Can,you,play,the,guitar?第一课时说课稿

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Can,you,play,the,guitar?第一课时说课稿(一)
Unit1 Can you play the guitar说课稿

Unit1 Can you play the guitar?

说课稿

一、分析教材

本课是人教英语七年级下册Unit1的内容，本单元主要围绕“会做什么”这个话题展开，初步掌握本单元的语法项目“情态动词can”的用法，用情态动词can来谈论学习自己某一方面所具备的能力。本课是本单元的第三课时，要求学生掌握新的词汇和重点句型。要求学生能表达自己或别人会做什么。

二、分析学生

七年级学生性格特点是活泼好动,参与活动的热情会很高，我们一定要保护他们对英语学习的热情。让学生运用所学知识来解决问题。

三、教学目标及要求

1、知识目标：

（1）单词：draw,sing ,dance, play the guitar, ,speak English, play chess , swim，play the violin.

（2）重点句型：Can you… ? Yes , I can. No, I can’t .

What can you\he\she do? I\he\she can …?

2、能力目标：

（1）掌握用情态动词表达自己在某方面的才能，谈谈彼此的特长与爱好。

（2）通过相互的对话练习，培养学生的群体意识和合作能力。

3、情感目标：

通过学习，让学生意识到能力在社会上的重要性，从而激发学生不断进行探究，自主学习意识，为自己的人生道路积累更多的、更丰富的才艺。

四、教学重点、难点

本课中的重点内容是使用情态动词can 谈论自己在某一方面所具有的能力。

难点是：can 的一般疑问句，用情态动词can来谈论彼此的特长与爱好。

五、教具：班班通

六、教学方法

（说教法）

根据教材内容和学生因素的特点，我主要采用下列教学方法和手段。

（1）动画教学：利用flash动画来激起学生学习的兴趣。

（2）任务型语言教学模式：创设性地设计了贴近学生实际生活的教学活动，吸引和组织他们参加交际活动，让他们在完成任务的同时，体验成功的喜悦。

七、教学流程

根据初一学生的身心发展特点，结合本课教学内容，我在教学中采用了四个环节：情境感知，知识呈现，任务型练习，作业布置。

Step1:课前导入：通过多媒体播放英文歌曲“What can you do?”师

生共同拍手齐唱，激发出学生的学习兴趣，使他们很快地进入学习状态，同时也自然引出本课的句型，can you„? Yes ,I can,/No I can’t.

Step2：利用多媒体教学手段展示课件引入新课，展示一些图片作为课堂线索，设计一些问答练习，结合句型Can you „ ? Yes I can/No , I cant’t让学生进行conversations，这样知识的穿插，主要用来巩固情态动词can引导的一般疑问句句式，及肯定，否定回答。作为教师，不能把语言作为零散的知识点来教给学生，而应把学生导入到相关的模拟交际的环境中，这样，才能培养学生综合运用语言的能力，也符合“为用而学，在用中学，学了就用的教学原则”。

Step3：新课程目标一再强调课堂教学要注重培养学生团队精神，增强学生的合作意识。所以新的语言呈现后，我设计了一个“调查采访”活动，要求每组中一个学生模拟记者，另外的学生模拟被采访者，问对方的特长和爱好，加强重点句型What can you do ? I can„的练习，然后又让小组上台表演，尽情展示他们的合作成果，最后做出评价。这样既锻炼了他们的应变能力，也提高了他们的语言交际能力，是一种学生喜闻乐见的形式。

Step4：为了巩固本节课的教学内容和教学效果，我设计了Game这样的活动，这样的活动主要是培养学生的短时记忆、团队协作和口头表达能力。

Step5：Exercise(导学练案自我检测)

Step6: Homework

总之，这节课我尽量体现“以人为本，以学生为主体，以教师为主

导”的现代教育新理念,采用灵活多样的教学形式，使学生能愉快地，积极地，对新学语言进行感知、体验、学习和运用，努力使这节课具有交际性，实用性趣味性和科学性。

Can,you,play,the,guitar?第一课时说课稿(二)
Unit !0 Can you play the guitar说课稿

说课稿

Unit10. Can you play the guitar?

