboutpresentability.
Weuse“could”totalkaboutabilityinthepast.
e.g.Ican(cannot/can’t/cannot)swim.Whataboutyou?
Hecould(couldn’t/couldnot)danceinthepast.Whataboutyou?
2.Using‘can’,‘could’,‘may’andtotalkaboutpermission.
1)can与could
can常用于口语中,表示非正式的请求,请求对象一般是家人或朋友。e.g.
—CanIborrowyourbike,Simon?西蒙,我可以借一下你的自行车吗？
—Ofcourse.当然可以。
—CanIhavesomemilk,Mum?妈妈,我可以喝点牛奶吗？
—Yes,youcan.好的。
2)could是can的过去式。在口语中,could常用来代替can向对方更委婉地提出请求,用法上比can正式,可以用于向老师或长辈提出请求,这时could不表示过去,回答一般还是用can。
e.g.—CouldIuseyourcomputer,please?请问,我可以用一下你的电脑吗？
—Yes,youcan.可以。
—CouldIhandinourhomeworklater,MrLin?
—林老师,我可以稍后交作业吗？
—No,youcan’t.不,不行。
2.may
may也可以用来征求对方意见,意为“可以”,相当于could,用法也比can更正式,更礼貌,一般用于向陌生人或所尊敬的人请求许可。
e.g.
—MayIaskyouaquestion?我可以问你一个问题吗？
—Yes,please.可以,请问。
—MayIcomein,MrWu?吴老师,我可以进来吗？
—No,youmaynot.不行。
Step4.Exercises
Askandanswerquestionsusing“can”or“could”.Trytomakedialoguesinpairs.
1._______youspeakJapanese?
2._______youplaythepianolastyear?
3._______youcook?
4._______youuseacomputerwhenyouwere3?
5._______yourideabicyclewhenyouwereveryyoung?
6._______youunderstandEnglishTVprogrammesin2000?
Step5.Presentation
Showsomepicturesandpresenttheusageof“whatandhowtoexpressstrongfeelings”.
Step6.Explanation
1.what引导的感叹句：
1)what+a/an+形容词+可数名词单数（+主语+谓语）!
2)what+形容词+可数名词复数（+主语+谓语）!
3)what+形容词+不可数名词（+主语+谓语）!
2.How引导的感叹句：
1)How+形容词(+主语+连系动词)!
2)How+副词(+主语+行为动词)！
Step7.Exercises
1.Dotheexercisesonpage86.
2.Checktheanswers.
3.Domoreexercises.
Homework
1.Rememberthenewwordsinthislesson.
2.Dotheexercisesontheworkbook.

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七年级英语下册Unit7AbilitiesIps教案（新版牛津版）

每个老师不可缺少的课件是教案课件，大家在仔细规划教案课件。认真做好教案课件的工作计划，才能规范的完成工作！你们了解多少教案课件范文呢？以下是小编为大家收集的“七年级英语下册Unit7AbilitiesIps教案（新版牛津版）”仅供您在工作和学习中参考。

Unit7
集备部分
课题7Bunit7IPS
中心发言人时间
Objectives:
1.Learntowriteaprofile.
2.Learntotalkaboutwhatyoucanandcannotdo.
3.Todevelopthestudents’abilitiesoflistening,speaking,readingandwriting.
TeachingProcedures:
Step1Warmingup
Playagame:Whoisheshe?
eg:Shehasaroundfaceandtwobigeyes.
Shehaslonghairinaponytail.Whoisshe?
Step2Pre-taskpreparation
1.Asksomeverygeneralquestionsaboutreportsandschool.
2.Presentsomenewwords:term,memory,history,geography,personality,cheerful,organize,result.
Step3Taskprocedures
1.Reading
(1)Askstudentstoskimthetexttoidentifyanywordstheydon’tknow.
(2)Askstudentstoguessthemeaningoftheunknownwordsfromthecontext.
(3)Explainthemeaningbygivingexamples.
(4)Askstudentstolistasmanyadjectivesastheycanfind.
Thenaskthemtoaddotheradjectivesthatteachersmayusetodescribestudents.
(5)Askstudentstostudythenotesfortheparents’meeting.
Thenaskthemtofindinformationfromthereportcardtofillinasmanygapsaspossible.
2.Listening
(1)PlaytherecorderandaskstudentstocompleteMr.Wu’snotes.
(2)Playtherecorderagaintoenablestudentstochecktheiranswers.
(3)Asksomestudentstoreadouttheiranswers.
3.Writing
(1)AskstudentstouseinformationfromthereportcardandnotestocompleteSuzy’sprofile.
(2)Askthemtoguessthemeaningofthenewwords:grade,result,high.
(3)Readitandworkoutthewayofwritingaprofile.(Groupwork)
Writeaprofile:
(1)Dividetheclassintogroups.Askthemtowriteaprofile.
(2)Invitesomegroupstoshowtheirresults.
3.Speaking(PartB)
(1)Listenandanswer:
CanMilliedance?
WhataboutSandy?
WhatcanSandydo?
(2)Listenandread
(3)Readinpairs

