7AU7grammar教案
译林版英语7AU7教案
学吧教育辅导教案
授课日期及时段2018 年12月23日（15:00-17:00）
教学内容
7AU8Fashion
Comic strip
(1) I’m thinking about what to wear. (P. 92)
① think about 意为“思考、考虑”
，后接名词或者动名词。
You can think about my plan.
She is thinking about changing her job.
② what to wear 意为“穿……”，是“疑问词+不定式”结构。
I don’t know what to do next.
I want to know where to go.
(2) I can spend ten more minutes in bed then. (P. 92)
① spend+时间/金钱on sth./(in) doing sth.表示“花费时间/金钱做某事”。
He spent two yuan on the pencil.
It is nice of you to spend so much time showing us around your school.
【拓展】辨析spend, pay, take 和cost
② ten more minutes 意为“再有十分钟”，“数字+more+可数名词”相当于“another+数字+可数名词”，意为“再有……，另外……”。
Please give him two more/another two apples.
③ in bed 意为“卧床、躺在床上”，此前bed 前不加任何冠词。
7AUnit7Grammar说课稿
7A, Unit 7, Grammar 教学设计
Teaching Design
课题：7A, Unit 7, Grammar
Subject:7A, Unit 7, Grammar
教学内容: 一般过去时
Teaching Content：Simple Past Tense
课型: 语法课
Course type:Grammar
教学时间：40分钟
Teaching period: 40 min.
教材分析：本课属于牛津7A课本Unit7语言知识中的语法板块，主要目的是介绍一般过去时、一般过去时动词变化的规律及表示过去的时间状语。
在新课标中，本课知识点——一般过去时属于语言知识分级二级目标。
在近三年的广州中考中，一般过去时虽然没有在单项选择和语法选择题型中直接考察，但作为英语语言学习中的重要基础性知识点，其在口头写作（近年多以看图说话为主）、记叙性文章阅读以及写作、首字母填空、完成句子等部分中均占有举足轻重的地位。
当然，此知识点在小学课本上已经出现，故本课可以留给学生一定的自主学习空间，并鼓励学生尝试作相应的语言输出。
Material analysis:
教学目标：
Teaching aims：
1.认知目标：
Aims of the knowledge:
2.能力发展目标：
Aims of the ability:
3.情感目标：
Aims of the emotion:
教学重点：
Main teaching points:
教学难点：
Teaching difficult point：
教法分析：在本课中我会运用
Teaching methods:
教学流程设计：。
Unit 7__Grammar 参考教案
Unit7 Grammar 参考教案Teaching aims:1.Introduce the usage of can, could and may.ing What and How to express strong feelings.Step 1. PresentationEnjoy the picture and present the new words.Step 2. Warming upEnjoy more pictures and talk about the usage of can and could.Step 3. ExplanationUsing “can”/ “could” to talk about ability.We use “can” to talk about present ability.We use “could” to talk about ability in the past.e.g. I can (cannot /can‟t /can not ) swim. What about you?He could (couldn‟t /could not) dance in the past. What about you?2. Using …can‟, …could‟, …may‟ and to talk about permission.1) can与couldcan常用于口语中, 表示非正式的请求, 请求对象一般是家人或朋友。
e.g.— Can I borrow your bike, Simon?西蒙, 我可以借一下你的自行车吗？— Of course. 当然可以。
— Can I have some milk, Mum?妈妈, 我可以喝点牛奶吗？— Yes, you can. 好的。
2) could是can的过去式。
在口语中, could常用来代替can向对方更委婉地提出请求, 用法上比can正式, 可以用于向老师或长辈提出请求, 这时could不表示过去, 回答一般还是用can。
7AU7grammar教案
Sandy:That?s all right・
Step 5课堂小结
Step 6当堂检测
Step 7作业布置
1、完成家庭作业试卷半张。
2、预习Grammar Bቤተ መጻሕፍቲ ባይዱthere be
Read the following sentences
(There aren't /isn't ...in our
classroom.)