（Section B ）

说课教师：王莉萍

一.说教材

我说课的内容是人教版七年级英语上册第十单元《Can you play the guitar?》 B部分的第一课时。本单元的主题是询问和谈论能力，在本课学生应该掌握询问和谈论能力的一些常用口语及重点句型What can you do ?Can you/He /She „?在本单元的前两课时中，已经学习了一些表示能力的单词和一些简单的谈论能力的句子，基本掌握情态动词can 的用法，因此.教师可采用以旧带新的方法拓展相关内容。根据本学段学生心理年龄的特点和学生的实际水平我制定了如下学习目标：

1．学习目标：

（一）知识与能力：

（1）掌握词汇及短语：piano violin drum rock band guitar show Sunday

（2）识别词汇及短语：musician kung fu trumpet

（3）复习情态动词can用于“询问和谈论能力”的目标语言，掌握基can的用法；熟练运用以下句型：

①-Can you play the piano?

-Yes, I can. / No ,I can’t.

②Can Bill play the guitar?

Yes , he can. but he can’t play it well.

（4）做一些听力练习，提高学生听说读写的能力

（二）过程与方法

采用师生互动与小组合作的方法利用教学图片，幻灯片等开展课堂教学，pairwork问答式的口语交际活动或小组活动，复习 “询问和谈论能力”的目标语言并能灵活使用。

（三）情感目标

通过互相询问或谈论自己或对方在某一方面的能力，使学生了解到自己的特长和特点，赏识他人的特长和特点。培养学生的群体意识。

2．教学重点：

（1）掌握词汇及短语：piano violin drum rock band guitar show Sunday

（2）熟练应用情态动词can用于询问和谈论能力

3. 教学难点：听力的训练

4．教学方法：目标教学法,情景交际法，师生互动法。

5．教具准备：The cards , TV and the computer

二、说教法与学法

在教学中我主要采用面向全体而又分层教学的方法，借助情境教学，利用各种媒体和图片的辅助，让学生在教师鼓励性评价中体会学习英语的乐趣，在多说、多练中学会用书面和口头语传递信息，提高学习效率。

（一）、情境教学法

通过设置良好的互动环节，让教师的语言调节、缩短知识和能力之间的距离，激发学生情感，使学生以最佳的情绪、状态，主动投入、参与到教学活动中，通过角色效应，强化主体意识。

（二）小组学习法

4人一组，老师明确小组合作任务，并给与合作建议：（一个采访，一个写下问答的内容，另一个同学给建议，最后一个同学做报告。）让学生在互动中互相启发产生思维的碰撞。同时注意保证每个学生都有机会参与学习，从而培养学生与伙伴合作的群体意识和策略，提高人际交往能力。学生也在独立与合作的交织中调控了自身的学习，变得自信，自强。

（三）练习法

把大多的课堂时间留给学生，本课师生通过aks and answer

的方式进行句型练习，同学们在小组内以 “School Show”为话题进行对话表演。让学生进一步熟练本节的基本句型，使学生在操练中拓宽了学习思考方向，建造了知识和能力转化的桥梁。听力练习，注重方法的指导。

三、说教学程序

在教学中主要通过情境感知——灵活操练——对话表演——写作练习四个主要环节来突破重点难点。

（一）课前引入

（1）、师生亲切问好

（2）、Chant together

（3）、从上节课中的“Can you „?”引出本节的主题“What can you do (in the school show )?这样可以激起学生学习兴趣。营造学习英语的氛围。

（二）新单词

（1）教授单词，通过教师领读，学生跟读、学生自由读等，教师运用多种形式让学生体会单词的发音，记忆单词。

（2）师生互动识记新单词：利用句型What is it?What Can he /she do ? Can he /she „?等句型，借助一些形象生动的图片来练习巩固单词:piano guitar trumpet drum rock show Sunday。通过操练将单词的学习与句子复习有机的结合起来。

（三）小组活动: School Show (学校公演)

