視頻簡介：
視頻標(biāo)簽：the guitar
所屬欄目：初中英語優(yōu)質(zhì)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(yōu)課
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Unit 1：Can you play the guitar? section A （1a-1c）教學(xué)設(shè)計
一，教材分析
本節(jié)課所學(xué)主要內(nèi)容是引導(dǎo)學(xué)生使用情態(tài)動詞“can”來談?wù)撟约杭八嗽谀撤矫娴哪芰�、喜好和意愿，并讓學(xué)生根據(jù)自己的喜好選擇自己想?yún)⒓拥木銟凡�。整�?jié)課圍繞ability這個主題展開，從談?wù)撟约旱哪芰﹂_始，逐步深化到了解和談?wù)撍说哪芰�，促進(jìn)學(xué)生之間的溝通和交流，鼓勵學(xué)生樹立自信心。通過參與俱樂部活動，讓學(xué)生展示自己的才能，形成相互學(xué)習(xí)與幫助的氛圍，鼓勵學(xué)生積極參加各種課外活動，培養(yǎng)學(xué)生的多方面才能及團隊精神。同時在詞匯和語法學(xué)習(xí)上層層遞進(jìn)，也符合青少年的認(rèn)知規(guī)律和學(xué)生心理特點。
二，教學(xué)對象分析
優(yōu)點：興趣濃厚;有一定的英語基礎(chǔ)。
缺點：學(xué)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(shù)挖掘教學(xué)資源；培養(yǎng)學(xué)生主動用英語進(jìn)行交際的意識；合理設(shè)計課堂互動內(nèi)容。
三．教學(xué)目標(biāo)分析
根據(jù)對本單元的教材分析和目前的學(xué)情分析，我制定以下目標(biāo)：
1.知識與技能：
①讓學(xué)生學(xué)會表示能力的詞匯，掌握情態(tài)動詞“can”的基本用法。
②提高學(xué)生交際、探究能力，培養(yǎng)他們的創(chuàng)新精神。
2. 情感與價值:
引導(dǎo)學(xué)生充分認(rèn)識到個人能力并樹立自信，激發(fā)學(xué)生不斷探究，體驗成功，提高自身能力。培養(yǎng)學(xué)生的集體意識，增強集體榮譽感。
四、教學(xué)重點及難點
1.教學(xué)重點：使用情態(tài)動詞“can”談?wù)撟约夯蛩嗽谀撤矫嫠哂械哪芰Α?br />
2.教學(xué)難點：情態(tài)動詞“can”的基本用法，
五、教學(xué)工具
多媒體 、錄音機、乒乓球、小紅心。
六、教學(xué)方法
教法：
設(shè)計貼近學(xué)生生活的任務(wù)，采用情景教學(xué)、小組協(xié)作和游戲相結(jié)合的教學(xué)方式，激發(fā)學(xué)生興趣，提高課堂教學(xué)效率。
學(xué)法：
1. 讓學(xué)生在自己完成任務(wù)的過程中學(xué)會運用語言。
2、積極參與，善于合作，大膽實踐，讓學(xué)生自主學(xué)習(xí)。
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(xué)過程
第一課時的整個教學(xué)環(huán)節(jié)分為五大塊：導(dǎo)入新知、新課呈現(xiàn)、聽力練習(xí)、小組活動和拓展延伸。
下面是我這一課時的詳細(xì)教學(xué)過程設(shè)計：
Unit 1: Can you play the guitar?
Section A (1a-1c)
Before class: Greet the whole class.
While class:
Step1. Leading-in (創(chuàng)設(shè)情境，導(dǎo)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(xué)生回答問題導(dǎo)入課題—Can you play the guitar?)
Step2: Study new words (新課呈現(xiàn) )
（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(xué)生觀看老師的動作來猜新單詞,激發(fā)學(xué)生的求知欲望。)
(2)Play a game （鞏固挑戰(zhàn)）
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(xué)生挑戰(zhàn)自己；對回答問題正確的同學(xué)給予鼓勵并為自己小組獲一顆紅心，讓學(xué)生體驗成功，增強自信心。)
Step3: Let′s talk about abilities (新課呈現(xiàn) )
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(xué)生在小組內(nèi)談?wù)撟约旱募寄懿⒁孕〗M為單位給大家展示，培養(yǎng)學(xué)生的協(xié)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(xué)表演對話，調(diào)動學(xué)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(xué)生在回答老師的問題中掌握情態(tài)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(yīng)用剛學(xué)知識，發(fā)散學(xué)生思維能力,為后面的聽力做好鋪墊。)
Step4: Listening（聽力練習(xí) )
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(xué)生設(shè)計問題，引發(fā)學(xué)生對下一環(huán)節(jié)產(chǎn)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(shè)計小組調(diào)查活動，讓學(xué)生在自然的情景中熟練應(yīng)用“Can you ...?”
