Unit 1 Can you play the guitar?
Period One (生词课)
Learning Goals:
一、语言知识和语言功能:
1. To master the following curriculum words:
chess, guitar, club, story, show, drum, violin, people, home, center, weekend, musician, sing, swim, dance, draw, speak, join, tell, write, talk, make, teach, or, also, today
2.To master the following useful expressions:
play chess, speak English, be good at, be good with, talk to, play the drums/piano/violin, make friends, help sb. with sth., on the weekend, sports/music/art/chess club, join a club, do kung fu
3. To read the following non-curriculum words:
Kung fu, piano
二、学习策略：
1. 依据图片理解和记忆词汇。（Understand and remember the words and phrases with the help of the pictures.）
2. 在语境中理解和记忆词汇。（Understand and remember the words and phrases in the context.）
3. 依据读音规则、构词规律理解和记忆词汇。（Understand and remember the words and phrases according to the phonetic rules, the structures of the words and phrases.）
三、情感态度:
To encourage the students to learn more abilities and skills to enjoy life.
【设计意图】法国的哈伯特说对于一只盲目航行的船来说，所有的风都是逆风。对于盲目教学的教师和盲目学习的学生来说，再多的努力都将是事倍功半！因此，无论教师还是学生对每节课不同层次的教学目标充分了解，上课时才更有目标性和高效性。
Teaching and learning steps:
Step 1 Warming-up (talk about hobbies and abilities)
Get the students to watch a video about Michael Phelps（菲尔普斯）
T: Do you like…?
Ss: Yes, I do. /No, I don’t.
T: Can you …?
Ss: Yes, I can. /No, I can’t.
Ss ask and answer each other.
T: Now, let’s learn some words and phrases about hobbies and abilities.
【设计意图】先播放美国飞鱼菲尔普斯的视频，吸引学生的注意力。然后以学生感兴趣的“爱好和特长”为主题与学生展开自由对话，以此复习句型Do you like…? Yes, I do. /No, I don’t.并引出本单元句型Can you …? Yes, I can. /No, I can’t.
Step 2: Learn to read the new words of Unit 1. (P121)
1. The Ss read the new words alone and mark the difficult words.
2. The Ss read the difficult words according to their phonetic symbols and deal with the pronunciation problems in groups of 4.
3. Get No.3 of each group to read the new words to the class, the others listen. Any student can stand up to correct some pronunciation mistakes. If necessary, the teacher can offer help.
4. Play the tape for the Ss to listen and correct their pronunciations.
5. Get the students to read the words by reading like a poem.
Eg: guitar, guitar, guitar, G-U-I-T-A-R,guitar!
6. Ask No.4 to read in front of the class. Make sure most students can read the words correctly.
【设计意图】让学生学会试读单词是一种学习习惯的培养。通过学生自主学习，合作探究后教师先提问组内成绩中下等的3号同学，听录音校音再像朗诵古诗一样齐读后再抽查4号同学。小组互助达到学习新单词的目标，同时借助录音校音，能使学生发音更标准。
Step 3: Learn to remember words on P121.
一. Remember the words by looking at pictures and do actions at the same time.
T: This class we’ll discuss what we can do and what we can’t do. First look at the pictures and do actions.
Show pictures, and the Ss remember them by doing actions and making sentences.
dance
The girl can dance.
play the violin
She can play the violin.
swim
Oh, the baby can swim.
draw
They are drawing.
play chess
Many people are playing chess.
speak English
Li Yang is good at speaking English.
do Chinese kung fu
Jackie Chan does Chinese Kung fu well.
play the guitar
She can’t play the guitar.
sing
SHE likes singing.
play the drums
He can play the drums.
play the piano
He can play the piano well.
tell a story
Can you tell stories?
write
The old man often writes in the afternoon.
【设计意图】图片直观形象，七年级的学生更感兴趣，容易借助图片信息记住单词，同时通过身体动作学习动词和动词短语效果更好。
二. Remember the words by matching itself with its meaning.
1.be good at 对…有益
2.talk to 擅长…
3.be good with 对…有办法
4.make friends 结交朋友
5.on the weekend 跟…说
6.be good for （在）周末
三．Remember the words by guessing what people can do.
【设计意图】通过看图猜动作的训练，能吸引学生的注意力，进一步巩固学生所学短语。
四. Remember the phrases by making conversations.
Examples:
(1) T: What can you do?
Ss: I can tell stories/write stories/play the piano/play chess...
(2) T: What do you want to do?
Ss: I want to join the music /drawing / swimming club.
Ask the Ss to work in pairs.
【设计意图】通过编对话的训练，既巩固所学短语，又对本单元语法目标进行训练，实现了对语言的运用。
五．Remember the phrases according to their Chinese. Then check the usages of them.
1. My sister ____ _____ ____ (擅长)speaking English.
2.Mr Liu is very clever, and he ___ ____ ____ （有办法对付）his students.
3.Mothers love their kids and ___ ____ ____ （和...相处的好）them.
4.I’m busy now, and I can’t ____ ____ ______ (帮助你做) your homework.
(Keys: 1. is good at 2. is good with
3. are good with 4. help you with)
【设计意图】让学生自查自究短语掌握情况，通过交际练习，引导学生运用本课重点词组有利于同学们的掌握。
Step 4.Consolidation of the words
1. Get the students to read the words together by reading like a poem.
Eg: G-U-I-T-A-R, G-U-I-T-A-R, G-U-I-T-A-R, guitar, G-U-I-T-A-R!
2. Then get them to work in pairs to have a competition to see who can spell the word 5 times in one breath. Underline the words they haven’t grasped.
3. Get the students to have a short dictation about the important words and phrases. If they can’t, dictate after class in groups.
【设计意图】此环节为巩固单词。通过利用读四言格律诗的格式以及一口气读5遍的方法来对单词加以巩固。这时学生就会有意识地集中精力去记，单词就很容易记住了。学生自检，组长再次检查的方式更有利于学生的自学和小组内的互助。
Step5: Read the poster and translate it.
T: Please pay attention to the new words in red.
Hi, boys and girls!
I am your head teacher. Our school has many clubs this term. They are English club, chess club, music club, drawing club, swimming club and the story telling club. What club do you want to join? If you are good at singing and dancing, and if you like playing the drums, the piano, the guitar or the violin, you can join the music club and talk to famous musicians; We also need some students to help others.
If you can speak English well, you can join the English club and teach little kids on the weekend, and help them with English. Some students are good with old people, so you can come to Old People’s home .You can talk to them and play games with them. You can also make friends with them.
Write to Mr. Gao or go to the teachers’ office today !
Come and show yourself!
【设计意图】通过小短文，让学生对本单元整体目标有个认识，涉及到本单元所有单词，学生通过阅读加深了对新学单词的巩固。
Step 6.画思维导图
【设计意图】思维导图能简单直观地呈现本节课的单词，更进一步地做到对单词的记忆，理解和应用。同时可以借此复述上面的文章。
Step7: Summary and homework
1. Ask some Ss to sum up what they have learned today.
2. If you can’t dictate all the words, copy three times.
3. If you have time, please preview Section A.
Step 8当堂检测：
（一）选词填空。
1. Ren Lijuan wants to join a___________.
2. Rick likes sports. He plays ___________.
3.___________ you play the piano?
