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1、 Unit 1 Can you plan the guitar? （Section B 1a_1e）Teaching and learning aims ( 教学目标) 一、 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 cant sing or dance. 二、语言功能。1、学会运用谈论能力
2、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
3、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 cant 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.
4、? Yes, I/you/she/he can. No, I/you/she/he cant. ( 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 .1、 拉小提琴_.2、弹吉他_.3、打鼓_.4、弹钢琴_. 5、讲故事
5、_.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 cant sing or dance .Because I dont like music. Do you like music？ Ss: Yes. T: Look at the pictures of the instru
6、ments. What are they？ OK .Lets 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 cant .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
7、 in pairs about the four pictures above . SA: Can you play the guitar? SB: Yes, I can, / No, I cant . SA: Can you play the drums? SB: Yes, I can. No. I cant. 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 an
8、d 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 cant. Let students to ask the questio
9、n 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.1、 Listening
10、 for the main idea .( 听取大意) Listen and choose the main idea.The main idea of the conversations is to talk about _.A. what instruments the teacher can play .B. what instruments some students can play.C. how to have a concert.2、 Listening for the specific ideas of 1b .( 听取细节) Task 1. Listen and number
11、 the words【1_4】in the order of the sounds you hear in 1a .1、 The sound of a guitar 2、The sound of drums 3、The sound of a piano 4、The sound of a violin .2、 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 t
12、he piano tell stories Task 2、Listen again , Fill in the chart with the words and phrases in 1d . Can Cant Bill Cindy FrankTask 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 cant . But I can_. Teacher : You
13、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 cant .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
14、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.Can: sing/play the drumsCant: play the piano. Frank CindyBillCan: play the piano.Cant: sing or dance.ca
