Unit 1 Can you play the guitar? Section b 教学模式介绍 探究式教学模式是指在教学过程中,要求学生在教师指导下,通过以“自主、探究、合 作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组 合作交流,从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中 认知目标涉及与学科相关知识、概念、原理与能力的掌握:情感目标则涉及思想感情与道德 品质的培养 探究式课堂教学模式的教学环节: 创设情境——启发思考——自主(或小组)探究一—协作交流—一总结提高 Period 1 设计思路说明 【创设情境】 主要通过Let' s chant和Let'stak引入今天的教学。通过歌谣和讨论的形式进行热身,即可 以很好的复习 Section A所学短语和句子,也可以增进学生的学习兴趣,活跃气氛 【启发思考】 通过展示 piano/guitar// violin/drum带领学生进入新的学习内容,并通过What’ s this?/ Can you play the drums/piano/violin/ guitar?等句子启发学生结合自身情况进行思考。引导学生完成 la,1b,lc的练习,通过对话练习使学生进一步掌握新单词新短语,并且复习了can的单三人 称下的使用。 【自主或小组探究】 主要是听力方面的练习和探究,旨在锻炼学生提取细节信息的能力。1d要求学生听出单词。 而If要求学生能够写出这些单词或短语。 【协作交流】 让学生两人一组进行角色扮演,模拟对话表演,通过生生互动提高学生的口语输出能力,增 进学生之间的交流。 【总结提高】 包括语法点总结和练习两个部分。其中语法点关注本课重点的play和球类、棋类搭配以及
1 Unit 1 Can you play the guitar? Section B 教学模式介绍 探究式教学模式是指在教学过程中，要求学生在教师指导下，通过以“自主、探究、合 作”为特征的学习方式对当前教学内容中的主要知识点进行自主学习、深入探究并进行小组 合作交流，从而较好地达到课程标准中关于认知目标与情感目标要求的一种教学模式。其中 认知目标涉及与学科相关知识、概念、原理与能力的掌握；情感目标则涉及思想感情与道德 品质的培养。 探究式课堂教学模式的教学环节： 创设情境——启发思考——自主（或小组）探究——协作交流——总结提高 Period 1 设计思路说明 【创设情境】 主要通过 Let’s chant 和 Let’s talk 引入今天的教学。通过歌谣和讨论的形式进行热身，即可 以很好的复习 Section A 所学短语和句子，也可以增进学生的学习兴趣，活跃气氛。 【启发思考】 通过展示 piano/guitar/violin/drum 带领学生进入新的学习内容，并通过 What’s this?/ Can you play the drums/piano/violin/guitar? 等句子启发学生结合自身情况进行思考。 引导学生完成 1a, 1b, 1c 的练习，通过对话练习使学生进一步掌握新单词新短语，并且复习了 can 的单三人 称下的使用。 【自主或小组探究】 主要是听力方面的练习和探究，旨在锻炼学生提取细节信息的能力。1d 要求学生听出单词。 而 1f 要求学生能够写出这些单词或短语。 【协作交流】 让学生两人一组进行角色扮演，模拟对话表演，通过生生互动提高学生的口语输出能力，增 进学生之间的交流。 【总结提高】 包括语法点总结和练习两个部分。其中语法点关注本课重点的 play 和球类、棋类搭配以及
和乐器类搭配时的用法。习题练习可以反馈学生的掌握程度 教材分析 本单元围绕“ Ability”这一主题及 Joining a club”这一话题展开听,说,读,写等多种教学活 动。培养学生能力是当今素质教育的重要内容,也是一个非常贴近生活,非常具有时代性和 可挖掘性的教学主题。它符合学生的认知水平,在学生中有较强的认同感。在 Section A中 学生可以通过谈论或询问彼此在某方面的能力以及喜好与意愿,学习新单词及情态动词can 的用法。在 Section b中,增加了谈论音乐才能方面的单词,设计了相关的听力练习,提供 了招聘广告给学生学习阅读和写作。因此,在整个教学中,教师应突出以话题为纲,交际功 能为主线,精心设计各种任务,以任务为载体,搭建意义交流的舞台。通过教学,使学生对 自己的能力充满自信。对于他人的才能则要持客观和欣赏的态度。从而可以实现自我的快乐 成长。也可以和周围的人建立和谐融洽的关系 教学目标 【知识与能力目标】 1、能力目标:(1)学会询问别人所拥有的技能 (2)根据相关信息表达自己所掌握的技能和意愿,想参加何种类型的俱乐部 (3)能够表达自己参加俱乐部的意愿和理由 2、知识目标:(1)能听说读写课文中出现大纲要求掌握的单词 (2)要知道play+球、棋、牌;play+the+乐器 (3)要学会情态动词can的用法及其一般疑问句型的肯定和否定回答 (4)掌握询问别人所掌握的能力的方法 【过程与方法目标】 直观教学法、情景教学、任务型教学法 【情感态度价值观目标】 1、通过对人物个性化的了解,认识对方 2、跨学科学习:语言艺术、审美教育 3、了解自己的能力,培养情操 教学重难点 【教学重点】 本单元重点学习询问别人的能力 【教学难点】 2
2 和乐器类搭配时的用法。习题练习可以反馈学生的掌握程度。 教材分析 本单元围绕“Ability”这一主题及“Joining a club”这一话题展开听，说，读，写等多种教学活 动。培养学生能力是当今素质教育的重要内容，也是一个非常贴近生活，非常具有时代性和 可挖掘性的教学主题。它符合学生的认知水平，在学生中有较强的认同感。在 Section A 中， 学生可以通过谈论或询问彼此在某方面的能力以及喜好与意愿，学习新单词及情态动词 can 的用法。在 Section B 中，增加了谈论音乐才能方面的单词，设计了相关的听力练习，提供 了招聘广告给学生学习阅读和写作。因此，在整个教学中，教师应突出以话题为纲，交际功 能为主线，精心设计各种任务，以任务为载体，搭建意义交流的舞台。通过教学，使学生对 自己的能力充满自信。对于他人的才能则要持客观和欣赏的态度。从而可以实现自我的快乐 成长。也可以和周围的人建立和谐融洽的关系。 教学目标 【知识与能力目标】 1、能力目标：（1）学会询问别人所拥有的技能 （2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部 （3）能够表达自己参加俱乐部的意愿和理由 2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词 （2）要知道 play +球、棋、牌；play ＋the +乐器 （3）要学会情态动词 can 的用法及其一般疑问句型的肯定和否定回答 （4）掌握询问别人所掌握的能力的方法 【过程与方法目标】 直观教学法、情景教学、任务型教学法 【情感态度价值观目标】 1、通过对人物个性化的了解，认识对方 2、跨学科学习：语言艺术、审美教育 3、了解自己的能力，培养情操 教学重难点 【教学重点】 本单元重点学习询问别人的能力 【教学难点】