（1）引入：用学生感兴趣的偶像姚明和蔡依林作为课堂线索，设计了一个问答练习，调动学生参与积极性。

（2）让学生明确合作的任务，并讲明小组合作的要求。合作过程中，教师应适当指导，给与予一定的建议。

（四）听力：完成书上2A，2B部分。提高学生听的能力。

（五）写作练习：写写自己的家庭成员会做什么，不会做什么。并将写作成果展示。

简单的抄写已不能满足学生能力层面的需要。写作练习可以促使学生对课堂所学内容进行进一步深化和整合，这样把所学的语言落实在笔头上。整个过程完成了听，说，读，写的语言目标。

(六)家庭作业：Make a dialogue about Sporting Meeting.

（七）简单小结，课堂结束

四、评价与反思

评价手段：本课我将各种活动设计成同桌pairwork活动、小组合作表演兼并个人协助表演和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人或团体合作，培养创新意识以及具备科学的价值观。

七、板书设计

Unit10. Can you play the guitar?

（Section B ）

The words: The key points:

piano violin ① -Can you play the piano?

drum rock -Yes, I can. / No ,I can’t.

show Sunday ②-Can Bill play the guitar?

band guitar -Yes , he can. but he can’t play it well. show Sunday

Can,you,play,the,guitar?第一课时说课稿(三)
Can you play the guitar英语说课稿

Can play the guitar？说课稿

Section A Grammar focus 3a – 3c

Good morning, ladies and gentlemen:

Nice to meet you here. It’s my honor to share my teaching plan with you. My teaching plan contains 7 parts. I’d like to introduce them one by one here.【Can,you,play,the,guitar?第一课时说课稿】

I. The analysis of teaching material:

Today my teaching material is taken from Section B , Unit 1. Book B GO FOR IT of

Grade 7. The topic in this unit is about “Joining a club”, It focuses on abilities of people, When Ss learn to talk about ablities, modal verbs should be mastered and needed, It’s related to our daily life, so it can arouse their interests and improve their spoken English.

Ⅱ. Ss’ analysis

The Ss of Grade 7 have learnt a certain basic language of English, and they are active,

talktive and creative with strong abilities of memorizing,imitating and performing. But they are lack of the vocabularies, So this lesson may be a little difficult for them. In order to arouse Ss’ interests and cooperative sense, I’ll provide some real situations , some tasks for them. Ⅲ. Teaching aims:

According to the English curriculum standards and Ss’ learning ability, My teaching aims are made up of three aspects as the following.

Knowledge aims:

Ss should master the usage of modal verbs can and can’t.

Ss should master the target language and structure:

Can you play the guitar?

Yes, I can./No, I can’t.

Can he/she play chess?【Can,you,play,the,guitar?第一课时说课稿】

Yes, he/she can. No, he/she can’t.

Ability Objects:

To enable ss to use target language to talk about abilities.

To train the students' ability of communication, cooperation and exploration by finishing the tasks.

Emotion aims:

Develop ss’ hobbies by joining the clubs. And cooperate with each other actively. Key points and difficult points:

The key point is to enable ss to use key phrases and target language correctly and skillfully. The difficult point is that Ss how to use target language correctly and skillfully.

Ⅳ.Teaching methods and learning methods.

The English curriculum standards advocates that the language is for communication, And English teaching should lay emphasis on the development of students, So I’ll use "Task-based" language teaching, situational teaching method, communicative teaching method and listening 1

and speaking teaching method.

For learning methods, I’ll lead them to master the prediction, cooperative learning method and autonomous learning method.

Ⅴ. Teaching aids: PPT, chalks, tape recorder, notecards.

Ⅵ.Teaching procedures

Step1. Warming up.

1. Greeting the students

2. Free talk.

A: What’s this?

B: It’s a guitar.

A: Can you play the guitar?

B: Yes, I can./No, I can’t.

This step aims to arouse Ss’ interests, and get ready for the new knowledge.

Ss: …

T: …

Ss make the conversations like thhis.

By communacating with each other actively, ss can practice the target language and improve their sense of cooperation.