4. Bai Jie can dance and ___________.
5.__________ club do you want to join?
6. I want to join the art club. Oh, can you ___________?
（二）翻译句子：根据中文意思补全英文句子,每空一词。
?1.I`m _____ ______ _______ _____ _____ (在学校游泳俱乐部里).
2.We need you to _____ ______ （帮助） sports for English-speaking students.
3. your teachers （善于应付）you?
4.They can you (讲故事）and you can (交朋友）.
5.We need musicians for our ______ _______ (学校音乐节).
当堂检测答案：
（一）选词填空：
1.club 2.volleyball 3.Can 4.sing 5.what 6.draw
(二) 汉译英：
1. in the school swimming club
2. help with
3. Can... good with
4. tell ...stories...make friends
5. school music festival
亮点:
1. ?通过不同形式让学生学习，记住并运用单词，让单词放在具体语境中运用，达到学以致用目的，争取课堂上能让更多的学生掌握所学，减轻课下学习的负担。
2. 积极调动每个学生的学习热情，参与课堂，体验学习的乐趣，感受成功带来的自信。
3.思维导图和短文有机结合，对所学单词从整体上达到巩固效果。
使用建议：个别短语容易混淆，有些单词用法比较多，要根据新课标要求选择性的让学生记住。同时，要充分调动组内互助的热情，培养学生的自主学习和合作学习的习惯。
Unit 1 Can you play the guitar?
阅读课 Section B (2a-2c)
Teaching goals:
Students can use modal verb“can” rightly.
2.Read the descriptions about Peter, Ma Huan and Alan, find their abilities and then read the ads, match the three persons with the ads. 3.According to three ads, write a poster asking for help with an event in your school. They can finish the tasks with the reading strategies. （设计意图：引领学习内容，明确教学目标）
Teaching and learning steps
Step 1.Preview and testing 预习检测
Read the book, put them into Chinese or English orally, then write them down without looking at the text.
at the old people’s home _______________________
be good with old people________________________
tell the stories___________________
make friends ____________________
school music festival_____________
我会打乒乓球和下国际象棋。
__________________________________.
我喜欢与人们交谈和一起做游戏。
__________________________________.
我在学校音乐社团。
__________________________________.
请来学生运动中心。
__________________________________.
10.学校需要帮助教音乐。
__________________________________.
(设计意图：以“生本教育”为理念，为学生设置前置任务，培养学生的预习能力和自主学习能力。)
Step 2.Warming up and leading in热身导入
T: First, let’s play a guessing game. Who is he?
S1: He is Li Yundi.
T: What can he do?
S2: He can play the piano.
T: Can you play the piano?
S3: Yes, I can.
T: How about you?
S4 : ...
T: Great! I think you can show for our School Music Festival. Today we have three new friends, Peter, Alan and Ma Huan. Can you find what they can do? Let’s come to 2a, first.
(设计意图：以图片和小游戏激发学生兴趣和积极性。通过师生对话，引出另外三名学生，自然引入新课。
Step 3. While-reading Activities
Task 1: Read the three descriptions fast and find the general idea of
2a读取大意
The general idea of the description is about_______
posters
ads
about abilities
(设计意图：速读获取大体信息，整体感知文章，学会阅读策略。)
Task 2: Read the text carefully to find the specific ideas读取细节
T: Now please read the text again and find what they can do. Fill in the chart.
? Peter
? Alan
?
Ma Huan
(设计意图：精读了解文章细节，理清思路。根据文章特点，表格使学生的阅读目的性更强，以提高阅读效率。)
Task 3: Read the text again and answer the questions读取细节
T: OK, boys and girls, you did a good job. Now please look at these
questions, read the text again and answer them.
1. What does Peter like to do?
________________________
2. Can Peter play soccer?
________________________
3. Who is in the school music club?
____________________________
4. Who can play ping-pong and chess?
___________________________
5. Does Ma Huan like to talk to people?
___________________________
(设计意图：从初读文章获取简单信息到细读文章填表梳理思路，再到深读文章进一步体会文章细节，环环相扣，符合学生的学习规律。)
Task 4: Read the ads. Match the titles with the ads.
T: After reading, I think every student should know the three persons’
abilities. Here are three wanted ads. First, read the ads, match the titles
with the ads.
A. Help for Old People Are you busy after....
B. Music Teacher Wanted We need help at the old…
C. Help with Sports in English Can you play the piano…
(设计意图：运用合适的阅读策略，引领学生快速正确的完成任务。
明白文章主旨，抓住与题目相关的词汇。）
Task 5: Read the three ads again, fill in the card.
T：Next, please look at the three cards, read the ads again and fill in
the cards.
(设计意图：继续培养阅读能力。告诉学生针对任务，抓住细节，提
炼有用信息。同时让学生学会写招聘广告时的几个要点。）
Task 6: 2c Match each person in 2a with an ad in2b.
T: Now class, please look at the card you have filled, match each person
in 2a with an ad in 2b quickly.
A Peter
B Alan
C Ma Huan
（设计意图：提升学生分析问题和解决问题的能力）
Step 4. Post-reading activities读后活动
Task 1. Listen to 2a and 2b, and then repeat.
(设计意图：听录音模仿是学生获得最佳语音、语调的有效措施，进一步体现了新课标修订后的重点。）
Task 2. Retell the passages according to the pictures. (复述)
T: After reading, now let’s see if you can remember them. Please look at
the pictures and retell the texts. Let’s see who can do best.
(设计意图：以图片激趣，促使学生主动读图，提高复述文章的顺利性。)
Task 3. Complete the following sentences without looking at 2b.
T: I think Dong Rui did best, do you think so? Let’s go on. Fill in the blanks using the right forms of words.
A Help for Old people
We _______ (need) help at the old _________ (people) home. Are you
free in July? Are you good with old people? Can you _______ (talk) to
_______ (they) and play games with them? They can tell you _________
(story), and you can make _________ (friend). It is ____________
(interest) and fun! Please call ____ (we) at 689-7729 today!
C Help with sports in English
Are you busy after school? No? Can you _______ (speak) English? Yes?
Then we need you __________ (help) with sports for English-speaking
_________ (student). It is _________ (relax) and easy! Please _______
(come) to the ___________ (Student) Sports Center. Call Mr. Brown at
293-7742.
B Music Teacher wanted
Can you ______ (play) the piano or the violin? Do you _______ (have)
time on the weekend? The school ______ (need) help ______ (teach)
music. It ________ (be not) difficult. Please call Mrs. Miller at 555-3721.
(设计意图：进一步加深对目标语言的巩固，适合大多数学生，尤其
层次稍低的学生。)
Step 5. Writing
T: You know Women’s Day（妇女节） is coming ,our school wants
to have a school show for women teachers. So we want some musicians
for it. If you want to join in it, please answer our paper.
Musicians Wanted for School Show
What can you do?
(设计意图: 进行写作练习。有了前面环节的语言输入，激励学生进行语言输出。当堂优秀作文的展示，是对程度好的学生的一种鼓励与赞赏，对其他学生也是一种激励。)
Step 6. Teacher’s words情感体验：
T: According to your paper, I know you can do many things. So what can you do for your mother on Women’s Day? Can you help your mother with housework?
