人教版七年级英语下册全册备课教案

七年级下册英语教学计划
一、教学基本情况简析
1、教材简析
七年级下册共12个单元，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，主要的功能项目与语法结构，需要掌握的基本词汇。

每个单元都分为A、B两部分。

A部分是基本的语言内容，B部分是知识的扩展和综合的语言运用。

每个单元还有self check部分，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。

通过确定教学目标，采用听、说、读、写，自我检测等手段，有效提高学习效率，体现了以学生为主体的思想。

不过这套教材是基于城市学生的状况编写的，对于我们农村学生来说，学起来的确有些吃力，光是一千多个单词就吓退了不少学生学习英语的兴趣。

但我们还必须知难而上，为了提高农村的英语教学成绩而努力。

2、学情简析
经过一学期的学习，从上期期末成绩来看，我所担任班级学生总体上对英语基础基础知识掌握较差。

只有少数学生学习目的明确，掌握了英语学习的一些基本方法，能够积极主动认真地学习，学习成绩优秀。

而大部分学生对英语感到困难，没有明确的学习目的，缺少学习的热情和主动性，自觉性较差，相应的学习习惯也差。

主要原因是没有激发学生学习英语的兴趣，学生觉得英语学习是一种负担，而不是一种乐趣。

一部分学生没有掌握记忆单词的方法，连基本的单词听写也不过关，导致看不懂，听不懂，
学不懂。

学生的听力也还有待提高，在这方面失分也较多。

主要是听的时间太少，接触英语的时间不多。

还有极少部分学生已经放弃学习英语。

二、指导思想
根据七年级学生的生理及心理特点和本学期的英语教学目标，我确定了如下的教学指导思想：激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立学习英语的自信心；培养学生的语感和良好的语音、语调基础，使他们形成初步运用英语进行日常交流的能力，为进一步学习打下基础。

同时用新课标理念，结合新课标精神，进行课堂改革，实行教与学的互动。

采用任务型语言教学模式，努力用一套行之有效的课堂教学模式，提高教学效率。

三、教学目标
通过本学期教学，能基本达到如下目标：使对英语学习表现出积极性和初步的自信心，能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息，能读懂小故事及其他文体的简单书面材料，能参照范例或借助图片写出简单的句子，能参与简单的角色扮演等活动，能尝试使用适当的学习方法，学会克服学习中的困难，意识到语言交际中存在文化差异。

教学重难点：
1.Modal verb can, must, have to, would like; Can for permission
2.What time , When ,Why, What, Where questions;
3.How questions: How long questions, How far questions;
4.Imperatives(Don't...)
5. Adverbs of frequency; Adjectives of description and quality
6. Prepositions of Time, Prepositions of Place
7.There be structure
8.Affirmative statements;
9.The Simple Past tense；the past form of regular and irregular verbs
四、教学措施
(一)确保基础知识过关，具体方法如下：
1、单词过关：每天记5-8个生词，利用课外时间，由科代表主持，各学习小组长听写、改正。

2、词组过关：把学过的词组归纳，方便学生记忆。

用词组造句和中译英训练。

在各个组内进行竞赛。

3、句型过关：组织学生结对子，一有空就你问我答，营造学习氛围，同时加强笔头的练习，使学生能熟能生巧。

4、课文过关：把课文分段，按学习组为单位，进行朗读比赛，对学过的课文尽量做到人人会背，有些课文还要求学生会默写。

（二）采取科学教学法
1、Daily report：值日生介绍自己、家庭成员或朋友的情况，其它学生可互相提问题，询问个人职业；
2、建立良好的师生关系，协调课堂气氛，培养学生开口说英语的勇气和信心；
3、教师设计好导学案，学生自学讨论。

听说领先，读写跟上。

抓好英语的常规教学，鼓励学生自主探索，合作探究，共同提高。

4、引导学生实现语言的迁移，加强日常生活中英语口语的运用；
5、对后进生进行专门辅导，布置单独的作业，让他们在小进步、小转
变中体验学习的快乐，树立学习的自信，尽快成长起来。

