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视频标签：the guitar
所属栏目：初中英语优质课视频
视频课题：人教版初中英语七年级下册Unit 1 Can you play the guitar Section A 1a—1c甘肃省优课
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
Unit 1：Can you play the guitar? section A （1a-1c）教学设计
一，教材分析
本节课所学主要内容是引导学生使用情态动词“can”来谈论自己及他人在某方面的能力、喜好和意愿，并让学生根据自己的喜好选择自己想参加的俱乐部。整节课围绕ability这个主题展开，从谈论自己的能力开始，逐步深化到了解和谈论他人的能力，促进学生之间的沟通和交流，鼓励学生树立自信心。通过参与俱乐部活动，让学生展示自己的才能，形成相互学习与帮助的氛围，鼓励学生积极参加各种课外活动，培养学生的多方面才能及团队精神。同时在词汇和语法学习上层层递进，也符合青少年的认知规律和学生心理特点。
二，教学对象分析
优点：兴趣浓厚;有一定的英语基础。
缺点：学生自信心不足；口语技能有待提高，课堂互动能力较弱。
对策：利用信息技术挖掘教学资源；培养学生主动用英语进行交际的意识；合理设计课堂互动内容。
三．教学目标分析
根据对本单元的教材分析和目前的学情分析，我制定以下目标：
1.知识与技能：
①让学生学会表示能力的词汇，掌握情态动词“can”的基本用法。
②提高学生交际、探究能力，培养他们的创新精神。
2. 情感与价值:
引导学生充分认识到个人能力并树立自信，激发学生不断探究，体验成功，提高自身能力。培养学生的集体意识，增强集体荣誉感。
四、教学重点及难点
1.教学重点：使用情态动词“can”谈论自己或他人在某方面所具有的能力。
2.教学难点：情态动词“can”的基本用法，
五、教学工具
多媒体 、录音机、乒乓球、小红心。
六、教学方法
教法：
设计贴近学生生活的任务，采用情景教学、小组协作和游戏相结合的教学方式，激发学生兴趣，提高课堂教学效率。
学法：
1. 让学生在自己完成任务的过程中学会运用语言。
2、积极参与，善于合作，大胆实践，让学生自主学习。
七、课时安排：五课时
Period 1 Section A (1a-1c)
Period 2 Section A (2a-3c)
Period 3 Section B (1a-1f)
Period 4 Section B (2a-2c)
Period 5 Section B (3a-self-check)
八、教学过程
第一课时的整个教学环节分为五大块：导入新知、新课呈现、听力练习、小组活动和拓展延伸。
下面是我这一课时的详细教学过程设计：
Unit 1: Can you play the guitar?
Section A (1a-1c)
Before class: Greet the whole class.
While class:
Step1. Leading-in (创设情境，导入新知)
The teacher shows a ping-pong ball to students ，and talks with students: What′s this? Do you like playing ping-pong? Can you play ping-pong? Today, we will learn unit one “Can you play the guitar?” The teacher writes the title on the blackboard.
(通过学生回答问题导入课题—Can you play the guitar?)
Step2: Study new words (新课呈现 )
（1）The teacher does the actions of new words, then let students guess the new words one by one. At the same times, the teacher shows the new words with pictures on the screen one by one, then let students read the words after the teacher.
The students look at the teacher′s actions carefully, and try their best to guess the new words.(Students can say the new words in Chinese.)
(让学生观看老师的动作来猜新单词,激发学生的求知欲望。)
(2)Play a game （巩固挑战）
Give students several seconds to look at the new words carefully, then cover these words with red hearts, let students guess the words one by one. If the answer is right, the teacher writes the word on the blackboard, and the students can get a red heart for their group.
(通过游戏加强新单词的巩固，让学生挑战自己；对回答问题正确的同学给予鼓励并为自己小组获一颗红心，让学生体验成功，增强自信心。)
Step3: Let′s talk about abilities (新课呈现 )
This activity provides speaking practice using the target language.
（1）The teacher asks students: “I can draw. How about you?” Let students try talking about their abilities , they can use “I can....” Then give students two minutes to talk about their abilities in their groups.
Ask some groups to show their abilities. (The teacher can give the red hearts to the best groups, and encourage the others do better in the next activity.)
（让学生在小组内谈论自己的技能并以小组为单位给大家展示，培养学生的协作意识。）
（2）The teacher asks some students: “I can sing. Can you sing?” Let students use “Yes, I can. / No, I can′t.” to answer questions. Then give students two minutes to work in pairs. (After two minutes ,each group chooses two students to show their new conversations.)
(每组选两名同学表演对话，调动学生积极参与活动的兴趣。)
（3）The teacher asks student A: Can you draw? A answers: Yes, I can. Then the teacher asks the others: “Can A draw? Students answer: Yes, she can. T: Can he/they …? Ss: Yes, he/they can./No, he/they can′t.
