湘教版英语七下教师用书Unit7Topic2

Topic2SectionA主要活动：1a和3课时建议：1教学目标：1.情态动词can/can’t的用法。2.重点掌握句型:Canyou…?Yes,Ican./Yes,alittle./Yes,verywell.No,Ican’t./No,notatall.教学过程：第一步：复习1.学生自由对话。Whenwereyouborn?Wherewereyouborn?2.学生用以下问题猜谜语。Whatshapeisit?Whatcolorisit?Howlongisit?Howwideisit?第二步：呈现1.引出“Canyou…？”Thereisanobject.It’sround.It’sblackandwhite.Canyouguesswhatitis?2.师生问答。A：Whatcanyoudo?B:Ican…A:Whatcan’tyoudo?B:Ican’t…3.教师可做各种动作,引导学生说。Icanwrite.Ican’tfly.Icansing.…4.提出问题：WhatcanMariaandJanedoattheparty?Whatcan’ttheydoattheparty?5.学生听1a录音,同时完成1b。第三步：巩固1.放1a录音,学生跟读,核对1b答案。2.双人活动。学生两人一组,说出或写出自己在聚会上能做什么和不能做什么,双方交换检查。3.听录音,完成2。第四步：练习1.分组活动。将学生分为若干小组,进行比赛。一组说Ican…。另一组说Ican’t…。教师把学生所用的动词分别写在黑板上,动词不得重复,所用动词多的一方取胜。可多进行几次,也可由学生自己将动词写在黑板上。2.学生两人一组练习3。3.学生独立完成4,教师核对答案。4.知识点总结。第五步：综合探究活动1.小组活动。对同学们进行调查,完成5的表格。2.学生制作海报,列出自己能做和不能做的事。3.双人活动,一个学生说Icando…,Ican’tdo…,另一个学生做动作。SectionAMainactivities:1aand3Teachingperiods:1Teachingaimsanddemands:theuseof“can/can’t”.thefollowingusefulexpressions：Canyou…?Yes,Ican./Yes,alittle./Yes,verywell.No,Ican’t./No,notatall.Teachingprocedure:Step1Reviewfreetalk,usingthequestionsbelow.Whenwereyouborn?Wherewereyouborn?ariddleusingthefollowingquestions：Whatshapeisit?Whatcolorisit?Howlongisit?Howwideisit?Step2Presentationthesentence:Canyou…?Thereisanobject.It’sround.It’sblackandwhite.Canyouguesswhatitis?inbyaskingquestionslikethis:A:Whatcanyoudo?B:Ican...A:Whatcan’tyoudo?B:Ican’t...teacherleadsthestudentstosaybyperformingactions:Icanwrite.Ican’tfly.Icansing....thequestions:WhatcanMariaandJanedoattheparty?Whatcan’ttheydoattheparty?thestudentslistento1aandfinish1b.Step3Consolidationto1aandread,thenchecktheanswersof1b.2.Pairwork.Sayorwrite“She/Hecan…”or“She/Hecan’t…”attheparty.andfinish2.Step4Practicework.Acompetition:GroupAsays“Ican…”.GroupBsays“Ican’t…”.Thegroupwhichsaysmoresentenceswithmoredifferentverbswinsthegame.3inpairs.studentsfinish4bythemselves.Andtheteachercheckstheanswers.upthelanguagepoints.Step5Projectwork.Makeasurveyandcompletethechartin5.thestudentstomakeapostertowritedownwhattheycandoandwhattheycan’tdo.work.Onestudentsays“Icando…”,“Ican’tdo…”,andtheotherstudentperformstheaction.SectionB主要活动：1a和2课时建议：1教学目标：1.情态动词can/can’t的用法。2.重点掌握句型:Whatelsecanyoudo?Icancount.Whatcanahendo?Itcanjump,butitcan’tswim.CanspeakEnglish?Yes,hecan.Hecanspeakitverywell/alittle.Yes,butnotverywell.No,hecan’tspeakitatall.教学过程：第一步：复习1.学生展示上节课的作业,教师简单点评。2.两人一组进行表演,一人做动作,一人说句子,看哪一组配合得好。第二步：呈现1.导入1a对话。Thereisabird.Shecanspeak.Canyouguesswhatitis?Oh,it’saparrot.2.提出问题：Whatelsecantheparrotdo?3.听录音1a,学生找出答案,教师核对答案。4.再听一遍录音1a并跟读。5.教师引导学生说话。T:Cantheparrotsing?S:Yes,shecan.T:Canshecount?S:No,shecan’can’tcount.T:CanshesinganEnglishsong?S:Yes,shecan.6.推出新单词：smart=clever第三步：巩固1.学生独立完成1b,教师核对答案。2.提出任务,两人一组,假设你有一只小猫、小狗或一只小鸟,告诉你的搭挡他/她会做什么,不会做什么。