Ss: Yes, I can.
T: Are you happy when you are helping others?
Ss: Yes.
T: Helping others is helping yourself. Let’s do it.
Step 7 Inquiry into knowledge by translation 翻译探究
T: Now，Let’s have a group work. Please finish the following questions.
You can discuss them in your group. Begin, please .
一. I can also play soccer. I can sing and dance, too.
_________________ ___________________
1. also: 意为_____,______。在句子中多位于_______前，be 动词和__________之后。
2. too：意为_______。在句子中位于肯定句的__________。
如：（1）我也想去看电影。
I ________want to go to the old people’s home.
（2）我也是一名学生。
I am _______a student.
I am a student， ______.
（3）我的弟弟也会敲鼓。
My brother can _______play the drums.
二. Are you good with old people?
___________________________________
1 .be good with : 表示“____________,_____________” 。如：
他与这些孩子相处的很好。____________________________
2.be good at: 表示“______________”。如：
我的姐姐擅长弹钢琴。__________________________
三. We need you to help with sports for English-speaking students.
_________________________________________________
1.need 此处为行为_______, need sb to do sth表示“_________”
如:我们需要老师去教我们。_______________________________
2. help… with….表示“_____________________”。
如：吉姆帮助我学英语。__________________________________
3. English-speaking 为复合形容词，译为：“______________”
如：美国是讲英语的国家。The USA is an _____________country.
(设计意图：采用“小组合作，自主探究”，真正体现“生本教育”理论。提高学生自己观察、发现和掌握语言规律的能力，形成有效的学习策略。)
Step 8 The end-of- class test当堂检测
一、根据汉语提示完成句子。
1.We should help old __________（人，人们)？
2. Please call Mr. Brown at 555-3721________ (今天）.
3. I often go to my grandparents’ house on the （周末）。
4. We need help to （教，讲授）music.
5. You need a _____________(音乐家) for your school music festival.
二、用所给词的适当形式填空。
1. She likes ___________ (play) the piano.
2 .He can (speak) Chinese.
3. Are you good at__________ (speak) English?
4. My father often helps me__________(play) chess.
5. She likes singing and she _________ (want) to join the music club.
三、请翻译下列句子。
1. 我会说英语并且我也会踢篮球。
___________________________________
2. 他们会给你讲故事，你又可以交朋友。
_________________________________________
我们需要你帮助说英语的学生开展体育活动。
_______________________________
你能与他们交谈并且做游戏吗？
________________________________
周末你有时间吗？
________________________________
(设计意图：检查学生对知识的运用情况，及时发现学生的不足，查缺补漏并做出对应的解决措施。)
Step 9. Homework: 家庭作业
1. 3b Make a poster. Ask for help with an event at your school.
2. （选做）
自己搜集几则与2b难度相当的广告， 设计并完成与段落相关的阅读任务。
(设计意图：分层布置作业。对学有余力的同学，可进行综合技能的强化训练，完成广告的任务。)
本课亮点：
能够立足教学目标，循序渐进对学生进行知识的渗透。教学活动设计，充分考虑了学生的不同层次，注重学生参与的广度。整堂课,体现了学生的主体地位，采用任务性教学，把阅读课的精神贯彻到底。教和学立足于课本，但又高于课本，实现了学生从理论的积累到生活实践的真正的转变。
不足：设计中缺少学生之间的人际交流。
使用建议：
整篇教学设计环节比较多，Step3中的Task.3可作为参考环节。
参考答案：
Step1. Preview 预习检测
1.在敬老院
2.善于应付老人
3.讲故事
4.交朋友
5 .学校音乐节
6. I can play ping-pong and chess.
7. I like to talk and play games with people.
8. I am in the school music club.
9. Please come to the Students’ Sports Center.
10. The school needs help to teach music.
Step3.
Task1: B
Task2:
? Peter
play basket, speak English, play soccer
? Alan
?play the guitar and the piano, sing and dance
Ma Huan
play ping-pong and chess, talk and play games with people
Task3:
1. He likes to play basketball.
2. Yes, he can.
3. Alan
4. Ma Huan
5. Yes, she does.
Task4:
A. Help for Old People Are you busy after....
B. Music Teacher Wanted We need help at the old…
C. Help with Sports in English Can you play the piano…
Task5:
A: Event (事件):Help for old people
Wanted: volunteers （志愿者）
Requirement(招聘条件) :
free in July, be good with old people, can talk to them and play
games with them
Phone number: 689-7729
B: Event（事件）: Help to teach music
Wanted: music teacher
Requirement(招聘条件) :
can play the piano or the violin, have time on the weekend
Host (主办者): Mrs. Miller
Phone number: 555-3721
C: Event(事件): Help with Sports in English
Wanted: volunteers（志愿者）
Requirement(招聘条件) :
free after school, can speak English,
Host (主办者): Mr. Brown
Phone number: 293-7742
Task6:
A Peter
B Alan
C Ma Huan
Step4.
Task3: A: need, people’s, talk, them, stories, friends, interesting, us
B: play, have, needs, to teach, is not
C: speak, to help, students, relaxing, come, students
Step7.Inquiry into knowledge by translation 翻译探究
一、我也会踢足球。 我也会唱歌和跳舞。
1. 也，并且；行为动词；情态动词
2. 也；句末
（1）also (2) also, too (3) also
二、你和老人相处的好吗？
1. 善于应付…的，对…有办法, 和…相处的好
He is good with these children.
2. 擅长于…
My sister is good at playing the piano.
三、我们需要你帮助说英语的学生开展体育活动。
1. 动词；需要某人去做某事
We need teacher to teach us.
2. 在某方面帮助某人
Jim helps me with my English.
3. 讲英语的；English-speaking
Step 8 The end-of- class test当堂检测
一、根据汉语提示完成句子。
1. people 2.today 3. weekend 4. teach 5. musician
二、用所给词的适当形式填空。
1. to play/playing 2. speak 3. speaking 4. play/to play 5. wants
三、请翻译下列句子。
1. I can speak English and I can also play basketball.
2. They can tell you stories, and you can make friends.
3. We need you to help with sports for English-speaking students.
4. Can you talk to them and play games with them?
5. Do you have time on the weekend?
Unit 1 Can you plan the guitar?
（Section B 1a___1e）
Teaching and learning aims ( 教学目标)
语言知识：
1、能掌握与乐器相关的生词和词组：drum, play the drums ,piano ,play the piano, violin, play the violin.
2、能在听力课文中听出相关的句型：I can play the guitar, I can sing and I can play the drums, but I can’t sing or dance.
二、语言功能。
1、学会运用谈论能力的句型：Can you /he/she……? What can you do? What club do you want to join? 运用这些目标语言询问别人的技能和特长。
2、巩固并熟练运用can用于不同人称来谈论能力的句子，并能根据听力课文、talk about what clubs they want to join ,Enable students to ask about others’ abilities.
三、学习策略：
在运用can用于不同人称来谈论能力的基础上，总结它在特殊疑问句中的用法规律。
四、情感态度：
积极参加社会、团体活动和社会实践来丰富自己的文化生活；通过与别人的交流学习和互相帮助来培养自己多方面的才能。
Teaching and learning steps.
