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4、句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what弓！导的特殊疑问句。本单元主要围绕“加人俱乐部，谈论自己的能力”这一话题，设计了三个任务型活动：任务一是：自己的才艺表演，学习情态动词can的用法；任务二是：自己建立俱乐部，运用情态动词can谈论自己在某一方面的能力、喜好和意愿；任务三是：我能成功，主要是复习巩固谈论各自的好和特长单元知识系统:一Can you/he/she/you dance? 一Yes，I/he/she/we canNo，I/he/she/we cant 一Can Bill play the guitar? 一Yes，he can，but he
5、 cant sing单元重难点一览1. Difficulties: Vocabulary and sentences1. Vocabulary：can，play，want, guitar, dance, swim，sing, chess, piano，violin，play the guitar2. Sentences：Can you/he/she/you dance? Yes，I/he/she/we canNo，I/he/she/we cant Can Bill play the guitar? Yes，he can，but he cant sing 3. Grammar：sentences
6、 with “can”.单元学情分析本单元的主题是运用情态动词Can谈论能力，通过对目标语言的学习使学生能够表达自己在某一方面所具备的才能；通过谈论彼此的特长与爱好培养一种群体意识。在以前的学习中，学生已经学习了一些行为动作的表达法，而教学“谈论能力”只是将情态动词can用于这些表达中；情态动词can在肯定旬、否定句和疑问句中的构成，和学生已经学过的be动词的结构有相同的地方，教师在教学中要善于引导学生比较这两种结构的异同以加强记忆。Teaching Goals Knowledge and abilities goals: 1.vocabulary:dance,swim,sing,play c
7、hess , paint ,speak English, play the guitar2. How to use Model verb” can”. 3. Listening and speaking skills and communicative competence.Moral goals: Encourage students to express their abilities.Teaching method: Listening and speaking methods. Pair works.Content of courses: In this period, student
8、s will learn some names of clubs ,such as art , music, chess club, swimming club, etc. students will learn the drills :Do you want to joinclub ?Can you ?Teaching Aids: A tape recorder. Some pictures. A projector Some sports things, such as volleyball, basketball, etc. Preparation test paper for less
9、ons before class.Teaching Time: 4 periodsPeriod 1 (Section A: 1a-2d)Knowledge Objects: Learn to talk about abilities. Know something about the culture of clubs. Can you/he.? What can you do? What club do you want to join? can, cant, draw, dance, swim, speak, walk.Teaching key point: canTeaching Diff
10、icult point: canTeaching Procedures:Step 1. Lead-inPlay a song from TFboys album that the students are crazy about in our class to draw their attention. Then introduce TFboys abilities like singing and dancing and asking students to introduce their own abilities so they can know our teaching goals t
11、hrough this way. Step 2. PresentationShow some pictures and lead students to speak out who they are, what they are doing and what they can do.Step3. Pair workGive students some time to look at the pictures on . Ask and answer like this:A: Can you play basketball?B: Yes, I can. / No, I cant. Can you?
