初中英语人教版七年级下册课堂教学设计
人教版初一下册英语的教学设计五篇
人教版初一下册英语的教学设计五篇教学过程，实际上是学生在教师指导下的认识过程。
学生是认识的主体，知识的掌握和潜力的培养只能在主体自己相应的用心自觉活动中才能构成。
下面是小编整理的人教版初一下册英语的教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。
人教版初一下册英语的教学设计1Unit 8 I’d like some noodles.I. Analysis of the T eaching Material1. Status and functionThe topic of this unit is about food. The students will learn how to order food ortake-away. In this unit, the students will be able to use “would like” to express their needfor food and learn how to ask others‟information and provide their personal informationduring the process.2. Teaching aims and demands1). Knowledge objectsa. To master how to order food or take-away;b. To master the modal verb “would” and “what” questions.c. To master the usage of countable nouns and uncountable nouns.2). Ability objectsd. To use “would like” to talk about the need for food.e. To improve students‟ ability of communication and social practice.3). Sensibility objects:Let the students experience the happiness of learning English,cultivate their abilityto do things and foster the spirit of cooperation in group activities.3. Teaching difficult points and focus:1)To learn the names of food and the countable and uncountable nouns.2)To learn how to order food.3)To use “would like” to express their need for food and learn how to order food.II. Target Language1) what would you/he/they like to eat?I‟d /He‟d /They‟d like some...2) What kind of noodles would you/he/they like?I‟d/He‟d /They‟d like beef and tomato noodlesIV. Vocabularynoodles, beef, chicken, mutton, potatoes, tomato, cabbage,carrot, dumplings, porridge, soup, green tea, orange juice, would like…V. Teaching Time45 minutesVI. Teaching ProceduresStep 1. Warm up.1) Show some pictures about sports and let the students answer the questions below:After doing these sports, what‟s your feeling?Are you tired ?Are you hungry?2) Let the students thinking the question: If you are hungry, what would you like to eat?3) Show some pictures of food that they have learned.Step 2. Lead into.1)T: “No food left! But don‟t worry, let‟s go to the restaurant to have a big meal.Look! What can you see in the restaurant?Yes, There are many kinds of food there. You can choose whatever you like”.2)Show the new words.3)Questions:A: What kind of vegetables/meat/food/drink would you like?B: I‟d like some…Let the students to learn the names of food and the countable and uncountable nouns. Let the students make some dialogue.Step 3. Let’s chant.Step 4. Noodle House.1) Show some pictures about noodle specials.meat+vegetables → special1/special2….(let the students to guess the meaning of the word …special ‟)2) Make dialogueA: What kind of noodles would you like?B: I‟d like…and…noodles.Step 5. Pairwork and guessing game1) Pairwork . (Make dialogues.)2) Game: Who is the winner?Ask a boy and a girl come before the blackboard, and then ask two students to make adialogues. The boy or the girl who find the right special will win one score….aftersome pairwork, see who is the winner? The boy or the girl.3) Guessing game.Step 6. Role Play (In the Nodle House)A customer and a waiter. (Make a dialogue)Let the students express their need for food and learn how to order food.Step 7. SummaryStep 8. ApothegmStep 9 A Flash → “I’m hungry”人教版初一下册英语的教学设计2课前准备教师：准备游戏时所用的图片(食物、蔬菜、动物)。
人教版七年级下册全册英语教学的教案
人教版七年级下册全册英语教学的教案七年级下册全册英语教学的教案篇1一、【教学目标】（一）语言知识1.词汇掌握wake，early, first，day, term，must,still,by，on foot,the same to,usually,always，Ms.,boat，ship，sea，train，by plane/air/airplane, etc.2.理解Subway Worm reporter，Net Bar,roller skating Measure dining hall，dormitory bookstore，etc.（二）语法1.一般现在时（Simple present）2.频度副词（Adverbs of frequency）never，seldom，sometimes， often， usually， always， once， twice3.现在进行时（Present continuous）a. I’m loo king for a book.b. Are you doing your homework? Yes， I am./No，I’m not.c. Is he/she...?Yes， he/she is. /No，he/she isn’t.d. What are you doing now? I’m playing computer games.e. What is he/she doing? He/She is...4.谈论交通方式（T alking about means of transportation）How do you usually go to school? I usually go to school by bike.（三）功能用语与话题1.采访（Interviews）Our guest today is Michael from Class 2, Grade 1.2.谈论日常生活（Talking about routines）3.学校建筑（School buildings）swimming pool， playground，library， dormitory， lab, gym4.谈论兴趣喜好（Talking about interests， likes and dislikes）I like the swimming pool best. Why do you like English? Because it’s interesting and easy.5.借物（Borrowing things）How long can I keep it? Two weeks.6.新闻（News）、海报（Poster）Attention，please! Here is the news.7.谈论学校活动、科目和时间表（Talking about school activities，subjects and timetable）8.谈论学校生活（Talking about school life）（四）能力培养【听】能听懂谈论校园生活中比较熟悉的话题，识别主题，获取主要信息。
人教版英语七年级下册Unit12SectionA(1a2c)教学设计
4.引导学生观察图片并回答问题，教师揭示本节课的主题：“Yes, today we are going to learn about holidays and activities.”