情态动词can及动词play教学是本单元的难点 课前准备 多媒体设备、电脑、卡通图片 教学过程 创设情境 Step I Warm-up and revision 1. Let's chant Dance, dance, I can dance very well Sing, sing, he can sing very well Swim, swim, she can swim very well Chess, chess, we can play chess well Soccer ball. soccer ball Can you play soccer ball? 2.Let'stak: Ask some questions about can you….? What club do you want to join?复习上节课 学过的对话和词组 二、启发思考 1. Show four pictures and talk about them T What's this? SI: It's a piano/guitar/violin/drum S2: They are drums T: Can you play the drums/piano/violin/guitar? S3: Yes. I can/No. I cant. 2.引导学生完成1a,1b,lc的练习 la Ask the students to guess the music instrument by listening the music one by one The music instruments are guitar, trumpet, drums, violin and piano Ask the students to read after the teacher when they are looking at the pictures on Power Point Ask the students to match the words with the pictures of the book Ib. ask the students to ask and answer questions about the instruments with the help of the Power Point
3 情态动词 can 及动词 play 教学是本单元的难点 课前准备 多媒体设备、电脑、卡通图片 教学过程 一、创设情境 Step 1 Warm-up and revision 1. Let’s chant. Dance, dance, I can dance very well. Sing, sing, he can sing very well. Swim, swim, she can swim very well. Chess, chess, we can play chess well. Soccer ball, soccer ball, Can you play soccer ball? 2. Let’s talk: Ask some questions about can you …? What club do you want to join? 复习上节课 学过的对话和词组。 二、启发思考 1. Show four pictures and talk about them. T: What’s this? S1: It’s a piano/guitar/violin/drum. T: What are these? S2: They are drums. T: Can you play the drums/piano/violin/guitar? S3: Yes, I can/No, I can’t. 2. 引导学生完成 1a, 1b, 1c 的练习。 1a Ask the students to guess the music instrument by listening the music one by one. The music instruments are guitar, trumpet, drums, violin and piano. Ask the students to read after the teacher when they are looking at the pictures on PowerPoint. Ask the students to match the words with the pictures of the book. 1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint
Ic. Students can ask and answer the questions like this. The teacher goes round the class and gives help if necessary Can you play the guitar? Yes, I can Can you play it well? No, I cant Can he play the violin? Sorry, I dont know Can she play the drums? Yes, she can. She can play it well 、自主或小组探究 1.引导学生完成 ld and le的练习。 Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano With the same step, ask the students to do the exercise of le. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do, what cant Bill do and so person Cant Bill Play the guitar Cind Sing, play the drums Play the piano Frank Play the piano Sing, dance 2. Pair work 引导学生完成f的练习。 Ask the students to read the information in the box. And do the pair work to tell what bill. jennifer and victor can and can 't do They can practice it like this A: Can Bill play chess? B: No, he cant. But he can play the guitar. And he can play it well A: Can Bill dance? B: No, he can't. But he can sing. And he can sing very well. Ask the students to work in groups. Ask and answer like this can you I can. but i can t (I can... and., but I can,.or.)( Power Point Can you play the guitar B