如：Ihavealittledog.Hecanswim.Hecan’tclimbthetree.3.小组活动：A:Canyourdog/cat…?B:Yes,he/shecan.No,he/shecan’t.第四步：练习1.由3引导学生说出Hecan…,buthecan’t….2.游戏：课前准备几张写有猪、鸡、青蛙等的纸片和面具,纸片扣放在讲台上,面具放在一边。两人一组,一人手持面具,另一个翻看桌上的纸片,然后说：Ican…,butIcan’t…手持面具者根据他的解说,判断出是哪一种动物后,戴上面具说：He/Sheisa…He/Shecan…buthe/shecan’t…面具与纸片上所写的动物对上的获胜,由时间长短定,可寻找几组进行练习。3.学生两人一组练习3。4.小组活动,完成4。第五步：综合探究活动布置作业：学生5人一组,每人向大家描述自己的能与不能。如：A:Icanswim,butIcan’tsing.B:Icanplaytheguitar,butIcan’tplayfootball.C:Icanrun,butIcan’t…D:...四人说完后,第五位同学向大家重复一句刚才的句子,让大家判断正误。SectionBMainactivities:1aand2Teachingperiods:1Teachingaimsanddemands:theuseof“can/can’t”.thefollowingusefulexpressions:Whatelsecanyoudo?Icancount.Whatcanahendo?Itcanjump,butitcan’tswim. CanspeakEnglish?Yes,hecan.Hecanspeakitverywell/alittle.Yes,butnotverywell.No,hecan’tspeakitatall.Teachingprocedure:Step1Reviewthehomework.work.Onestudentsays“Icando…”/“Ican’tdo…”,theotherperformstheaction.Step2PresentationinDialog1alikethis:Thereisabird.Shecanspeak.Canyouguesswhatitis?Oh,it’saparrot.:Whatelsecantheparrotdo?to1aandfindouttheanswertothequestion.againandreadafterthetape.leadsstudentstospeaklikethis:T:Cantheparrotsing?S:Yes,shecan.T:Canshecount?S:No,shecan’t.Shecan’tcount.T:CanshesinganEnglishsong?S:Yes,shecan.thenewword:smart=cleverForexample:Theparrotcansing“birthdaysong”andcanworkoutmathproblems.It’ssmart.Step3Consolidationstudentsfinish1bbythemselves.Theteachercheckstheanswers.work.Supposethatyouhavealittledog,alittlecatoralittlebird.Tellotherstudentswhattheycando.Forexample:Ihavealittledog.Hecanswim.Hecan’tclimbthetree.work.Thestudentsaskandanswerquestions.A:Canyourdog/cat...?B:Yes,he/shecan.No,he/shecan’t. Step4Practiceto3,leadstudentstospeak“Hecan...,buthecan’t...”.ariddle.StudentAsays“Ananimalcando…”,andtheothersguesswhatitis.work.Practice3inpairs.work.Finish4.Step5ProjectHomeworkWorkingroupsoffive.Fourofthemtalkaboutwhattheycandoandwhattheycan’tdolikethis:A:Icanswim,butIcan’tsing.B:Icanplaytheguitar,butIcan’tplayfootball.C:Icanrun,butIcan’t...D:...Then,thelastonerepeatsoneofthesentencesabove.Askclassmatestojudgetrueorfalse.SectionC主要活动：1a和2课时建议：1教学目标：1.情态动词could/couldn’t的用法。2.重点掌握句型：(1)Oneyearago,shecouldn’tflyakiteatall.(2)Shecouldonlydancealittlewhenshewasfive.(3)Kangkangisgoodatplayingsoccer.教学过程：第一步：复习1.检查作业。2.猜迷活动：一个学生谈论自己的同学,其它同学猜猜她／他是谁。A:Hecanswimbuthecan’tsing.B:HeisJim.C:No,heisn’t.Jimcansingbuthecan’tswim.第二步：呈现1.让学生读短文1a,然后找出问题的答案。(1)What’sJanedoing?(2)What’sMariadoing?(3)WhatareMichaelandKangkangdoing?答案:(1)Sheisflyingakite.(2)Sheisperformingballet.(3)Theyareplayingtabletennis.3.学生再仔细读一遍短文,独立完成1b,教师核对答案。4.教师讲解could/couldn’t和begoodat的用法。第三步：巩固1.学生独立完成2。2.学生合上书本,教师展出图片。学生描述课本2,练习过程中教师可用关键词给学生提供适当的帮助。3.双人练习示范。一个学生说：Icanswimnow.另一个学生说：Youcouldn’tswimtwoyearsago.如此反复练习几次或找几组学生到讲台前,一个学生说：Icanplaybasketballnow.另一个学生说：Butyoucouldn’tplaybasketballthreeyearsago.