（三）学生小组讨论
1.教师将学生分成小组，每组讨论以下问题：“What do you like to do on holidays? Why?”
2.学生在小组内分享自己的观点，使用一般现在时态进行表达，如：“I like to go to the mountains because it's quiet and beautiful.”
3.教师巡回指导，关注学生的讨论过程，及时给予帮助和鼓励。
4.每个小组选取一名代表，向全班汇报讨论成果，其他小组成员认真倾听并给予评价。
5.教师对学生的讨论进行点评，强调重点语法和词汇的运用。
（四）课堂练习
1.教师呈现2a部分的练习，要求学生根据听力材料，完成相应的任务。
2.学生独立完成练习，提高听力理解能力。
b.制作一张关于节假日活动的手抄报，用英文展示所学知识，提高学生的动手能力和审美意识。
作业要求：
1.学生应在课后认真完成作业，注意书写规范，保证作业质量。
2.家长要关注学生的学习情况，协助学生完成口语作业，并及时给予反馈。
3.教师在批改作业时，要关注学生的错误类型，给予针对性的指导和建议。
4.鼓励学生在完成作业的过程中，积极思考、主动探索，提高自主学习能力。
人教版英语七年级下册Unit12SectionA(1a2c)教学设计
2024年春学期人教版初中英语七年级下册教学计划附教学进度表
2024年春学期人教版英语七年级下册教学计划附教学进度表一、学情分析本学期我担任本班英语学科教学工作。
本学期本班共有X名学生，其中男生X名，女生X名。
学生学情相对平衡。
大多数学生基础较为扎实，对英语课的认识和理解也逐渐深入，能大胆尝试和探究问题。
部分学生基础比较薄弱，阅读理解能力、文字组织和表达能力、写作能力等不强，短时期难以有较大的提高。
本学期要注重提高全体学生的英语素养。
采取“分层式”教学方式，培养学生在生活中运用英语的能力，使学生懂得英语对生活的服务关系，发挥语言的交际功能，更好适应社会。
同时，还要培养学生英文文学欣赏的能力。
英语基础知识和能力的训练要更进一步，注重重要语法知识和重点句型的灵活运用和进行英语表达方式的综合训练，并落实到实际运用上。
二、教学内容与教材分析七年级下册共12个单元，加上复习单元2个，文化背景知识和学习策略等局部补充材料。
全书采取任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序。
每个单元都列出明确的语言目标，主要的功能工程与语法结构，需要掌握的根本词汇，并分为A、B两局部。
A局部是根本的语言内容，B局部是知识的扩展和综合的语言运用。
每个单元还有selfcheck局部，供学生自我检测本单元所学的语言知识之用。
它采用“语言的输入——学生的消化吸收——学生的语言输出”为主线编排的。
通过确定languageGoal，采用听、说、读、写，自我检测等手段，有效提高语言习得者的学习效率，有利于习得者的语言产出，表达了以学生为主体的思想。
三、教学目标1、获得英语中的基本理论、概念、原理和规律等方面的学问，明白并关注这些学问在生产、生活和社会中的应用。
2、学会将实践生活中遇到的实际问题转化为英语问题、从而通过英语问题解决实际问题，体验知识的探究及其推理过程并学会在实际问题进行应用。
3、初步具有英语操作的基本技能。
肯定的科学探究和实践才能，养成良好的科学思维习惯。
人教版英语七年级下册Unit4SectionA(1a1c)教学设计
1.学生在语法知识方面，对一般现在时的结构掌握不够熟练，容易在肯定句、否定句和疑问句的转换上出现错误。
2.在词汇方面，学生对与日常生活相关的动作词汇掌握程度不一，部分学生可能对某些词汇的含义和用法不够熟悉。
3.学生在听说能力上，部分学生存在听力理解困难，口语表达能力较弱，需要加强练习。
4.学习兴趣上，学生对英语学习仍保持较高的兴趣，但个体差异较大，部分学生对课堂活动参与度不高。
人教版英语七年级下册Unit4SectionA(1a1c)教学设计
一、教学目标
（一）知识与技能
本章节主要是人教版英语七年级下册Unit 4 Section A(1a-1c)，旨在让学生掌握一般现在时的用法，以及与日常生活相关的动作和习惯的表达方式。具体知识与技能目标如下：
1.掌握一般现在时的肯定句、否定句和疑问句结构，并能运用到实际情境中。
（三）学生小组讨论
1.教师将学生分成若干小组，每组选择一个话题，如：早晨、中午、晚上或周末的日常活动。
2.各小组用一般现在时讨论话题，每位同学都要参与讨论，记录下组员的日常习惯。
3.讨论结束后，各小组派一名代表汇报讨论成果，其他同学认真倾听，互相学习。
（四）课堂练习
1.教师发放练习题，包括一般现在时的肯定句、否定句和疑问句转换，以及与日常生活相关的动作词汇填空。
2.学会描述日常生活中的动作和习惯，如：brush teeth, wash face, eat breakfast等。
3.能够听懂、会说、会读、会写与日常生活相关的词汇和短语，如：morning, night, after school等。
4.提高学生的英语听说能力，使他们能够在日常生活中用英语进行简单的交流。
七年级下册英语教案
七年级下册英语教案新人教版七年级下册英语教案（精选11篇）作为一位杰出的教职工，总归要编写教案，教案是教学蓝图，可以有效提高教学效率。
那要怎么写好教案呢？以下是小编整理的新人教版七年级下册英语教案，欢迎大家分享。
七年级下册英语教案篇1【课堂学习目标】知识目标：(1)复习Wh-questions。
(2)学生收集朋友的有关信息特别是人物的`外貌描写。
(3)学生能用不同的句型来介绍个人信息，如：My…’snameis…;His/Her favourite hobby is…;He/She is…years old,…centimetershigh.He/She lives in…etc。
技能目标：(1)听说——学生能从听力中抓住描述人物的信息。
(2)写——学生能把听到的信息正确地填入表格。
情感、态度与价值观:培养学生的听力能力和善于捕捉信息的能力【课堂学习过程】I Sing a song.II.Duty report(Ask the students some Wh-questions about the duty reporter)III.Listening1.Get ready for the listening.Pay attention to the words:length n.长度,height n.高度,birth n.出生,blond adj.