Unit 1 Can you play the guitar? Section B (2课时教案）

七下 Unit1 Can you play the guitar （教案）
第3课时
Section B(1a-1d) —听说课
Teaching and learning Goals：
In this lesson we mainly learn the words and expressions about the instruments (such as play the drums / piano /violin ) and learn how to talk about Ss’ abilities ( A: Can you play… B: Yes, I can. /No, I can’t. but I can…. He / She can…, but he / she can’t… ) . We also learn how to develop other useful abilities and skills to make our life more colorful and meaningful.
Teaching and learning steps:
Step 1 Review
Role play the conversation on page2. Ask three pairs of students to role-plays the conversation in front of the class. After the talk, get the students to ask and answer questions about it. Praise the students who do better in the activity. Encourage the other students to work hard at learning English.
设计意图：鼓励学生大胆练习口语，在真实的语境中灵活复习巩固旧知识，为学新课打好基础。
Pre-listening activities
Step 2 Preview
1. Put the Chinese into English orally, then write them down without looking at the book.
（1）拉小提琴___________（2）弹吉他__________ （3）弹钢琴 ___________
（4）打鼓 ___________ （5）擅长讲故事________ 6.加入游泳俱乐部________
（7）Bill会弹钢琴吗？是的，他会。但是他不会唱歌跳舞。_____________________
Ask the students to check the answers and correct the mistakes in time. Pay attention to “ play the 乐器, play 球 ”
2. Pairwork (1c): Ask the students to make conversations about the instruments with the following structures in front of the class.
A: Can you play…
B: Yes, I can. /No, I can’t. but I can…
A: What club do you want to join
B: I want to join....
A: What can you do
B: I can.....
设计意图：检查重点短语和句子的掌握情况，落实知识点。用竞赛形式调动学生积极参与课堂，通过对话练习让学生掌握重点句型，练习发音和听力。及时了解学生的预习情况，有利于随时调控课堂进度。
Step 3 Warming up and leading in
T: Do you like music
S: Yes.
T: Can you play the guitar
S: No, I can’t.
T: What can you do
S: I can play the piano.
T: Boys and girls, let’s come to Section B 1a on Page 4. First, let’s draw lines to match the words with the pictures.
(Ask the students to check the answers)
T: Now let’s come to 1b and listen to some beautiful sounds of the instruments. Listen and number the words [1-4] in the order of the sounds you hear in 1a.
(Ask the students to check the answers)
(
d
rums
____
piano ____
guitar ____
violin ____
)
设计意图：联系生活实际和所学的知识点，欣赏音乐的同时自然导入新课。
While-listening activities
Step 4 Listening for the general idea of 1d
T: Let’s listen to the tape and choose the main idea of the conversation ..
The general idea of the conversation is .
A. about the instruments.
B. about some students
C. to invite some students for the school concert.
(Ask the students to check the answers)
设计意图：以选择题的形式引导学生理解听力全文的大意，降低学习的难度。
Step 5 Listening for the specific ideas of 1d
T: Let’s listen to the tape and repeat , try to grasp the key information in the conversation. Circle the words and phrases you hear.
(Ask the students to check the answers)
2. (1e)
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. Listen carefully. Fill in the chart with the words and phrases in 1d..
(Ask two students to write the answers on the blackboard. The others write the answers on their books.)
设计意图：围绕着听力的具体细节来设计问题,训练学生听准关键信息并及时记下问题答案,学习掌握听力技巧。
Post-listening activities
1. (1f ) Group work
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 drums, but he can't play the piano.
S3：Frank can play the piano, but he can't sing or dance.
Teacher can walk around the classroom, and give some help to the Ss.
2. Following up. (进一步扩展)
Make a survey:
T: Now it’s your turn to make up your own dialogues. Please work with your group (four students in one group) and finish this chart.
Can Can’t.
S1
S2
S3
A: Hi/Hey, … Can you play the violin/piano/guitar/drums
B: Yes, I can./ No, I can’t.
A: What can you do
B: I can play the …
Report:
There are four students in my group, they are ______ _____ ______and _______. _____ can ____, but he /she can't _____…
设计意图：以上听后活动根据学生的实际情况，通过对话和调查活动让学生能掌握重点句型，循序渐进地培养学生在具体的语境下运用英语进行有效的交流的能力，并发挥小组自主学习、合作探究的作用。
Inquiry into knowledge by translation 翻译探究
一、Can Bill play the piano ___________________________
Piano意为 “ _____ ”，是 ____ 词,在表示演奏某种乐器（piano/ violin/guitar/drums）时，乐器前应加 _____
改错:
1. Can you play piano 2. Tom can play the soccer.
二、She can play the violin . But she can't sing or dance.________________________
or意为“ _____ ” 在疑问句中一般翻译成“ _____ ” 例如:
(1)你的尺子是长的,还是短的 __________________________________
or在否定句中一般翻译成“ _____ ” 例如:
(2)他不会唱歌也不会跳舞..________________________________________
设计意图：让学生自己预习总结语法要点，及时在实践中练习，学以致用；同时培养学生自主学习，合作探究的学习品质。
The end-of class test 当堂检测
Fill in the blanks with the correct forms of the words given.
Can Tom ____ (draw)
He can’t sing ____ (and) dance .
There are nine _____ (piano) in the school.
Mary, ____ (tell) me a story, please.
I want to join the ____ (swim) club.
设计意图：当堂检测题目紧扣语法要点和本课的重难点，围绕本节课的听力内容设计，让学生独立完成并讲出答案和考点，巩固效果较好。
Homework
1.Make conversations with the sentence structures.
2.Do some exercises on Zhuxue.
