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Unit 10 Can you play the guitar
(The first period Section A 1a-c)
Teaching aims(教学目标)
初步掌握有关询问某人能力及其应答的日常交际用语；
通过情景对话了解使用Can you……？这一交际用语的恰当场合；
通过结构操练，使学生掌握功能句型的正确用法；
Language points(语言点)
1．要求初步掌握以下句式：
A: Can 句型
--Can you … ?
--Yes, I can . / No, I can’t.
B: want 句型
I want to join the … club.
2．要求初步掌握以下词汇：
dance, swim, sing, play chess, play the guitar, club, paint, speak, can, can’t
3． 初步了解各俱乐部的名称。
Difficulties (难点)：
使学生始终保持浓厚的学习，既巩固词汇和句型，又能创造性使用语言。
Teaching steps and design purpose(教学步骤及设计意图)：
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教学过程 |
设计意图 |
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Step1.Warming-up
(1)Revision
Revise “what do you like? Do you like…? I like…,but I don’t like…. Let’s…”
practice in pairs.
Teacher asks “Do you like music?” “Let's enjoy a beautiful song, OK?’ |
复习上一单元的重点句型.引导学生做出肯定回答，复习“Let's…”句型。
在音乐声中开始上课，为后面的教学做好情感铺垫。 |
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(2)Lead-in
(Showing a song by Huang Jiaju
on the screen)
Ask“What musical instrument do
you know Huang Jiaju Plays?” Elicit “Can you play the guitar?”
Show a guitar to the class. Ask the student to come to the blackboard and have a try. |
由复习到引入,欣赏完音乐，直接切入本单元的主题 “----Can you play the guitar?”“----Yes, I can . / No, I can’t.”
学生弹吉他时，教师板书下主题。 |
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Step2. Presentation
1. Draw the pictures in a simple way to teach the vocabulary, and write down the vocabulary patterns on the blackboard.
2. Teacher says the words, let the students do the actions.
3. Teacher asks “Can you run/…?” (shake or nod head) , students answer together “Yes, I can./ No, I can’t.”. |
通过多媒体或图片直观教学1a的重点词汇dance， swim ，sing， paint，play chess，speak English .
摇头和点头引导学生回答.熟练“Can you…”句型的肯定和否定回答。
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Step 3. Pair-work
Practice this pattern in pairs.
Let students make their own dialogues. |
通过小组练习,快速、连珠炮式问答， 激发学生兴趣，活跃课堂气氛，巩固本课重点句型为学生后面的学习活动做准备。
拓宽学生对句型的运用。
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Step4.Presentation
Show the pictures on the screen to teach the five clubs in 1a, ask students to point to the name of each club printed on a banner and to repeat it after the teacher. |
通过直观呈现，让学生猜测意思，能直观思维，加深记忆为完成后续任务做铺垫。
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Step5. Finish the work in page59
1a.
Match each club activity in the picture with a word from the list. |
把活动与俱乐部联系起来。
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Step6. Deal with 1b.
1. Play the recording the first time. Students only listen.
2. Play the recording a second time. Ask students to write a number(1/2/3) next to the relevant conversation they hear. |
用听力的形式巩固目标语言，要求学生掌握正确的听力方法，提高听的能力。 |
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Step7. Follow up(进一步拓展) (1c).
Make up their own dialogues. Work with their group (four students in one group), practice: “I want to join the … club.” “Can you…?” “Yes, I can. / No, I can’t.”.
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通过对话练习学生们能准确地用英文询问或回答自己想做或能做的事。
教师根据学生的实际水平，可以让学生自由发挥编对话，也可以板书对话框架，以降低难度。 |
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Homework:
Written work:
Design a “ Word Bank” game, let students fill in blanks.
Oral work:
Ask your family members about their abilities, using “Can you…?” “Yes, I can./ No, I can’t. |
巩固重点词汇，又不显得是单调乏味的机械记忆，寓学于乐 。
把句型带到生活中去，能进一步激发学生的参与热情，并能让学生将英语学习与自己的生活实践相结合，真正达到学以致用的目的。并交流了思想感情，激发了学生表达的欲望。 |
(The Second period Section A 2a-3a)
Teaching aims(教学目标)
1. 表达自己的意愿和喜好。
2．进一步掌握情态动词can—般疑问句及其回答的用法。
3． 表达自己在某一方面所具有的能力。
Language points(语言点)
1．要求巩固掌握：
--What can you do? --I can …
--What club do you want to join ?