4 1c. Students can ask and answer the questions like this. The teacher goes round the class and gives help if necessary. Can you play the guitar? Yes, I can. Can you play it well? No, I can’t. Can he play the violin? Sorry, I don’t know. Can she play the drums? Yes, she can. She can play it well. 三、自主或小组探究 1. 引导学生完成 1d and 1e 的练习。 Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano. With the same step, ask the students to do the exercise of 1e. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on. person can Can’t Bill Play the guitar sing Cindy Sing, play the drums Play the piano Frank Play the piano Sing, dance 2. Pair work 引导学生完成 1f 的练习。Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can’t do. They can practice it like this: A: Can Bill play chess? B: No, he can’t. But he can play the guitar. And he can play it well. A: Can Bill dance? B: No, he can’t. But he can sing. And he can sing very well. Ask the students to work in groups. Ask and answer like this: -What can you do? -I can…, but I can’t… （I can…and…, but I can’t…or…）（PowerPoint Can you play the guitar B.）
Then act it out in front. If you can, you must show (FE)it for your classmates 四、协作交流 After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it.( Power Point Can you play the guitar B) Then ask more pairs to act the dialogues out in front of the class 五、总结提高 1.语法点总结 play和球类、棋类搭配时,中间不用任何冠词(a,an,the)。但play和乐器类搭配时,要用 冠词the。如: play football play the guitar play the piano 2. Do some practice 教学反思 学生对play+球、棋、牌;play+the+乐器的掌握需要通过练习题巩固提高,听力练习也 尤为重要 Period 2 设计思路说明 【创设情境】 告诉学生将会有一个校园音乐节,问问学生:“如果你要参加音乐节,你会做些什么呢? 通过创设情境引发学生讨论,吸引学生兴趣 【启发思考】 让学生分享作业,通过对家人的描述,一方面巩固之前学习的知识,同时为本课时理解 文章做了很好的铺垫。 【自主或小组探究】 教师引导学生完成2a,2b,2c的练习。 Work on2a.通过2a的练习帮助学生抓住短文重
5 Then act it out in front. If you can ,you must show（展示）it for your classmates. 四、协作交流 After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue. Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B.） Then ask more pairs to act the dialogues out in front of the class. 五、总结提高 1. 语法点总结： play 和球类、棋类搭配时，中间不用任何冠词（a , an, the)。但 play 和乐器类搭配时，要用 冠词 the。如： play football play chess play the guitar play the piano 2. Do some practice. 教学反思 学生对 play +球、棋、牌；play ＋the +乐器 的掌握需要通过练习题巩固提高，听力练习也 尤为重要。 Period 2 设计思路说明 【创设情境】 告诉学生将会有一个校园音乐节，问问学生：“如果你要参加音乐节，你会做些什么呢？ 通过创设情境引发学生讨论，吸引学生兴趣。 【启发思考】 让学生分享作业，通过对家人的描述，一方面巩固之前学习的知识，同时为本课时理解 文章做了很好的铺垫。 【自主或小组探究】 教师引导学生完成 2a, 2b, 2c 的练习。Work on 2a. 通过 2a 的练习帮助学生抓住短文重