Steps 1、Review
1、 Let the students review “ can”, Talk about the activities that you can do and you can’t do. Then let the students talk about the following pictures, divide them into two groups Student A asks, Student B answers, use “Can you/she/he…….? Yes, I/you/she/he can. No, I/you/she/he can’t.
( 设计意图：设计复习的目的，是想通过形象直观的图片让学生复习 can的一般疑问句及肯定和否定回答，在此基础上，继续掌握can的用法规律。）
Steps 2. Pre-listening activities
一、 预习检测。
Read the book and put the Chinese into English orally, then write them down without looking at your book .
拉小提琴___________.2、弹吉他______________.3、打鼓_______________.
4、弹钢琴__________. 5、讲故事__________.6、你会拉小提琴吗?_______________? 不，我不会______________7、比尔会弹吉他吗?是的，他会。但是他不会唱歌。_________,
____,_________________.
（设计意图：通过预习检测，查看学生预习生词情况，做到心中有数，教师有针对性地教，学生更有针对性的学。）
二 、Warming up and leading in.
T: I am an English teacher .I can speak English .but I can’t sing or dance .Because I don’t like music. Do you like music？
Ss: Yes.
T: Look at the pictures of the instruments. What are they？ OK .Let’s come to 1a.
12 3 4
T: (To a student) Can you play the guitar? Help him or her answer like this: Yes, I can ./ No, I can’t .to the others, Then ask and answer with some other students like this to learn the new words and expressions .At last , The students ask and answer in pairs about the four pictures above .
SA: Can you play the guitar?
SB: Yes, I can, / No, I can’t .
SA: Can you play the drums?
SB: Yes, I can. No. I can’t.
SA: Can you play the …….?
SB: Yes,……/ No ,………,
1a: Let students look at the four instruments. Draw lines to match the words with the pictures
2. Ask and answer about instruments.
Let students find someone who can play a certain instrument.
On the board:
Find some who can play the _____.
drums piano guitar violin
Direct students to the model question and response in 1c.
e.g. Can you play the violin? Yes, I can/ No, I can’t.
Let students to ask the question to their classmates. If a student responds “Yes, I can”, then their name can be written down next to the instrument. Then your group can get double points.
（设计意图：通过询问谁会某种乐器，把名字写在乐器下面，可以调动学生们的积极性，活跃课堂气氛，再者，通过这种方法来对1c的对话进行练习，调动了学生对展示自己特长的渴望，为后面的听力练习做了铺垫。）
Step3. While-listening activities.
Listening for the main idea .( 听取大意)
Listen and choose the main idea.
The main idea of the conversations is to talk about _________.
what instruments the teacher can play .
what instruments some students can play.
how to have a concert.
Listening for the specific ideas of 1b .( 听取细节)
Task 1. Listen and number the words【1__4】in the order of the sounds you hear in 1a .
The sound of a guitar 2、The sound of drums 3、The sound of a piano 4、The sound of a violin .
T : Listen to the tape and circle the words and phrases in the chart below.
play the violin sing
play the guitar dance
play the drums draw
play the piano tell stories
Task 2、Listen again , Fill in the chart with the words and phrases in 1d .
Can
Can’t
Bill
Cindy
Frank
Task 3 、Listen again and fill in the blanks .
Teacher: I want some students for the school concert. What _____you do ? Bill ? Can you _______?
Bill: No ,I can’t . But I can_________.
Teacher : You can play the guitar ？what can you do, Cindy？
Cindy: I can _____ and I can ______.
Teacher: You can! Great, Cindy .Can you play the guitar?
Cindy: No. I can’t .Frank can ______.
Teacher: Frank, can you play the piano?
Frank: Yes. I can play the piano .but I ____sing or dance.
Task 4 、Listen and repeat .
Play the tape again, then Role_ play the conversation with your partner.
（ 设计意图 ：本课时是Section B的听力内容, 我设置了听取大意、听取细节、在
听取细节中，又设置了4个任务，先让学生试听，掌握其大意，接着让学生看着听力课文，再听。然后，合上课本，再听，通过至少3至4 遍的听力训练，初步培养听的技能，我认为，如果每堂课坚持听力训练，然后再进行听力模仿，就能提高学生的口语表达水平。）
Step4. Post-listening activities.
Talk about what Bill. Cindy and Frank can and can’t do , finish off the mind map .
( 设计意图：利用思维树的形式，让学生知道主要谈论人的能力abilities,在这篇听力课文中，主要人物有4个：teacher、Bill、Cindy、Frank.分别谈论他们能做什么，不能做什么。这样一目了然，有助于理解和加强记忆。学生会很快地复述出来。)
Step 5、Interview your friends, ask them what they can do and what they want to join club.
Activity 1 Make a survey (调查)
Interview（采访）four of your friends.
name
can
Club( want to join)
1. What can you do ?
2. What club do you want to join?
SA: What can you do?
SB: I can sing and dance。
SA: What club do you want to join?
SB: I want to join the music club……..
Activity 2 : Report to the class:（汇报采访结果）。
eg: I have four friends .Jenny can sing very well ,She wants to join the music club ,Alan can play chess ,He wants to join the chess club……., Mary can …… she wants to……..Tony………
（设计意图：本步骤设计两个活动，活动1：通过对话形式，运用can在特殊疑问句中的形式，来调查一下自己的同学或朋友会干什么，想参加什么俱乐部。运用目标语言进行知识的输出。活动2：在活动1的基础上，继续把语言知识进行整合，锻炼学生用所学的知识，来进行练习简单的写作，提高写作水平，达到学以致用的效果。）
Step 6: Inquiry into knowledge by translation.
Can you play the guitar？
____________________________________
Guitar 意为“___________” ,是______词，在表示演奏某种乐器时，乐器前应加the.
Can Ann play piano? （ 改错）____________________________.
二、I can play the piano , but I can’t sing or dance.
_____________________________________________________________.
Or 意为“___________”,在疑问句中一般翻译成“__________”。在否定句中一般翻译成“_________”。
它是黑色的，还是白色的？
__________________________________.
他不会读也不会写。
___________________________________.
Step 7 : The end---of---class test(当堂检测)
用所给单词的适当形式填空。
He can play soccer but he can’t_______( dance)
There are ten ______( piano) in our school.
Can your sister______( draw)?
I can’t dance________( and) sing.
Please______( tell) me a story.
Do you like guitar____( 或者) violin?
I want to join a_______ (sport) club.
She often helps me w____ singing.
I want some students f_____ the school concert.
1o、I can play the d______.
二、完成下列句子。
1、我需要一些学生参加学校音乐会。
___________________________________.
2、我会弹吉他
__________________________________.
你会弹钢琴吗？
___________________________________.
4 、我会弹钢琴，但我不会唱歌也不会跳舞。
____________________________________.
Step 7 、Homework: 预习Section B的 2a __2c .完成助学内容。P5_P7.
