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教学设计
课程基本信息
学科 英语 年级 七年级 学期 春季
课题 Unit 5 Animal friends (Grammar)
教科书 书 名：《义务教育教科书·英语》七年级下册 出版社：译林出版社 出版日期：2024年12月
教学目标
通过本课时学习，学生能够： 1. 在谈论动物的语境中归纳形容词及情态动词 can、could 和 may 的语法功能和使用规则； 2. 运用恰当的形容词和情态动词将有关动物的短文和对话语篇补充完整，巩固并内化其使用规则； 3. 恰当使用形容词和情态动词向他人介绍自己熟悉的动物，进一步了解不同动物的外貌特征、生活习性和独特能力，增进与动物之间的感情。
教学内容
教学重点：用恰当的形容词描述动物，用准确的情态动词介绍动物的独特能力。 教学难点：运用恰当的语法知识和他人谈论自己了解的动物。
教学过程
A Using adjectives Step 1 Presentation 1. Have students read two groups of sentences and do the exercises. Have students circle the adjectives in the sentences below. Group 1: He can do wonderful tricks. She has soft fur and a pair of blue eyes. She likes to run after butterflies and climb tall trees. Rabbits have long ears. Group 2: The dog is clever. The cat is cute. When I’m lonely, she’s always there. When I need a friend or feel sad, she is always by my side. Rabbits’ ears are long. Have students read some sentences without adjectives and answer the following question. a He can do tricks. b She has fur and a pair of eyes. c Rabbits have ears. What do we use the adjectives for Have students tell where the adjectives are in the two groups of sentences. 2. Have students read the group of sentences about a cat on page 61 and circle the adjectives and then divide the adjectives into two groups according to their positions. 3. Have students read the tip and finish “Work out the rule!” on page 61. 4. Have students go through “Grammar check” on page 145. Give explanations if necessary. Step 2 Practice 1. Have students finish Part A1 on page 61. (1) Have students divide the adjectives in Part A1 into different groups according to what they describe. (2) Have students read the two short passages, pay attention to the words before or after each blank, think about which kind of adjective to choose and complete the passages. 2. Have students add more adjectives to the two passages in Part A1 to make them more vivid. Step 3 Production Have students finish Part A2 on page 61. B Using can, could and may Step 1 Presentation Have students look at the four pictures in Part A2 on page 61 and answer the following questions. What can the animals in the pictures do What does can in these sentences mean Have students read the dialogue below and answer thequestion: What does could mean in this dialogue —Could your dog do wonderful tricks when he was young —No, he couldn’t. But he can do them now. Have students read the four groups of sentences and finish the first rule in “Work out the rule!” on page 62. Have students read the first and fourth groups of sentences on page 62 and answer the following question. Where is can in the yes-no questions Then have students summarize the form, meaning and use of can and could. The following table is available for reference. Modal verbFunctionExample Can Talk about present abilityThe parrot can talk. The parrot cannot/can’t talk. —Can your parrot talk —Yes, she can./No, she cannot./No, she can’t. Could Talk about ability in the pastThe cat could jump really high when she was young. The cat could not/couldn’t jump really high when she was young. —Could your cat jump really high when she was young —Yes, she could./No, she could not./No, she couldn’t.
Have students read the second group of sentences on page 62 and answer the following questions. What do could and can mean in this group How can we give or deny permission Have students read the third group of sentences on page 62 and answer the following questions. What do may and can’t mean in this group How can we give or deny permission What’s the difference between could in the second group of sentences and may in the third group of sentences Have students finish the second rule in “Work out the rule!” on page 62. Have students summarize the form, meaning and use of could and may. The following table is available for reference. Modal verbFunctionExample Could Politely ask for permission—Could I play with your dog —Yes, you can./No, you cannot./No, you can’t./Sorry, I’m afraid you can’t. May Formally ask for permission—May I feed your goldfish —Yes, you may./No, you cannot./ No, you can’t./Sorry, I’m afraid you can’t.
Have students go through “Grammar check” on page 146. Give explanations if necessary. Step 2 Practice Have students complete the sentences using can, could and may. Add not if necessary. (1)— I feed your goldfish some food —Sorry, I’m afraid you . I just fed them. (2) I’d like to read the poem about the pet dog. The only problem is I ________ find my glasses. (3) Now, Fred write a poem about his favourite animal, but he couldn’t do it last year. (4) When my parrot was young, she could understand my words, but she __________ speak it. Have students finish Part B1 on page 62. Then have students read the conversation in Part B1 together and tell what can/can’t, could and may mean in each of the sentence. Step 3 Production Have students work in pairs and finish Part B2 on page 62. Homework Compulsory homework: 1. Finish the exercises on the workbook. 2. Preview Pronunciation on page 63. Optional homework: Write 3-5 sentences to introduce the animals you know, using some adjectives and can, could and may.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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