用实物来训练there be句型注意
2•指导学生根据以上对话操练归纳出there is和there are句型的区别。
3.给出•系列和there is/are及have/has有关的句型，让学生用这些词（组〉的 正确形式填空。
1.熟练掌握there be句型，包括肯定、否定和疑问句
2.学习there be就近原则
3..识别there be句型和have/has的区别
教 学 重 难 点
重点：目标1难点：目标2 &3
教 学 资 源
2预习作业、多媒体
2.教师通过对规律的总结，来突破难点。
预 习 设 计
1.Readthe following sentences
Step1复习
Some/any用法.
Step2
读一读，比-比
1.预习展示（一）
学习小组举荐-名学生试作小结there be结构
读•读there be句子
设置情景，提醒学生注意词读音以
2.预习展示（二）
及运用的变化。
A: What can you see in my hand?
让学生尽可能多的说出已经学习的
新版7AU7复习教案
bring带来指把某物或某人从另一个地方带到说话的地方来，也可以说是“由远及近”。come/go with me
例如：Bring me your dictionary tomorrow.明天把你的词典给我拿来。
否定句：There be句型否定句式的构成和含有be动词的其它句型一样，在be后加
上“not”。
一般疑问句：There be结构的一般疑问句变化只需把be动词移到句首，再在句尾加
上问号即可。
特殊疑问句：How many +复数名词+are there +介词词组？
How much +不可数名词+is there+---?
4.Ineed you to carryall the bags.
*need (sb) to do sth.
need sth
don’t need sth/ to do sth.
*carry搬运、携带，一般指重物。(没有方向性)
take带走意为把某物或某人从说话的地方带到另一个地方去，也可以说是“由近及远”，常和介词to构成搭配。
25. Would you like to help the children in poor areas？
26. They always walk a long way to school,sothey also need shoes.
27. I like this pair of shoes. Can Itry ___________ on? (it/ them)
2014年月日时时跟踪上次授课情况上次授课回顾完全掌握基本掌握部分掌握没有掌握作业完成情况全部完成基本完成部分完成没有完成本次授课内容授课标题学习目标7au7词汇知识点复习1
Unit7Grammar教学设计人教版七年级英语上册
Ssactively talk about the price with their partner.
Ss try their best to find out the rules and express their ideas.
Ss are expected tosay the words you've learned and use themcorrectly.
T asks students to pay close attention to the shoppingpicture showed in the PPT.
Sswatch the video clip toknow the topic of today’s learning.
Ss guess that“Double Eleven Shopping Carnival”is ing.
Ss are expected to①get prepared for the later related activities, and②to get a basic understanding ofthis topic.
Presentation
1.Let’s do.Say the words you see and try to make sentences.
Grammar板块教学设计
课型
Grammar
主题语境
人与社会——历史、社会与文化
内容分析
本课选自人教版七年级上册Unit7How much are these socks？
本单元的中心话题是：“购物”。向学生展示衣物名词，通过询问价格的方式，复习前面所学的基数词和指示代词。本单元的核心句型是：“How much？引导的特殊疑问句以及回答方式。教材中引入了贴近生活的购物用语，让学生能够学有所用。”ences in the chart with the words in the three boxes.