七年级英语下Unit7AbilitiesTask教案（新版牛津版）

Unit7
集备部分
课题7BUnit7Task
中心发言人时间
Teachingaim:
1.Toadaptlanguagetowritedescriptionsforaspecificpurposeandaudience
2.Topracticewritingformalletters
3.Tousepersuasivelanguage
4.Toselectdescriptiveandrelevantinformationtosuitanaudience
TeachingModel:New
TeachingTools:computer(PPT)
Importantanddifficultpoints:Howtowritearecommendationletter.
Teachingprocedures:
AAnawardforDaniel
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
1.Samplewriting
2.Itisimportantthattheycheckspelling,sentenceconstructionandlayout.Encouragethemtohelpeachother.
Emphasizetheprocessofwriting:drafting,editingandfinalwrittenpresentation.
3.GetSstowritearecommendationletter.
4.ChoosesomeletterswrittenbystudentstoSs.Thenchecktheirletters.

七年级英语下Unit7AbilitiesReading教案（新版牛津版）

Unit7
集备部分
课题7BUnit7Reading
中心发言人时间
Teachingaims:
1.Tointroduceandexpandvocabularytodescribedangeroussituations.
2.Toguesscontextfromthetexttype,thetitleandthepicture.
3.Toinfergeneralmeaningfrompictureandactions.
4..Toskimthetextforoverallmeaningandscanfordetail.
Languagepointsandfocus:
AwardforBravery/helpsb.outofafire/bealone/hearsb.shouting/a79-year-oldman/pourwaterover/putoutthefire/beinhospital/helpeachother/becarefulwith
Firecanbedangerous./Itisimportanttobecarefulwithfire.
Teachingprocedures
1.Warmingup:Talkaboutdangerathome.Askifanystudentshaveeverhadanaccidentathome.Talkaboutwhattodoincaseofdanger.
2.Lookatthepicturesandpresentthenewwords:
neighbor,smoke,fire,rush,dangerous,burn,hurt,pour,rush,save,blanket,putoutthefire
3.Readthestoryandtrytogetsomeinformation.
ThensayTorFaccordingtothetext.
1).WangFanghelpedherclassmateoutofafire.
2).WangFang’sneighbouris79yearsold.
3).Mrs.Suncouldn’tgetoutbecauseshehurtherarm.
4).WangFangwasafraidwhenshesawalotofsmoke.
5).WangFangputoutthefirewithablanketandhelpedMrs.Sunout.
6).ThefireburnedWangFang’sneckandleg.
7).WangFangwasinhospitalfortwomonths.
8).WangFangsaidshewasgladtohelpothersandfirewasnotdangerous.
4.Listenandreadafterthetextandaskquestions.
1).Howoldisthebravegirl?
2).Whendidshehelpherneighbouroutofafire?
3).HowoldisMrs.Sun?
4).WherewasMrs.Sunwhentherewasafire?
5).Whycouldn’tMrs.Sungetoutofherhouse?
6).HowdidWangFangputoutthefire?
7).DidWangFanghurtherself?
8).HowlongwasWangFanginhospital?
5.Discussanyproblemsaboutthetext.
Firstfillintheblanksandreadtheconversation.
Thenhaveaninterviewingroups.
OneisWangFang,theothersarethereporters.
6.Discussingroups.
WhatdoesthewriterthinkofWangFang?Whatdoyouthinkabouther?Whydoyouthinkso?Whatdoyoudowhenyoumeettheaccidentlikethis?
7.VisitWangFanginhospital
Firstreadthetasktounderstandit.
Readthedialoguetofindoutandcorrectthemistakes.
Readtheconversationinpairs.
Actitout.
8.Aninterview
Doitingroups.IneachgrouponestudentcanbeWangFang,theotherscanbereporterstointerviewher.Thenchoosesomegroupstoperform.
9.Firesafety
Readthesentencesandmatchtherightpictures.
Readoutthesentences.
Askstudentstothinkofotherwaysaboutfiresafety.
Eg:Don’trunonthestairs.
Don’tplayontheroad.
Don’tleanoutthewindow.

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