亮点：
本单元的中心话题是“谈论人的能力、特长等”，主要是有关音、体、美等活动的表达方法，掌握情态动词can的用法，学会运用can来谈论自己或询问别人的能力与爱好；并能够根据所给材料写相关的招聘广告。这与学生的实际生活息息相关，学生对此非常感兴趣，也能增进他们之间的感情。本着这一话题，在本课中，我设置了“自学单词抢答---看图片复习学过重点单词和词组----展示常见乐器”等几个环节，多种形式地复习和乐器有关的词和词组。通过不同形式的反复操练，改变了过去学单词的单一性和枯燥性。再通过两人一小组的句型操练，或者根据自己的实际情况来回答，激发了学生的学习兴趣。接着对学生进行日常的听力训练，先设置了4个任务:由简单的给出材料，进行连线，到听出内容，填写表格，然后再听，填出关键词，最后，再根据思维树，进行复述。由易___中____难，循序渐进，取得了解和掌握文本内容的效果。图片形象、直观，易于复述听力内容。接下来，再做一个采访调查，调动了学生们的积极性，课堂气氛十分活跃，毕竟学生们都有自己某方面的才能，都想表现自己。总之，本课时以训练听力为主，通过不同形式的文本输出，来提高学生的听力能力。
使用建议：在进行听力之前，最好让学生先复习前课时的语言目标点，多熟悉单词和句型，听力内容最好多放几遍，特别是1d和1e的听写内容有点难度。
参考答案：
Review: 2、1> play the violin 2> play the guitar 3> play the drums 4> play the piano
5> tell stories 6> Can you play the violin? No, I can’t.. 7> Can Bill play the guitar? Yes, he can. But he can’t sing.
预习检测：1、play the violin 2、play the guitar 3、play the drums 4、play the piano
5、tell stories 6、Can you play the violin? No, I can’t. 7、Can Bill play the guitar? Yes, he can. But he can’t sing.
听取大意：B.
听取细节：Task2: play the guitar , sing , sing , play the drums , play the piano , play the piano , sing or dance .
Task 3: can , sing, play the guitar ,sing, play the drums, play the piano, can’t .
翻译探究：一、你会弹吉他吗？ 吉他 ，名词 ，Can Ann play the piano?
二、我会弹钢琴，但我不会唱歌也不会跳舞。或者，还是，也不。
1、Is it black or white?
2、He can’t read or write.
当堂检测：一、1、dance 2、pianos 3、draw 4、or 5、tell 6、or 7、sports 8、with 9、 for 10、drums .
二、 1、I want some students for .the school concert .
2、I can play the guitar
3、Can you play the piano?
4、I can play the piano, but I can’t sing or dance.
Unit 1 Can you play the guitar?
语法课 Section A (GF-3c)
Teaching goals:
一、语言知识
1.掌握下列词汇:write, show, or, talk, talk to, kung fu
2.掌握情态动词can的基本用法
二、语言功能
学会运用can谈论自己或他人的能力
三、学习策略
在运用can的基础上总结它的规律。
四、情感态度
让学生在交流讨论中了解他人的爱好，也进一步明确自己的爱好和特长。能够将所学知识灵活运用。
Teaching and Learning Steps（教学步骤）:
Step 1.Preview and testing 预习检测
Please write down these words.
1.写作________ 2.演出,节目_______ 3.或者；也不_______
4.跟…说 _______ 5.（中国）功夫_______
二．Translate these sentences
1. 你想加入什么俱乐部？
______________________________________
2. 你能干什么？
_______________________________________
3. 你能游泳吗？
_______________________________________
4. 我会中国功夫。
________________________________________
(设计意图：设置前置性任务，为学生下面的学习扫除障碍。)
Step 2.Warming up and leading in热身导入
T: Boys and girls, please look at the picture, who is he?
Ss: Yao Ming.
T: What can he do?
Ss: He can play basketball.
T: Who is he?
Ss: Liu Huan.
T: What can he do?
Ss: He can sing.
T: What can you do? (Point to one student)
S1: I can draw.
T: What club do you want to join?
S1: I want to join the art club.
Ask other students the similar questions. Then show them some clubs.
(设计意图：谈论熟悉的人物，激发学生兴趣，引起学生话题，同步倒入新课。）
Step3. Look and say, write and finish the sentences, then find out the structures of sentences.
观察发现（一）: can 后的动词形式有什么特点？
T: Please look at the pictures. There are some clubs. What clubs are they?
Ss: They are …
chess club English club basketball club
music club art club swimming club
T: What club do you want to join?
S1: I want to join the music club.
T: What can you do?
S1: I can sing.
Teacher asks other students the similar questions. Students give different answers like these:
观察：I can play chess.
I can speak English.
I can swim.
I can play basketball.
I can draw.
I can dance.
I can ….
发现：通过以上例句可以看出，can后跟___________
肯定句：主语＋can＋_________
观察发现（二）: can随人称变化而变化吗？
T: What can you do? (Point to one student.)
S1: I can play the piano.
T: You can play the piano. Can you sing?
S1: Yes, I can.
Teacher asks a few students the similar questions. At the same time, write “I can... and you can...” sentences on the blackboard.
T: Now please look at the picture. What can he do?
Ss: He can play the guitar.
Look at the pictures, then finish the sentences.
She can sing They can draw. They can speak English.
She can dance. He can swim. They can play soccer.
观察：Look at these sentences carefully.
发现：通过以上例句可以看出，can 没有____________________
观察发现（三）: can的否定形式是什么样的？有缩略形式吗？
T: Look at the picture. What can the boy do?
Ss: He can play the guitar.
T: Can he swim?
Ss: No, he can’t.
T: So we can say: He can play the guitar, but he can’t swim. can’t= can not
Ask the students to say the similar sentences.
They can play chess, but they can’t dance.
She can sing, she can’t dance.
观察：He can play the guitar, but he can’t swim. can’t= can not
They can play chess, but they can’t dance.
She can sing, she can’t dance.
发现：通过以上例句可以看出，can 的否定形式是_______ ，是________ 和 ________ 的缩写。
否定句：主语＋_________(____ ______)＋ 动原
观察发现（四）: can的一般疑问句和特殊疑问句需要借助助动词吗？
T: We know many clubs. I want to join the chess club. I can play chess. ( Point to S1.) Can you play chess?
S1: Yes, I can.
T: Can you play chess, too? (Point to S2.)
S2: No, I can’t.
T: What can you do?
S2: I can play soccer.
T: Please look at these pictures. Finish the sentences.
A: I want to join the______ club.
B: Can you_____ or play _________?
A: Yes, _______.
A: I______ ____ ______ the _________club.
B: ____ you_____?
A: No, _______.
A: I want to join the______ club.
B: Can you__________?
A: Yes, _______.
A: I______ _____ ______ the _________club.
B: ____ you_____?
A: No, _______.
观察：
-Can you sing?
-Yes, I can.
-Can you swim?
-No, I can’t.
-Can you speak English?
-Yes, I can.
-Can you draw?
-No, I can’t.
发现：
?一般疑问句直接把can_______ ,其结构为：________ + 主语 + 动原？
肯定回答：Yes, I/he/she/we _______.
否定回答：No，I/he/she/we_______.
??观察：
What can you do?
发现：特殊疑问句：_________+ ____________
(设计意图：在情景中观察发现，有自然的形成效果。引导学生就can的用法作进一步系统化的，清晰的理解和把握。)
Step4. Show yourself
T: We have known how to use “can”. Please show yourselves using “can”.