要信息,为2c匹配打好基础。2b和2c旨在训练学生学会了解文章大意掌握文章中心,学 会将文章与标题匹配,将相关内容匹配。 【协作交流】 此环节以小组为单位,一起为自己的俱乐部制作海报并刊登招募广告 【总结提高】 包括语法点总结和练习两个部分。其中语法点关注本课重点词组,习题练习可以反馈学 生的掌握程度。 教学过程 创设情境 告诉学生将会有一个校园音乐节,问问学生:“如果你要参加音乐节,你会做些什么呢? 通过创设情境引发学生讨论,吸引学生兴趣 二、启发思考 让学生分享作业,通过对家人的描述,一方面巩固之前学习的知识,同时为本科时理解 文章做了很好的铺垫。 Have some Ss present their passages of what their family members can and cant do to the class SI: There are three people in my family. They are my father, my mother and me. My mother is a teacher, and she can speak English very well. My father likes cooking, so he can cook very well. I like music very much. I can play the piano, but I can't play the drums 三、自主或小组探究 1. Work on2a.通过划出表示能力的单词或短语,一方面巩固所学知识。一方面帮助学生抓 住短文重要信息,为2c匹配打好基础 (1) Read the three descriptions about Peter, Alan and Ma Huan Underline what they can do (2)Read the three descriptions again and answer the questions 1. Who can play ping-pong? 2. Which club is Alan in? 3. Can Peter speak English? 2. Work on 2b. Read the ads. Match the titles with the ads Then read the article carefully and answer the following questions Q1. If you want to help old people, what can you do?
6 要信息，为 2c 匹配打好基础。2b 和 2c 旨在训练学生学会了解文章大意掌握文章中心，学 会将文章与标题匹配，将相关内容匹配。 【协作交流】 此环节以小组为单位，一起为自己的俱乐部制作海报并刊登招募广告。 【总结提高】 包括语法点总结和练习两个部分。其中语法点关注本课重点词组，习题练习可以反馈学 生的掌握程度。 教学过程 一、创设情境 告诉学生将会有一个校园音乐节，问问学生：“如果你要参加音乐节，你会做些什么呢？ 通过创设情境引发学生讨论，吸引学生兴趣。 二、启发思考 让学生分享作业，通过对家人的描述，一方面巩固之前学习的知识，同时为本科时理解 文章做了很好的铺垫。Have some Ss present their passages of what their family members can and can’t do to the class. S1: There are three people in my family. They are my father, my mother and me. My mother is a teacher, and she can speak English very well. My father likes cooking, so he can cook very well. I like music very much. I can play the piano, but I can’t play the drums. 三、自主或小组探究 1. Work on 2a. 通过划出表示能力的单词或短语，一方面巩固所学知识。一方面帮助学生抓 住短文重要信息，为 2c 匹配打好基础。 （1）Read the three descriptions about Peter, Alan and Ma Huan. Underline what they can do. （2）Read the three descriptions again and answer the questions. 1. Who can play ping-pong? 2. Which club is Alan in? 3. Can Peter speak English? 2. Work on 2b. Read the ads. Match the titles with the ads. Then read the article carefully and answer the following questions. Q1. If you want to help old people, what can you do?
Q2. If you want to be a music teacher, what can you do? Q3. If you want to help with sports, what can you do? 3. Work on 2c. Match a person with an ad in 2b. Write A, B and C 四、协作交流 Work in pairs 1. 3a. Ask the students to read the ad from the school magazine the teacher can teach the students ow to read the first part: musicians wanted for school music festival. Ask the students underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician 2. 3b. ask the students to complete the following poster with the words in the box. They can use 三、总结提高 2. Self check 教学反思 通过本单元的学习,除了掌握基本的词,短语,句型,还要通过阅读和写作的方式使学 生们达到灵活运用知识点的能力
7 Q2. If you want to be a music teacher, what can you do? Q3. If you want to help with sports, what can you do? 3. Work on 2c. Match a person with an ad in 2b. Write A, B and C. 四、协作交流 Work in pairs. 1. 3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival. Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician. 2. 3b. ask the students to complete the following poster with the words in the box. They can use 3a for help. 三、总结提高 1. Language point 2. Self check 教学反思 通过本单元的学习，除了掌握基本的词，短语，句型，还要通过阅读和写作的方式使学 生们达到灵活运用知识点的能力