--I want to join the … club.
2．要求巩固掌握以下词汇：
dance, swim, sing, play chess, play the guitar, club, paint, speak, can, can’t ，art club , swimming club , Chess club, music club, English club ect.
Difficulties (难点)：
组织学生参与语言交际活动，用以丰富和扩展教学内容，创设性运用语言。
Teaching steps and design purpose(教学步骤及设计意图)：
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教学过程 |
设计意图 |
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Step1. Revision
Act out the group-work at the end of the first period.
Revise “I want to join the … club.” “Can you…?” “Yes, I can./ No, I can’t.”
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各小组向全班展示上一节课的任务结果。总结，评价。对于最后取胜的小组和同学加以表扬，发给小奖品。既复习上一单元的重点句型，又培养学生的竞争意识，鼓励他们更好地学习。
用听力的形式复习巩固俱乐部名称，引出目标语言: “----What club do you want to join ?
----I want to join the … club.”
教师板书该句型。 |
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Step2 Presentation
1. Play the recording the first time. Students only listen.
2. Play the recording a second time. Circle the club they hear. |
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Step3. Pair-work (deal with 2b).
1. Ask students to read aloud the words in the left box.
2. Let the students work in pairs to fill in blanks.
3. Listen to the first conversation again and check the answers.
4. Read the conversation aloud.
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注意纠正学生发音。
让学生两人小组合作学习完成填空任务，规范学生的书写。
（1）do (2) to
(3) want (4) club
(5) play (6) can’t |
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Step 4. Group-work（2c）
1. Practice the conversation in 2b.
2.Show the pictures on the screen. Let the students make their own dialogues.
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进行俩人小组操练，再联系旧知识进行对话，使新旧知识很好地结合在一起；巩固本课重点句型。
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Step 5.Presentation
Present:
--What can you do? --I can …
Teacher show the pictures, ask “What can you do?” Let Students do the actions as they answer.
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出示图片是为了降低难度，使学生直观反映，复习巩固前面学的重点词汇。
让学生做动作,动、静结合，使学生保持持久的学习兴趣。
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Step 6. Group-work
Continue their conversation in 2c, add“--What can you do? --I can …”
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在前面做好铺垫的基础上，把“----What club do you want to join ? ----I want to join the … club.”与“--What can you do? --I can …”结合起来训练本科课重点句型。 |
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Step 7. Deal with 3a.
1. Read the four lines to students. Explain that they are in the wrong order.
2．Let the students put the conversation in order.
3．Check the answers.
4．Read the dialogue aloud together. |
给句子排序，为接下来的书写打好基础。
教师先做示范，也可以让学生合作完成。
Answer：2，3，1，4。 |
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Step 8. Follow up
1. Tell the students that our School Union wants to build all kinds of clubs. Such as English Club, Art Club, Chess Club and so on. Divide the students into five groups, Let them introduce their hobbies and their special features using "can”. For example, They can imitate to dance, they can imitate to play musical instruments and so on. Let the students prepare it for three minutes.
Practice:
What club do you want to join?
I want to join the …club.
What can you do?
I can…
Can you…? Yes, I can./ No, I can’t
2．Act out the dialogue. |
前面做了铺垫后，给学生下达任务。把学生分成五个俱乐部的五组招聘人员和五组面试人员。招聘组讨论自己俱乐部招收人员所应具有的素质。例如，音乐俱乐部的人应该至少会一种乐器或会唱歌跳舞等。
创设与主题相关的，尽可能真实的情景以学生感兴趣的话题调动起学生的积极性。
在学生最感兴趣的表演上，添加了任务，让学生更能主动、积极地去思考，顺利完成学习任务。
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Homework:
1. Ask your family members about their abilities，using “What can you…?”“I can….”
2. Write down their dialogue that they make in class.
3. Collect the names of the instruments, you can search the internet and learn more about them.
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把句型带到生活中去，能进一步激发学生的参与热情，并能让学生将英语学习与自己的生活实践相结合，真正达到学以致用的目的。并交流思想感情，激发学生表达的欲望。
让学生上网查找、收集乐器的名称和有关资料，培养学生自主学习意识，拓宽词汇，为下一课学习做准备。 |
(The third period Section A 3b Section B 1a-b )
Teaching aims(教学目标)
1． 掌握情态动词can在第三人称作主语时的—般疑问句及其回答的用法。
2． 表达他人在某一方面所具有的能力。
3． 学会转折的表达法。
Language points(语言点)
1．句型：
--Can she/he…?
