Unit 1 Can you play the guitar
Section B (1a—2c)
知识目标 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
句型 ①—Can you play the piano —No, I can’t. / Yes, I can. ②be good with. . . ③help. . . with
技能目标 学习询问或谈论自己或对方在某一方面的能力和特长
情感目标 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。
1)能过听力训练来提高学生们听说的能力。
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。
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and revision 1. Daily greeting. 2. Check the homework. Let some Ss report what his/her family members can do. 1. Daily greeting. 2. Ss report what his/her family members can do. 利用学生熟悉并感兴趣的课堂用语进行交流, 复习学过的单词, 为描述自己或询问别人的才艺作铺垫; 并通过相互问候激发学生的学习兴趣。
Step 2 Presentation (1a) 1. T: Show some real 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 piano. . . 2. (Show some pictures of activities on the big screen)Present some new words and expressions to the Ss. 3. Lead Ss to read the words in the chart. 4. Let Ss try to remember the new words and expressions. 1. Do after the teacher, act as he/she is playing an instrument. Then say: I can play the piano, I can play the violin, I can play the drums. . . 2. Learn the new words and expressions by themselves and try to remember them. 在语境中呈现和导入目标语言。
教学环节 教师活动 学生活动 备课札记
Step 3 Game (Talent show) 1. Lead Ss to act and show his/ her classmates his/her talent. T: Please stand in front of your classmates. Act and say what you can do. 2. Ask as many students as possible to say their abilities. 1. S1: (sing and dance) I can sing and dance. S2: . . . 2. Ss talk about what he/she can do and what he/she can’t do. 3. Ss make a list of things every one can do or what he/ she can’t do in his/ her group. Then give a report. 通过小组合作, 让学生练习并巩固对自己才艺的叙述和对他人才艺的询问和回答。培养了团队合作精神, 增强了集体荣誉感。
Step 4 Listening (1c&1d) 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 1d. First, let one student read the words and phrases aloud. Then listen to the tape and circle the words and phrases you hear. 4. Check the answers: 5. 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听清, 其他作为非重点内容。 Check the answers with the class. 1. Ss listen to the tape and circle the words and phrases they hear. 2. Ss listen to the recording carefully and try to fill in the blanks. 通过教材中提供的听力训练, 学生能更好地理解和掌握本节课所学的词汇和语言, 为角色扮演提供了充足的语言素材。其中设计了听前指导, 让学生对听力内容有初步了解, 增强听力的目的性。听后学生成果展示, 能让学生体会到成功的愉悦感。
Step 5 Group work(1f) 1. Lead Ss to work in groups and take turns to talk about what Bill, Cindy and Frank can and can’t do. 2. Lead Ss to discuss what they can do. 3. Let Ss write down what his/her group members can do to give a report to the class. 1. Ss take turns to talk about it. S1: Bill can play the guitar, but he can’t sing. S2: Cindy can sing and play the drum, but she can’t play the piano. S3: Frank can play the piano, but he can’t sing or dance. S4: . . . 2. Ss write down what his / her group members can do to give a report to the class. 通过利用“2a提供信息”进行调查、汇总活动, 在运用信息过程中, 提高学生的识记和辨析能力。
教学环节 教师活动 学生活动 备课札记
Step 6 Presentation 1. Show some pictures of the new words in the passage on the big screen. 2. Present some new words and expressions to the Ss. Ss learn the new words and expressions by themselves and try to remember them. 学习新词汇为接下来的阅读扫清障碍。
