山东省文登市七里汤中学七年级英语上册 Unit 3 Can you play the guita教案 人教新目标版.doc

Unit 3 Can you play the guita教案
一、教学目标
1. 知识目标：
（1）通过图片学习单词，95%的学生能够熟练掌握新词汇和短语：
guitar, sing, swim, dance, draw, chess, speak, join, club, play chess,
speak English, play the guitar
（2）通过听力练习和小组活动，90%的学生能够掌握句型：
Can you/he/she dance? Yes，I/he/she can．／No，I/he/she can’t．
What club do you want to join? We want to join the chess club.
（3）通过小组合作，85%的同学能综合所学灵活组织对话。
2. 技能目标：
培养学生能够运用所学目标语言表达自己在某一方面所具备的才能。
3. 情感态度价值观目标：
通过学习情态动词表述自己在某一方面的能力，引导学生充分认识到个人能力在当今社会的重要性，激发学生不断探究，自主学习，提高自身能力，为自己人生道路积累更多的、更丰富的经验。
二、教学重点、难点：
教学重点是学习使用情态动词can来谈论彼此的能力和特长。
教学难点是把所学知识灵活运用到实际英语交际中，真正实现学以致用。
三、教学方法：　　
1. 情境教学法。　2. 直观教学法。利用图片和动画来激起学生的兴趣，并培养学生的观察能力。3. 任务型教学法。通过Pair-work两两合作等形式，让学生在宽松自由的环境中快乐学习。
四、教学过程：
I. Warm-up( 3’)
T shows the cartoon about “Can you fly?”
Ss watch the cartoon and sing with the music.
设计意图：
通过欣赏一个和本单元有关的一个动画歌曲，创造轻松、愉悦、有趣的课堂氛围，一下子点燃了学生的学习兴趣和学习热情，让学生对以下的学习任务和活动内容产生强烈的期待和探索的欲望。
II. New teaching (27’)
1. Free talk: Tell us your talents.
T shows the VCR or pictures.
T: I can sing. What about you?
Then do the same things with the following:
swim, dance, draw, speak English, play the guitar, play chess…
Ss read the new words according to the pictures.
设计意图：
教师利用动画或者图片引导学习新单词或短语,让每个学生顺利通过单词关，使学生更有信心地进入下一环节的学习奠定良好的基础。
2. Play a game (Name the talents).
T shows the VCR or pictures.
T: If you know the talents, please stand up and tell us the name of them.
设计意图：
通过竞赛提高学生积极性，满足学生表现需求；反复练习新单词和短语, 为深一层次的学习打下坚实的基础。
3. Show yourself and get to know your friends.
T shows the target language on the screen.
A: Can you swim?
B: Yes, I can. / No, I can’t.
Ss make a dialogue with the partner and act out in class. (教师及时做出评价)
设计意图：
英语课堂上的活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实。这一部分的小对话本身就具有很浓的生活情趣，所包含的新句型并加入丰富的肢体语言来表演，更能达到事半功倍的效果。
4. T shows the pictures of some stars to the Ss.
Ss practice the sentences:
A: Can he/she …?
B: Yes, he/she can. / No, he/she can’t.
设计意图：
“学习源于生活”，通过学生熟悉、喜爱的明星来吸引学生的眼球，寓教于乐，让学生在轻松愉悦中巩固知识、取得进步；同时对学生进行进一步的情感教育：成功需要付出一定的努力。
5. Pair-work: Make your own dialogue with your partner.

(呈现一组明星照片，引导学生反复操练第三人称的目标句型)

6. Presentation.
T: Oh, I’m very happy. You’re so great and our school has many clubs for you. Let’s go and have a look
T shows the clubs on the screen.
Ss tell the name of the groups.

7. Pair-work: Find out “the most popular club” in our class.
A: What club do you want to join?
B: I want to join….

8. Pair-work: Help the sheep to find out the best club.
T shows the picture. Ss work in pairs according to the picture.
A: What club does he/she want to join?
B: He/She wants to join the ….
设计意图：
英语教学活动要具备明确的目的和可操作性，不论是竞赛游戏还是对话表演，都要以契合本节课的重难点知识为设计依据，规则简单，操作易于上手，在“做中学”。本环节的话题是学生们喜爱的动画片中的人物，学生们的积极性高涨，表现踊跃，在愉快的合作中快乐的学习。
9. Listening practice 2a-2b(找出“最佳听力达人”)
1). Listen to the tape in 2a once and circle the clubs.

2) Listen to the tape again and complete the sentences in 2b.
① Lisa wants to join the ____club, but she can’t play ____.
② Bob wants to join the ____ club. He likes to speak ____.
③ Mary likes music. She can ____and ____. Bob likes music, too.
They want to join the ____club.
10. Listening practice 1b
T: Our pen pals want to join the club, too. Let’s listen to them. OK?
Let’s find out the best star in 1b. (找出“最佳听力达人”)
1) Listen and number the conversations.
2) Listen again and try to answer the questions.
① What club does the girl want to join? Can she sing?
② Can the boy swim?
③ What club does the girl want to join? Can she draw?
11. Make an interview as a reporter. (听后活动)
A: What club do you want to join?
B I want to join….
A: Can you …?
B: Yes, I can. / No, I can’t.
设计意图：
本环节设置在听力之后，主要目标是为了巩固听力内容。“游戏教学法”既能帮助学生避免产生消极与敷衍的学习态度，又能周而往复、循序递进地达到操练与巩固重难点知识的目的。围绕本课主题，开展“小记者调查”活动，给学生以美好愉悦的学习体验，又提高了他们运用本单元语言进行交际的能力。
III. Competition (10’)
T: Shows three groups of exercises and guides Ss to choose them freely.

设计意图：
通过新一轮的竞赛，从另一个层面检查学生对于本单元知识的掌握情况，也激发了彼此之间的合作意识和团队精神。

IV. Conclusion (3’)
Find out the best stars in this class.

V. Homework：（2’） Make a survey.

VI. Blackboard design

Unit 3 Can you play the guitar?
A: Can you …? A: What club do you want to join?
B: Yes, I can. /No, I can’t./k B: I want to join the….
A: Can he/she …? A: What club does he/she want to join?
B: Yes, he/she can. B: He/she wants to join….
No, he/she can’t.:nt/