Unit1 Section A（1a-2c）1.0 Teaching Analysis教情分析 1.1 Teaching Objectives 教學(xué)目標(biāo)1.1.1 Language goals 語言目標(biāo)1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: sing, swim, dance, draw, speak, join, club, guitar, chess, play chess, speak English, play the guitar, swimming club 1.1.1.1.2 For comprehending: like to do sth.1.1.1.2 Sentence Structures1) Can you swim? Yes, I can. / No, I cant.2) I want to join the art club.3) What club do you want to join?4) Lisa wants to join the chess club, but she cant play chess.5) Mary likes music, she can sing and dance.6) What can you do? 1.1.1.3 Grammar Focus1) -Can you swim? Yes, I can. / No, I cant.(情態(tài)動詞can的一般疑問句及回答)2) What can you do? （情態(tài)動詞can的特殊疑問句）3) What club do you want to join? （what club為特殊疑問詞）4) Lisa wants to join the chess club, but she cant play chess.(but引導(dǎo)并列句，表轉(zhuǎn)折)5) Mary likes music, she can sing and dance. (and引導(dǎo)并列句，表意義的并列)1.1.2 Ability goals 能力目標(biāo)1.1.2.1 學(xué)會用can的相關(guān)句式談?wù)撃芰?、特長。1.1.2.2 學(xué)會使用and和but表達(dá)并列句意義上的并列關(guān)系和轉(zhuǎn)折關(guān)系。1.1.2.3 能夠在具體語境下猜測生詞詞義。1.1.3 Emotional goals 情感目標(biāo)幫助學(xué)生認(rèn)識自我，鼓勵學(xué)生自信，有勇于挑戰(zhàn)自我，超越自我的信念，喚醒“I believe I can fly. If I can see it, then I can do it”的自我激勵精神。1.2 Important and difficult teaching points教學(xué)重難點(diǎn)1.2.1 教會學(xué)生應(yīng)用“can”的不同句式“談?wù)搨€人能力”。1.2.2 教會學(xué)生用根據(jù)自身能力特長發(fā)展談?wù)摷尤刖銟凡康脑掝}。1.2.3 引導(dǎo)學(xué)生思考當(dāng)自己并不具備某項(xiàng)能力但是卻渴望加入與該項(xiàng)能力掛鉤的俱樂部時該怎么做。2.0 Student analysis學(xué)情分析2.1 Fundamental State基本情況本單元的教學(xué)為七年級下期內(nèi)容，學(xué)生已通過半年的初中英語學(xué)習(xí)，理應(yīng)對初中英語學(xué)習(xí)的要求基本明白，并已基本適應(yīng)初中英語學(xué)習(xí)，具備一定英語學(xué)習(xí)的基本技能，初步掌握一些英語基礎(chǔ)知識，同時，由于中小學(xué)得跨度，有少部分學(xué)生在學(xué)習(xí)英語學(xué)科上開始顯得吃力，甚至有部分學(xué)生有放棄的意識萌芽，經(jīng)過兩個月的暑假，在開學(xué)第一課除了要完成本單元課時的基本知識上的教學(xué)任務(wù)以外，教師更需要對學(xué)生的思想狀態(tài)，情感態(tài)度進(jìn)行正面引導(dǎo)。因此，本課時首先談?wù)搶W(xué)生本身已有的能力，然后對個人能力進(jìn)行肯定，進(jìn)而談?wù)摷尤刖銟凡康脑掝}，最后提出問題，當(dāng)我們自身某方面的能力并不突出，但是客觀條件或者主觀意愿需要我們發(fā)展該項(xiàng)能力時，我們該何去何從？本課時最后以約翰.庫提斯的視頻為情感教育，其間有設(shè)置情景引導(dǎo)學(xué)生猜測詞義，利用圖片建立信息差，引導(dǎo)學(xué)生思考辯論，培養(yǎng)學(xué)生審辨式思維能力，從而最終實(shí)現(xiàn)本課時的教學(xué)目標(biāo)。2.2 Knowledge Reserve知識儲備 通過半年的學(xué)習(xí)和積累，學(xué)生積累了250左右的詞匯量，接觸到了基本的話題和功能項(xiàng)目。特別是Book 7A Starter Unit 2Whats this in English?與Unit 7 How much are these socks?中出現(xiàn)了Can you spell it? Can I help you?的功能句子的學(xué)習(xí)，學(xué)生基本知道can在句子中的意思和基本用法，為本節(jié)課談?wù)摷尤刖銟凡?，以及從聽力中捕捉有關(guān)能力表達(dá)的信息奠定了知識基礎(chǔ)。2.3 Class data本班實(shí)際（建議從中等水平的班級特點(diǎn)出發(fā)，分析哪些內(nèi)容會引起學(xué)生的興趣和思維，教師在課堂上要如何點(diǎn)撥和引導(dǎo)才能達(dá)到較好的效果，根據(jù)班級情況如何確定每一節(jié)課的重點(diǎn)和難點(diǎn)，以及課堂學(xué)習(xí)狀態(tài)和課后預(yù)期達(dá)到的學(xué)習(xí)結(jié)果）本班學(xué)生有比較明確的學(xué)習(xí)目的，能夠在小組活動中互相幫助，積極與他人合作，敢于用英語進(jìn)行表達(dá)。本課時談?wù)揥hat can you do ? What club do you want to join?，話題內(nèi)容貼近學(xué)生、貼近生活，學(xué)生熟悉，有話可說，教師應(yīng)該盡量創(chuàng)設(shè)情景，拓展思路，必要時幫助學(xué)生用英語進(jìn)行準(zhǔn)確表達(dá)。3.0 Teaching methods教法建議3.1 situational teaching approach情景教學(xué)法3.2 question and answer method問答法3.3 discussion method 討論法3.4 task-based teaching method任務(wù)型教學(xué)法4.0 教學(xué)輔助 blackboard and chalk, computer, projector5.0 Teaching procedures 教學(xué)進(jìn)程5.1 Leading-in and warming-up 引入與激趣活動 Greet with Ss and play the song “I believe I can fly”, students listen and watch. Ask“What can you hear? ” 5.2 New points input 新知輸入(貼標(biāo)簽)5.2.1 Language presentationAfter watching the MV of the song “I believe I can fly”, ask the Ss, “Can you fly? ”The Ss must answer “No, I cant. / No.” Then lead the topic to talk about personal abilities.Show pictures, ask “Can you sing / dance / play the guitar / play chess / play basketball?