Step 7 Reading (2a&2b) Task 1 ①T: Let’s meet three new friends, Peter, Alan and Ma Huan. What can they do Now read the descriptions and underline what they can do. ②Let some Ss read aloud what Peter can do. Then let other Ss read aloud what Ma Huan and Alan can do. ③Let 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 the guitar. Task 2 ①T: Now we’ll read three ads. What’s the main idea of 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。 ③Check the answers with the class. Task 3 ①T: Suppose Peter, Alan and Ma Huan want to help to do something after school. Which ad is right for 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, 再次明确每个人能做的事情, 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。 ③Check the answers with the class. Task 1 ① Ss read aloud what Peter can do. Then other Ss read aloud what Ma Huan and Alan can do. ②Ss 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 the guitar. Task 2 ① Read the three ads and select a title for each ad. ②Ss read carefully and try to select a title for each ad. Task 3 Ss read the descriptions in 2a and the ads in 2b again. Try to select a right ad for each person and talk about the answers in their groups. 通过阅读任务的完成, 培养学生在速读过程中捕捉信息的能力。在精读过程中培养学生的阅读能力、思维能力和理解能力。
教学环节 教师活动 学生活动 备课札记
Step 8 Summarize 1. 引导学生总结本节课所学的重点词汇、句型。 2. 引导学生说出本节课学会了什么, 哪些地方还存在问题。 1. 总结本节课所学的重点词汇、句型。 2. 说出本节课学会了什么, 哪些地方还存在问题。 培养学生探究、归纳总结的能力。
Step 9 Consolidation 教师设置巩固检测练习: Ⅰ. 根据句意和汉语完成单词 1. I want to play basketball with Tom _______(今天). 2. I’m happy because I have a happy _______ (家). 3. My father works in the Students’ sports _______(中心). 4. The _______(人们) here like dancing after dinner. 5. My father_______(教) me to play chess every evening. 答案: 1. today 2. home 3. center 4. people 5. teaches Ⅱ. 用括号内所给单词的适当形式填空 1. Mike and Jack have two good _______ (piano). 2. How many _______ (drum) can you see in the classroom 3. Please come and show _______(we) your new pen. 4. Tom can play the violin, but he can’t play it _______(good). 5. Jim’s grandma is good at _______(tell) stories. 答案: 1. pianos 2. drums 3. us 4. well 5. telling Ⅲ. 按要求完成下面句子, 每空一词 1. Lily can play the piano. (改为否定句) Lily __________ _________the piano. 2. Grace can play the guitar. (改为一般疑问句) _______ Grace _______the guitar 3. I can swim and dance. (对画线部分提问) _______ _______you _______ 4. Can you do it very well (作否定回答) No, _______ _______. 5. Jack can sing and speak English. (改为否定句) Jack _______sing _______speak English. 答案: 1. can’t play 2. Can, play 3. What can, do 4. I can’t 5. can’t; or 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
教学环节 教师活动 学生活动 备课札记
Step 9 Consolidation Ⅳ. 完成句子 1. 我想和你交朋友。 I want to ______ ________ _________ you. 2. 我可以和你谈一谈吗 Can I _______ _____ you 3. 高老师每天都很忙。 Miss Gao _______ _______ every day. 4. 我姑姑对小孩有一套。 My aunt ________ ________ _______kids. 5. 我哥哥经常帮我学习英语。 My brother often _______me _______my English. 答案: 1. make friends with 2. talk with 3. is busy 4. is good with 5. helps; with
1. Remember the new words and phrase after class.
2. Try to retell what Peter, Alan and Ma Huan can do after class.
长期以来受应试教育的影响, 学生的听力水平始终难以提高, 虽然听力测试分数高, 但仍是“聋子”; 写作水平高, 却仍是“哑子”。因此, 新课标要求教师在课堂上应努力做到让每个学生达到每堂课的听力目标、说的目标。教师应充分做好课前准备, 熟悉每堂课的听力目标、说的目标; 充分估计学生在听的过程中可能遇到的障碍, 并考虑以何种方式解决; 充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。。Unit 1 Can you play the guitar
Section A(1a---2d)
知识目标 单词 guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club
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.