人教版七年级英语上册Unit7Grammar说课稿
（四）总结反馈
在总结反馈阶段，我将采取以下措施引导学生自我评价并提供有效反馈：
1.让学生自我总结在本节课中学到的知识点，并分享学习心得。
2.教师通过提问和回答，引导学生反思学习过程中可能遇到的问题和解决方法。
3.教师提供针对性的反馈，包括对学生的表扬和建议，以及对共性问题进行澄清和解释。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰的布局，主要内容包括课程标题、学习目标、重点知识点、例句以及总结。风格上，我将采用简洁明了的设计，使用不同颜色的粉笔区分不同部分，以便学生识别和记忆。板书布局分为三个区域：顶部是课程标题和学习目标，中间是知识点和例句，底部是总结和作业布置。板书在教学过程中起到提纲挈领的作用，帮助学生把握知识结构。为了确保板书清晰简洁，我会提前规划板书内容，避免过度冗余，并在课后及时擦除，为下节课做好准备。
（三）学习动机
为了激发学生的学习兴趣和动机，我将采取以下策略或活动：
1.创设情境：通过设计贴近学生生活的情境，如介绍朋友、家庭等，让学生在真实的语境中感受一般现在时的使用。
2.游戏化学习：运用游戏和竞赛等互动方式，增加学习的趣味性，激发学生的学习热情。
3.小组合作：鼓励学生进行小组讨论和合作，通过同伴互助，共同解决问题，提高学习效率。
4.成就感激励：对学生的进步给予及时反馈和表扬，增强他们的自信心和成就感。
5.联系实际：将语法知识与学生的日常生活紧密结合，让学生感受到学习英语的实用性和价值。
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：情景教学法、任务型教学法、合作学习法和支架式教学法。情景教学法能够让学生在真实的语境中学习语法，提高语言的实用性；任务型教学法通过设定具体任务，引导学生主动探究，培养解决问题的能力；合作学习法鼓励学生之间相互协作，共同完成任务，促进交流与合作；支架式教学法通过逐步引导，帮助学生构建知识体系。这些方法的选择基于建构主义学习理论，认为学习是一个主动建构的过程，学生通过实际操作、交流合作来构建自己的知识体系。
英语教学设计 Unit 7 Grammar
5.surpr
6.all the way-He ran all the way to the bus stop.
7.another—He wants to live in another city.
2.学生通过小组活动的方式，将划出的动词过去式根据从原形到过去式的变 化进行分类，同时在教师的引导下区分规则动词与不规则动词。
规则变化不规则变化
原形
过去式
原形
过去式
attend
attended
learn
learnt
launch
launched
say
said
disappear
disappeared
take
Unit 7 Grammar
教学内容
Grammar A: The simple past tcnse(pp. 91-92)
教学目标
语言知识
学习一般过去时的用法以及动词过去式的规则与不规则变化。
语言技能
运用一般过去时描述过去发生的事情。
情感态度
通过了解社团活动，增强对校园生活的热爱。
教学重点
掌握一般过去时的意义和用法。
8.of course一Of course, it was a dream.
9.all around—I looked for my pct dog all around the ncigbourhood.
Step 3掌握动词过去式的规则和不规则变化。
1.学生快速浏览主阅读篇章,划出文中动词的过去式，例如:attended, learnt, said, took, launched, disappeared, were, asked, shouted, used, felt等。
牛津译林版初一上学期英语教案：7AUnit7 Grammar
Title7AUnit 7 GrammarTeaching objectives:1.Knowledge objectives:(1) To learn to use some or any to talk about the amount of something.(2)To learn to use there be to show about something exists.Ability objectives:(1) To develop the ability of finding out rules.Teaching key points and difficult points:To learn how to understand and use some/any and there be correctly Teaching methods: Task-Based Language TeachingTeaching Procedures Designing aimsStep1: Introduction of the game (游戏介绍)1.It has three levels.游戏有三关Level 1. Using some/anyLevel 2. Using there beLevel 3. Group activity2.Try your best to finish the tasks and score points. Themore, the better.以游戏形式导入语法主题，以得分形式鼓励学生习得语法。
Step2: Discuss and work out the rules. Level1:some/ anyI want some pears.I want some apples.I want some bread.Do you have any pears?Do you have any apples?Do you have any bread?I don’t have any pears.I don’t have any apples.I don’t have any bread.1.我们用some或any 来谈论事物的数量, 表“一些”。
牛津译林版七年级上册(新)英语教案：7A Unit 7 Grammar
设备
Pictures, record and slide
教学设计
二次备课
Step1 Lead-in
1.The teacher can take out a book and says: I have a book and then take out some books and says: I have some books. Write ‘I have some books’ on the blackboard. Next, the teacher can take out a bottle of water and says: I have some water. Write it on the blackboard. Underline ‘some books’ and ‘some water’. Ask students to work out the rule, that is we can put some before countable nouns and uncountable nouns.
