Unit 1 Can you play the guitar Section B 1a—1f 表格式教学设计

教学设计
课程基本信息
课题 Unit1 Can you play the guitar (Section B 1a-1f)
Learning Objectives
Language points: Students can pronounce the new words and phrases:drums/piano/violin/musical instruments/school concert and understand their meanings. Students will be able to master the usage of the linking words “and/but/or” as well as the spelling and the meaning of the phrases:play the drums/play the violin/want...for... Students can use the modal verb “can” &“can’t” to ask and answer questions about musical ability properly. Language skills: Students will be able to sort out the key information after listening and improve their listening and speaking skills with the help of the following listening and speaking strategies. ＊Try to make predictions by looking at the picture carefully before listening. ＊If there isn't enough time, write the key letters or words first and then make the answers complete while listening. ◎Different questions, different intonations. (Use the rising tone in general questions and falling tone in special questions.) ◎Proper tones and body languages can help you show your feelings. Thinking quality: Students will learn to think critically and logically by asking and answering questions and be able to develop creative thinking by doing the drills such as chain game, role play and so on. Moral education: Students will know more about the Chinese musical instruments and develop their interest in playing musical instruments. Also, they will be aware of the importance of music and will be more willing to play music to spread love and warmth to people around them.
Teaching key points & Anticipated difficulties
Teaching focus: ①Get students to master the new words and phrases about musical instruments and help them consolidate how to talk about musical ability with the model verb “can” and “can’t”. ②Let students get some listening and speaking strategies from the listening tasks and use them properly in the new drills. Anticipated difficulties: ①Students may find it difficult to write down all the answers correctly when filling in the chart. Therefore, a listening tip is offered in advance to help them finish the task. ②It may be not easy for students to ask and answer questions about what Bill, Cindy and Frank can and can't do very quickly in one go. Some pictures are added to make the chain game easier as well as more interesting. ③By the end of the class, students are asked to do the role play—make a video call. They may make some mistakes, like forgetting to add a beginning and an ending to the conversation and speaking the word “drums” or the questions with “can” in a wrong way. So it is necessary to guide students to pay attention to the pronunciation of the new words and to distinguish different intonations in different questions.
Teaching Design
ProceduresTeacher activitiesStudents activitiesIntentionStep 1 Lead-in1)Do the self-introduction and introduce the teacher Ms. Green who is the character in the listening activity 1d. 2)Have students enjoy part of the school concert last year in Ms. Green’s school. 1) Greet the teacher. 2) Pay attention to what Ms. Green says and enjoy the school concert. 利用Ms.Green邀请学生去关注学校去年的音乐会这一动画导入，引起学生兴趣。自然过渡到单词短语教学。同时这一导入与后续听力背景相关，为1d听力作铺垫。Step 2 Pre-listening Play some music pieces for students to guess and display the new words and phrases related to western musical instruments. Listen and guess the musical instruments. Talk about what the boy or girl can do in the picture to consolidate the new words and phrases. 利用声音、图片和句子等多模态形式呈现和巩固乐器相关词汇短语,为后续的听力和口语输出作铺垫。Step 3 While- listening 1) Get students to work on 1a (draw lines to match the words with the pictures) and check the answer together with them.When checking answers, guide students to pay attention to the differences between a guitar and a violin. 2)Play the recording again for students to finish 1b(listen and number the words in the order of the sounds they hear) and guide students to share answers. 1)Listen and draw lines to match the words with the pictures as well as speak out the answers confidently. Take notes about the differences between a guitar and a violin. (A guitar has six strings while a violin has four strings.) 2)Listen again and number the words in the order of the sounds and share answers in the sentence pattern “No.___ is the sound of ______.” 训练学生快速获取图文类难度较低听力答案的能力,建立图片和单词联系进而得以巩固所学词汇。Step 4 Post-listeningGuide students to talk about the instruments they can or can’t do freely.Do the pair work. Ask and answer questions about the musical instruments they can do or can’t do freely and use what they have learned before to add their own ideas to make the conversation more logical and meaningful.此活动检验并强化所学的重点生词及句型,旨在锻炼学生合作交流技能；同时鼓励学生依据自己的实际水平自由发挥，围绕既定话题展开较真实的交谈。为后续最终的输出活动奠定基础。Step 5 Pre-listening1)Lead students to look at the picture carefully to answer where Ms. Green is and tell students the reason why Ms. Green is there. Then lead students to make predictions about what Ms. Green may say to the students. 2) Have students guess which words or phrases may not be heard here and display the first listening tip. Look at the picture in the textbook carefully, answer questions and tell reasons as well as make some reasonable predictions.由导入时Ms. Green所在学校去年的音乐会过渡到今年音乐会的筹备，这一衔接较自然地铺垫了本听力材料背景，利于学生理解听力文本。