每个老师上课需要准备的东西是教案课件，规划教案课件的时刻悄悄来临了。此时就可以对教案课件的工作做个简单的计划，才能规范的完成工作！有没有出色的范文是关于教案课件的？下面是由小编为大家整理的“7bUnit5Grammar教案”，欢迎您阅读和收藏，并分享给身边的朋友！

课题

7bUnit5Grammar

课型

新授课

教学目标

1、学习can与could在表示能力的使用

2、学习can与could在表示可能性时的应用

重难点分析

教会学生如何理解运用区别cancould

学情分析

学生已经掌握一些关于情态动词的用法，但如何正确区别一些情态动词，学生还是不太明确

教学方法

情景教学法,归纳法

教具准备

课件

教学步骤

教师活动

学生活动

个性化补充

Step1.Warmingup.

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)比较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.利用一些学生熟悉的短语，以can为提问方式与学生进行问答用第三人称换第二人称进行对话练习Writethemdownontheblackboard.Writethesentencesdownontheblackboard

Askthestudentstocomparethesentenceswithcanandcould.

Askthemtodrawtheconclusion.巡视，帮助可能有困难的学生ChecktheanswerCan和could分别表示现在和过去的能力我们在上册书中还学过表示征求意见的can,mayWritethemdownontheblackboardWritethemdownontheblackboard也可以用学生的课堂状况作为语境ShowthesentencesaboveonthescreenUse“can”toask小组内分组练习Askthepartnermorequestionslikeaboveandwritedowntheiranswers,thenreporttotheclass.answer让学生在组内写出更多的类似的句子总结can与could的区别reportthemselvesTalkaboutthetablesfreely.inpairs.理解举例说明

Answerthesesentencesandmakemore完成单选练习Guess总结

作业设计

补充习题

同步导学

板书设计

Hecan’t/cannotswim.…

Shecouldrideabikefiveyearsago.

Hecouldn’tswimfiveyearsago.

CanIborrowyourpen?

CanIopenthewindow?

CanIclosethedoor?

……

CouldIborrowyourpen?

CouldIopenthewindow?

CouldIclosethedoor?

Hecanpasstheexam

Wecan’tplayfootballafterclass.

Thechildrencouldgotothepark

Shecouldn’tbuythatcoat.

延伸阅读

7Bunit5Grammar导学案

教案课件是每个老师工作中上课需要准备的东西，是认真规划好自己教案课件的时候了。只有规划好教案课件工作计划，才能更好地安排接下来的工作！究竟有没有好的适合教案课件的范文？为此，小编从网络上为大家精心整理了《7Bunit5Grammar导学案》，欢迎阅读，希望您能阅读并收藏。

7BUnit5Abilities（4）
Grammar

1技能目标：掌握can和could表示“能”“会”的用法及区别。
学会运用感叹句来表达自己的思想感情。
2.知识目标：①重点单词：can,could,row,ski,snow,forget，racket
②重点词组:rowaboat,inthepast,goskiing
③重点句型: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、单选题。
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

完成书上P82A1,P83A2,P84所有填空.

1．情态动词can/could表示能力,could是can的过去式.
例如他五岁时就会游泳。He_____swim_____the______offive.
我10岁前不会说英语，但现在我会了。
I_____speakEnglish_____Iwasten.ButnowI______.
2．Can/could表示可能,could表示的可能性小于can，多用于疑问句和否定句.
假如我们不小心火的话，可能是非常危险的。
Fire_______________dangerousifwearenot________.
他会是李明的父亲吗？_______he_______LiMing’sfather?
他此刻不可能在家。He___________athomerightnow.
那个时候任何事情都可能发生在她的身上。
Anything________happen_________heratthatmoment.
3．感叹句的两种基本句型：
A）What+不定冠词（a/an）+形容词+名词（单数）！
亲爱的同学你能否告诉老师什么情况下没有不定冠词
1．当名词是_____________2.当名词是_____________
B）How+形容词+主语+谓语！
试完成下列句子
多勇敢的孩子啊！_____abravechild!=_____bravethechildis!
多么令人激动的消息啊！
What_____________________________________!
这些毯子真好看！
What______________________!
练一练：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、单选题。
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、用所给词的适当形式填空。
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.