亮点：教学设计完整，环节齐全，内容紧凑，步骤环环相扣；小组合作较好，课堂气氛活跃，有利于调动全体学生的学习积极性; 精选适量习题精讲精练, 能够有效地巩固落实知识点, 提高学习效率。
不足之处：课堂节奏较快,部分基础较差的学生,接受此学习任务有难度，完成效果不一定理想。
使用建议：课堂容量较大,可以根据自己班级学生的实际情况对教案进行调整或删减。
Keys( 答案 )：
Step 2 Preview
1. (1) play the violin (2) play the guitar (3) play the piano (4) play the drums
(5) be good at telling stories
(6) Can Bill play the piano Yes, he can. But he can't sing or dance.
Step 3. Warming up and leading in
drums_2_ piano_3__ guitar__1_ violin__4__
Step4. Listening for the general idea of 1d. ( C )
Step 5 Listening for the specific ideas of 1d
1. play the guitar, play the drums, play the piano, sing , dance.
2. (1e)
Can Can’t.
Bill play the guitar sing
Cindy Sing, play the drums play the piano
Frank play the piano Sing or dance
Inquiry into knowledge by translation 翻译探究
一、Bill会弹钢琴吗 钢琴;名, the
改错: 1. Can you play the piano 2. Tom can play soccer.
二、她会拉小提琴,但她不会唱歌也不会跳舞。
或者,还是,也不; 还是
(1) Is your ruler long or short？ 也不 (2) He can't sing or dance
The end-of class test 当堂检测
1. draw 2. or 3.pianos 4.tell 5. swimming
七下 Unit1 Can you play the guitar （教案）
第4课时
Teaching and Learning Goals:
1. Talk about abilities.
2. To personalize and prepare students for the subsequent reading activity.
3. To let Ss use the target language to communicate about themselves.
（目标引领，用一段话表述了本节课的知识、能力和情感目标。）
Teaching and learning steps：
Step 1 Revision
Task 1. Ask some questions about can you … What club do you want to join
Task 2: At least one pair of students role-plays the conversation in 1d in front of the class.
Step 2 Warming up and leading in
Greetings:
T: Do you like music
S1: Yes, I do.
T: Can you play the guitar
S2: Yes, I can.
T: Can you dance or sing OK, Let’s come to 2a. Talk about Peter, Alan and Ma Huan.
（导入要联系所学的内容，使学生自然而然地进入新课的学习。）
Step 3 While-reading activities
Read the passage fast and silently to find the general idea
The main idea of the descriptions is ________ .
A. posters
B. ads
C. about abilities
Read the text carefully and silently to find the specific ideas
Read the passage and fill in the chart.
Name Like/Can
Peter
Alan
Ma Huan
Read the ads again and match the titles with the ads.
Match a person in 2a with an ad in 2b. Write A, B and C.
Step 4 Post-reading activities
(
Other abilities
Languages
Music and arts
Sports
) (
Abilities(Peter, Alan and MaHuan)
)1. Retell the descriptions according to the key words in front of the class.
2. Complete the following sentences without looking at 2a.
Peter: Hello, I’m Peter. I like_____ play basketball. I can _____ English and I can ______play soccer.
Ma Huan: Hi, I’m MaHuan. I can _______ ping-pong and ________. I like to _______ and play _______ with people.
Alan: My ________ Alan. I’m ______the school music club. I can _______ the _______ and the _________. I can _______and ______, too.
3. Complete the ad with the words in the box.
Make a poster. Ask for help with an event at your school.
Inquiry into knowledge by translation
翻译探究
1. They can tell you stories and you can make friends.
________________________________________________________________
tell sb a story 意为_________ ,也可以用 tell a story to sb 。如：
爸爸给他的孩子讲了个故事。
The father _______ his kid a _______ .
The father _______ a story _______ his kid.
make friends 意为______ , 常与介词_______ 连用，组成短语 _______________ ,表示“与-------交朋友”。如：
a, 我愿意和他们交朋友。
I would like to _________________ them .
b. 他想和一位新同学交朋友。
He wants to ______________ with a new classmate.
2. Are you good with old people
________________________________________
be good with----- 表示______________ , 如：
他与这些孩子相处的很好。
________________________________________
（引导学生观察、发现、归纳和掌握语言规律，形成有效的学习策略。教师不再直接告诉，而是在学生还不会的地方进行精讲，落实了以学定教。）
The end-of class test
violin, also, make friends, home, center, musician, today, be good with
一、从方框中选择合适的单词或短语，并用其适当形式填空。
1. Mary wants to ____________ with you.
2. Where do you buy the ________ It looks nice.
3. The girl is only 10 years old, but she _____________ people.
4. Judy’s parents are great ________.
5. Lily can speak English, and she can _______ speak Chinese.
6. A big table is in the ________ of the room.
7. I’ll call you from ________ this evening.
8. Allen goes to the library __________.
二、用括号内所给单词的适当形式填空。
1. Can you _______ (help) us with our English
2. What do you like to do on the (weekend)
3. Tom teaches me _______ (play) ping-pong.
4. Who can play the ________ (drum)
5. Six __________ (people) are in my family.
（以学评教、强化落实。当堂检测主要是由本节内容组成的形成性评价，有条件的学校可以拓展课程资源。）
“翻译探究”的主要目的是变老师讲解语言知识为学生自学语言知识。此项活动可以采取分组合作方式，先独立完成，再小组内合作探究，整理答案，每小组推荐一名学生汇报学习成果，鼓励每组提出与本课有关的疑问，师生共同解决，共同进步，体验成就感和快乐感。
Keys：
一、从方框中选择合适的单词或短语，并用其适当形式填空。
1, make friends with 2, violin 3,is good with
4, musicians 5, also 6,center 7, home 8, today
二、用括号内所给单词的适当形式填空。
1, help 2, weekends 3, to play 4, drums 5,people
(
14
)