五、教学进度安排
第一周：复习上期内容
第二周：Unit 1 Can you play the guitar ?
第三周：Unit 2 What time do you go to school ?
第四周：复习Unit 1 Unit 2
第五周：Unit 3 How do you go to school ?
第六周：Unit 4 Don’t eat in class ?
第七周：Unit 5 Why do you like pandas ?
第八周：复习Unit 3 Unit 4 Unit 5
第九周：Unit 6 I’m watching TV.
第十周：Unit 7 It’s raining !
第十一周：复习Unit 6、Unit 7
第十二周：Unit 8 Is there a post office near here ?
第十三周：Unit 9 what does he look like ?
第十四周：复习Unit 8、Unit 9
第十五周：Unit 10 I’d like some noodles .
第十六周：Unit 11 How was your school trip ?
第十七周：Unit 12 What did you do last weekend ?
第十八周：复习Unit 10、Unit 11、Unit 12
第十九周：期末考试复习
第二十周：期末考试复习
Unit 1 Can you play the guitar?
Section A (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 in
1. 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 th e 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 the activities
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. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
（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 work
1.Ask the Ss to practice the conversations in 1b with a partner. Then make their own
conversations.
(引导学生展开Pair work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. Listening
1. 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 work
1. 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-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
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 the recording.
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 (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 revision
1. 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. Practice
1. Look at 3a. 告诉学生们用所给的词汇来造句子。

首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。

然后，用转折连词but及第二个词组造一个肯定句。

Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box.
方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的
词语进行推敲。

比如，第三空格后有guitar一词，可知些空格应填play一词。

其他类似。

学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。

最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。

Ⅴ. Group work
1. What can your group do in the school show? Make a list, then report to your classmates.
2. First, work in group ask and answer about what you can do? e.g.
S1: What can you do, S2?
S2: I can do kong fu.
S1: Great! What about you S3?
S3: I can sing very well.
…
3. Then make a list together.
4. Everyone in your group must write a report. Then select one student to report what your group can do. e.g.
In my group, Li Ming can do kong fu. Zhang Li can sing very well. Ma Shuang can dance well…
(最后，可以经学生们评议来推举最有能力的小组）
Ⅵ. Exercises
1. If time is enough, do some more exercises on big screen.
Homework
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：
drum, play the drum, piano, play the piano, violin, play the violin, also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician
2) 能掌握以下句型：
①—Can you play the piano? No, I can't. / Yes, I can.
②be good with …
③help…with…
2. 情感态度价值观目标：
学习询问或谈论自己或对方在某一方面的能力和特长，可以培养学生的社会责任意识，为他人做自己力所能及的事，以从小培养学生们互帮互助的意识，以及社会责任意识。

二、教学重难点
1. 教学重点：
1) 能过听力训练来提高学生们听说能力。

2) 进行阅读训练，通过阅读简短的文章来学习语言知识，提高综合运用能力。

2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。

三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting.
2. Check the homework. Let some Ss report what his/her family members can do.
Ⅱ. Presentation
1. T: Show some really instruments like violin, drums. Then play some of them. Tell Ss I
can play the drums, I can play the violin, I can play the violin…
Ss: Do after the teacher, Act as he/she are playing an instrument. The say: I can play the piano, I can play the piano, I can play the drums…
Ⅲ. Game (Talent show)
1. Act and show your classmates your talent.
T: Please stand in front of your classmate. Act and say what you can. e.g.
S1: (sing and dance) I can sing and dance.
S2: (play the drum) I can play the drum.
S3: …
2. Ask as many students as possible to say their abilities.
Ⅳ. Listening
1. Tell the Ss that they will listen to some sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.
2. Play the recording again and check the answers.
3. T: Now let's work on 1c. First, let one student read the words and phrases aloud.
Then listen to the tape and circle the words and phrase you hear.
4. Ss listen to the tape and circle the words and phrases they hear.
5. Check the answers:
6. T: Now please look at the chart in 1e. What can Bill, Cindy and Frank do? What can't they
do? You'll listen to the tape again. Then try to fill in the blanks.
听力指导：要抓他们会做的事情，以及不会做的事情这两个重点内容。

