Unit 7 The Birthday Party Topic 2 Section D 示范公開課教學(xué)設(shè)計(jì)【七年級(jí)英語下冊(cè)仁愛版】

Unit7TheBirthdayPartyTopic2CanyousinganEnglishsong?SectionD教學(xué)設(shè)計(jì)一、教學(xué)目標(biāo)1.能夠根據(jù)已學(xué)語音、音標(biāo)以及發(fā)音規(guī)則，正確朗讀、拼寫下列詞匯：London,word,attheageof,not...anymore2.復(fù)習(xí)鞏固can/could及否定形式的用法以及選擇疑問句及其回答，如：(1)Withhermother’shelp,Jennycanwritewellnow.(2)—DoyouwanttosingChinesesongsorEnglishsongs?—Chinesesongs.(3)—CanAnndanceordraw?—Shecandance.3.能夠讀懂有關(guān)談?wù)摤F(xiàn)在和過去能做和不能做的事情的簡單的故事。4.復(fù)習(xí)鞏固談?wù)摤F(xiàn)在及過去能做和不能做的事情，如：Whenshewasthree,shecouldplaythepianoalittlebutshecouldn’twriteatall.Whenshewasfive,shecoulddancejustalittle.Shecandoitwellnow.Butshecouldn’tdoitatallinthepast.5.能夠?qū)懗霰硎咀约杭八四芰Φ奈恼?。二、教學(xué)重點(diǎn)及難點(diǎn) 重點(diǎn)：1.復(fù)習(xí)鞏固表示現(xiàn)在及過去能做和不能做的事情：Whenshewasthree,shecouldplaythepianoalittlebutshecouldn’twriteatall.Withhermother’shelp,Jennycanwritewellnow.2.復(fù)習(xí)鞏固選擇疑問句的表達(dá)方式。難點(diǎn)：通過閱讀短文，學(xué)會(huì)推理判斷和尋找細(xì)節(jié)信息，完成練習(xí)活動(dòng)。三、教學(xué)準(zhǔn)備教師：教學(xué)課件；多媒體設(shè)備學(xué)生：課前預(yù)習(xí)四、教學(xué)過程Task1Step1RevisionHelpstudentsrevisetheusefulexpressionsinthistopic.T:Canyou...?S1:Yes,Ican./No,Ican’t;T:Canshe/heor...?S2:Shecan.../Hecan...T:Couldyou...whenyouwere.../inthepast/oneyearago?S3:Yes,Icould./No,Icouldn’t.Icould...【設(shè)計(jì)意圖】通過對(duì)話操練，讓學(xué)生集中注意力并激活學(xué)生已有知識(shí)。Step2Presentation1.ShowsomesentencesinGrammarandletstudentsfillintheblankswithcan/could/can’t/couldn’t.Icandanceandplaytheguitar.Ican’tsingChinesesongs.CanyousinganEnglishsong?OfcourseIcan./No,I______.Whatelsecanyoudo?I______count.Butoneyearago,she______doitatall.Butwhenshewasfive,shecoulddancejustalittle.2.FillintheblanksinOrQuestions.(1)—DoyouwanttosingChinesesongsorEnglishsongs?—Chinesesongs.(2)—______Anndanceordraw?—Shecandance.【設(shè)計(jì)意圖】復(fù)習(xí)本話題的can/could及否定形式的用法，以及選擇疑問句及其回答方式，鼓勵(lì)學(xué)生將具有交際功能的表達(dá)法運(yùn)用于實(shí)際生活中。3.Summarizetheusageofcanandcould.T:Let’sreviewthegrammarinthistopic.情態(tài)動(dòng)詞是動(dòng)詞的一種，它本身有一定的意義，但不能單獨(dú)作謂語。它只能和動(dòng)詞原形一起構(gòu)成謂語，表示說話人對(duì)某一動(dòng)作或狀態(tài)的語氣或態(tài)度。can作為情態(tài)動(dòng)詞，有時(shí)態(tài)但無人稱的變化。否定形式是cannot或can’t，過去式是could，過去式的否定形式是couldnot或couldn’t。can的用法:(1)can表示主語做某事的能力，意為“能、會(huì)”；could用于一般過去時(shí)，表示過去的能力。e.g.①—CanyouspeakEnglish?你會(huì)說英語嗎？—Yes,Ican.是的,我會(huì)。②Hecanswimnow,buthecouldn’tswimtwoyearsago.他現(xiàn)在會(huì)游泳了，但是兩年前他還不會(huì)游泳。(2)在口語中can和could都可以表示允許、請(qǐng)求、要求、建議等。could的語氣更為委婉客氣。e.g.①—CanIsmokehere?我可以在這里吸煙嗎？—Sorry,I’mafraidyoucan’t.對(duì)不起，我恐怕你不能。②—Couldyoutellmehowtogettothebank?你能告訴我怎樣去銀行嗎？—Sure,Ican.當(dāng)然可以了?！驹O(shè)計(jì)意圖】總結(jié)can和could用法，使學(xué)習(xí)更為系統(tǒng)。4.ReadthesentencesinFunction,andleadstudentstofindthekeysentencestructuresthey’velearnt,suchas:besure(that)+從句;takesb./sth.tosp.I’msurewe’llhaveagoodtimeattheparty.Youaresosmart!I’dliketotaketheseflowerstotheparty.【設(shè)計(jì)意圖】復(fù)習(xí)、總結(jié)本單元的功能性句型，提高學(xué)生的語言儲(chǔ)備。Step3PracticeMakeupnewsentencesusingcan/can’t/could/couldn’t.e.g.Icouldn’tdancewhenIwassix,butIcoulddraw.IcouldspeakEnglishalittleattheageofsix,butnowIcanspeakwell.He/Shecansingasong,buthe/shecan’tplaythepiano.【設(shè)計(jì)意圖】創(chuàng)設(shè)情境，將具有交際功能的表達(dá)法運(yùn)用于實(shí)際生活中。