初中英语人教版七年级下册Unit1 Can you play the guitar？.ppt

1、Dai Jinlian From Sanxia Middle School,Unit 1 Can you play the guitar? Section A (Grammar focus-3c ),The content of analysis,The analysis of the teaching material,1,2,3,The analysis of the students,Teaching methods,Teaching procedures,Board designing,Studying ways,Part 1 The analysis of the teaching

2、material,teaching material,teaching aims,1,Key points Difficult points,Status and Function(单元地位与功能) This unit is mainly about describing peoples abilities and clubs. Let students talk about what people can do and what people cant do. The content of this unit is closely related to students daily life

3、, so its easy to encourage them to communicate with others by using what they have learned in this class.,The analysis of the teaching material,2.Teaching Aims(教学目标),The analysis of the teaching material,Knowledge Aims(知识目标)： New words：write stories or talk to show do kung fu New sentence patterns ：

4、 sb can / cant do sth, can sb do .? Ability Aims(能力目标): TO sum up how to use can and use it in writing and speaking. Emotional Aims(情感目标): To help students to have more confidence in learning English by interviewing what they can do , develop their interest in English learning .,3.Teaching key & dif

5、ficult points,The analysis of the teaching material,Key point: How to use can in different kinds of sentences Difficult point: learning to use can to express ones ability in different language situations,Part 2The analysis of the students,In the last period ,students have learnt basic patterns about

6、 daily activities in using the word can. The content is closely related to students daily life. So students show much interest in English learning in this unit.,Part 3Teaching methods,Audio-visual teaching method Communicative teaching method Task-based teaching method,Part 4 Studying Ways,Observati

7、on- imitation- practice- production,Part 5Teaching procedures,Step 1 Warming up Step 2 Playing a game Step 3 Practice Step 4 Pair work Step 5 Free talk Step6 Chant Step7 Grammar focus Step8Writing Step9 Interview Step10 Homework Step11 Believing yourself,can,cant,R. Kelly - I Believe I Can Fly.mkv,S

8、tep 1 Warming up,设计亮点： 选取的歌曲视频既活跃了课堂气氛也巧妙地导入了本节课的关键词can 和cant.,Who has the best eyes?,Step 2 Playing a game,设计亮点：利用快速闪现的图片，让学生抢答图片所表达的活动内容。有效调动了学生的积极性，活跃了课堂氛围，也检测了学生上节课中知识点的落实情况。,kung fu,do,write stories,Step 3 Practice,设计亮点：从词组抢答到新词教授（do kung fu ,write stories）过度自然流畅。本环节主要是师生互动，生生互动，主要训练的是can在一般疑问句

9、中的使用及其回答。,Step 4 Pair work,A: What can you do ? B: I can,but I cant,设计亮点：学生选取教师所呈现的活动，结合自身实际运用can编对话，必须包含有特殊疑问句以及肯定和否定的表达形式。即达到了学生口头应用的目的，也让学生有语言素材。,Step 5 Free talk,设计亮点：教师选取的图片体现了本节课的教学重点 can 和cant 的用法，在活动中强化运用，也有效地进行了情感教育，有利于激发学生的榜样情节。,Can can can Can you sing ? Yes, I can . No, I cant. Can can c

10、an Can he dance? Yes, he can. No, he cant. Can can can Can she play chess? Yes, she can . No, she cant. Can can can Can they play the guitar? Yes, they can . No, they cant Can can can Can you speak English? Yes, we can , and we can speak Chinese.,Step6 Chant,设计亮点：chant 朗朗上口，既活跃了气氛又强化的can 的用法。,Lets s

11、um up (总结),情态动词can小结: 后面总是接动词原形,没有人称和数的变化.意思是能,会. 用法口诀: 情动can表能力, 和行为动词不分离. 不管主语如何变, can的模样永不变. 只要出现情动can,动词原形后面站. 一般疑问can提前,否定can后not添.,设计亮点：首先让学生试着根据白板上的句型归纳can的用法，小组展示结论后教师再出示用法规则。先探究，再总结，有利于加深知识印象。,想一想: can 怎么用？,Wu Jun/ speak English/ speak Chinese _ _ 2. Mike/ play basketball/ play tennis _ _,3

12、a Write questions and answer with the words and phrases.,Can Wu Jun speak English? No, he cant, but he can speak Chinese.,Can Mike play basketball? No, he cant, but he can play tennis.,Step 8 Writing,3b Complete the poster with the words in the box.,应聘者所需的才能,Students Wanted for School Show We want s

13、tudents for the school show. Can you _ or _? Can you _ the guitar? Can you _ stories? Please talk to Mr. Zhang after school.,sing dance,play,tell,play sing tell dance,应聘者所需的才能,活动名称,联系人,Lets write,招募人员,设计亮点：在填写海报之后，强调写招募启事的要点至少包含招募内容、所需才能、联系方式等，本环节的重点不仅在于正确选出恰当动词，还要掌握招募启事的具体要点。,3c,School Show Sunday

14、6:00 p.m. in the music room. What can you do? Come and show us!,Name What can you do? Li Xin do kung fu _ _,展示给我们看,A: What can you do ? B: I can do kung fu. C: I can D: I can,Report: I have three friends. Li Xin can do kung fu. Lisa can,Step9 Interview,设计亮点：把原来局限在组内的活动拓展为朋友间的采访，增加了采访的随机性、扩展了活动面。采访后的

15、汇报既操练了学生的口语表达也有效训练了笔头书写能力。,Write a passage about your family. 写一篇介绍自己家人才艺的短文. I have a happy family. My father can. My mother can.,Step10 Homework,设计亮点：作业设计从校园内延伸到家庭成员，给学生设定了表达方向，同时也给学生提供了表达内容。同时也进一步训练了学生的书面表达能力。,Try your best and never give up. 尽力而且永不放弃,Please believe you can do better. 相信你自己会更好,I believe you,Step11 Believing yourself,设计亮点：首尾呼应，本节课以一首歌 I believe I can fly 开头导入，以我相信你们可以做的更好结束。至始至终都以can 为中心展开，重点突出。,Part 6 Board designing,Unit1Section A (Grammar focus-3c) he do kung fu? Yes, he can. No, he cant. she dance? Yes, she ca