The students make sentences like the model. Then ask them to say out the sentences one by one.
(设计意图：明确can的用法的基础上做跟进性口头的训练，把理论和实践有效的结合起来。）
Step5. Practice
Task1. 3a Write questions and answers with the words and phrases.
T: We have used “can” to show ourselves. Now let’s have a practice . Please look at your book and
do 3a.
1. Wu Jun/speak English/speak Chinese
Can Wu Jun speak English?
No, he can’t, but he can speak Chinese.
2. Mike /play basketball/ play tennis
__________________________________
3. Jane and Jill/dance/sing
_____________________________________
4. Grace/play soccer/play volleyball
_______________________________________
5. Bill/write stories/tell stories
_______________________________________
First ask the students to write the sentences, then check the answers.
(设计意图：在初步使用和明确用法的基础上做跟进性的强化训练，把理论和实践有效的结合起来。）
Task2. 3b Complete the poster with the words in the box.
T: Let’s look at the words in the box. (Ask one student to read the words.)
Please complete the poster with the words in the box. Then check the answers.
(设计意图：学生在真实的情景中感知语言的意义，完成相应的任务，从而加深对所学目标语言的理解和巩固。）
Task3. 3c Make a survey and report.
T: Please read the poster silently and answer my questions:
When is the school show?
Where is the school show?
Ss give the answers. (On Sunday 6:00 p.m. In the music room )
T: What can you do for the school show? Please discuss with your groupmates and make a list.
You can make a survey like this:
eg: A: What can you do?
B: I can do kung fu.
A: Can you sing?
B: No, I can’t.
A: What can you do?
C: I can draw.
A: Can you dance?
C: Yes, I can.
A: What can you do?
D: I can…
Then ask some groups to present their results like this:
(设计意图：学生经历了语言的渐进性输入过程，然后有积累，有准备地输出语言，综合运用所学语言知识和技能。)
Step6. The end-of- class test当堂检测
一、用单词的正确形式填空
1. He can ______ (play) the guitar.
2. Can your sister ______ (draw)?
3. I am a Chinese. I ______ (can not) speak English.
4. -Can you ______ (play) chess?
-Yes, I ______.
5. -Can Jane and Jill _______ (swim)?
-No, they _______ .
二、请翻译下列句子。
1. 你想参加什么俱乐部？
___________________________________
2. 吉娜会唱歌，跳舞和中国功夫。
___________________________________
3. 你会做什么，比尔？
___________________________________
4.我会弹钢琴，但我不会下象棋。
___________________________________
5. 迈克会讲故事吗？
___________________________________
(设计意图：检查学生对知识的掌握和运用情况，及时发现学生的不足，查缺补漏并做出对应的解决措施。)
Step7. Homework: 家庭作业
1. Finish the exercises on the workbook.
2. Plan a family show. Make a list about what each family member can do. Then write a short passage to describe it.
(设计意图：此作业是课堂小组活动的课外延伸，主要是落实学生所学的目标语言知识和基本技能以及灵活运用语言的能力。）
本课亮点：
围绕教学目标，通过布置各种任务对学生进行知识的渗透。教学活动设计，注重培养学生兴趣，教学内容注意知识的难易层次。整堂课,体现了学生的主体地位，采用任务性教学，发挥学生的最大潜能。教和学立足于课本，但又高于课本，实现了学生从理论的积累到生活实践的真正的转变。
不足：调查报告环节汇报的少。
使用建议：
充分利用电脑辅助教学，让学生思维动起来，效果会更好。小组活动后，多让几组学生汇报，多给他们展示的机会。
参考答案：
Step1. Preview 预习检测
1.write 2. show 3.or 4.talk to 5.kung fu
二、1.What club do you want to join?
2.What can you do?
3.Can you swim?
4.I can do kung fu.
Step 3.观察与发现一
动词原形 动词原形
观察与发现二
1.She,sing 2.They,draw 3.They,speak 4.She,dance 5.He,swim 6.They,play soccer
发现二 没有人称和数的变化
观察与发现三 can’t, can not
can’t, can not
观察与发现四 1.music,sing,the guitar
2.want to ,swimming, Can, swim, can’t
3. English, speak English, I can
4.want to, art, Can, draw, can’t
发现:提前，Can, can, can’t特殊疑问词+一般疑问句
Step5. Practice
Task1. 3a
1. Can Wu Jun speak English?
No, he can’t, but he can speak Chinese.
2. Can Mike play basketball?
No, he can’t, but he can play tennis.
3. Can Jane and Jill dance?
No, they can’t, but they can sing.
4. Can Grace play soccer?
No, she can’t, but she can play volleyball.
5. Can Bill write stories?
No, he can’t, but he can tell stories.
3b. sing/dance dance/sing play tell
Step 6 当堂检测
一、用单词的正确形式填空
1. play 2. draw 3. can’t 4. play can 5. swim, can’t
二、请翻译下列句子。
1. What club do you want to join?
2. Gina can sing, dance and do kung fu.
3. What can you do, Bill?
4. I can play the piano, but I can’t play chess.
5. Can Mike tell stories?
Unit 1 Can you play the guitar?
第二课时Section A (1a-2d)
Learning Goals
一、功能
1. 学会使用can的基本用法。
2. 能够使用can进行提问及回答。
3. 能够使用can谈论某人的能力。
4. 能够根据自己的能力选择适合自己的俱乐部。
二、常用词汇、短语和表达
1. 词汇：1)名词n. guitar, swim, dance, chess, club,
2) 动词v. sing, swim, dance, draw, speak, join
3) 词组 play chess, speak English
2. 句型：Can you …? Yes, I can./No, I can’t.
I want to join the … club.
三、学习策略
通过大量的听说练习让学生掌握本课以上的知识和技能。
四、情感态度
通过讨论同学们的才艺和能力，使他们互相学习进步。借机教育学生养成良好地生活和学习习惯。
Teaching steps:
Step I Preview:
Translate the following Chinese into English.
一、你能用英语读出下列单词和短语吗？并试着写下来
1.跳舞_______ 2.游泳______ 3.唱歌________4.画画_______
5.加入，参加________6.下象棋 __________7.弹吉他________
8.说英语________ 9.英语俱乐部 _______10.加入象棋俱乐部____
11.游泳俱乐____12.音乐俱乐部 _____ 13.艺术俱乐部 __________
二、你能通过自主探究说出下的句子吗？（每空一词）
1.-你会游泳吗?______ you ______? –不，我不能。No, ___________ .
2.-你想加入什么俱乐部？_______ _____ do you want to _______ ?
-我想加入象棋俱乐部。I want to _____ ______ _____ ______.
3.-Lisa想加入什么俱乐部？_____ _____ _______ Lisa want to _____?
-她想加入音乐俱乐部。She ____ ____ _____ the music club.
Step II Warm up and lead in
1. T: Will you look at the following pictures and answer the questions about one’s ability?
guitar [gI'tɑ:]
play the guitar
sing [sI?]
dance [dɑ:ns]
draw [dr?:]
play chess [t?es]
speak English
[spi:k]
Help them to answer: Yes, I can./ No, I can’t.