Let the students find out the rules about some and any. The teacher can conclude that ‘some’ can be used in positive sentence and ‘any’ can be used in question and negative sentence. Besides, the teacher should add that ‘some’ also can be used in questions. We use it when we are making offers and requests and we expected the
初中英语九年级上册(牛津译林版)Unit7Grammar教学设计
5.课后反思：
（1）认真总结本节课的学习内容，反思自己在学习过程中的优点和不足，为下一节课的学习做好准备；
（2）与同学交流学习心得，互相鼓励，共同进步。
（2）启发引导：通过对比、归纳等教学方法，帮助学生掌握情态动词和被动语态的用法，突破难点；
（3）实践运用：设计丰富多样的口语、写作练习，让学生在实际语境中运用所学知识，提高语言表达能力；
（4）分层辅导：针对不同层次的学生，提供不同难度的练习和辅导，使每个学生都能得到有效提高。
2.教学环节设计：
（1）热身活动：通过小组讨论，让学生分享自己的未来计划，激发学习兴趣；
（4）写：能够运用所学语法知识，书写关于未来计划的短文。
（二）过程与方法
1.过程目标：通过多样化的教学活动，引导学生主动参与、积极思考、合作交流，培养以下能力：
（1）观察、分析、归纳英语语法的规律；
（2）运用语法知识进行实际的语言表达；
（3）在真实语境中灵活运用所学语法知识，提高语言运用能力。
2.方法目标：采用以下教学方法，提高学生的学习效果：
（2）情态动词在将来时间中的用法区分，如：can, may, must, might, could, shall, should等；
（3）被动语态在将来时间中的句子结构和动词形式；
（4）在真实语境中，灵活运用语法知识进行语言表达。
（二）教学设想
1.针对重点和难点，采用以下教学策略：
（1）情境导入：通过呈现与未来相关的图片、视频等资源，激发学生对未来话题的兴趣，导入一般将来时态的学习；
2.九年级学生正处于青春期，思维活跃，求知欲强，对新鲜事物充满好奇心。因此，在本章节的教学中，教师应注重激发学生的学习兴趣，引导他们关注未来，培养其规划未来的能力。
译林版英语七年级上册_Unit7_Grammar名师教案
Unit7 Grammar名师教案I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. use “some” and “any” to talk about the amount of something;2. use “there be” to show the idea that something exists;3. develop the cognitive ability to discover rules.II. Teaching contents1. New words and phrases: paper2. New structures: I need to buy some Christmas presentsDo you have any money?I don’t have any money.There is a pear on the table.There is some milk on the table.There is not any bread on the table.There are not any cakes on the table.Is there a pear on the table?Is there any salt on the table?Yes, there is. / No, there isn’t.Are there any vegetables on the table?Yes, there is. / No, there isn’t.III. Focus of the lesson and predicted area of difficultyUse “some”, “any” and “there be” to write an introduction about the students’ school. Ⅳ. Preview（课前预习）活动一：爱观察：本单元我们主要学习some/any和there be的用法，教材中Comic strip and Welcome to the unit和Reading部分已学过的关于语法句子有哪些？尝试在课本中画出来，观察它们有什么特点？试着找找规律吧！活动二：爱思考：仔细阅读教材Grammar部分，注意some和any的区别，观看视频讲解，尝试总结，关于本单元的语法知识点，我学到了什么？试着画出思维导图，拍照上传，与大家分享吧！活动三：爱创作：用学到的语法结构，再结合着本单元已学到的知识，尝试编写对话或小故事，并将自己的成果上传分享！【备注：学生登录“优教·同步学习网”完成本课时预习任务，教师可通过备课端查看预习结果反馈，针对性进行课堂教学】Ⅴ. Teaching proceduresStep 1 Lead-in1. Show students Picture 1.T: Hello, everyone! As we know, Christmas is coming soon. I have a Christmas tree here. Tell me, what can you see in the tree? Yes, we can see some presents in it. Show students Picture 2.T: What about this one? Can you see any presents in the tree? No, we can’t see any presents in it.T: I want to buy some Christmas presents. So I need some money. Do you have any money?S1: No, I don’t have any money.Ask another student: What about you? Would you like some Christmas presents? CanI borrow some money from you?2. Ask students to think carefully and work out the rules about how to use “some” and “any”.T: We can use “some” and “any” before both countable nouns and uncountablenouns. We use “some” in a positive sentence. We use “any” in a negativesentence and a question. We can also use “some” in a question when we aremaking an offer or a request. We use it when we expect the answer to be “yes”.【提示：此处课堂上教师可让学生使用优教同步学习卡进行抢答，根据结果反馈，进行精准教学。