(让学生在回答老师的问题中掌握情态动词“can”的用法。)
（4）The teacher says, I know about your abilities, let′s look at the picture in 1a, what can these people do? Match the activities with the people. Give students one minute to finish it. Then ask some students to give the answers and check the answers. (巩固操练 )
(5) The teacher says, I can sing and dance. I want to join the music club. Do you know the“club”? Show some pictures of school clubs to students, let students learn the new words “join” and “club”. Then the teacher asks students: Do you want to join the clubs? Ok, let′s go!
It’s ready for listening!
(充分应用刚学知识，发散学生思维能力,为后面的听力做好铺垫。)
Step4: Listening（听力练习 )
This activity provides listening practice using the target language.
The teacher asks students to listen to the tape carefully and number the conversations. After listening, ask three students to give the answers and repeat the conversations. Then ask students: What club do you want to join? Do you want to join the music club? Now, if you want to join the clubs, you should fill in the chart. (It’s ready for writing!)
(从听力对话中给学生设计问题，引发学生对下一环节产生求知欲望)
Step5: Make a survey (小组活动)
The teacher says, please look at the screen, you can imitate the example to fill in the chart. If you need my help , you can say “help”. The teacher walk around the classroom when the students work in groups. When they finish it, they can hand up.
(设计小组调查活动，让学生在自然的情景中熟练应用“Can you ...?”
“Yes, I can . / No，I can′t.” “I want to join....”等句子结构。任务完成过程中，每一个小组成员积极参与活动，培养学生的合作意识。）
Step6: Make a report(拓展延伸)
This activity provides writing practice using the target language.
Let students use the information of the chart to make a report in their groups. Give them four minutes to finish it. The teacher walk around the classroom and give students help . Then ask one student in each group to show their reports one by one. The good report can get a red heart for its group.
（通过作报告让学生学会学以致用，既训练了学生的写作能力，又提高了写作兴趣。）
Step6: Do a summary.（小结）
-
Let′s count the red hearts, which group gets more hearts, which group is better. Congratulate the better groups and encourage other groups to do better in the next class.
( 通过小组评价深化到情感教育，让同学们树立自信，积极参与集体活动，增强集体荣誉感 )
(2)In this class, we have learnt some new words and the use of “can” to talk about people′s abilities.
Step7: Homework (分层作业 )
1. Use the new words to make sentences.
2. Write a short passage about your family members’abilities.
(分层次作业，照顾不同层次的学生。)
Step8: Design of blackboard （板书设计）
Unit1 Can you play the guitar？
Period 1 Section A (1a—1c)
New words:
guitar, sing, swim, dance, chess, draw, speak, join, club
Structures:
A: Can you...?
B: Yes, I can. / No, I can’t.
A: Can he/she/they...?
B: Yes, he/she/they can. / No, he/she/they can’t.
After class: Say good bye each other.
九、课后反思
这是一节新授课，在教学过程中为了使学生提高兴趣，积极参与，我充分应用多媒体教学资源，将实物展示、肢体语言演示和做游戏相结合，优化课堂设计，提高教学效果。例如，通过展示一个乒乓球导入新知；学习新单词时，老师通过肢体语言演示动作，学生猜单词，让学生直观形象的了解新知；在巩固挑战中，通过做游戏，让学生挑战自己的记忆能力，体验成功并树立自信。整节课突出小组协作，通过小组竞争激发学生学习兴趣，培养学生团队精神。
在这节课中，我尽量让学生自己主动大胆地去尝试，自主学习，完成目标任务，我只是引导者和帮助者。
教学目标
1.引导学生使用情态动词“can”来谈论自己及他人在某方面的能力、喜好和意愿,并让学生选择自己想参加的俱乐部。
2.从谈论自己的能力开始,逐步深化到了解和谈论他人的能力,促进学生之间的沟通和交流,鼓励学生树立自信心。
3.通过参与俱乐部活动,让学生展示自己的才能,形成相互学习与帮助的氛围,培养学生的多方面才能及团队精神。
2学情分析
优点:兴趣浓厚;有一定的英语基础。
缺点:学生自信心不足;口语技能有待提高,课堂互动能力较弱。
对策:利用信息技术挖掘教学资源;培养学生主动用英语进行交际的意识;合理设计课堂互动内容。
3重点难点
1.教学重点:使用情态动词“can”谈论自己或他人在某方面所具有的能力。
2.教学难点:情态动词“can”的基本用法,
4教学过程
4.1
第一学时
4.1.1step1(Leading－in)
(通过学生回答问题导入课题—Can you play the guitar?) The teacher shows a ping-pong ball to students ,and talks with students: What′s this? Do you like playing ping-pong? Can you play ping-pong? Today, we will learn unit one “Can you play the guitar?” The teacher writes the title on the blackboard.