同时本环节旨在培养学生仔细看图进行预测这一重要的听前技能的运用。Step 6 While- listeningTask1:Work on 1d&1e 1)Have students finish 1d and check answers together. 2)Get students to pay attention to the chart and think about how to deal with the exercise efficiently and correctly. 3) Show the second listening strategy for students to follow when solving the task 1e.1)Listen and circle the words and phrases. Share answers. 2)Listen again and fill in the blanks.Write down the first letters or key words when there isn’t enough time. 3)Share answers in the sentence pattern“___can___, but he/she can’t__________.” 本环节由前面的第一、二人称过渡到第三人称，引导学生由谈论自身音乐能力到谈论他人音乐才能。旨在培养学生带着目的和策略去听取并速记关键信息的能力。Task2:Listen and imitate. Activity one：Listen and pay attention to the stress. 1)Ask students why they can get the correct answers so quickly and then display key sentences. 2)Lead students to listen, pay attention to the stress(important linking words)and imitate.Tell students that the teacher asks some questions before the three students give response. Activity two：Listen,make marks and imitate. 1)Ask students to pay attention to all the questions in the listening material and read them on their own first. Then play the audio for students to make marks, check and imitate. 2)Invite students to share their findings and present the first speaking strategy. 3)Get students to try reading the two comments( two sentences with exclamation marks first) and then read them for students in person by adding some body languages for students to find out the second speaking strategy. 4)Invite students to listen to the whole conversation and imitate.1)Answer questions and then listen to the sentence patterns for giving response. Focus on the stress and imitate. 2)Read “Yes/No” questions and “what” questions with the modal verb “can”. Then listen to the intonations of all the questions carefully and make marks. After that, share the findings and keep the speaking strategy“Rising tone in general questions and falling tone in special questions.” in mind. 3)Read the two comments first. Then have a look at how the teacher deal with them. 4)Voice their own ideas and take notes about the second speaking strategy“Proper tones and body languages can help you show your feelings.” 4)Listen, imitate the whole conversation and try to remember the content so as to get ready for the next two tasks. 本环节对听力文本进行进一步深入挖掘，引导学生听文本模仿的同时，引领学生关注此对话主要由三部分组成(教师多样化询问学生音乐能力；学生给于合理回答；教师适当进行正面评论赞赏）；同时引导学生主动探索发现并关注口语技巧，增强学生边听边做标记的意识。为本节课后续的听后任务输出做好充足准备。Step 7 Post-listening Task1：Let's play a chain game！ 1)Make students ask and answer questions about what Bill, Cindy and Frank can and can't do as quickly as they can. 1)Ask and answer questions about what the three students can and can't do in the form of the lightening round(快问快答).以游戏的形式基于听力文本进行第三人称他人能力的问答操练， 同时也是对刚刚所学的口语技巧的对应检验巩固，寓学于乐。Task2:Rewrite the conversation. Ask students to read the notice and fill in the blanks according to the listening material.Fill in the blanks and share answers as well as correct the mistakes.本练习基于单元整体教学观设计，延续回顾了课本P3中3b的练习“Students Wanted for School Show ”，同时为P6 3a “Musicians Wanted for School Music Festival ”奠定基础。此外，这一环节旨在引出最后输出活动。整节课以Ms.Green学校的音乐会作为主线串联。Task3:Make guesses. Invite students to guess what Chinese musical instrument Jia Ming can play well.Try to guess with the sentence pattern “Can he... ”通过问答补充中国典型的传统乐器，引导学生关注中国音乐文化元素。同时迁移创新，将对西洋乐器的操练迁移过渡到中国传统乐器层面。Task4:Make a video call！ 1)Tell students that Jia Ming wants to join the school concert and he is making a video call to Ms.Green. Then let students to think about how he will talk with Ms.Green. 2)Show a version for students to read and give advice. Remind students to pay attention to adding a beginning and an ending to make the conversation complete, logical and polite. 3)Have two students role play the dialogue which they have polished and encourage more students to have a try after class. Show the checklist for them to evaluate their performance. 1)Pay attention to the example from two students and then show their own ideas about how to make the conversation become better. 2)Take notes and think about how to make their own conversations with the help of the evaluation checklist. 创设真实情境， 中国学生跟外国老师进行视频对话。通过展示不完美的对话，引导学生关注对话的完整性、合理性和得体性，强调礼貌原则。两位学生角色扮演展示修改后的对话可检验学生对于之前的口语策略和新授单词短语重点句型等的掌握情况。延展思考，拓展思维；创设较真实情境供学生运用所学，同时鼓励学生发散思维，创新迁移并内化语言。Step 8 Summary and moral education1)Design the homework and show a mind map to summarize the lesson today. 2)Show a video that many students from the music club in Ms.Green’s school play different musical instruments online during the epidemic so as to raise students’ awareness of the power of music. 3)Display a sentence with the modal verb can to illustrate the importance of music.1)Listen to what the homework is carefully and look at the mind map to review what they have learned.Think about how to make their own mind maps.. 2)Be more willing to learn to play musical instruments and use them to spread love and warmth to people around them. 系统总结归纳所学,作为典例,供学生参考。鼓励学生积极培养音乐能力去传播爱和温暖给他人。学有所感，化感于行。HomeworkMust-do: Discuss the conversation together with the group members, write it down and do the role play as well as the evaluation. Can-do: Design an English poster for the music club in Ms.Green’s school to recruit(招募) more students for the school concert or draw a mind map about what you have learned today.