牛津译林版七年级上册(新)英语教案：7A Unit 7 Grammar
1.Present the two sentences ‘ There is a book on the desk.’ ‘There are some books on the desk.’ Let students tell the differences between the two sentences,
Step 3 Practice
1.Work in pairs to make a dialogue like this:
A: My birthday is coming. I want to buy something for my birthday party. Let’s go shopping.
3.To develop the ability of finding out rules.
教材分析
重点难点
To learn how to understand and use some/any and there be correctly.
教法学法
Task-based teaching, group work
Let the students find out the rules about some and any. The teacher can conclude that ‘some’ can be used in positive sentence and ‘any’ can be used in question and negative sentence. Besides, the teacher should add that ‘some’ also can be used in questions. We use it when we are making offers and requests and we expected the
七上U7 Grammar 教学设计
起始年级，英语基础薄弱，学生学习效果差异大，可塑性强
教学方法
任务型教学、合作学习法
学习方法
课前预习、课堂内外练习、合作学习
教学过程设计
备注
课题引入
I.Warming- up and revision
1.Greeting (Say hello between the teacher and the Ss)
教学内容
Howmuch is/are….? ---it’s/they’re ……
Demonstrative pronouns.(the/this/that/these/those)
重点难点
Howmuch is/are….? ---it’s/they’re ……
Demonstrative pronouns.(the/this/that/these/those)
T: Boys and girls, let’s play a guessing game,“How much is the bag?”OK?
Show the students pictures of some pictures like socks, shoes, hat, etc, let them guess the price of these things by using the following sentences:
2. observe and learn
(1) read grammar focus and conclude the sentence patterns
How much is ….? It’s ……
How much are ….? They are ……
(2) discuss: when do we use the two sentences? What’s the difference between them?
Unit 7 Grammar 教案 2022-2023学年牛津译林版七年级英语上册
Unit 7 ShoppingGrammar一、教学目标1. 掌握本节课重点词汇：paper2. 掌握本节课重点句型：I need to buy some Christmas presents.Do you have any money?I don’t have any money.There is a pear on the table.There is some milk on the table.There is not any bread on the table.There are not any cakes on the table.3. 使用some和any谈论事物的量。
4. 使用There be谈论某地存在的事物或人。
二、教学重点及难点重点：1. 引导学生使用some和any谈论事物的量。
2. 引导学生使用There be 谈论某地存在的事物或人。
难点：引导学生能区分some\any, There is/are, have的用法。
三、教学过程Task 1Step 1 Warming-upGuide Ss to look at the pictures and predict.1. What festival are they getting ready for?2. Does the girl have any money?【设计意图】通过引导学生观察图片并预测相关问题，活跃学生思维，同时导入语境。
Step 2 Presentation1. Guide Ss to read the conversation and answer questions.(1) What does the girl want to buy?(2) Does she have any money?【设计意图】通过读对话并回答问题，培养学生的理解能力，同时引出目标语法点。
2. Guide Ss to read the sentences and fill in the blankets.3. Guide Ss to read the sentences and think about when to use some i n questions.【设计意图】通过例句，帮助学生归纳some/any的用法。
九上英语U7Grammar教学设计
Mr Wu went to seeMy Fair Ladylast Friday. However, he did notenjoy himself. Read the sentences below and find out why. Join the two parts of each sentence with although/though.