--Yes, she/he can.
--No, she/he can’t.
Tom can play the guitar but he can’t play it well.
2．词汇：
Musical， Piano， drums，trumpet， Violin， but
Difficulties (难点)：
情态动词can 没有人称和数的变化。
Teaching steps and design purpose(教学步骤及设计意图)：
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教学过程 |
设计意图 |
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Step1. Revision
--Can you…?
--Yes, I can.
-- No, I can’t. |
该环节是为了复习上一单元的重点句型.教师发问速度要快，学生练习的面要广。
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Step2 Presentation
Present：
Can she/he…?
Yes, she/he can. |
直接转向第三位学生, 由Can you…句型转化为Can she/he…? 句型,自然呈现,学生很容易接受。
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Step3.Practice
Ask and answer in pairs ，using：“--Can you…?--Can she/he…?”
Give a report，using：He/She can… |
教师和学生先做个示范，然后由学生进行大面积的四人小组操练。先问答，再叫其中一个学生做个总结，巩固本课重点句型。
课堂上尽量把时间还给学生,让每个学生都参与进来。 |
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Step 4. Presentation
Present new words “drums, piano, trumpet, violin.” etc.
Play a guessing game. |
猜游戏可先出示乐器的一部分,让学生猜是什么乐器。可以问：“What musical instruments are these? Is this a piano? Can you play the piano?” etc.
因为上一堂课布置了相关的回家作业，这时候学生会有话可说,学习情绪会比较高，课堂气氛会比较活跃。 |
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Step5. Practice
Ask and answer about the instruments.
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小组学习操练巩固重点词汇。
时间允许的话，可让学生介绍一些相关的乐器知识，学生有困难的话，教师可提供必要的帮助，但一定要鼓励学生大胆表达，并给予一定的奖励。 |
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Step6. Learn a song “Can you play the piano?”
Can you play the piano?
Piano, piano, can you play?
Piano, piano, I can play.
We'll have a lovely tune,
we'll have a happy time.
Violin, violin, can you play?
Violin, violin, I can play.
We'll have a lovely tune,
we'll have a happy time.
Guitar, guitar, can you play?
Guitar, guitar, I can play.
We'll have a lovely tune,
we'll have a happy time.
Organ, organ, can you play?
Organ, organ, I can play.
We'll have a lovely tune,
we'll have a happy time.
(Repeat) |
巩固重点词汇。
调动课堂气氛.有松有驰,更有利于学习。
学生学唱歌时，可采取集体唱，小组比赛唱，小组代表唱等各种形式。
教师也可以引导学生适当改变歌词，替换上其他乐器名称，编新歌。 |
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Step7. Presentation
Present：
…can…but he/she can’t….
Teacher writes it on the blackboard.
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让学生评价同学的歌声,教师发问 “Can she/he…?”尽量给予较高的评价,但也要适时引出目标语“…can…but he/she can’t….”。 |
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Step 8. Deal with 3b.
1．Ask two students to read the dialogue aloud, and then the third student reads the sentence on the right.
2．Let students ask and answer in groups.
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进行大面积俩人小组操练，巩固本课重点句型。
课堂上把时间还给学生,尽量创造学生合作的机会。
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Step 9. Follow up
十岁的田田是一个很自信的孩子，问他会什么？你听听他是怎么说的。
I have many abilities. I can sing English songs. I can play football. I can play chess, but I can't play very well. I can use a computer. I can dance, but I don't like dancing. What can you do?
1．听完了他说的话，你能回答我几个问题吗？
a. Can he sing English songs? .
b. Can he play football? .
c. Can he play chess very well? .
d. Can he use a computer? .
e. He likes dancing. Yes or No? .
2. Say something about Tiantian’s abilities, let students begin like this: “Tiantian has many abilities. He can…” |
在听说的基础上,让学生学会阅读,并从阅读材料中筛选出有关田田能力（会与不会）的信息,完成相应的回答。
Answers:
a. Yes, he can.
b. Yes, he can.
c. No, he can’t.
d. Yes, he can.
e. No, he doesn’t like dancing.
(如果学生有困难，可直接回答No.)
这个任务可由小组合作完成，互相纠正错误。教师要给予困难生一定的帮助，确保人人过关。因为情态动词can 没有人称和数的变化是本课的难点。 |
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Homework:
Oral work:
Revise the song that they learned in class.
