Unit 7 The Birthday Party Topic 2 Section D 示范公开课教学设计【七年级英语下册仁爱版】

Unit7TheBirthdayPartyTopic2CanyousinganEnglishsong?SectionD教学设计一、教学目标1.能够根据已学语音、音标以及发音规则，正确朗读、拼写下列词汇：London,word,attheageof,not...anymore2.复习巩固can/could及否定形式的用法以及选择疑问句及其回答，如：(1)Withhermother’shelp,Jennycanwritewellnow.(2)—DoyouwanttosingChinesesongsorEnglishsongs?—Chinesesongs.(3)—CanAnndanceordraw?—Shecandance.3.能够读懂有关谈论现在和过去能做和不能做的事情的简单的故事。4.复习巩固谈论现在及过去能做和不能做的事情，如：Whenshewasthree,shecouldplaythepianoalittlebutshecouldn’twriteatall.Whenshewasfive,shecoulddancejustalittle.Shecandoitwellnow.Butshecouldn’tdoitatallinthepast.5.能够写出表示自己及他人能力的文章。二、教学重点及难点 重点：1.复习巩固表示现在及过去能做和不能做的事情：Whenshewasthree,shecouldplaythepianoalittlebutshecouldn’twriteatall.Withhermother’shelp,Jennycanwritewellnow.2.复习巩固选择疑问句的表达方式。难点：通过阅读短文，学会推理判断和寻找细节信息，完成练习活动。三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程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...【设计意图】通过对话操练，让学生集中注意力并激活学生已有知识。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.【设计意图】复习本话题的can/could及否定形式的用法，以及选择疑问句及其回答方式，鼓励学生将具有交际功能的表达法运用于实际生活中。3.Summarizetheusageofcanandcould.T:Let’sreviewthegrammarinthistopic.情态动词是动词的一种，它本身有一定的意义，但不能单独作谓语。它只能和动词原形一起构成谓语，表示说话人对某一动作或状态的语气或态度。can作为情态动词，有时态但无人称的变化。否定形式是cannot或can’t，过去式是could，过去式的否定形式是couldnot或couldn’t。can的用法:(1)can表示主语做某事的能力，意为“能、会”；could用于一般过去时，表示过去的能力。e.g.①—CanyouspeakEnglish?你会说英语吗？—Yes,Ican.是的,我会。②Hecanswimnow,buthecouldn’tswimtwoyearsago.他现在会游泳了，但是两年前他还不会游泳。(2)在口语中can和could都可以表示允许、请求、要求、建议等。could的语气更为委婉客气。e.g.①—CanIsmokehere?我可以在这里吸烟吗？—Sorry,I’mafraidyoucan’t.对不起，我恐怕你不能。②—Couldyoutellmehowtogettothebank?你能告诉我怎样去银行吗？—Sure,Ican.当然可以了。【设计意图】总结can和could用法，使学习更为系统。4.ReadthesentencesinFunction,andleadstudentstofindthekeysentencestructuresthey’velearnt,suchas:besure(that)+从句;takesb./sth.tosp.I’msurewe’llhaveagoodtimeattheparty.Youaresosmart!I’dliketotaketheseflowerstotheparty.【设计意图】复习、总结本单元的功能性句型，提高学生的语言储备。Step3PracticeMakeupnewsentencesusingcan/can’t/could/couldn’t.e.g.Icouldn’tdancewhenIwassix,butIcoulddraw.IcouldspeakEnglishalittleattheageofsix,butnowIcanspeakwell.He/Shecansingasong,buthe/shecan’tplaythepiano.【设计意图】创设情境，将具有交际功能的表达法运用于实际生活中。Task2Step1Pre-readingGuidestudentsthinkaboutthemselvesaccordingtothefollowingquestions.1.Whatcouldyoudoattheageofthree?2.Whatcouldyoudoattheageoffive?3.Whatcouldyoudoattheageofsix?【设计意图】由实际情况引入，激发学生的学习兴趣，为接下来的阅读活动做铺垫。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?【设计意图】通过阅读短文，训练学生的推理判断和寻找细节信息、根据上下文猜词义的阅读技巧。2.LetstudentsthinkwhattheycanlearnfromJenny.【设计意图】通过阅读学习Jenny对生活的乐观态度，引导学生树立积极向上的学习观。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东西。not…anymore意为“再也不，不再”，在句中not与助动词连用，anymore放在句末,not…anymore=nomoree.g.Youcan’tdrinkanymore.=Youcandrinknomore.你不能再喝了。(2)Lifewasveryhardforher.生活对于她来说非常艰难。behardforsb.=bedifficultforsb.意为“对于某人来说是困难的或对于某人来说很不容易”。e.g.—Canyouplaythepiano?你会弹钢琴吗？—No,Ican’t.It’stoohardforme.不会，它对于我来说太难了。(3)Withhermother’shelp,Jennycanwritewellnow.在妈妈的帮助下，珍妮现在写得很好。withone’shelp=withthehelpof…，意为“在……的帮助下”。e.g.WiththehelpofMissLi,IcansingEnglishsongs.在李老师的帮助下，我会唱英文歌了。Withyourhelp,Ifoundmylostpen.在你的帮助下，我找到了我丢失的钢笔。【设计意图】锻炼学生自主阅读和自行归纳重点知识的能力，巩固对目标语言的掌握。3.Letstudentscompletethepassageaboutthemselves.【设计意图】通过思考自身实际情况，完成短文填空，巩固本话题所学的有关能够和不能够的功能用语，激发学生的写作兴趣。WorkonProjectCompetition:Workingroups.Onestudentacts,andotherstudentsguesstheactivitiesandthenmakeupthesentenceswithcan/can’t.e.g.Hecanrideabike,buthecan’tplaytheguitar.【设计意图】通过一人表演，小组成员猜动作并造句的活动，使学生在快乐中学会运用本话题知识，培养学生运用知识的能力。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·山东济南）—IthinkJeffcan.A.shouldB.wouldC.mustD.can6.—Haveyougottheresultsoftheexam?（2017·湖北武汉）—No.Allwe______donowistowait.A.mustB.canC.mayD.could7.—IsthemanoverthereAdam?（2018·湖南长沙）—It______behim.HehasgonetoHongKongonvacation.A.mustB.can’tC.mustn’t【设计意图】检验学生知识掌握情况。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