重要教学环节设计：知识的形成、设计意图等。
二次备课部分
Step 1 Lead-in
Colette insisted that Hepburn was the perfect girl for the lead role in the play, althoughHepburn had never played any major roles before.
It is such a fine day that this family are having a picnic happily.
ChineseRunning Manis so interesting that many people are crazy about it.
ChineseRunning Manis such an interesting programme that many people are crazy about it.
2. Work out the rules.
We can usealthough/thoughat the beginning or in the middle of a sentence to introduce a clause.
so … that/such … that
牛津译林版七年级英语上册教案：Unit7Grammar2
课题7上Unit 7 Grammar 2课型New教学目标1. To learn how to use there be correctly .2.To use the important expressions.教学重点To learn how to use there be correctly .教学难点To use the important expressions.教学过程集体备课备课札记Task 1.Revision and lead-in Hot chairTeacher say : If the sentence is right, sit there and say Yes.If the sentence is not right, stand up and say No.Then ask them to read the se ntences and tell right or wrongA nd play the game .Task 2.Presentation1.Ask them to talk about a shopping list（购物单）Drinks:Vegetables:Fruits:Snacks:Ask them to make sentences :There is/are…on the list.Then ask them to work out the rules:There is/are +主语（人或物）+ 地点表示“某地有某物或某人” ——“存在有”have/has 表示“某人拥有某物” ——“拥有”be的形式与后面的主语保持一致，若主语是单数名词或不可数名词，be用is；若主语是复数，be用are.2.Ask them to complete the dialogue according to theshopping list .Millie: ____ any bread on the list?Daniel: No, _________. But ….Millie: _______ any vegetables?Daniel: Yes, _____. We can eat diff erent vegetables at theparty.Millie: _________ any drinks?Daniel: Yes. We have….Millie: _________ any snacks?Daniel: No, ________. They are not good for us.Millie: All right.Task 3.Practice1.There be 句型的否定句和一般疑问句结构否定句结构：There isn’t/aren’t….一般疑问句结构：Is/Are there …?Yes, there is/are.No, there isn’t/a re n’t2.Make sentences w ith the correct forms of there be according to the picture .（活动方式：独自完成——组内互查、纠错—个人汇报）Task4.Show t imeMake up dialogues about school lifeSay: I’ll give you some minutes to prepare the conversation about your own day. You can talk about your school day and your daily activities. Pay attention to use the correct prepositions of time and adverbs of frequency.（活动方式：小组合作——小组汇报）Task 5. ConsolidationWhat have you learned in this class?Do you have any que stions to ask?板书设计7上Unit 7 Grammar 2根据汉语意思完成下列句子：1.我们班上有10个女孩和28个男孩。
Unit7 Grammar 优质课教案(安徽省)
Step7 Home- work
Write sentences with “What” and “How”to express strong feelings.
2. Let students do Exercise Two on he Guided Learning Plan
To help students use“What” and “How”to express strongfeelings correctly.
Step6 Match
Who can write the most sentencesAsk students to work in groups of four,andwrite sentences to express their feelings to ourschool, classrooms, teachers or classmates.
To cosolidate the sentence structure
Step5 Task4 (transfor-mation)
1. Show students another exercise: convert the sentence with “What” to the sentence with “How”. Help them finish it.
Step3 Task（How）
1. Show students some more pictures, let studentsexpress their feelings with “What” while the teacher present express with “How”.
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内容
7A Unit7Shopping
Grammar(1)
共几课时
2
课型
New
第几课时
1
学
习
目
标
1、学会用some/any谈论数量。
2、能读准并理解以下单词：paper.
