視頻簡介：
視頻標簽：the guitar
所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語七年級下冊Unit 1 Can you play the guitar Section A 1a—1c甘肅省優課
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Unit 1：Can you play the guitar? section A （1a-1c）教學設計
一，教材分析
本節課所學主要內容是引導學生使用情態動詞“can”來談論自己及他人在某方面的能力、喜好和意愿，并讓學生根據自己的喜好選擇自己想參加的俱樂部。整節課圍繞ability這個主題展開，從談論自己的能力開始，逐步深化到了解和談論他人的能力，促進學生之間的溝通和交流，鼓勵學生樹立自信心。通過參與俱樂部活動，讓學生展示自己的才能，形成相互學習與幫助的氛圍，鼓勵學生積極參加各種課外活動，培養學生的多方面才能及團隊精神。同時在詞匯和語法學習上層層遞進，也符合青少年的認知規律和學生心理特點。
二，教學對象分析
優點：興趣濃厚;有一定的英語基礎。
缺點：學生自信心不足；口語技能有待提高，課堂互動能力較弱。
對策：利用信息技術挖掘教學資源；培養學生主動用英語進行交際的意識；合理設計課堂互動內容。
三．教學目標分析
根據對本單元的教材分析和目前的學情分析，我制定以下目標：
1.知識與技能：
①讓學生學會表示能力的詞匯，掌握情態動詞“can”的基本用法。
②提高學生交際、探究能力，培養他們的創新精神。
2. 情感與價值:
引導學生充分認識到個人能力并樹立自信，激發學生不斷探究，體驗成功，提高自身能力。培養學生的集體意識，增強集體榮譽感。
四、教學重點及難點
1.教學重點：使用情態動詞“can”談論自己或他人在某方面所具有的能力。
2.教學難點：情態動詞“can”的基本用法，
五、教學工具
多媒體 、錄音機、乒乓球、小紅心。
六、教學方法
教法：
設計貼近學生生活的任務，采用情景教學、小組協作和游戲相結合的教學方式，激發學生興趣，提高課堂教學效率。
學法：
1. 讓學生在自己完成任務的過程中學會運用語言。
2、積極參與，善于合作，大膽實踐，讓學生自主學習。
七、課時安排：五課時
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、教學過程
第一課時的整個教學環節分為五大塊：導入新知、新課呈現、聽力練習、小組活動和拓展延伸。
下面是我這一課時的詳細教學過程設計：
Unit 1: Can you play the guitar?
Section A (1a-1c)
Before class: Greet the whole class.
While class:
Step1. Leading-in (創設情境，導入新知)
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.
(通過學生回答問題導入課題—Can you play the guitar?)
Step2: Study new words (新課呈現 )
（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.)
(讓學生觀看老師的動作來猜新單詞,激發學生的求知欲望。)
(2)Play a game （鞏固挑戰）
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.
(通過游戲加強新單詞的鞏固，讓學生挑戰自己；對回答問題正確的同學給予鼓勵并為自己小組獲一顆紅心，讓學生體驗成功，增強自信心。)
Step3: Let′s talk about abilities (新課呈現 )
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.)
（讓學生在小組內談論自己的技能并以小組為單位給大家展示，培養學生的協作意識。）
（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.)
(每組選兩名同學表演對話，調動學生積極參與活動的興趣。)
（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.
(讓學生在回答老師的問題中掌握情態動詞“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. (鞏固操練 )
(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!
(充分應用剛學知識，發散學生思維能力,為后面的聽力做好鋪墊。)
Step4: Listening（聽力練習 )
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!)
(從聽力對話中給學生設計問題，引發學生對下一環節產生求知欲望)
Step5: Make a survey (小組活動)
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.
(設計小組調查活動，讓學生在自然的情景中熟練應用“Can you ...?”
“Yes, I can . / No，I can′t.” “I want to join....”等句子結構。任務完成過程中，每一個小組成員積極參與活動，培養學生的合作意識。）
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.