“Yes, I can . / No，I can′t.” “I want to join....”等句子結(jié)構(gòu)。任務(wù)完成過程中，每一個小組成員積極參與活動，培養(yǎng)學(xué)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(xué)生學(xué)會學(xué)以致用，既訓(xùn)練了學(xué)生的寫作能力，又提高了寫作興趣。）
Step6: Do a summary.（小結(jié)）
-
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(xué)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(yè) )
1. Use the new words to make sentences.
2. Write a short passage about your family members’abilities.
(分層次作業(yè)，照顧不同層次的學(xué)生。)
Step8: Design of blackboard （板書設(shè)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(jié)新授課，在教學(xué)過程中為了使學(xué)生提高興趣，積極參與，我充分應(yīng)用多媒體教學(xué)資源，將實物展示、肢體語言演示和做游戲相結(jié)合，優(yōu)化課堂設(shè)計，提高教學(xué)效果。例如，通過展示一個乒乓球?qū)胄轮�；學(xué)習(xí)新單詞時，老師通過肢體語言演示動作，學(xué)生猜單詞，讓學(xué)生直觀形象的了解新知；在鞏固挑戰(zhàn)中，通過做游戲，讓學(xué)生挑戰(zhàn)自己的記憶能力，體驗成功并樹立自信。整節(jié)課突出小組協(xié)作，通過小組競爭激發(fā)學(xué)生學(xué)習(xí)興趣，培養(yǎng)學(xué)生團隊精神。
在這節(jié)課中，我盡量讓學(xué)生自己主動大膽地去嘗試，自主學(xué)習(xí)，完成目標(biāo)任務(wù)，我只是引導(dǎo)者和幫助者。
教學(xué)目標(biāo)
1.引導(dǎo)學(xué)生使用情態(tài)動詞“can”來談?wù)撟约杭八嗽谀撤矫娴哪芰�、喜好和意�?并讓學(xué)生選擇自己想?yún)⒓拥木銟凡俊?br />
2.從談?wù)撟约旱哪芰﹂_始,逐步深化到了解和談?wù)撍说哪芰?促進(jìn)學(xué)生之間的溝通和交流,鼓勵學(xué)生樹立自信心。
3.通過參與俱樂部活動,讓學(xué)生展示自己的才能,形成相互學(xué)習(xí)與幫助的氛圍,培養(yǎng)學(xué)生的多方面才能及團隊精神。
2學(xué)情分析
優(yōu)點:興趣濃厚;有一定的英語基礎(chǔ)。
缺點:學(xué)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(shù)挖掘教學(xué)資源;培養(yǎng)學(xué)生主動用英語進(jìn)行交際的意識;合理設(shè)計課堂互動內(nèi)容。
3重點難點
1.教學(xué)重點:使用情態(tài)動詞“can”談?wù)撟约夯蛩嗽谀撤矫嫠哂械哪芰Α?br />
2.教學(xué)難點:情態(tài)動詞“can”的基本用法,
4教學(xué)過程
4.1
第一學(xué)時
4.1.1step1(Leading－in)
(通過學(xué)生回答問題導(dǎo)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(xué)生在小組內(nèi)談?wù)撟约旱募寄懿⒁孕〗M為單位給大家展示,培養(yǎng)學(xué)生的協(xié)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(xué)表演對話,調(diào)動學(xué)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(xué)生在回答老師的問題中掌握情態(tài)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(yīng)用剛學(xué)知識,發(fā)散學(xué)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(xué)生設(shè)計問題,引發(fā)學(xué)生對下一環(huán)節(jié)產(chǎn)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(shè)計小組調(diào)查活動,讓學(xué)生在自然的情景中熟練應(yīng)用“Can you ...?”
“Yes, I can . / No,I can′t.” “I want to join....”等句子結(jié)構(gòu)。任務(wù)完成過程中,每一個小組成員積極參與活動,培養(yǎng)學(xué)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(xué)生學(xué)會學(xué)以致用,既訓(xùn)練了學(xué)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(xué)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(jié)新授課,在教學(xué)過程中為了使學(xué)生提高興趣,積極參與,我充分應(yīng)用多媒體教學(xué)資源,將實物展示、肢體語言演示和做游戲相結(jié)合,優(yōu)化課堂設(shè)計,提高教學(xué)效果。例如,通過展示一個乒乓球?qū)胄轮?學(xué)習(xí)新單詞時,老師通過肢體語言演示動作,學(xué)生猜單詞,讓學(xué)生直觀形象的了解新知;在鞏固挑戰(zhàn)中,通過做游戲,讓學(xué)生挑戰(zhàn)自己的記憶能力,體驗成功并樹立自信。整節(jié)課突出小組協(xié)作,通過小組競爭激發(fā)學(xué)生學(xué)習(xí)興趣,培養(yǎng)學(xué)生團隊精神。
在這節(jié)課中,我盡量讓學(xué)生自己主動大膽地去嘗試,自主學(xué)習(xí),完成目標(biāo)任務(wù),我只是引導(dǎo)者和幫助者。
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