重
点
难
点
重点
目标1、2
难点
目标1
教学
资源
1.学生已有的some/any的知识。
2.教材，实物，情景，多媒体。
预习设计
试按要求完成下列句子：
难点：目标2 &3
教
学
资
源
1预习作业、多媒体
2.教师通过对规律的总结，来突破难点。
预
习
设
计
1.Read the following sentences
1）There is some milk.
2）There isn’t any milk.
3）There are some drinks.
4）Are there any drinks?
Step 4巩固与总结:
学生运用已学的there be句型，参照以上练习中出现的对话自由发挥，同桌间编对话进行操练。
Step 5课堂检测
完成书本P86练习
看一看“谁做得好”
Step 6作业布置
用there be 句型写一篇短文’my bedroom’
读一读，比一比
学习小组举荐一名学生试作小结there be结构
设置情景，提醒学生注意词读音以及运用的变化。
让学生尽可能多的说出已经学习的名词
训练学生的听力和口语
自己仿照教师的示例，让学生谈自己的生活方式。
用实物来训练there be句型注意提醒学生足以句型间的转换
让学生测试一下自己掌握的情况
Step 5课堂小结
Step 6当堂检测
Step 7作业布置
1、完成家庭作业试卷半张。
2、预习Grammar B：there be
Read the following sentences
1）There is some milk.
2）There isn’t any milk.
3）There are some drinks.
1.I have ___________ /sʌm/ paper.
2.He doesn’t have a_______ money.
3.Does she have ________ /’eni/ fruit?
学 程 预 设
导航策略
调整反思
Step 1复习
Revisecountable & uncountable nouns.
2．思考：there be结构表示什么___________________________________
3.试小结：there be句型的结构
肯定句
否定句
一般疑问句
德胜中学顾新颜
学程预设
导学策略
调整与反思
Step 1复习
Some/any用法.
Step 2
1.预习展示（一）
读一读there be句子
两人一组对话练习，先笔头完成空格，再口头对话。
通过辨别句式引导学生准确掌握some、any的用法。
学程预设
导航策略
调整反思
Step 4拓展延伸：用some或any填空:
Sandy: It’s time for dinner, I am so hungry now.
Lucy: I’ve got _____ pies. would you like ______ pies?
4）Are there any drinks?
教学内容
7A Unit7Shopping
Grammar(2)
共几课时
2
课
型
New
第几课时
2
教
学
目
标
1．熟练掌握there be句型，包括肯定、否定和疑问句
2．学习there be 就近原则
3..识别there be句型和have/has的区别
教
学
重
难
点
重点：目标1
2.预习展示（二）
A: What can you seein my hand?
B: I can see …
A: Are /Is there …in your desk?
B: Yes, there are/is.
No, there aren’t/isn’t.
Step 3合作交流:
1.指导学生就教室中的物品用there be句型进行对话操练。
A: What can you see in our classroom?
B: I can see …
A: Are /Is there …in our classroom?
B: Yes, there are/is.
(There are/is …in our classroom.)
No, there aren’t/isn’t.
Step 2预习展示
1、根据音标读出单词some, any, paper
2、记忆单词，补全单词。
Step 3学习some / any的用法
1．基本用法
Positive sentence：肯定句中
He gitive sentence：否定句中
He doesn't give me_any___cakes.
Sandy: Yes, please.
Lucy: Here you are.
Sandy: Oh, that’s very kind of you! Do you have _____ milk?
Lucy: I’m sorry. I don’t have _____ milk.
Sandy: That’s all right.
(There aren’t /isn’t …in our classroom.)
2.指导学生根据以上对话操练归纳出there is和there are句型的区别。
3.给出一系列和there is/are及have/has有关的句型，让学生用这些词（组）的正确形式填空。
4.指导学生归纳出there is/are及have/has的区别。
Question：疑问句中
Does he give you_any___cakes?
2.补充some的特殊用法
⑴Offer表建议
Would you like_some____cakes?
⑵Request表请求
Can I have_some____cakes?
3．巩固与练习
⑴书本P85的练习。
⑵ Activity