Unit 1 Can you play the guitar？Section A 1a-2c教学设计与反思

省农垦总局建三江管理局局直子弟学校李贺

Unit 1 Can you play the guitar？Section A 1a-2c教学设计与反思

省农垦总局建三江管理局局直子弟学校李贺

（本课选自人教版新目标《英语》七年级上册。）

一、教学目标

1.知识目标

（1）重点词汇和短语：guitar，sing，swim，dance，chess，play chess，draw，speak，join，club。

掌握并熟练运用下列重点句型：

①—Can you play the guitar？

—Yes，I can./No，I can’t.

②—What can you do？

—I can dance.

③—What club do you want to join？

—I want to join the chess club.

（2）掌握语法：情态动词can的用法。

2.能力目标

（1）提高学生听、说、读、写的能力。

（2）提高学生合作探究与相互交流的能力。

3.情感目标

该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，培养学生的群体意识。

二、教学重点难点

1.教学重点

单词：guitar，sing，swim，dance，chess，play chess，draw，speakEnglish，join，club。

目标语言：

—Can you play the guitar？

—Yes，I can./No，I can’t.

—What club do you want to join？

—I want to join the chess club.

2.教学难点

学生熟练运用重点句型进行问答，谈论自己的喜好和能力。

三、教学流程

●Step One：Warm up

Show two short videos about drawing and playing basketball.Ask the students if they can do them.Introduce the unit we will learn today.

【设计意图】用视频形式导入本课，同时提高学生学习的积极性，活跃课堂气氛。

●Step Two：Presentation

1.Show some pictures about different instruments.Ask the students to read after the teacher and correct their pronunciations.Remember the new words：guitar，violin，piano，drum.

2.Listen and choose which instrument it is.The students listen to the sound of different instruments and choose the right pictures.Spell the words one by one.

3.Go on to learn the other words according to the pictures and learn the expressions in this lesson：play the drum，play chess，play the piano，play the violin，sing，draw，speak English.

The students learn and read the words after the teacher，then read to the partners and help each other to correct the pronunciation.

【设计意图】生动的图片给学生留下了更直观的印象，进而使其更快地识记单词，再形成教师领读——学生拼读——互相检查帮助——教师检查辅导的模式，容易激发学生的积极性。同时听音分辨乐器的教学环节增加了课堂的趣味性，巩固所学单词。

4.Pair work.Show the pictures about the abilities.The students ask and answer in pairs to practice the first target sentences in turns.

S1：Can you...？

S2：Yes，I can./No，I can’t.

【设计意图】学生将所学单词和短语与本课询问能力的重点句型结合，应用于实际生活，谈论彼此的能力。

5.Introduce the clubs in our school by using the pictures：English club，music club，swimming club，chess club，art club.Ask the students what clubs they want to join. Then the students practice the conversation in pairs.

6.Play a game.Play a game named“Who’s lucky？”One student chooses a number he likes.If he’s lucky，there will not be any contents.Instead there will be a conversation about the clubs.

【设计意图】通过图片介绍学校里的社团，使学生始终处于教师所设置的情境中，并围绕本课的重点句型展开对话，为学生开口说英语提供了机会。同时游戏环节极大地增加了学生学习英语的兴趣，使学生能够积极参加。

●Step Three：Listening practice

1.Match the pictures with the people in 1a.Write down the answers on the students’papers.Then check the answers together.

2.Listening task 1in 1b.Listen and number the conversations.

3.Listening task 2 in 2a.Listen to these two conversations and circle the clubs they hear.

4.Listening task 3 in 2b.Listen again.Complete the sentences.

The teacher explains the purpose of the listening practice ahead.

【设计意图】学生在教师的要求下完成听力任务，参与教材活动2a可以提高听力的关键技能——记关键词，参与活动2b可以通过根据对话内容填写关键词的训练，增强听的技能。

●Step Four：Group work and report

1.Group work：The students make a conversation in groups.They ask each other by using the target languages“What club do you want to join？I want to join...I can...”and choose one student to report the results in their group.

2.Make a report：In my group，I can/like_____，so I want to join____.I think it’s_____._____can/likes____，so he/she wants to join___.And he/she thinks it’s______.

______can/likes_____...

【设计意图】在综合探究活动中，学生通过组内合作的对话练习及汇报活动，巩固所学知识，思维得以打开，提高了在真实场景中运用英语的能力、合作探究与相互交流的能力。

●Step Five：Summary and homework

Summary：Some students make a summary what they learned in this class.

Homework：Please write a letter to your best friend.You need to tell them what club you want to go and introduce yourselves.

【设计意图】小结环节使学生又重新回顾一遍本堂课的主要内容，可以使其更加准确地理解本节课的主要内容。学完这节课后，学生通过互相询问或谈论自己或对方在某一方面的能力，进一步增强了群体意识。

反思：

本节听说课为该单元的第一课时，在设计时教师充分考虑学生的整体情况，设立的教学目标、教学难点和教学重点合理、恰当。在课堂教学中设计的对话练习、小组合作探究汇报等方式使课堂层层递进，有效地完成了预期设定的提高学生听、说、读、写能力与合作探究及相互交流能力的目标。但在应用环节中，教师还可以多预设几个情景，例如班级组织学生要报社团，班长正在询问同学的爱好，或者几个好朋友正在谈论学校社团，而不是单纯的小组汇报形式，活动设计略显单调。同时单词和重点句型教学环节可以引入实物教具，学生也可以自带实物或照片，这样学生能更牢固地记住词义，并反复使用它们进行对话与角色表演，增强学习的趣味性和直观性。

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