7Bunit5教案Vocabulary,Grammar,。

每个老师不可缺少的课件是教案课件，大家在认真写教案课件了。只有写好教案课件计划，可以更好完成工作任务！有哪些好的范文适合教案课件的？以下是小编为大家精心整理的“7Bunit5教案Vocabulary,Grammar,”，希望能为您提供更多的参考。

VocabularyJAb88.cOm

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.

延伸阅读

7bUnit5Grammar教案

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.

7BUnit5Grammar（2）教案

一般给学生们上课之前，老师就早早地准备好了教案课件，大家都在十分严谨的想教案课件。写好教案课件工作计划，接下来的工作才会更顺利！有没有出色的范文是关于教案课件的？小编为此仔细地整理了以下内容《7BUnit5Grammar（2）教案》，仅供参考，欢迎大家阅读。

课题

7BUnit5Grammar（2）

课型

新授课

教学目标

1、进一步学习巩固如何使用can与could表达现在与过去的能力及可能性

2、学习用what和how构成感叹句

重难点分析

尽可能熟练用can与could表达现在与过去的能力及可能性；运用what和how构成感叹句

学情分析

学生已经基本掌握can与could的使用，但熟练性灵活性不够；对what和how构成感叹句已有初步认识，但对其具体结构还要进一步学习

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

STEP1Revision

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表示我们能做某事;could表示____能做某事。

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

1.Whycouldn’tMrsSungetoutofthekitchen?

2.WhatcouldhappenifZhangHuadidn’thelpher?

Can与could还可表示，could表示的可能性比can。当我们谈论过去的可能性时，只能用。但我们不能用can或could谈论。

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

C.Exercises:

用“can”“could”的正确形式填空

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”.

感叹句表示说话的惊讶,喜悦,气愤等情绪.

很多感叹句是用what和how引起的.

What用来修饰一个名词.

how用来修饰一个形容词,副词和动词.

T:Pleasediscussingroupsoffour:

What’sthestructureofexpressionswith“what”?

1.What+a(an)+形容词+单数名词+主语+谓语

Whatafineday(itis)!

2.What+形容词+不可数名词+主语+谓语

Whatgoodnews(itis)!

3.What+形容词+可数名词复数+主语+谓语

Whatbeautifulflowers(theyare)!

What’sthestructureofexpressionswith“how”?

How+形容词/副词+主语+谓语

Howclevertheboyis!

Howfastheisrunning!STEP5Exercises

T:PleasefillintheblanksinPartCandworkouttherulebelow.

STEP6FinishingPartA1

GetthestudentstocompletePartA1,Page99.Checktheanswersinpairsandinclass.Askthestudentssomequestiontoofferthemmorechancesforpractice.

STEP7Moreinformation

What引起的感叹句都可以转换为how引起的感叹句

1.Whatgoodnewsitis!

---

2.Whatbeautifulflowerstheyare!

---

How引起的感叹句修饰形容词时可以转what引起的感叹句.

Howclevertheboyis!

---

STEP8Doingsomeconsolidateexercises

一、用How,What,Whata,Whatan填空

1.________nicepencil!

2._________beautiful!

3._________interstingbook!

4.__________bighouse!

5._________deliciousfood!

二、将下列句子改为感叹句.

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Integratedskills，完成预习作业

板书设计

表能力：

Can--Canyourun?--Yes,Ican./No,Ican’t.

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

表可能：

Firecanbedangerousifwearenotcareful.

Anythingcouldhappentoheratthatmoment.

感叹句：

结构：1.What+a(an)+形容词+单数名词+主语+谓语

Whatafineday(itis)!

2.What+形容词+不可数名词+主语+谓语

Whatgoodnews(itis)!

3.What+形容词+可数名词复数+主语+谓语

Whatbeautifulflowers(theyare)

4.How+形容词/副词+主语+谓语

Howclevertheboyis!

Howfastheisrunning!

牛津7BUnit5教案Unit5Abilities教案

Unit5Abilities教案

warmingandwelcometotheunitperiod1

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.

（该部分中，我先让学生通过听两段对话带出新句型，并通过一问一答来进行操练加）

5.Showmorepicturesofsavingwaterandaskthestudentstousethe

sentencesthey’velearnedtotalkaboutthem.

----Howcanwesavewater?

----Wecansavewaterby(not)…

Studentsdopairwork.

（在熟练句型的基础上，给出不同的画面来让学生运用句型进行讨论，提高了学生的学习兴趣。）

6.Studentslookatthepictureofahouseinwhichpeopleareusingwater

indifferentwaysandlistentothetape.Thenaskthemtoidentifywhich

actionsarewrongandgivetheirreasons.

避免了简单的机械操练，激发了学生用所学的新句型来表达自己的想法。）

Post-taskactivities:

1.Dividetheclassintogroupsoffour.Studentsmakesomeshortplays

aboutsavingwater.

2.Inviteseveralgroupstoactatthefrontandaskstudentstogive

conclusionsaftereachperformance.

（此部分是一个综合应用的部分。要求同学们通过小剧表演）

3.Distributeaformtoeachstudent,“Howcanwesavewater?”Ask

studentstofinishthem.Invitea

moreablestudenttocometothefronttocompleteit.

（表格的填写把同学的所学落实于笔头。）

4.Distributeapieceofpapertoeachgroupoffourandaskthemto

designposters.

5.Invitethestudentstointroducetheirpostersatthefrontandput

theirpostersontheblackboard.

Readingofunit5period2

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:

Completethereport.