Step 3 Grammar focus

1. Ss observe the sentences and find out the rule of using modal verbs can and can’t.

This step aims to train ss’ abilities of observation ,thinking, analyzing and solving problems.

2.Practice 3a

Step 4 3b Complete the poster with the words in the box.

Step 5 Groupwork

Fuor students a group, one of you asks “What can you do in the school show?”, and writes down their answers, then make a report like this:

In my group , we can do lots of things,. For example: Tom can ply the guitar, …

Step 6 Homework

1. Remember the sentences in the chart.

2. Make a poster like 3b.

Step7 Blackbaord dsign.

I’ll write the key words and phrases, language structure. Through what I wrote on the Bb, Ss can have good reviews of it.

Accoding to the fact and class instance. I’ll partly change my teaching plan to achieve the best teaching effect.

That's my speaking. Thanks for your listening.

thus enabling to improve the students' abilities of language organizing, knowledge application, speaking and communicating with others.

Can,you,play,the,guitar?第一课时说课稿(四)
最新人教版Unit 1 Can you play the guitar 说课稿

最新人教新目标Unit1 Can you play the guitar? 说课稿

二十三团中学周玉琼

一、说教材

1．教材分析

本单元的核心教学内容是“谈论自己在某方面所具有的能力”（Talking about abilities）,整个单元的内容都是围绕情态动词can展开的。通过本单元的学习，使学生能够运用情态动词can表达自己某一方面所具有的才能，谈论自己的喜好与意愿，能自荐或参加各种课外俱乐部，并制作海报而且学会写出招聘广告。并让学生在实践中学会和使用目标语，鼓励学生积极参加稳中有降种课外各种文体活动，培养学生的多方面才华及团队精神。而本课是这一单元的第一课时，通过对本节课词汇和句型的学习，学生能够运用所学知识去表达他们能做些什么，并能开展为参加兴趣小组的调查活动，通过以上活动的开展为后面的学习打下良好的基础。

2．教学重点

掌握用于谈论自己所具备的能力的词汇(swim/ sing /dance /paint/ speak English /play chess /play the guitar)

掌握用于谈论自己所具备的能力的句型Can you play chess ? Yes, I can . No, I can’t .

3．教学难点

运用所学词汇和句型来谈论自己某一方面所具备的能力

4．教学目标

(1) 技能目标。掌握谈论能力的句型can的用法,学生能听懂对话录音，能听懂师生之间就本对话内容而展开的问答，会和别人展开对话，了解和传递信息；能就类似话题，创造性地自编对话。【Can,you,play,the,guitar?第一课时说课稿】

(2) 知识目标。学生要掌握本课新单词，还要记住新学短语、句型，为实现用英语流利表达奠定基础。

(3) 情感目标。学生要爱学英语、爱说英语、想说语，对英语学习投以极大的兴趣和热情。学生要帮助家人做一些力所能及的家务活。

(4)学习策略目标。改变传统的死记硬背，积极主动地投入到语言的实践中去，在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆。