金色的.2.Explain how to do the two parts of the listening.A.Fill in the blanks in the table for the first time to listen.B.Write the numbers 1-4 under the correct photos for the second time to listen.3.Read the dialogues after finishing the listening.Payattention to the Wh-questions.IV.Practice in pairs.1.Practice the dialogues in pairs.You:…Your deskmate:…You:What colour is your hair?Your deskmate:It’s_________(brown).You:How long is your hair?Yourdeskmate:It’s_________(very long).You:What colour are your eyes?Yourdeskmate:_____________(Brown).You:How tall are you?Yourdeskmate:I’m___________(155)cmtall.You:Where are you from?Yourdeskmate:I am from_________(theUK).You:What’s your favourite sport?Yourdeskmate:_____________(Tennis).You:What’s your best subject?Yourdeskmate:…You:…Yourdeskmate:…2.Then fill in the information in the table.Name AgeAppearanceHobbyBest subjectDream job3.Introduce your deskmate to the classMy deskmate is______________.He/She is____________.He/She has________________hairand___________eyes.His/Her favourite hobby is____________His/Her best subject is_____________.And he/she wants to be_____________.【Homework】Describe one of your favorite teachers in our school!My favourite teacher________________________________________________________________ _____________________________________七年级下册英语教案篇2【学习目标】：1、熟练掌握本课13个单词.2、谈论对方喜欢或不喜欢的食物。
(完整版)人教版七年级英语下册全册教案
人教版七年级英语下册全册教案Unit1 Where is your pen pal from?Topic:Countries, nationalities, and languagesFunctions:Talk about countries, nationalities and languagesAsk and tell about where people liveStructure:Where's/Where're ...from?Where does/do ...from?What questions----What language does/do ...speak?Target language:Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....V ocabulary:words about countries, languagesTeaching design:The whole unit needs 5 periods, 4 for new lessons and 1 for testPeriod 1 ( 1a----Grammar Focus )Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Key points:Where is your/John's pen pal from? He/She is from...Where does he/she live? He/She lives in....(Homework for preview)Pre-task:Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speakT can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)The example is following:Name: Curry MurayAge: 75From(Nationality): the United StatesCity: New YorkLanguage: EnglishTeaching Steps:Step 1 Leading-inThe information of the teacher's own pen pal's information."I have a pen pal. His name is Curry Muray. He is from the United States.Do you have a pen pal? Where is your pen pal from? What's your pen pal's name?"Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)Step 2 LearningSection A 1a Learn the new words on the Bb. The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)Pay attention to the pronuciation of the new words.Step 3 Listening1b Listen and circle the countries in 1a they learnedStep 4 CompetitionTwo groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.(This step is a memory game. It can help the Ss consolidate the new words they learned)Step 5 Pairwork1c Practise the following conversation:---Do you have a pen pal? ---Yes, I do.