因此在听的时候，应重点将人物及动作这两个方面的听清，其他作为非重点内容。

7. Ss listen to the recording carefully and try to fill in the blanks.
8. Check the answers with the class.
Ⅴ. Group work
1. Work in groups. Take turn to talk about what Bill, Cindy and Frank can and can't do.
S1: Bill can play the guitar, but he can't sing.
S2: Cindy can sing and play the drum, but he can't play the piano.
S3: Frank can play the piano, but he can't sing or dance.
S4: …
2. Teacher can walk around the classroom, and give some help to the Ss.
Ⅵ. Reading
1. T: Let's meet three new friends, Peter, Aland and Ma Huan. What can they do？Now read
the descriptions and underline what they can do.
2. Let some Ss read aloud what Peter can do. Then let another Ss read aloud what Cindy and Frank can do.
3. Let Ss work in pairs to ask and answer about what they can do.
S1: What can Peter do?
S2: He can speak English and play soccer.
S2: What can Alan do?
S1: He can play ping-pong.
…
Ⅶ. Reading
1. T: Now We'll read three ads. What's the main idea of the each ad? What's each ad's title?
Now let's read the three ads and select a title for each ad.
2. 方法指导：首先，应读懂三个题目的意思；然后，认真阅读三个广告的内容，通过读广告来总结出它们的主要内容，并确定一个最为贴切的题目。

综合广告内容与三个题目，看每个题目与广告的内容是否最为贴切。

3. Ss read carefully and try to select a title for each ad.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad
is right him/her? Now read the descriptions in 2a and the ads in 2b again. Select a right ad for each person.
2. 方法指导：首先，再次明确每个能做的事情，以及他/她喜欢做的事情；然后，看每
则广告中要求应聘者去做什么事情；最后，综合考虑三个人的情况，做出一个最佳选择。

3. Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person. They can talk about the answers in their groups.
4. Check the answers with the class.
Homework
1. Remember the new words and phrase after class.
2. Try to retell what Peter, Alan and Ma Huan can do after class.
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习询问或谈论自己或对方在某一方面的能力和特长,讨论参加某一个俱乐部。

2)能够综合运用所学的知识，就自己的熟悉的内容来介绍自己或他人所俱有的能力
及特长；
3) 总结回顾一些常见的一些表达人们能力的词汇，并能进行分类记忆。

2. 情感态度价值观目标：
1) 能了解自己的一些特长，并运用自己的一技之长为他人或社会做一些有益的事情。

2）不断学习一些新的特长与技能来完善、充实自己。

为将来走向社会成为一名有用的人材打下基础。

二、教学重难点
1. 教学重点：
1) 能运用自己所学的相关语言知识，借助一些提示材料来描述自己所熟悉的人物的能
力。

2）能运用自己所学的相关英语语言知识，模仿所学过的相关材料来制作简单的广告。

2. 教学难点：
能运用自己所学的相关英语语言知识，模仿所学过的相关材料来描述自己所熟悉的人物的能力或制作简单的广告。

三、教学过程
Ⅰ. Warming- up and revision
1. Have a dictation of the new words and expressions.
2. Let some Ss retell what Peter, Alan and Ma Huan can do.
3. Let some Ss to read the three ads again.
Ⅱ. Presentation
1. Show some pictures of the famous musician. For example, Liu Huan; Ask Ss questions like this:
T: Who's he? Ss: He's Liu Huan.
T: What does he do? Ss: (Help Ss to answer) He's a famous musician.
Write the words musician on the Bb.
music 音乐→musician音乐家
拓展：teach教→teacher老师
Ⅲ. Practice
1. T: Next week we'll have a music festival. So we need some musicians to help with the
music festival. I wrote an ad for help, but some of the words are missed. Please read the ad again and try to fill in the blanks with the words in the box.
2. 阅读指导：首先，应通读全文，理解全文的大意；认真读每一句话，在理解句子意思的基础上，分析空格所缺词汇的意思；然后分析空格上下文的意思或上下文的单词来确定空格中的词汇的词性；最后，在综合理解的基础上确定每个空格处的词汇。