技能目标 互相询问或谈论自己或对方在某一方面的能力
情感目标 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。
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。
情态动词can的构成和使用。
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and lead in 1. 教师携带一些易于演奏的乐器, 或一些演奏乐器的图片, 一边演奏乐器, 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. Then Check the answers with the class together. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. 利用学生感兴趣的乐器或图片, 引入话题为下面的学习作铺垫; 并通过实物或图片激发学生的学习兴趣。
Step 2 Presentation(1a) 1. 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. 2. 引导学生学习表达活动的动词短语。 学习表达活动的动词短语。 在语境中呈现和导入目标语言。
Step 3 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. The let some Ss talk to their classmates in front of the class. 1. Ss work in groups. 2. Talk to their classmates in front of the class. 通过沙龙问答, 说出搭档或同学的才艺, 培养学生的听力能力和口头表达能力。同时也增进同学之间的相互了解。
续表
教学环节 教师活动 学生活动 备课札记
Step 4 Listening (1b) T: Now let’s listen to the tape, find out the right conversation, and number them 1-3. (播放1b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。) Check the answers: (2, 3, 1) Listen to the tape in 1b and find out the answer. 通过听力练习和完成答案排序, 在语境中体会词汇和语境的逻辑关系运用。
Step 5 Pair work (1c) 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1c部分口语交际的教学任务, 学会运用can询问和表达能力。) 1. Ss practice the conversation in 1b on the big screen. 2. Make conversations using the information in 1b. 3. Act out their conversations in pairs. 通过利用“已有信息”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。
Step 6 Listening (2a～2b) 1. Work on 2a; T: Now, look at the pictures on P2, listen to these two 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。 3. Check the answers with the Ss. 1. Work on 2a; Listen to the conversations and then, listen to the recording again, and circle the clubs you hear. 2. Work on 2b: Ss listen to the tape again and complete the conversation with the right words. 在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 为开展有实际意义的交际运用活动做铺垫。
Step 7 Pair work (2b) 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. Ask some pairs to act out their conversations. 1. Ss work in pairs to practice asking and answer about Lisa, Bob and Mary. 2. Ss act out their conversations. 通过对话练习巩固所学知识, 提升运用能力。
Step 8 Role-play(2d) 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. ① What club does Bob join ②What club does Jane join Then check the answers: ① Bob joins the soccer club. ②Jane joins the story telling 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. Ask some pairs come to the front of the classroom. 1. Ss read the conversation by themselves and find the answers to the questions. 2. Ss read after the teacher or play the recording. 3. Ss work in pairs to act out the conversation. 在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
教学环节 教师活动 学生活动 备课札记
Step 9 Summarize 1. Guide the students to summarize the names of musical instruments. 2. Guide the students to summarize the sentence structure with “What can you do ” Summarize the names of musical instruments and the sentence structure “What can you do ” 培养学生探究、归纳总结能力。
Step 10 Consolidation 教师设置巩固检测练习: Ⅰ. 1. 根据句意和汉语或首字母提示完成单词 He wants to _______(加入)the swimming club. 2. Lucy _______(跳舞) well and she wants to be a dancer. 3. —Do you like _______ (画画) —No, but my brother does. 4. Lily s_______ English songs very well. 5. Sun Yang can s_______ very well and he’s a reports star. 答案: 1. join 2. dances 3. drawing 4. sings 5. swim Ⅱ. 用括号内所给单词的适当形式填空 1. My friend Tom is good at _______(tell) stories. 2. My sister is in a _______(swim) club. 3. Bill comes from England, but he can_______ (speak)a little English. 4. My sister likes _______ (play) the piano. 5. My brother, Bill always _______(play) chess with my grandpa after class. 答案: 1. telling 2. swimming 3. speak 4. playing 5. plays Ⅲ. 单项选择 (C)1. (2018·呼和浩特中考)—There is a chess match between a Korean player and AlphaGo. —It’ s very amazing. Playing _______chess is usually ______one-to-one game. A. the; a B. the; an C. /; a D. /; an (C)2. She often practices _______on weekends. A. sing B. sings C. singing D. to sing (D)3. Although he is _______8-year-old boy, he can play _______violin very well. A. an; a B. the; a C. a; the D. an; the (A) 4. —_______ can you ask for help when you have trouble —My parents, I think. A. Who B. What C. Where D. When (C) 5. (2018·盐城中考)Work hard, _______ you’ll have a big success. A. or B. but C. and D. yet 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等掌握情况。
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 exercise book.
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。Unit 1 Can you play the guitar
Section A (Grammar Focus-3c)
知识目标 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.