通过调查采访活动，培养集体意识，发展交际能力。

二、说教法

为了充分以学生为主体的课堂教学，并考虑到学生认知特点

和年龄特征，对本课我主要采取了如下几种教法：

１、用游戏、竞赛等活动激发学生的学习兴趣，以兴趣点燃智慧的火花。

2．用比较与chant 的方法让学生更清楚地的掌握知识、更准确地运用知识。

3．听、说、读、写的练习始终融入一定的语言情境中，让他们在真实的语言情境中交流表达、运用和巩固。

4．借助多媒体，为学生提供直观、生动、形象的画面与视频，让学生的各个器官都得到有效调动，从而，为他们的学习起到了积极的推动作用。

５、开展形式多样的活动――调查采访、讨论交流、表演等活动，这为取得更佳教学效果也起着一定的促进作用。

三、说学法

为了帮助学生学习和掌握所学知识，我采用了以下教学方法：

１、用游戏、竞赛等活动激发学生的学习兴趣，以兴趣点燃智慧的火花。

2．用比较与chant 的方法让学生更清楚地的掌握知识、更准确地运用知识。

3．听、说、读、写的练习始终融入一定的语言情境中，让他们在真实的语言情境中交流表达、运用和巩固。

4．借助多媒体，为学生提供直观、生动、形象的画面与视频，让学生的各个器官都得到有效调动，从而，为他们的学习起到了积极的推动作用。

５、开展形式多样的活动――调查采访、讨论交流、表演等活动，这为取得更佳教学效果也起着一定的促进作用。

三、说学法

我所采用的教法有助于学生掌握如下学法：

1．养成听的习惯。

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好

2．科学储备大量知识

学生不掌握丰富的知识就不可能进行很好的语言交流。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3．及时巩固，反复记忆。

凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。

4．积极操练，重在口头。

在课堂上，学生要积极参与教师设计的每个教学活动，要大

胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。

四.说教学程序

在新课导入环节中，我首先为学生播放了由音乐片断及户内外体育活动汇集的一段视频，引领着学生在感受视频带来的美妙与精彩，为学生营造轻松的学习的氛围，激发学生对本课的学习兴趣。接着，引导学生们带着对音乐与体育活动的向往去与他人分享彼此的感受，进而与学生一起走入新课学习

在新课学习过程中，我首先以多媒体形式为学生创设学习交流的真实情景，让学生们在温习已知知识的基础上，进而学习新的知识。在这个过程中，学生们始终在直观、生动、形象的语言环境中学习与交流。为了达到巩固新词的目的，我设计了一个对play football和 play the piano的对比活动，让学生们能过观察对比发现了这两组词的不同用法。又通过用chant的方式帮助学生去将学过的词用运I can …的句子中，以达到词不离句之效果。此外，我还设计了挑战记忆游戏活动，让学生在记忆快速闪现的图的同时，还要用英语表达出来，七年级的学生有较强的自我表现欲，正是这一心理特征，相信他们的学习主动性能够得以更有效的调动、学习兴趣得到更有效的发展。在这一环节之后，我为了引出I want to join the …club.句型，我设计了谈能力、说兴趣环节，让学生根据自己的能力报名参加不同的兴趣小组。之后，学生们通过问答练习、表演、游戏活动在不断地运用和巩固着新知。在巩固拓展延伸知识环节中，我设计了调查采访活动。通过展示调查表、调查方法，让学生在调查活动中感受英语学习的实用性和有趣性，再通过汇报调查结果，使学生们获得学习英语的成就感，从而使他们对英语学习充满信心与决心。在学习快进入尾声的时候，为了给学生一个轻松而愉快的学习氛围，同时也给学生创设一个思考的空间，我播放了一段flash动画歌曲，看着画面上有孩子帮父母所做家务事后，进而组织学生讨论交流他们在家能为父母做些什么呢，从而使学生情感得以升华，达到教书育人之目的。之后的环节就是巩固验收、总结所得，在这个过程中，我设计了一些习题对学生进行及时的检测和获得反馈信息，并进行及时的矫正。接着进行了总结交流、谈学此课所思所想的活动对本课进行小结。最后一个环节就是布置作业、内化知识过程，我设计了一个调查采访活动，目的是让学生们在用英语做事的过程中内化着知识、感受着英语学习的快乐。

Can,you,play,the,guitar?第一课时说课稿(五)
2016湖北教师招聘英语说课指导：英语说课稿《Unit1 Can you play the guitar》

2016湖北教师招聘英语说课指导：英语说课稿《Unit1 Can you

play the guitar?》

英语说课稿《Unit1 Can you play the guitar?》

Good morning, dear teachers! I’m candidate ***. Today my topic is It’s my great honor to present my lesson here. To make my presentation much clearer, I’ll describe my teaching thoughts into six parts: analysis of teaching material, analysis of students, teaching key points and difficult points, teaching methods and learning methods, teaching procedures, and blackboard design.

First, I’d like to share something about teaching material.

Part1. Teaching material:

This lesson is the first period of unit 1，PEP English book 2， grade seven. This is an important lesson in the book. The topic is joining a club. The function is talking about abilities.