（通過作報告讓學生學會學以致用，既訓練了學生的寫作能力，又提高了寫作興趣。）
Step6: Do a summary.（小結）
-
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.
( 通過小組評價深化到情感教育，讓同學們樹立自信，積極參與集體活動，增強集體榮譽感 )
(2)In this class, we have learnt some new words and the use of “can” to talk about people′s abilities.
Step7: Homework (分層作業 )
1. Use the new words to make sentences.
2. Write a short passage about your family members’abilities.
(分層次作業，照顧不同層次的學生。)
Step8: Design of blackboard （板書設計）
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、課后反思
這是一節新授課，在教學過程中為了使學生提高興趣，積極參與，我充分應用多媒體教學資源，將實物展示、肢體語言演示和做游戲相結合，優化課堂設計，提高教學效果。例如，通過展示一個乒乓球導入新知；學習新單詞時，老師通過肢體語言演示動作，學生猜單詞，讓學生直觀形象的了解新知；在鞏固挑戰中，通過做游戲，讓學生挑戰自己的記憶能力，體驗成功并樹立自信。整節課突出小組協作，通過小組競爭激發學生學習興趣，培養學生團隊精神。
在這節課中，我盡量讓學生自己主動大膽地去嘗試，自主學習，完成目標任務，我只是引導者和幫助者。
教學目標
1.引導學生使用情態動詞“can”來談論自己及他人在某方面的能力、喜好和意愿,并讓學生選擇自己想參加的俱樂部。
2.從談論自己的能力開始,逐步深化到了解和談論他人的能力,促進學生之間的溝通和交流,鼓勵學生樹立自信心。
3.通過參與俱樂部活動,讓學生展示自己的才能,形成相互學習與幫助的氛圍,培養學生的多方面才能及團隊精神。
2學情分析
優點:興趣濃厚;有一定的英語基礎。
缺點:學生自信心不足;口語技能有待提高,課堂互動能力較弱。
對策:利用信息技術挖掘教學資源;培養學生主動用英語進行交際的意識;合理設計課堂互動內容。
3重點難點
1.教學重點:使用情態動詞“can”談論自己或他人在某方面所具有的能力。
2.教學難點:情態動詞“can”的基本用法,
4教學過程
4.1
第一學時
4.1.1step1(Leading－in)
(通過學生回答問題導入課題—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.)
(讓學生在小組內談論自己的技能并以小組為單位給大家展示,培養學生的協作意識。)
(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.)
(每組選兩名同學表演對話,調動學生積極參與活動的興趣。)
(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.
(讓學生在回答老師的問題中掌握情態動詞“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. (鞏固操練 )
(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!
(充分應用剛學知識,發散學生思維能力,為后面的聽力做好鋪墊。)
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!)
(從聽力對話中給學生設計問題,引發學生對下一環節產生求知欲望)
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.
(設計小組調查活動,讓學生在自然的情景中熟練應用“Can you ...?”
“Yes, I can . / No,I can′t.” “I want to join....”等句子結構。任務完成過程中,每一個小組成員積極參與活動,培養學生的合作意識。)
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.
(通過作報告讓學生學會學以致用,既訓練了學生的寫作能力,又提高了寫作興趣。)
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.
( 通過小組評價深化到情感教育,讓同學們樹立自信,積極參與集體活動,增強集體榮譽感 )
(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課后反思
這是一節新授課,在教學過程中為了使學生提高興趣,積極參與,我充分應用多媒體教學資源,將實物展示、肢體語言演示和做游戲相結合,優化課堂設計,提高教學效果。例如,通過展示一個乒乓球導入新知;學習新單詞時,老師通過肢體語言演示動作,學生猜單詞,讓學生直觀形象的了解新知;在鞏固挑戰中,通過做游戲,讓學生挑戰自己的記憶能力,體驗成功并樹立自信。整節課突出小組協作,通過小組競爭激發學生學習興趣,培養學生團隊精神。
在這節課中,我盡量讓學生自己主動大膽地去嘗試,自主學習,完成目標任務,我只是引導者和幫助者。
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