7BUnit5Welcometotheunit教案

教案课件是老师需要精心准备的，大家在仔细设想教案课件了。只有写好教案课件计划，这对我们接下来发展有着重要的意义！你们会写一段优秀的教案课件吗？下面是小编为大家整理的“7BUnit5Welcometotheunit教案”，供大家参考，希望能帮助到有需要的朋友。

教学内容

7BUnit5Welcometotheunit

课型

新授课

教学目标

1.通过朗读漫画教会学生谈论能力的基本句型。

2.谈论在日常生活中我们能为他人所做的事情培养学生乐于助人的品质。

3.通过谈论如何关心和帮助他人引出本单元的中心任务。

教学重难点

1.学习使用一些做好事的词汇。

2.掌握情态动词can的用法

教学方法

情景交际法、任务型教学法

教具准备

课件

教学步骤

教师活动

学生活动

个性化补充

STEP1Greetings

STEP2.Lead-in

1.Showsomepicturestothestudents.Getthemtosaywhattheycando.

2.Encouragethestudentstobecreativeandtrytomakemoresentenceswith“can”.Andteach“ability”.

3.Getthestudentstomakeasimilardialogue.

S1:Whatistheboydoing?

S2:He’sridingabike.

S1:Canyourideabike?

S2:Yes,Ican./No,Ican’t.

S1:Isitdangeroustorideabikeonabusystreet?

S2:Yes,itis.

S1:Soyoumustbecareful.

Teach:fly,asuperdog,becareful……

4.listentothetapeandansweraquestion

CanEddiefly?

5.Getthestudentstoreadthedialogueagainandactitout.

(Encouragethestudentstoaddsomethingtomakethedialoguefunnier.)

STEP3Presentation

1.Say“Peoplehavedifferentabilities.Somepeopleusetheirabilitiestohelpothers.Wouldyouliketohelpothersifyoucan?Whatcanwedoforothers?

2.Askstudentstomakesentenceswith“Wecanhelp……………..”

3.Tellthestudentstheuseof“can”

4.Teachsomephrases:

Cleanup,giveseatstotheelderly

Ahomefortheelderly,ProjectHope

Collectthings,onthebus……..

5.Readthephrasesinthebook.P77

6.Dothematch.Andthenchecktheanswers

STEP7Consolidation

1.Playagame“Canyouguess?”.Askstudentstoguesswhatthestudentscando.

2.Dosomeexercises让学生复习有关

能力方面的词汇鼓励学生增加适当

的内容，扩大语言

的输出量要求学生根据所给

的句型造出尽可能

的句子，然后总结

Can的基本用法引导学生说出这些

词组的中文意思

与学生核对答案鼓励学生说出更多的能力方面的词汇尽量让更多的孩子

开口说出英语句子阅读对话并能模仿

出类似的情景对话学生听课文录音，回答有关漫画的问题

学生进行小组练习，准备短剧表演

（可以竞赛）学生跟读，并熟记

对主要的词组作和句子的用法做记录

学生根据这一句型进行造句，熟练掌握can的用法（可以竞赛）

学生进行头脑风暴，说出很多本课的新词汇

作业设计

1.背诵本课的单词与词组

2.完成《同步导学》上本课时的作业

3.预习Reading，完成预习作业

板书设计

7BUnit1Welcometotheunit

Abilitiesflylikeasuperdog,…….

Activitiesbecareful,planttrees,cleanup,

Giveseatstosb.,onthebus,

Collectthingsfor…..,ProjectHope,ahomefortheelderly

情态动词can+动词原形

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