技能目标 学会询问和谈论彼此的能力和特长。
情感目标 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。
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。
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。
教学环节 教师活动 学生活动 备课札记
Step 1 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 2d. 1. Ss answer the teacher’s questions. 2. Role-play the conversation in 2d. 利用学生感兴趣的课件, 进行复习或检查, 为下面内容的进展作铺垫; 并通过课件激发学生的学习兴趣。
Step 2 Grammar Focus 1. 引导学生阅读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) 答案: ①Can; swim ②I can / can’t 2. 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。 根据老师的引导完成所设计的任务, 为完成3a的任务做好铺垫。 在语境中呈现和导入目标语言。加深对句型和语言点的了解和运用。
教学环节 教师活动 学生活动 备课札记
Step 3 Try to Find 老师将情态动词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 +_______+_______ 答案: 1. 时态, 人称 2. 主语, 动词原形; Yes, sb. can. ; No, sb. can’t; 主语, 动词原形 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。 通过两人小组对话, 让学生从听对话到模仿对话, 加深对所学内容的理解、巩固。
Step 4 Practice (3a&3b) 1. Look at 3a. 引导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. 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. 3. Lead Ss 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, 可知此空格应填play一词。其他类似。 1. Look at 3a and try to make sentences using the phrases in 2～5. They can discuss with their partners. 2. Practice the conversation with partners. 3. Ss read the poster below and try to complete the poster with the words in the box. 通过口头练习, 在语境中体会所学知识的运用。
Step 5 Group work (3c) 1. Ask Ss“What can your group do in the school show ” 2. Let Ss make a list, then report to your classmates. 3. Encourage everyone in your group to write a report. Then choose one student to report what your group can do. e. g. In my group, Li Ming can do kung 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) 1. First, work in group and ask and answer about what you can do. 2. Then make a list together. 3. Ask everyone in your group to write a report. Then choose one student to report what your group can do. 通过小组调查活动, 使所学知识得以更好地实践和运用, 同时也有助于增进学生之间的彼此了解、培养语言交际能力和信心。
Step 6 Summarize Guide the students to summarize how to use the word “can”. Summarize how to use the word “can”. 培养学生探究、归纳总结的能力。
教学环节 教师活动 学生活动 备课札记
Step 7 Consolidation 教师设置巩固检测练习: Ⅰ. 选词填空 write show but play story 1. Lucy can speak English _______she can’t speak Chinese. 2. I like Mo Yan. He _______a lot of books. 3. Please _______me your family photo. I want to have a look. 4. Tom can _______chess well. 5. My grandpa often tells me many interesting _______ 答案: 1. but 2. wrote 3. show 4. play 5. stories Ⅱ. 单项选择 (B)1. (2018·柳州中考)Look. Sam is doing some _______in the library. A. to read B. reading C. read (A)2. (2018福建A卷中考)—_______ does Liu Chuanjian do —He’s a pilot of Sichuan Airlines. He’s a hero(英雄)! A. What B. Where C. When (A)3. Kung fu child star, Zhang Jian can _______ Chinese kung fu well. A. do B. doing C. to do D. does (A)4. _______ club do you like A. What B. When C. Where D. How (C)5. (2018·长春中考)My grandparents want me _______with their housework this Sunday. A. help B. helped C. to help D. helping 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