Written work:
Write a passage about what their family members can do.
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巩固乐器名称。
课堂上学了情态动词can在第三人称作主语时的—般疑问句及口头总结他人能力后，学习在实际生活中的运用。
在课堂的最后说的基础上仿写，分解了难点，学生应该能轻而易举地完成此任务。 |
(The fourth period Section B 2a-c Section A 4)
Teaching aims(教学目标)
1．进一步掌握情态动词can的特殊疑问句及其回答的用法。
2． 表达他人在某一方面所具有的能力。
Language points(语言点)
1．句型：
What can she/he do? She/he can….
What can’t she/he do? She/he can’t…
Are you good with kids?
Can you help kids with swimming?
2．词汇：
Help… with, be good with.
Difficulties (难点)
学生能综合运用本单元所学的语言。
Teaching steps and design purpose(教学步骤及设计意图)：
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教学过程 |
设计意图 |
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Step1. Warming up
Sing the song “Can you play the guitar?” |
一人指挥五人演奏不同乐器，大家唱。
这个活动可以把大家带入到很高的学习情绪中。同时又可以很自然地过渡到复习环节。 |
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Step2 Review
Revise：
--Can she/he… ?
--Yes, she/he can.
--No, she/he can’t.
… can play … but he can’t …. |
三人小组为单位，同桌互相问答，第三个同学做出总结、评价。
此环节是为了反复操练巩固上堂课学的重点句型和乐器名称。 |
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Step3. Presentation
Present：
--What can she/he do? --She/he/they can….
--What can’t she/he do? --She/he can’t…
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在三人小组为单位问答、总结的基础上，教师可直接指着上面的同学向其中一小组同学发问“What can she/he do?” “What can’t she/he do?”引出目标语言，同时板书下：
--What can she/he do? --She/he can….
--What can’t she/he do? --She/he can’t… |
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Step 4. Practice in pairs. |
在教师示范的基础上，同桌操练巩固目标语言。 |
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Step 5. Listen and circle (deal with 2a).
1. Play the recording the first time. Students only listen.
2. Play the recording a second time. Circle the words they hear.
3. Listen and repeat. |
听录音前教师告诉学生学校音乐会正在招募各种人才，下面是老师和三个同学（Bill、 Jennifer and Victor）发生的对话，同时教师把school concert 和Bill、 Jennifer 、Victor 板书在黑板上。
此环节是为了练习听力，也为2b中的fill in the chart做好准备。 |
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Step 6. Deal with 2b
1. Call attention to the chart. Make a similar chart on the board. Let the students know what they will do.
2. Play the recording. Students listen and write in the answers on their charts.
3. Play the recording a second time. Let the students check their answers. |
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Name |
Can |
Can’t |
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Bill |
play the guitar |
sing |
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Jennifer |
sing Play the drums
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pPlay the
piano |
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Victor |
play the
piano |
Dance
sing |
从教师的示范到学生的填写，教会学生如何从听的内容中筛选出有关信息，即三人各自不同的能力,填写表格如上。 |
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Step 7. Pair-work （Finish 2c）
Work in pairs. Ask:“What can Bill do? What can’t Bill do?” |
根据上面表格填写的内容问答熟练巩固句型。 |
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Step 8. Do a survey about abilities and have a competition.
Work in groups of four. One student asks “What can you do? What can’t you do?”. Then ask the third one “What can she/he do? What can’t she/he do?” The fourth one fill in blanks. The group gives the most verbs within the certain time and practice correctly is the winner. |
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Name |
Can |
Can’t |
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read |
dance |
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… |
… |
进行大面积三人小组操练，再联系旧知识进行对话，使新旧知识很好地结合在一起；实际运用巩固本课重点句型.
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Step 9. Follow up
Deal with 4 “Job interview”.
1. Focus students on the advertisement.
2. Divide the class into small groups and have them take turns to interview each other for the job.
3． For feedback, ask students if they have found someone for the job.
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这一任务能使学生参与语言交际活动，综合运用上本单元所学的语言。
首先要让学生看懂广告,指出广告中所需要的人才，比如a good teacher, a good swimmer, etc.并把他们板书在黑板上,以便学生在操练时用得上。然后引出问题:“Can you teach children? Can you help kids with swimming?”etc.