第四步：练习1.教师在黑板上画如下表格（内容可由学生自己填写）。couldcancouldn’tcan’ttimeSwimcometoschoolnowdancesingayearagorideabiketwoyearsagowhenIwasfourfiveyearsago引导学生说出如下句子：Icanswimnow.ButIcouldn’tswimwhenIwasfour.Icandancenow.ButIcouldn’tdancetwoyearsago.2.学生独立完成3,教师核对答案。第五步：综合探究活动1.总结知识点。2.根据表格写四个句子。SectionCMainactivities:1aand2Teachingperiods:1Teachingaimsanddemands:1.Learntheuseof“could/couldn’t”.thefollowingusefulexpressions：（1）Oneyearago,shecouldn’tflyakiteatall.（2）Shecouldonlydancealittlewhenshewasfive.（3）Kangkangisgoodatplayingsoccer.Teachingprocedure:Step1Reviewthehomework.ariddle.StudentAsayssomethingabouthis/herfriend,andtheothersguesswhohe/sheis.A:Hecanswimbuthecan’tsing.B:HeisJim.C:No,heisn’t.Jimcansingbuthecan’tswim.Step2Presentationthestudentsread1aandfindouttheanswerstothefollowingquestions：（1）What’sJanedoing?（2）What’sMariadoing?（3）WhatareMichaelandKangkangdoing?Answers:（1）Sheisflyingakite.（2）Sheisperformingballet.（3）Theyareplayingtabletennis.thestudentsread1aagaincarefullyandfinish1b.Theteachercheckstheanswers.teacherexplainstothestudentshowtouse“could”,“couldn’t”and“begoodat”.Step3Consolidationstudentsfinish2bythemselves.thestudentssomepicturestohelppractice.Talkaboutthepicturesin2.Teachercanusekeywordstohelpstudents.work.Onestudentsays,“Icanswimnow.”Anotherstudentsays,“Youcouldn’tswimtwoyearsago.”Onestudentsays,“Icanplaybasketballnow.”Anotherstudentsays,“Butyoucouldn’tplaybasketballthreeyearsago.”Step4Practice1.Askthestudentstocompletethechart.couldcancouldn’tcan’tTimeSwimcometoschoolNowDanceSingayearagorideabiketwoyearsagowhenIwasfourfiveyearsagoAskthestudentstopracticelikethis:Icanswimnow.ButIcouldn’tswimwhenIwasfour.IcandanceIcouldn’tdancethreeyearsago.studentsfinish3bythemselvesandtheteachercheckstheanswers.Step5Projectupthelanguagepoints.4sentencesaccordingtothechartabove.SectionD主要活动：1,2和4课时建议：1教学目标:1.复习can/can’t的用法。2.复习could/couldn’t的用法。教学过程：第一步：复习1.检查作业。2.教师把动词短语制成卡片（本单元的相关动词短语）进行复习。如：T:Lookatmypictures!Whocanspeakthemostquickly?S:Playfootball/flyakite/playbasketball...第二步：呈现1.播放1录音,学生完成下面的习题。2.教师领读。注意句子的语音语调。3.教师讲解课文。让学生复述1,尽可能用上can,can’t,could,couldn’t。第三步：巩固1.先让学生阅读2。2.由学生读出例句,再让学生独立完成2,写出正确的句子。3.学生根据自己的情况,写出类似的句子。第四步：练习1.总结知识点,完成课本3a和3b。2.小组活动：四人一组,互相调查,可用以下句子进行问答。Canyouswim?Couldyouswimwhenyouwerefouryearsold?第五步：综合探究活动1.调查报告,要求学生对班里的5名同学做出调查,如：现在会做什么,三年前是否会做,三年前会做什么,现在是否会做,写出自己的调查报告。2.小组活动,完成课本上的4。教学评估:听写（1）A:Canyouplaytennis?B:Yes,Ican.A:Couldyouplaytennisthreeyearsago?B:No,Icouldn’t.（2）A:Canyoudance?B:Yes,alittle.A:Canyourowaboat?B:No,notatall.（3）Icantakephotosnow,butIcouldn’ttakephotoswhenIwasfour.SectionDMainactivities:1,2and4.Teachingperiods:1Teachingaimsanddemands:theuseof“can/can’t”.theuseof“could/couldn’t”.Teachingprocedure:Step1Review1.Checkthehomework.theverbphrasesinthistopicwithcards.Forexample:T:Lookatmypi