---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.Step 6 Leading-inRevise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;Step 7 Learning2a Learn the city names together with the whole class just like Step 2 2b Listen and circle the cities and countries2c Listen and complete the chartHave a similar competition to consolidate the new words in this part.Step 8 PairworkT has a conversation with one student like the following:---Do you have a pen pal? ---Yes, I do.---What's your pen pal's name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb)Let the Ss practise after the T's example in pairs then several pairs do it in class.Step 9 ExerciseMy pen pal is from Australia.(划线提问)John's pen pal is from Japan. (划线提问)He lives in Paris. (划线提问)Homework:Read and copy the new words .Copy the sentences in Grammar FocusMake up the questions about Jodie in 2c The questions are:Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves) Unit 2 Where's the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street. New languageIs there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,BetweenRecycled languageWhat are you doing?Do you want to ...?Section AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces the key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time. Students only listen.Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office near here?B: Yes, there is. There's one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isn't.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范）the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。
最新2023年部编人教版英语七年级下册教案(全册)
最新2023年部编人教版英语七年级下册教案(全册)第一单元：认识新同学教学目标：- 研究并复关于个人信息的表达方式，如姓名、年龄、国籍等；- 研究并掌握相互问候和自我介绍的常用表达；- 能够用简单句子互相介绍自己和他人。
教学内容：1. 单词及词组- 名字（name）、国籍（nationality）、年龄（age）、学校（school）、家庭（family）、班级（class）、手机号码（phone number）、电子邮箱（email address）、问候语（greetings）、自我介绍（self-introduction）2. 语法- 一般现在时的肯定句和疑问句教学流程：1. 导入新课，介绍并复相关单词和词组。
2. 模仿示范，带领学生用一般现在时谈论个人信息。
3. 练相互问候和自我介绍。
4. 进行小组活动，让学生互相介绍自己和同学。
5. 梳理语法知识，引导学生理解一般现在时的构成和用法。
6. 进行语法练，巩固学生对一般现在时的掌握。
7. 总结本节课的内容，布置相关作业。
教学资源：- 《最新2023年部编人教版英语七年级下册》教材- 多媒体课件- 黑板和白板- 学生练册注：以上内容仅为简要介绍，具体的教案细节请参考教材及教师指导手册。
以上是《最新2023年部编人教版英语七年级下册教案(全册)》第一单元的简要内容。
本单元旨在帮助学生复习和掌握关于个人信息的表达方式，以及相互问候和自我介绍的常用表达。
通过多种教学活动和练习，学生将能够用简单句子互相介绍自己和他人，并掌握一般现在时的构成和用法。
详细的教案内容请参考教材及教师指导手册。
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Unit 1 Can you play the guitar?Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。
通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。
2. 教学难点：情态动词can的构成和使用。
三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。
2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match theactivities with the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。
Ⅲ. Game (What can I do?)T: Tell your partners what you can do. For example:I can play the guitar. I can sing and dance.Ss work in groups. The let some Ss talk to their classmates in front of the class. Ⅳ. Listening1. T: Now let’s listen to the tape, find out the right conversation, and number them1-3.（播放lb部分的录音让学生听，引导学生根据所听到的内容，选出对话的顺序，完成1b部分的教学任务。