1. Read the sentences in Grammar Focus.
2. Write a report about what your family members can do.
在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。Unit 1 Can you play the guitar
Section B (3a—Self Check)
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具有的能力及特长; 3. 总结回顾一些常见的表达人们能力的词汇, 并能进行分类记忆。
技能目标 学会运用如何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。
情感目标 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才打下基础。
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。
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。
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and review 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 read the three ads again. 1. Ss have a dictation of the new words and expressions. 2. Ss retell the passage in 2b. 复习学过的词汇和句型, 为学习下面的内容作铺垫。
Step 2 Presentation Show some pictures of a famous musician. For example, Lu Han; Ask Ss questions like this: T: Who’s he T: What does he do (Help Ss to answer) Write the words musician on the blackboard. music 音乐→musician音乐家 拓展: teach教→teacher老师 Look at the pictures of the famous musician and answer questions like this: Ss: He’s Lu Han. Ss: He’s a famous musician. Learn and remember the words musician on the blackboard. 通过寓教于学, 在语境中体会、练习使学生的潜能得到最大限度的开发。
教学 环节 教师活动 学生活动 备课札记
Step 3 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. Check the answers. 4. Let Ss read the ad. in groups. 1. Ss read the passage then fill in the blanks with the words in the box. 2. Ss read out the ad. 通过独学使知识学以致用; 通过小组合作培养学生团队精神, 增强学生合作共赢意识。
Step 4 Writing 1. T: 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. 写作指导: 首先, 应确定做该事项所须的相关能力; 可以借鉴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。 3. Teacher walks around the classroom. Give any help Ss may need. Ask 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. 4. Decide which ad is the best. 1. Ss work in groups. First think of an event at the school. Then try to make the poster. 2. Ss read out their ads. 3. Ask other students in other groups for advice on the ads. 通过写作练习提高学生学以致用的能力。
Step 5 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. Add more words and phrases in each box. 通过该项练习, 增强词汇识记能力, 拓展生活常识。
教学环节 教师活动 学生活动 备课札记
Step 6 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. Let some Ss read their phrases. Let other students add more phrases. 1. Ss work in groups. Try to make as many phrases as they can. They should write down their phrases on their notebook. 2. Ss read their phrases. Let other students add more phrases. 寓教、学于“沙龙连接”中, 不仅活跃了学习气氛, 激发了学生的学习兴趣, 而且还可以达到培养学生乐学善学的目的。
Step 7 Self Check 3 1. T: 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, 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. Let some Ss read their sentences to the class. 1. Ss write about something by themselves. 2. Ss read their sentences to the class. 通过练习使所学知识得以巩固, 培养学生学以致用的能力。
Step 8 Summarize Guide the students to summarize how to ask or talk about sb. ’s ability. Summarize how to ask or talk about sb. ’s ability. 培养学生探究、归纳总结的能力。
Step 9 Consolidation 教师设置巩固检测练习: Ⅰ. 根据句意及汉语提示完成单词 1. Our school is in the _______(中心) of the city. 2. —How many _______(人) are there in your family —Four. 3. Let’s go to see the old people at the old people’s _______(家). 4. What do you usually do on the _______(周末) 5. Miss Huang _______(教) us music. 答案: 1. center 2. people 3. home 4. weekend 5. teaches Ⅱ. 用所给词的适当形式填空 1. How many _______ (people) does your class have 2. We need _______(help) our parents with housework. 3. Chinese people like _______(make) friends. 4. Tom teaches _______ (they) to play the guitar every evening. 5. I want to be a _______ (music). 答案: 1. people 2. to help 3. making/to make 4. them 5. musician
教学环节 教师活动 学生活动 备课札记
Step 9 Consolidation Ⅲ. 单项选择 (C)1. (2018·绥化中考)I spend _______hour playing _______drums every day. A. a; the B. an; / C. an; the D. a; the (C)2. (2018·咸宁中考)—Would you like to go swimming with me, Tom —Sorry, but our teachers always tell us _______in the river. A. don’t swim B. not swimming C. not to swim D. to not swim (B)3. (2018·长春中考)—Lucy, do you want to join the art club or the chess club —_______. I like drawing pictures. A. Yes, I do B. The art club C. No, I don’t D. The chess club (B)4. (2018·安徽中考)—May I watch TV, Dad —When your homework is finished, you _______. A. should B. can C. must D. need (C)5. She often practices _______on weekends. A. sing B. sings C. singing D. to sing Ⅳ. 完成句子(10分) 1. 在敬老院里我们需要帮助。 We need help ______ ______ _______ ________ _________. 2. 你可以和他们做游戏吗 Can you _______ _________ ________ them 3. 你可以参加我们学校的音乐节。 You can be in our school _______ _________. 4. 你善于应对小孩子吗 _______ you __________ _________kids 5. 你可以帮助我学数学吗 Can you _______me ________ _________ 答案: 1. at the old people’s home 2. play games with 3. music festival 4. Are; good with 5. help; with math 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
1. Review Section B.
2. Write a short passage about your uncle or your aunt. What can he/she do What can’t she/he do
在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。
