1、Teaching Design Unit 1 Can you play the guitar? Section B (1a1f) . Teaching Analysis 本单元 Section B 中，谈论音乐才能方面的单词，设计了相关的 听力练习，提供了招聘广告给学生学习阅读和写作。因此，在整个教 学中， 教师应突出以话题为纲， 交际功能为主线， 精心设计各种任务， 以任务为载体，搭建意义交流的舞台。通过教学，使学生对自己的能 力充满自信。对于他人的才能则要持客观和欣赏的态度。从而可以实 现自我的快乐成长。也可以和周围的人建立和谐融洽的关系。 .Ability goals 1. 学生能够将
2、Section A 中所学新句型运用于新的话题结构中。 2. 通过课堂活动，学生能够识别钢琴、小提琴、吉他、架子鼓等乐 器的声音。 3. 给学生足够机会，使用目标语言完成听力任务，在听力训练过程 中注重听力策略训练。 . Emotional goals 1. 鼓励学生积极参加各种活动，以展示自己和锻炼自己。 2. 引导学生明白人的自信心不是天生就有的，而是在各种活动中逐 渐培养起来的。 . Important and difficult teaching points 1. 常见乐器类名词的识记和运用。 2. 掌握学习乐器类名词和体育活动类名词与动词 play 连用时的区 别。 3. 掌握并列
3、连接词 and 与 but 的区别。 . Teaching aims 1. 学习有管乐器的名词。 2. 学会表达演奏乐器的短语。 3. 能使用 can 和 cant 谈论某个人的能力。 4. 理解听力材料。 .Language points 1. 词汇: 1)名词 n. drum, piano, violin 2)短语 play the drums, play the piano, play the violin 2. 句型：Can Bill play the guitar? Yes, he can, but he cant sing. .Teaching methods 1. Situati
4、onal teaching approach 2. Question and answer method 3. Exercise method . Teaching aids blackboard and chalk, computer , PPT .Teaching procedures .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 instr
5、uments 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 Eng
6、lish? .New points input 1. Activity 1a 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. Ss draw lines to match the words with
7、the pictures in their textbooks. 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 T guides Ss to read the instruction for 1b, and make sure th
8、ey 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. T asks one student questions to give an example for the other Ss to follow: T:
9、Can you play the violin? S: No, I cant. What about you? T: Yes, I can. I can teach you. Do you want to learn? S: Sure. Id love to learn from you. Ss work in pairs to practice conversations like this. .Listening practice 1. Pre-listening Predicting. T asks Ss to look at the picture in 1d(on P4) and g
10、uess 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 Activity 1d T plays the recording, Ss li
11、sten 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 Activity 1e T guides Ss to listen for details, fill in the chart with the words and phrases in 1d. T: The teacher is
12、talking to three students, Bill, Cindy and Frank. What can Bill do? What cant he do? What about Cindy and Frank? T may guide Ss to take notes in the right way: They neednt write down every word or phrase. They can just make marks that they themselves can understand. T gets Ss to work in pairs to che
13、ck their answers, like this: A: What can Bill do? What cant he do? B: Bill can play the guitar, but he cant 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
14、 and sentence stress, especially how to read can and cant. .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 cant do. 2. Group work: Role-play Get several groups to come to the front and role play the convers
15、ation 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. .Summary Help Ss to make a summary by talking an
16、d 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. .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.