Part2. Analysis of students:

Junior students have learned English for at least 4 years, they are already equipped with some basic learning and speaking skills.Besides, their abstract thinking ability is not fully developed, while their image thinking ability is comparatively strong. So their attention can be scattered easily.

Part3. Teaching aims:

Based on the new curriculum standard, the teaching objects are knowledge object, ability object, and emotional object.

Knowledge object is grasping the new words and phrases, dance, swim, join, club, play chess, speak English„.and learning the sentence pattern “can you„?” “Yes, I can. / No I can’t.” “I want to join„.”

Ability object: students can develop their skills of listening and speaking by listening to radio and saying in target language.

Emotional objects are arousing their interests in learning English, encouraging students to join all kinds of clubs and developing their interests and hobbies.

Part4: Teaching key points and difficult points.

Based on the objectives, I make the teaching key points and difficult points as follows.

Teaching key points include: students can grasp the new words and phrases, understand and use the target language, and master the usage of modal verb “can”.

While the teaching difficult points include: students can use the target language to talk about their abilities, and master the modal verb” can”. Part4: Teaching methods and learning methods

I’ll adopt task-based teaching method, together with the communicative teaching method and situational teaching method. I will give students some tasks such as individual work, pair work, and group work to practice new words, phrases and key sentences. So students will attain autonomous learning, cooperative learning and researched learning.

Part5: Teaching procedures:

Ok, so much for the teaching methods, learning methods and teaching tools. Next comes to my most important part, the teaching procedures. Step1 Warming up

I’ll play an English song: Can you swim? And let the students sing after the song to lead in the new topic” can you„?” the aim is arousing students interests in learning English, and attracting students’ attention to the class.

Step2: Pre-listening

Activity1. I will present new words by doing some actions. And let students to guess “What is it?” In this way, the action can be taught vividly. Activity2. I’ll design a game, it is called boom game to practice the key words and phrases, for example : I put a boom in the word, and a boom in this word, when I point to the boom words, students shouldn’t read

them out. Instead, they should do like this, or they’ll perform a show to the class. In this way, students can remember the words more interesting and easily.

Activity3. I’ll let the students do 1a: match the activities with the pictures.

Activity4. I’ll do some individual work to practice the sentences. First, I’ll show some pictures about activities in this lesson and ask:Look, there are so many clubs. What club do you want to join? Student1: sing, dance „„ then,

I ask: can you „.?

Student1: yes, / No.

And I will help him to compete it, and say “Yes, I can./ No, I can’t.” Then, I will ask another one “Can you dance?” According to what I taught. Students will be able to answer “Yes, I can./ No, I can’t.” In this way, students can get the ideas and conversation naturally.

Step3: While-listening

I’ll do listening practice in 1b. Students listen and number the

conversations in 1b. Then check the answers. Then passage is quite easy for students, so they can get the right answer easily. Next, students will read after the radio to check the conversations again, to make sure the full understanding of conversations.

Step4: Post-listening

Activity1. I’ll give students 2 mins to practice the conversation in “1c”.

A : What club do you want to join?

B: I want to join the art club/ music club/ English club/ chess club. A: Can you„„?

B: Yes, I can/ No, I can’t.

And then act the conversations out.

Activity2.In this activity, students work in pairs to make their own dialogue, according to their reality..

Activity3. In this step, I’ll organize the Group work:

First, I’ll divide 4 students in a group and make a survey about each group members’ abilities.

These three difficulty-rising activities will develop students’ ability of speaking and the interest in English.

Step5 Summary & Homework

In order to check the students’ weak points, I’ll choose some students to summarize what they have learned in this lesson. Then I’ll make supplements and emphasizes the importance in this lesson to help them review what we’ve learned. As for homework, express what can you do in English at least 3 sentences. Write what club do you want to join and why. Part6 Blackboard design.

Finally, I will talk about my blackboard design. To help students be clear about what we’ve learned, the top of the blackboard is the title, the left side is some key words and phrases, and the right side is the key sentence patterns.

That’s all for my presentation, thank you!

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