Task2Step1Pre-readingGuidestudentsthinkaboutthemselvesaccordingtothefollowingquestions.1.Whatcouldyoudoattheageofthree?2.Whatcouldyoudoattheageoffive?3.Whatcouldyoudoattheageofsix?【設(shè)計(jì)意圖】由實(shí)際情況引入，激發(fā)學(xué)生的學(xué)習(xí)興趣，為接下來的閱讀活動(dòng)做鋪墊。Step2While-reading1.Read1aandcompletethefollowingtasks.A.Check(√)thecorrectanswer(s).(1)Jennymaybe______yearsold.A.3B.15C.6(2)WhenJennywasfive,shecould_______.A.danceB.writeC.playthepiano(3)Theunderlinedword“hard”means_______.A.difficultB.boringC.happyB.Answerthefollowingquestions.(1)WhodoesJennylivewith?(2)DoyouthinkJennycanbeawriter?【設(shè)計(jì)意圖】通過閱讀短文，訓(xùn)練學(xué)生的推理判斷和尋找細(xì)節(jié)信息、根據(jù)上下文猜詞義的閱讀技巧。2.LetstudentsthinkwhattheycanlearnfromJenny.【設(shè)計(jì)意圖】通過閱讀學(xué)習(xí)Jenny對(duì)生活的樂觀態(tài)度，引導(dǎo)學(xué)生樹立積極向上的學(xué)習(xí)觀。Step3Post-reading1.Findthekeywordsandretellthepassage.livein...with...3—playthepiano—notwriteatall5—playthepiano—afewwords6—somethingwrong—not...anymore—hardwithone’shelp—writewellfirstbook—wanttobe2.PresentandguidestudentstolearnthelanguagepointsofSectionD.(1)Jennycouldnotseeanythinganymore.珍妮再也看不到任何東西。not…anymore意為“再也不，不再”，在句中not與助動(dòng)詞連用，anymore放在句末,not…anymore=nomoree.g.Youcan’tdrinkanymore.=Youcandrinknomore.你不能再喝了。(2)Lifewasveryhardforher.生活對(duì)于她來說非常艱難。behardforsb.=bedifficultforsb.意為“對(duì)于某人來說是困難的或?qū)τ谀橙藖碚f很不容易”。e.g.—Canyouplaythepiano?你會(huì)彈鋼琴嗎？—No,Ican’t.It’stoohardforme.不會(huì)，它對(duì)于我來說太難了。(3)Withhermother’shelp,Jennycanwritewellnow.在媽媽的幫助下，珍妮現(xiàn)在寫得很好。withone’shelp=withthehelpof…，意為“在……的幫助下”。e.g.WiththehelpofMissLi,IcansingEnglishsongs.在李老師的幫助下，我會(huì)唱英文歌了。Withyourhelp,Ifoundmylostpen.在你的幫助下，我找到了我丟失的鋼筆?！驹O(shè)計(jì)意圖】鍛煉學(xué)生自主閱讀和自行歸納重點(diǎn)知識(shí)的能力，鞏固對(duì)目標(biāo)語言的掌握。3.Letstudentscompletethepassageaboutthemselves.【設(shè)計(jì)意圖】通過思考自身實(shí)際情況，完成短文填空，鞏固本話題所學(xué)的有關(guān)能夠和不能夠的功能用語，激發(fā)學(xué)生的寫作興趣。WorkonProjectCompetition:Workingroups.Onestudentacts,andotherstudentsguesstheactivitiesandthenmakeupthesentenceswithcan/can’t.e.g.Hecanrideabike,buthecan’tplaytheguitar.【設(shè)計(jì)意圖】通過一人表演，小組成員猜動(dòng)作并造句的活動(dòng)，使學(xué)生在快樂中學(xué)會(huì)運(yùn)用本話題知識(shí)，培養(yǎng)學(xué)生運(yùn)用知識(shí)的能力。TestChoosethecorrectanswers.1.______,hewasgoodatplayingsoccer.A.AttheageoftenB.WhenheistenC.WhenhewastenD.BothAandC2.Thereis______withmypen.Ican’twritewithit.A.anythingwrongB.somethingwrongC.wronganythingD.wrongsomething3.Jennylive______Japan______herparents.A.at;withB.in;withC.in;forD.at;for4.Mr.Greendoes______workinBeijing______.A.not;nomoreB.no;anymoreC.not;anymore5.—Helen,who______fixupthecomputerinourclass?（2016·山東濟(jì)南）—IthinkJeffcan.A.shouldB.wouldC.mustD.can6.—Haveyougottheresultsoftheexam?（2017·湖北武漢）—No.Allwe______donowistowait.A.mustB.canC.mayD.could7.—IsthemanoverthereAdam?（2018·湖南長沙）—It______behim.HehasgonetoHongKongonvacation.A.mustB.can’tC.mustn’t【設(shè)計(jì)意圖】檢驗(yàn)學(xué)生知識(shí)掌握情況。Step4SummaryWelearn:1.somewords:London,age,word2.somephrases:attheageof... not...anymorewithone’shelp=withthehelpof... wanttobe3.somesentences:Jennycouldnotseeanythinganymore.Withhermother’shelp,Jennycanwritewellnow.Wecan:usethecan/couldforabilityandorquestionscorrectly(1)Shecandoitwellnow.Butshecouldn’t