北师大版英语七上Unit 4 Lesson 12 第2课时教学设计.docVIP

Lesson 12 China’s Got Talent. (2) Second Period 第二课时教学目标 在本课学习结束时，学生能够： 在语境中体会、发现和归纳情态动词can的用法和语意功能； 2. 运用情态动词can和有关表达个人能力的词汇，描述自己和他人具有的能力和能够做的事情； 第二课时教学过程 教学环节 教学活动 设计意图 互动模式 时间 Review Step 1 Ss show their word spider about abilities in class. (checking homework) Ss introduce Lui Wei in class. 展示词汇整理的成果，渗透按话题整理词汇的学习策略，复习上一课时所学词汇。 复习课文的信息和语言，为下一步有关情态动词的语法学习做好铺垫。 IW, CW 6’ Grammar Step 2 Ss answer questions about Lui Wei according to their memory, read the sentences and understand the meaning of can in Ex.7. 1. 在复习过上课时信息的基础上，学生通过记忆挑战，复习含有本课情态动词的句子，理解情态动词的含义。 PW,CW 6’ Step 3 Ss observe the sentences with can and can to find out the form, meaning and function of the modal verb can. T may ask the following questions: What can these sentences tell us? (e.g. abilities ) Which words or expressions can help us know the ability people have? What is this word called ? What kinds of words are usually used after them? T summarizes the students’ answers and writes the form, meaning and function of can on the blackboard. 1. 学生观察句子，（在教师的引导下）发现并归纳情态动词的形式、语意和在句子中的表意功能。 2. 教师总结学生的回答，并在黑板上呈现 IW CW 8’ Step 4 T shows some pictures and asks Ss to speak out what the people can do or can’t do. 使用实物帮助学生进一步理解情态动词的词义。 CW 2’ Step 5 Ss look at the table, ask and answer questions about Jimmy and Wei Fang in Ex.8. 学生运用所学情态动词进行单句层面的口头练习。然后，落实到书面，巩固书写。 IW 4’ Grammar in Use Step 6 Dialogue Ss complete the dialogue with can or can’t in Page 89 Ex.2 Guessing Game: Ss describe their classmates. Ss will need to use at lease two sentences to describe the abilities they have and let other students guess who he/she is. 1. 从单句到多句层面的语法运用。在具体的语境中描述个人具有的能力， 如：可以准备班级中在运动会和艺术节中有出色表现的同学照片，让其他同学猜测该同学是谁。 2. 理解较为准确地描述他人能力。进一步情态动词的用法和表意功能。 GW, CW 6’ Step 7 Group Work—Find out the abilities you all have in your groups. Ss write down at least three abilities they have in the worksheet. Take turns to asking whether Ss can do something or not. Eg. A: Can you draw? B: No, I can’t. But I can act. Wha