(设计意图：实物展示形象、直观地引出本单元的课题。同时对于学生才艺的简单调查既能很好的激发学生的学生兴趣和参与热情，又能为下面的对话和听力的操练打下一个良好的基础。 )
2. Tell the students: I want to learn to play the guitar./ I want to join the music club. Then ask several students: What club do you want to join?
3. Ask the students to practice in pairs like this:
A: What club do you want to join?
B: I want to join the … club.
A: Can you…?
B: Yes, I can./No, I can't.
（设计意图：对于学生才艺及参加俱乐部意愿的简单调查既能很好的激发学生的学生兴趣和参与热情，又能为下面的对话和听力的操练打下一个良好的基础。 )
Step III Listening
Before-listening
T: Let’s meet some friends in the picture in 1a. Look at the picture and answer:
1. Who are they?
2. What are they doing?
3. How many clubs can you see?
T: What can the students do? What club do they want to join? Let’s listen to the tape and check.
While-listening
Listen for the general idea听取大意
The main idea of the conversations is to talk about______.
A. what they can do
B. where they can go
C. what they like
Listen for the specific ideas听取细节
I. Now let’s listen again and number the conversations 1-3.
Post-listening
Listen and read after the tape together.
Practice in pairs like this:
A: I want to join the______ club.
B: Can you_______?
A: Yes, I can.
While-listening
Listen for the general idea听取大意
T: Now class, there are other three students and they are talking about something. Let’s listen and find out what they are talking about?
They are talking about ______.
A. They are talking about food.
B. They are talking about clubs.
C. They are talking about study.
Listen for the specific ideas听取细节
1. Now let’s listen again and circle the clubs you hear.
2. Can you fill in the blanks with the correct verbs in the box according to the listening.
(设计意图：本部分的内容重在培养学生们听大意和听细节信息的能力,从听取大意到听取细节逐步深入;另外，通过听与重复纠正学生们的发音。)
Post-listening
1. Ask the students to practice in pairs like this:
(设计意图：再现本课的教学重点，让学生有目的的练习， 训练了他们的口头表达能力。)
2. Show the pictures of Jane and Bob. Let them read their conversation in 2d carefully and complete the dialogue bubbles. Get two students to read the dialogue after they finish it.
3. Play the tape for the students to listen and repeat.
4. Get the students to read it in pairs or groups. Then encourage several pairs of students come to the front to act it out. If they do it well, give them some prizes.
(设计意图:通过读与表演的训练，即巩固了本节课的重点句型，又使学生在表演中体验到了学英语的乐趣和成功感还可以锻炼学生的表达能力。)
Step V Inquiry into knowledge by translation.
1. -- What club do you want to join?
-- I want to join the chess club.
_________________________________
_________________________________
join意为_________ , 表示_________ 某个组织并__________。
1）我想参加音乐俱乐部。
I want to ________ the music club.
2) 你想参加我的生日晚会吗?
Do you want to _______ my birthday party?
2. You are very good at telling stories.
__________________________________
be good at 表示_______;_________, 后面可接名词和动词________ 形式。
1）我擅长打篮球。
______________________________________
2）王先生精通英语。
_______________________________________
3. – Can you swim?
-- No, I can’t.
________________________________________
________________________________________
can 意为__________, 是__________ 动词，含有can的句子在变否定句时直接在can后加________,可以缩写成______; 变一般疑问句时直接把can__________, 肯定回答用Yes, I/ he/ she/ we/ they _________.否定回答用No, I/ he/ she/ we/ they ________.
1)他会打篮球。
He can ________ basketball.
2) I can draw. (变为否定句)
________________________________
1) Tom can play chess. (变为一般疑问句并作肯定、否定回答)
___________________________________
___________________________________
Step VI The-end-of-class test
1.用所给单词的适当形式填空。
1）. Are you good at _________ (dance)？
2）. I want to join the __________ (swim) club.
3）. Come and show ________(we).
4）. He can ________(play) the guitar on weekend.
5）. I am a Chinese. I _______ (can not) speak English.
2. 翻译下列句子。
1. 你想参加什么俱乐部？
_______________________________
2. 汤姆很擅长讲故事。
_______________________________
3. 吉姆会唱歌、跳舞和中国功夫。
_______________________________
4. 我们想参加国际象棋俱乐部。
________________________________
Homework：
State the things three of your friends can do, the things they can’t do and the club they want to join. （★★）
Do the exercise of this lesson. （★★）
Preview Grammar focus-3c. (★)
商榷的问题
★巧辩“说”-------speak, say, tell, talk:
1.speak+表示语言的词，意为“_________”，如：你会说英语吗？____________________
speak to sb意为“__________”，如：他正在和我父亲讲话。_________________________
2.say强调说话的内容，后接___________，如：他说：“我想加入音乐俱乐部”。
_______________________________________
3.tell意为“__________”，常用结构有：tell sb sth=tell sth to sb______________；tell stories/jokes___________；tell sb (not)to do sth__________________；
如：汤姆喜欢讲笑话。____________________________________
他爸爸告诉他星期天不要出去。_____________________________________
4.talk意为“_________”，常见短语有：talk about sb/sth____________________;
talk with/to sb_____________; talk of sth______________；
如：他们经常谈论体育新闻。____________________________________
我能和你谈谈吗？ ______________________________________
[练练吧](1.) He can _______ a little English. A. tell B. say C. speak D. talk
(2.) Can you _______ it in English? A. tell B. say C. speak D. talk
(3.)他们正在谈论他们新来的英语老师。They are _______ _______ their new English teacher.
(4.)我爷爷经常给我讲故事。My grandfather often _______ me _________.
本节课亮点：
1. 结合实际进行说的训练，既复习了所学的词汇又巩固了目标语言。
2. 本课的听力活动设计的很有层次性，从听取大意到听取细节，逐步深入，在训练学生听力的同时又强化了目标语言，一举两得。
3. 听后活动设计多样化，从pair work到role-play 再到group work既重视了说的能力的训练又培养了学生写的能力，练习得比较全面，而且增强了学生的合作意识与集体荣誉感。
其中group work既能兼顾基础又能提升学生的能力。
不足之处：
本课的环节比较多，容量比较大，有些环节之间的过渡可能不太自然。
答案：Before-listening
Translate the following Chinese into English. 一. 1.dance 2.swim 3.sing 4.draw 5.join 6.play chess 7.play the guitar 8.speak English 10.join the chess club 11. the swimming club 12.the music club 13. the art club 二. 1. Can swim I can’t 2. What club join join the chess club 3. What club does join wants to join
While-listening A /B
Inquiry into knowledge by translation:
1. --你想加入什么俱乐部? –我想加入国际象棋俱乐部。
参加；加入；成为其中一员。
1) join 2) join
2. 你很擅长讲故事。
擅长……；精通……；--ing
1) I am good at playing basketball.
2) Mr. Wang is good at English.
3. –你会游泳吗？—不，我不会。
能够；情态；动词原形；not; can’t; 提前；can; can’t
1) play 2) I can’t draw. 3) Can Tom play chess? Yes, he can. /No, he can’t.
The-end-of-class test
1. 1) dancing 2) swimming 3) us 4)play 5) can’t
2. 1) What club do you want do join?
2) Tom is good at telling stories.