4.1.2step2(Study new words)
(1)The teacher does the actions of new words, then let students guess the new words one by one. At the same times, the teacher shows the new words with pictures on the screen one by one, then let students read the words after the teacher.
The students look at the teacher′s actions carefully, and try their best to guess the new words.(Students can say the new words in Chinese.)
4.1.3Step3：Let′s talk about abilities
This activity provides speaking practice using the target language.
(1)The teacher asks students: “I can draw. How about you?” Let students try talking about their abilities , they can use “I can....” Then give students two minutes to talk about their abilities in their groups.
Ask some groups to show their abilities. (The teacher can give the red hearts to the best groups, and encourage the others do better in the next activity.)
(让学生在小组内谈论自己的技能并以小组为单位给大家展示,培养学生的协作意识。)
(2)The teacher asks some students: “I can sing. Can you sing?” Let students use “Yes, I can. / No, I can′t.” to answer questions. Then give students two minutes to work in pairs. (After two minutes ,each group chooses two students to show their new conversations.)
(每组选两名同学表演对话,调动学生积极参与活动的兴趣。)
(3)The teacher asks student A: Can you draw? A answers: Yes, I can. Then the teacher asks the others: “Can A draw? Students answer: Yes, she can. T: Can he/they …? Ss: Yes, he/they can./No, he/they can′t.
(让学生在回答老师的问题中掌握情态动词“can”的用法。)
(4)The teacher says, I know about your abilities, let′s look at the picture in 1a, what can these people do? Match the activities with the people. Give students one minute to finish it. Then ask some students to give the answers and check the answers. (巩固操练 )
(5) The teacher says, I can sing and dance. I want to join the music club. Do you know the“club”? Show some pictures of school clubs to students, let students learn the new words “join” and “club”. Then the teacher asks students: Do you want to join the clubs? Ok, let′s go!
It’s ready for listening!
(充分应用刚学知识,发散学生思维能力,为后面的听力做好铺垫。)
4.1.4Step4：Listening
This activity provides listening practice using the target language.
The teacher asks students to listen to the tape carefully and number the conversations. After listening, ask three students to give the answers and repeat the conversations. Then ask students: What club do you want to join? Do you want to join the music club? Now, if you want to join the clubs, you should fill in the chart. (It’s ready for writing!)
(从听力对话中给学生设计问题,引发学生对下一环节产生求知欲望)
4.1.5Step5：Make a survey
The teacher says, please look at the screen, you can imitate the example to fill in the chart. If you need my help , you can say “help”. The teacher walk around the classroom when the students work in groups. When they finish it, they can hand up.
(设计小组调查活动,让学生在自然的情景中熟练应用“Can you ...?”
“Yes, I can . / No,I can′t.” “I want to join....”等句子结构。任务完成过程中,每一个小组成员积极参与活动,培养学生的合作意识。)
4.1.6Step6：Make a report
This activity provides writing practice using the target language.
Let students use the information of the chart to make a report in their groups. Give them four minutes to finish it. The teacher walk around the classroom and give students help . Then ask one student in each group to show their reports one by one. The good report can get a red heart for its group.
(通过作报告让学生学会学以致用,既训练了学生的写作能力,又提高了写作兴趣。)
4.1.7Step7：Do a summary
(1)Let′s count the red hearts, which group gets more hearts, which group is better. Congratulate the better groups and encourage other groups to do better in the next class.
( 通过小组评价深化到情感教育,让同学们树立自信,积极参与集体活动,增强集体荣誉感 )
(2)In this class, we have learnt some new words and the use of “can” to talk about people′s abilities.
4.1.8Step8：Homework
1. Use the new words to make sentences.
2. Write a short passage about your family members’abilities.
4.1.9Step9：Design of blackboard
Unit1 Can you play the guitar?
Period 1 Section A (1a—1c)
New words:
guitar, sing, swim, dance, chess, draw, speak, join, club
Structures:
A: Can you...?
B: Yes, I can. / No, I can’t.
A: Can he/she/they...?
B: Yes, he/she/they can. / No, he/she/they can’t.
After class: Say good bye each other.
4.1.10课后反思
这是一节新授课,在教学过程中为了使学生提高兴趣,积极参与,我充分应用多媒体教学资源,将实物展示、肢体语言演示和做游戏相结合,优化课堂设计,提高教学效果。例如,通过展示一个乒乓球导入新知;学习新单词时,老师通过肢体语言演示动作,学生猜单词,让学生直观形象的了解新知;在巩固挑战中,通过做游戏,让学生挑战自己的记忆能力,体验成功并树立自信。整节课突出小组协作,通过小组竞争激发学生学习兴趣,培养学生团队精神。
在这节课中,我尽量让学生自己主动大胆地去尝试,自主学习,完成目标任务,我只是引导者和帮助者。
视频来源：优质课网 www.youzhik.com
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