3. Ss read the passage then fill in the blanks with the words in the box.
4. Check the answers.
Ⅳ. Writing
1. Do you want to make poster in English by yourself? Now work with your group members, think of an even at our school. Then try to make a poster by yourselves.
The events may be the music club, the Sports Day; the art festival and so on
2. Ss work in groups. First think of an event at the school. Then try to make the poster.
3. 写作指导：
首先，应确定与该做事项所须的相关能力；可以用借鉴2b或3a中的广告的样子来写。

其次，为了使语气显得较为委婉，可以用一些一般疑问句来询问应聘者的能力，比如：Can you swim? Can you…? 最后，一定记住将本次活动的联系方式写清楚。

4. Teacher walks around the classroom. Give any help Ss may need. Ask one the students in
each group to read aloud their ads to their class. Let other students in other groups give some advice on the ads.
5. Decide which ad is the best.
Ⅴ. Self Check 1
1. 让学生们在小组内讨论这些分类的能力活动；每个小组成员积极发言，由小组长负责整理记录。

2. 让某个小组的小组长说出他们小组整理的答案，再由其他小组成员进行补充；最后，将一份完整的能力活动分类总结表写在黑板上让同学们进行借鉴与补充。

3. Give Ss a few minutes to remember the abilities.
Ⅵ. Self Check 2
1. Tell Ss what they should do. You can add as many words as you can to make phrases. Give Ss an example: play the drum, play the piano, play the violin, play the guitar; play chess, play volleyball…
2. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook.
3. Let some Ss read their phrases. Let other students add more phrases.
Ⅶ. Self check 3
1. Now you can write something you like. e.g. What can you do?What can't you do? What about your family members, your friends, your classmates. You can write at least five sentences.
First I'll give a model:
I can speak English. I can play chess. I can play basketball. But I can't play the piano. I can't play the violin. My sister can play the violin. She can play the guitar, too.
2. Ss write about something by themselves.
3. Let some Ss read their sentences to the class.
Homework
1. Review Section B.
2. Write a short passage about your uncle or your aunt. What he/she can do? What she/he can't do.
板书设计：
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 in
1. 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 the activities
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. Listening
1. T: Now let’s listen to the tape, find out the right conversation, and number them 1-3.
（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 work
1.Ask the Ss to practice the conversations in 1b with a partner. Then make their own
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. Listening
1. 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 work
1. 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-play
1. Ask Ss to look at the picture in 2d. Then Ss read the dialogue by themselves and try to
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 the recording.
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 (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 revision
1. 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. Practice
1. Look at 3a. 告诉学生们用所给的词汇来造句子。

首先，用情态动词can及所给的第一个动词词组来造一个一般疑问句，并作出一个否定的回答。

然后，用转折连词but及第二个词组造一个肯定句。

Teacher makes the first one as a model:
Can Wu Jun speak English? No, he can't, but he can speak Chinese.
Ss try to make sentences using the phrases in 2~5. They can discuss with their partners. Then let some Ss tell their answers to the class.
Check the answers with the class.
2. Look at 3b. Tell Ss that your school is going to have a School Show next week. What can you do? You can show your talent in it. In order to let all the students know about it. We have to write a poster. Now, read the poster below and try to complete the poster with the words in the box.
方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语进行推敲。

比如，第三空格后有guitar一词，可知些空格应填play一词。

其他类似。