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視頻標簽：the guitar
所屬欄目：初中英語優質課視頻
視頻課題：人教版新目標英語七年級下冊Unit 1 Can you play the guitar Section B 1a—1青海省 - 西寧
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人教版新目標英語七年級下冊Unit 1 Can you play the guitar Section B 1a—1青海省 - 西寧
Teaching Design
Unit 1 Can you play the guitar?
Section B (1a—1f)
Ⅰ. Teaching Analysis
本單元Section B中，談論音樂才能方面的單詞，設計了相關的聽力練習，提供了招聘廣告給學生學習閱讀和寫作。因此，在整個教學中，教師應突出以話題為綱，交際功能為主線，精心設計各種任務，以任務為載體，搭建意義交流的舞臺。通過教學，使學生對自己的能力充滿自信。對于他人的才能則要持客觀和欣賞的態度。從而可以實現自我的快樂成長。也可以和周圍的人建立和諧融洽的關系。 Ⅱ.Ability goals
1. 學生能夠將Section A中所學新句型運用于新的話題結構中。 2. 通過課堂活動，學生能夠識別鋼琴、小提琴、吉他、架子鼓等樂器的聲音。
3. 給學生足夠機會，使用目標語言完成聽力任務，在聽力訓練過程中注重聽力策略訓練。 Ⅲ. Emotional goals
1. 鼓勵學生積極參加各種活動，以展示自己和鍛煉自己。
2. 引導學生明白人的自信心不是天生就有的，而是在各種活動中逐漸培養起來的。
Ⅳ. Important and difficult teaching points 1. 常見樂器類名詞的識記和運用。
2. 掌握學習樂器類名詞和體育活動類名詞與動詞play連用時的區別。
3. 掌握并列連接詞and與but的區別。 Ⅴ. Teaching aims 1. 學習有管樂器的名詞。 2. 學會表達演奏樂器的短語。
3. 能使用can和can’t談論某個人的能力。 4. 理解聽力材料。 Ⅵ.Language points
1. 詞匯: 1)名詞n. drum, piano, violin
2)短語 play the drums, play the piano, play the violin 2. 句型：Can Bill play the guitar? Yes, he can, but he can’t sing. Ⅶ.Teaching methods 1. Situational teaching approach 2. Question and answer method 3. Exercise method
Ⅷ. Teaching aids blackboard and chalk, computer , PPT Ⅸ.Teaching procedures ⅰ.Leading-in and warming-up 1. Enjoying pieces of music
Before Ss learn the new words, T may play a few pieces of music by different kinds of musical instruments to arouse their interest.
2. T can ask the following questions: Do you like listening to music? What kind of music do you like? What instrument plays it, a piano, a violin, or a guitar? (Ss may answer some of these questions in Chinese.) Do you want to know how to say these instruments in English? ⅱ .New points input 1. Activity 1a
① T shows sounds of drums, piano, guitar, violin and get Ss to say the English words of these instruments. Remind Ss to pay attention to the pronunciation of the words, especially the word stress of violin, piano and guitar.
② Ss draw lines to match the words with the pictures in their textbooks. ③ Guessing game. T shows pictures of these instruments, covering part of the pictures and get Ss to guess what instruments they are. Thus Ss can review the new words in a pleasant way. 2. Activities 1b and 1c
① T guides Ss to read the instruction for 1b, and make sure they understand what to do. Play the recording for them to listen and fulfill the
task. T gets some individual Ss to tell the answers. Ask Ss to tell the answers in this way: The first one is the guitar. The second one is... ② T asks one student questions to give an example for the other Ss to follow:
T: Can you play the violin? S: No, I can’t. What about you?
T: Yes, I can. I can teach you. Do you want to learn? S: Sure. I’d love to learn from you.
③ Ss work in pairs to practice conversations like this. ⅲ.Listening practice 1. Pre-listening
Predicting. T asks Ss to look at the picture in 1d(on P4) and guess which words in the box may appear in the conversation, which words may not appear. T may tell Ss about the scene of this conversation: Look! A teacher wants some students for the school concert. She asks some students what they can do. 2. While-listening ①Activity 1d
T plays the recording, Ss listen and circle the words and phrases they hear in the conversation. Check the answers with the whole class.
The answers: play the guitar, play the piano, play the drums, sing, dance ②Activity 1e
T guides Ss to listen for details, fill in the chart with the words and phrases in 1d. T: The teacher is talking to three students, Bill, Cindy and Frank. What can Bill do? What can’t he do? What about Cindy and Frank? T may guide Ss to take notes in the right way: They needn’t write down every word or phrase. They can just make marks that they themselves can understand.
③ T gets Ss to work in pairs to check their answers, like this: A: What can Bill do? What can’t he do? B: Bill can play the guitar, but he can’t sing.
In this way, T guides Ss to learn to use the conjunction but. 3. Post-listening
Play the recording for the Ss to practice reading aloud. They need to notice the pronunciation, intonation and sentence stress, especially how to read can and can’t. ⅳ.Oral output 1. Activity 1f
Get Ss to work in pairs, use the information in the chart in 1e and talk about what Bill, Cindy and Frank can and can’t do. 2. Group work: Role-play
Get several groups to come to the front and role play the conversation without looking at their books. 3.New conversation
T may set another scene for the Ss to practice using the target language: Our teacher wants some students for the school sports meet. Make up a conversation about this in your group and show us. ⅴ.Summary
Help Ss to make a summary by talking and sharing in groups. T may ask questions like:
Q1:What have you learnt in this period? Q2: What do you still have problem with? Q3: How will you work out the problems?
Get the Group leader (GL) to share their summary. Put some key points on the Bd to form a clear mind map. ⅵ.Homework
1. Read the listening materials in 1d and pay attention to the pronunciation and the intonation.
2. Write a conversation between a teacher and some students, talking about taking part in a school sports meeting.
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