鼓励学生大胆交际, 如果学生的语言不丰富，教师可以提供适当的帮助，提供一些示范语言。比如“Is he good at the job?”如果学生做了肯定回答，则继续追问 “Why? What can he do?” 引导学生回答： “He is good at sports, he can help with children swimming. and he is good with children.” etc.反之则问：“Why not? What can’t he do?” |
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Homework:
According to the interview in class, tell your parents what your partner can do and then write a short passage about your partner’s abilities.
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笔头巩固课堂上操练的内容。 |
Unit 10 Can you play the guitar ?
(The fifth period Section B 3a-c Self Check)
Teaching aims(教学目标)
1．复习巩固本单元所有词汇。
2．成立同学们自己喜爱的各种俱乐部并制作出海报。
Language points(语言点)
要求了解和听懂：
May I know your name?
How can we contact you?
Please fill the card out.
Difficulties (难点)：书写招聘广告或海报
Teaching steps and design purpose(教学步骤及设计意图)：
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教学过程 |
设计意图 |
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Step1. Warming up
1. Talent show(Finish 4)
2. Review
What can you do?
I can …
What can she/he do?
She/he can…. |
让学生展示他们的才艺。
复习巩固句型中穿插才艺表演把学生的情绪调整到最佳状态，为后面的教学做好情感铺垫。
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Step2. Read an advertisement (finish 3a).
1. Call attention to the advertisement. Ask a student to read it to the class.
2. Let students underline the words that show what people can do for the concert.
3. Correct the answers.
4. Read aloud together |
给学生一个广告的模板,让学生阅读广告,划出有关信息（sing, dance, play the piano, the trumpet, the drums, the guitar）,为后面的填空做好铺垫. |
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Step3. Complete a poster.
(finish 3b)
Ask students to work with a partner.
Correct the answers. |
让学生合作学习,模仿广告填空为后面的书写海报做好铺垫。
Answers:
Can, play, guitar, Can, sing, Can, play, drums. |
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Step 4. Self Check 1
Ask students to check all the words they know. Have a competition. |
竞赛的形式检测词汇有助于培养学生的竞争意识，鼓励他们更好的学习，也有利于课堂气氛的调动。 |
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Step 5. Self Check 2
Teacher can give some new words, such as types of music “country music, light music, pop music, classical, Rock’n Roll, ect”
Students can also add their own new words to their Vocab-Builder. |
有时介绍一些与本单元主题有关的话题和生词比学生毫无目的地强记单词效果要好,学生也更有主动性.同时也可使学生在拓展词汇上更有目的性。 |
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Step 6. Self Check 3.
Read the conversation.
Ask students to fill in the card individually.
Check the answers.
Act the conversation out.
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考察获取信息的能力情况。
Name: Jones
Age: Twelve
E-mailaddress: cindyj@pep.com.cn
What can you do?
I can draw a little
Why do you want to join the club?
I want to learn about art. |
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Step 7. Follow up
Try to write a poster.
Ask students to work in groups of four. |
给学生下达写的任务，这样把所学的语言落实到笔头上。
从模仿开始,再到语言的灵活及创新应用,不断拓宽学生的技能空间,最终达到学以致用的目的。 |
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Step 8 Poster Show.
Show the poster to class.
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各小组向全班展示任务结果，总结，评价。对于最后取胜的小组和同学加以表扬，发给小奖品。培养学生的竞争意识，激发学习兴趣。 |
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Step 9 Just for fun!
1. Ask a student to read what the man is asking the drummer.
2. Ask a student, Can he play the drums? Guide him/her to answer, No, he can’t.
3. Then ask, Can he play the guitar? And allow students to guess. |
在猜的过程中巩固目标语. |
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Homework:
阅读下面的招牌广告。
Students Wanted for Summer Camp
Boys and girls aged 16 to 18.
Are you good with children?
Kid’s Summer Camp needs help with:
Sports
Computers
Music
Come and join us!
Please send your e-mail to linda@hotmail.com
假设你是下表中的李明，想要应聘，请根据广告的要求及表格中所给的信息，写一封应聘信，介绍你的个人情况、兴趣爱好及能力。信的开头和结尾以给出。可以适当发挥。
|
Name |
Age |
School |
Interests |
Can |
|
Liming |
17 |
N0.1 Middle School |
Reading, computer, swimming, basketball, |
Play the violin, sing, dance |
Dear Linda,
I want to join your Summer Camp to help the children with music. Sports and computer.
_____________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________
I think I can be good with the children and I hope to get your letter soon. |
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