3) Gina can sing, dance and do kung fu.
4) We want to join chess club.
商榷的问题
1. 说…(语言) / Can you speak English?/ 跟某人说话/He is speaking to my father. 2. 说话的内容/He says “I want to join the music club.” 3. 告诉，讲述/告诉某人某事/讲故事/笑话/告诉某人（不）做某事/Tom likes telling jokes./His father tells him not to go out on Sundays.4. 交谈；谈论/谈论某人/某事/和某人说话/谈到某事/They often talks about the sports news./Can I talk with you? (1) C (2) B (3) talking about (4) tells stories
课题： Unit 1 Can you play the guitar?
第六课时：Section B 3a - Self check
Teaching and Learning Goals：
功能Functions：
运用所学知识起草和设计海报。
二、词汇和常用表达Words and expressions：
复习词汇chess guitar drum violin sing swim dance draw speak tell write talk teach 短语 play the violin, speak English, tell stories, help with, be good at, be good with以及引导学生巩固、复习对自己和他人所具备的能力的描述。
三、学习策略Strategies：
通过对自己和他人所具备的能力的复习描述为写作收集素材。
四、文化知识Culture：
了解招聘海报的特点。
Teaching and learning steps:
Preview
Look at P6, first ask the Ss to put them into English orally, then let them write English down without looking at the textbooks.
1.拉小提琴 _______ 2.说英语 __________ 3.在某方面帮忙 ________
4.擅长 ___________ 5.对...有办法 _______ 6.讲故事 ___________
7.学校音乐节招募音乐人 _______________
Step1.Review and lead in:
T: We have known Peter，Ma Huan and Alan, do you know this boy? He is Liu Wei, the champion of China’s Got Talent .
(设计意图：通过对中国达人秀冠军刘伟的描述学习单词musician,并回顾情态动词can 的用法为下一环节的写作做好知识储备。）
Step2. Before writing
Task 1. Pair work: Talk about your favorite musicians.
T: Liu Wei is great, I think everyone has his or her favorite musicians. Please work in pairs to make a conversation.
（设计意图：通过两两对话让学生回顾重点句型及短语，利用目标语言进行交流，为写作积累语言素材。教师在学生练习时，要仔细聆听，并对学困生进行指导，使每个孩子都有话可说， 才能保证有话可写。）
Task 2. Complete the ad.
T: There is a music festival at school. They want some musicians. Here is their ad.
Please complete the ad with the words in the box.
T: Give the Ss time to read the completed passage.
Task3. Put them in the right order.
Break up the passage in 3a into several pieces and ask the Ss in groups to put the disordered sentences into the right order. See which group will be the fastest. Later, after all the Ss finish the task, choose a group to read the passage piece by piece.
Task4. Analyse the structure of the poster.
T: What’s this?
S: It’s a poster.
T: Do you know how to make a poster?
（设计意图：通过对3a课文的阅读和分析，使学生思考并完成本课的写作要点：海报设计的要点，为下一步的写作做好铺垫。）
Step3. While writing
Task1. Group work
T: You know Women’s Day（妇女节） is coming ,our school wants to have a school show for women teachers. So we want some performers for it. Please work in groups to discuss what we can do in the school show.
（设计意图：通过小组内讨论，引导学生自己能够获取有效信息，利用目标语言进行交流，为写作积累语言素材。）
Task2. Fill the chart.
Task3. Make a poster
T: Now can you help me to make a poster?
First, we should pay attention to the structure of a poster, then the title and the important points. I will give you ten minutes to make the poster.
T: Help the Ss make sure the poster must include the following things before they start to make their own poster.
*Event: School Show
*Wanted: Performers
*Requirement: can tell stories, can play the guitar/violin/drums/piano, can sing and dance,
can play games...
*Host: ...
*Phone number: ...
（设计意图：写作之前，对学生进行写作指导，提示应注意的几点要求及可能使用的句型。）
The teacher walks around and correct their mistakes, find out better passages to show in the whole class.
Step4 After writing
Task1. Share students’ works.
T: Have you finished your writing?
Ss: Yes!
T: Let’s enjoy some works. (Show some students’ works.)
T: Class, let’s enjoy He Guangyao’s poster together.
Show the evaluation standards:
T: Is the title right?
S: Yes, it is.
T: Can you find the important points of making a poster?
S: Yes. They are...
T: Can you find any grammar mistakes or spelling mistakes?
S: No.
T: What kind of grades should he get?
Ss: A!
T: Me, too! I think all of us can get good grades, as long as we work hard!
（设计意图：教师在巡视过程中，找到优秀的作业进行展示，同时展示评价标准，引导学生对文本进行分析，找出写作要点。同时对该生的写作做出评价，鼓励学生参与教学活动。通过对范文的分析，以及评价标准的展示，为下一步学生间互评提供理论依据。）
Task 2. Pair work (同位间根据评价标准互评)
T: Now, please check your partner’s poster. You can give her/him a grade you like according the evaluation standards.
（设计意图：师生共同分析欣赏学生作品，通过师生、生生评价的方式，依据评价标准进行合理评价，让所有学生都参与其中，通过生生评价的方式，可以让学生互相学习，取长补短，让学生体验成功的快乐。教师总结时对全班学生进行德育教育，鼓励全体学生互相交流沟通以便更好地了解，增进友谊。）
Step 5 Self Check
T: In this unit we have learnt “Days of the week” “School subjects” “Descriptions” and some “Question words”.
Task1. Can you finish the mind map?
Task 2.Add as many words as you can to make phrases.
1.play the drums ________________________________
2. speak English ________________________________
3. help with math _______________________________
4. be good at telling stories________________________
5. be good with old people________________________
(设计意图：通过自我检测，检测学生本单元知识点掌握情况，仔细分析易错点和易混点。)
Task 3.What can you do? What can’t you do? What about the people you know? Write at least five sentences.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 6. Homework:
Make a poster: Teachers Wanted for the School Children.T: Look at these children, they need teachers. Can you help them to make a poster to look for good teachers?
Teachers Wanted for the School Children
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
本课亮点：
结构合理，层次分明。
本节课是一堂写作课，整体分成三个环节：写前：按照展示目标---话题复习---热身导入---看图说话---补全短文---文体结构分析---展示标准---谈论实际依次展开。写中：拟定提纲---起初初稿---修改初稿。写后：典型展示---师生评价---生生互评---小组汇报---反思目标---布置作业。利用所学的词汇、句型进行写作，已达到学以致用的目标。最后用所获得信息自己组织语言制作海报，有效地锻炼了学生的语言组织能力和表达能力。
对学生的写作进行策略指导。
通过教师引导，使学生能归纳出写作需注意的方面，在写作过程中给予指导，使学生有据可依，有章可循。
不足：
本课内容过多，课堂上只能展示个别同学的作业。
使用建议：
1.Self Check 是本课当堂检测题。可以先让学生完成mind map，使学生对本单元的内容一目了然，做到知识的融汇贯通。
2、学生的写作完成后，学生互相批阅后，再上交至老师，由老师批阅。
参考答案：
Preview
1. play the violin 2. speak English 3. help with 4. be good at 5. be good with
6. tell stories 7. Musicians Wanted for School Music Festival