( Make sure all the students notice the word “the”.) 5.2.2 Activity 1a5.2.2.1 Students finish the word match in 1a, then practice in pairs，pay attention to “and”, “but”.5.2.2.2 Guessing game: Show pictures by covering most parts of them , get the students to guess “What can you do?” The answers are: I can dance. I can swim. I can play the guitar.Pair work: What can you do ? Can you?5.2.2.3Chant: I can swim, I can sing.I can dance, I can paint.Can you swim? Can you sing?Can you dance? Can you paint?Yes, I can. Yes，I can.I can -do my best! 5.2.2.4 Play a videocartoon: I can fly. Talk about “Can he / they fly? What can he / they do?”. Show pictures, get the Ss to practice “What can he /she / they do?”. 5.2.2.5 Guessing game: Show pictures by covering most parts of them , and get the students to guess “What can he/ she do?”. The answers are: She can sing. He can draw. He can play chess.5.3 Listening practice 聽力訓(xùn)練 5.3.1 Activity 1b5.3.1.1 Pre-listening. Show pictures, elicit the Ss to talk about different clubs, pay attention to “swimming club”,“sports club”. T plays the recording for the first time.5.3.1.2 While-listening. Check the answers: 2 3 15.3.1.3 Post-listening .Show key chunks and topic sentences , get the Ss to practice in pairs.5.3.2 Activity 2a, 2b2a and 2b provides listening practice using the target language.5.3.2.1 Pre-listening. T can organize Ss to read the picture and sentences, ask the Ss to make similar dialogues with the chunks given.5.3.2.2 While-listening. T can give Ss the opportunities to show their answers.The answers to 2a: a, c, dThe answers to 2b: 1, chess, chess 2, English, English 4, sing , dance, musicIf Ss give some incorrect answers, T can play the recording again.5.3.2.3 Post-listening. As a post-listening task, T can ask Ss to read the sentences in 2b, arouse the Ss attention to “but”, “and”.5.4 Oral Output 口語輸出 5.4.1 Show a picture of John Curtis, ask“My friend John wants to join a club, what can he do? what club can he join?”Then show another picture of him , in this picture Ss can see that he has no feet at all, so they will change their mind. At this point , play the video of John Coutis, the Ss must be surprised that he can swim, he can play ping pang, and he can even drive a car .5.4.2 Lead the Ss to think about “the magic” in life: cant-can, impossible-possible, play another short video of John, let the Ss to think about why he can do so many things , get the word “incantation”.5.4.3 Share the sentence “If I can see it, then I can do it.” with Ss, say “it is my incantation.” Next ask the Ss to write their own incantations on sticky notes.5.4.3 Ask Ss to share their incantations in front of the class.5.5 Sentence interpretation 難句解讀5.5.1What can you do? 你能做些什么？在這句話中，do是實(shí)意動詞， 意思是“做”， 要注意區(qū)別它作為助動詞時的句子結(jié)構(gòu)。5.5.2 What club do you want to join? 你想加入什么俱樂部？在這句話中，do是助動詞， 沒有具體意義， 主要用于構(gòu)成句子的句型結(jié)構(gòu)和否定句、疑問句，要注意區(qū)別它作為實(shí)意動詞時的句子構(gòu)成。5.5.3 Lisa wants to join the chess club, but she cant play chess.麗莎想加入象棋俱樂部，但是她不會下象棋。這里but是連詞，構(gòu)成并列句，并列兩個完整的句子，表示前后兩句的轉(zhuǎn)折。5.5.4Bob wants to join the English club.鮑勃想加入英語俱樂部。want to do sth.意為“想要做某事”，注意動詞want是實(shí)意動詞，有人稱的變化，后面接to do的形式。5.6 Sentence Apply 好句運(yùn)用5.6.1 Can you swim? P1【原句翻譯】_【仿寫造句】Can sb.do?_5.6.2 I want to join the art club. P1【原句翻譯】_【仿寫