）2. Check the answers: (3, 2, 1 )Ⅴ. Pair work1.Ask the Ss to practice the conversations in 1b with a partner. Then make theirown conversations.(引导学生展开Pairwork活动，完成lc部分口语交际的教学任务，学会运用can询问和表达能力。
)Ⅵ. Listening1. Work on 2a;T: Now, look at the pictures on P2, listen to the four conversations. Just listen.(Play the recording for the first time, students only listen carefully.)Then, listen to the recording again, and circle the clubs you hear.Check the answers with the class.2. Work on 2b;引导学生根据对话内容用正确的单词填空，补全对话，再播放听力材料一遍。
让学生进行校对，练习听力和写作能力，完成2b部分的教学任务。
Check the answers with the Ss.Ⅶ. Pair work1. Look at 2b and talk about what the people can do and the clubs they want to join.老师可以和一名优秀的学生做一个对话的例子，让学生们明白如何去问答，例如：T: What club does Lisa want to join?S1: She wants to join the chess club.T: Can she play chess？S1: No, she can't.2. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary.3. Ask some pairs to act out their conversations.Ⅷ. Role-play1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and tryto find out the answers to these questions.①What club does Bob join?②What club does Jane join?Ss read the conversation by themselves and find the answers to the questions. Then check the answers:①Bob joins the soccer club. ②Jane joins the English and art club.2. Explain something that Ss can't understand.3. Let Ss read after the teacher or play the recording and let Ss read after therecording.4. Ss work in pairs to act out the conversation.5. Ask some pairs come to the front of the classroom. They try to act out the conversation. See which group is the best.Homework:1. Remember the new words and expressions after class.2. Recite the conversation after class.3. Write English names as many as possible in the exercises book.Section A 2 (Grammar Focus-3c)一、教学目标：1. 语言知识目标：1) 继续练习运用情态动词can。
学会询问和谈论彼此的能力和特长。
能掌握以下句型：①—Can you play the guitar? —Yes, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2. 情感态度价值观目标：该部分学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的一种群体意识，促进同学们对自身的认识，为将来的自我发展奠定基础。
二、教学重难点1. 教学重点：1) 让学生重点总结、发现情态动词can的用法。
2) 通过一些与学生们实际生活相贴近的教学活动，来达到熟练运用的目的。
2. 教学难点：1) 情态动词can的用法；2) 在实际交际活动中运用can来询问与表达自己或他人的能力。
三、教学过程Ⅰ. Warming- up and revision1. Ask some Ss about their abilities.T: Hi, S1! What can you do?S1: I can sing and dance?T: Can you play the guitar?S1: Sorry, I can't. But I can play chess.T: What club do you want to join?S1: I want to join the chess club.2. Role-play.Let some pairs role play the conversation in 2c.Ⅱ. Grammar Focus.1. 阅读指导：2. 学生阅读Grammar Focus中的句子，然后做填空练习。
①你会游泳吗？______ you ______?②是的，我会。
/ 不，我不会。
Yes, ____ _______. / No, I _______.… (其余试题见课件部分)3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find老师将情态动词的can的用法，以学案的方式呈现在大屏幕上，让学生自主学习，并发现其用法。
1. 可以看出，在Can…？句型中，情态动词can没有________和_______ 的变化。
2. 用情态动词can来询问他人的能力可以归纳为以下句型：Can + _______ + _________ + 其他?肯定回答：_________________否定回答：_________________What + can + _______ + ________ ?学生们合作学习讨论上面学案的答案，总结情态动词can的用法。
老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。
Ⅳ. Practice1. Look at 3a. 告诉学生们用所给的词汇来造句子。