12、Step 4 Presentation Show some pictures of famous stars. Practice the “can” sentences with third person “he, she, they”. If the answer is negative, guide students to say:Step5 . Pair workGive students some time to make conversations in pairs like this :A: What club do you want to join? B: I want to j
13、oin theA: Can you ? B: Yes, I can . No, I cant. But I can learn it from others.Then let one to two pairs act their conversations. Step 6 . Listening1.Work on activity 1b: 1) Play the tape and let students number the conversations.2) Check answers with them then. 3)Teach students to read the conversa
14、tions.2.Work on 2a and 2b: 1)Tell students to give special attention to listening activity (names of the clubs. Play the tape for finishing the activities.2) Check answers with them. 3) Play the tape again and ask students to look at the tape script and try to follow the tape. Step7 . ListeningPlay
15、the tape and ask students to try reading after the tape as much as they can. Then let two students to act the conversations in class.Step 8 . Language points explanation .Explain some language points in this period like follows: 1)Want (sb.) to do sth. Want sth. 2)Play 与乐器名词连用，乐器名词之前要加定冠词”the”. For
16、example, play the guitar, play the piano. 3)join, join in, take part in 4) tell sb. sth. Tell sb. (not)to do sth.Step 9 . Summary and HomeworkPreview Activities 2b to 1. Remember the new words and expressions after class.2. Recite the conversation after class. 3. Write English names as many as possi
17、ble in the exercises book. 板书设计Section A (1a-2d)Drills：1. Can you sing? Yes, I can./No, I cant. 2. 2b: 1. chess, chess 2. English; English 3. sing, dance, music 4. What club does Bob join? What club does Jane join?5. want to do sth Period 2 (Section A: Grammar Focus-3c)Knowledge Objects: go on learn
18、ing to talk about abilities.Can you play the guitar? Yes, I can./ No, I cant. What can you do? I can dance. What club do you want to join? I want to join the chess club.Teaching key points: Conclude the usage of can; put all new language into practice through different activities.Teaching Difficult
19、points: Distinguish “say, speak, tell, talk”Teaching Procedures:Step1. Warming- up and revision 1. Ask Ss about their abilities by using the vocabulary we learned in last class.Step 2 . Role-play. Let some pairs role play the conversation in 2c. Step3 . Grammar Focus 1. Reading guide. Teacher guides
20、 students to try to find the usage of “can”1) 可以看出，在Can？句型中，情态动词can没有_和_ 的变化。 2)用情态动词can来询问他人的能力可以归纳为以下句型： Can + _ + _ + 其他? Positive answers：_ Negative answers： _ What + can + _ + _ ?学生们合作学习讨论上面学案的答案，总结情态动词can的用法。老师找部分学生对上述问题作答，并一起讨论总结情态动词can的用法。Step 4 . Practice1) work on activity 3a tell students
21、 to make sentences with the phrases on Page 1-5. Gives an example to students: Can Ma Huan speak English? No, he cant, but he can speak Chinese. They can discuss with their partners. 2) Look at 3b. Ask students to complete the poster with the words in the box. 方法指导：应通读全文，掌握短文大意；然后，仔细阅读每个句子，根据空格前后的词语
22、进行推敲。比如，第三空格后有guitar一词，可知些空格应填play一词。其他类似。 学生们，按老师指导的方法进行阅读，并逐句推敲每空应填什么词，在实际的运用提高自己的阅读能力、分析能力及综合运用能力。 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。Step5 . Group work 1. Mask students to make a list, then report to their classmates. Everyone in group must write a report. Then select one student to report what the
23、ir group can do. e.g. In my group, Li Ming can do kung fu. Zhang Li can sing very well. Ma Shuang can dance well Step6 . Exercises If time is enough, do some more exercises on big screen.Step 7 . Homework 1. Read the sentences in Grammar Focus. 2. Write a report about what your family members can do
24、.Blackboard Writing Section A Grammar Focus-3c1. Can you do sth.? Yes, I can. No, I cant.2. Can she/he do sth.? Yes, he/she can. No, she/he cant.3. What can you/he/she do? I/He/She can do3a: 2. Can Mike play basketball? No, he cant. But he can play tennis.3b: sing, dance; play; tellPeriod 3 (Section
25、 B: 1a-1f)Knowledge Objects: go on learning to talk about abilities. drum, play the drum, piano, play the piano, violin, play the violin Teaching key points: Improve listening and speakingTeaching Difficult points: Improve listening and speakingTeaching Procedures:Step 1 . Warming- up and revision 1
26、. Daily greeting. 2. Check the homework. Let some Ss report what his/her family members can do. Step 2 . Presentation 1. Play the sound of different kinds of instruments. Let Ss guess what it is.2. Ask many students as many as possible to say their abilities. Step 3 . Listening 1. Tell the Ss that t
27、hey will listen to some sounds of the instruments. Ask them to listen and number the words 1-4 in the order of the sounds they hear in 1a. 2. Play the recording again and check the answers. 3. Work on 1c. First, let one student read the words and phrases aloud.Then listen to the 1d and circle the wo
28、rds and phrase they hear. 4. Check the answers: 5. Let students listen to the recording again. Ask them to try to fill in the blanks by themselves. 6. Check the answers with the class. Step 4 . Group work Work in groups. Let the Ss take turn to talk about what Bill, Cindy and Frank can and cant do.
29、(Teacher can walk around the classroom, and give some help to the Ss.) Step 5 . Homework 1.Preview the passages in activity2a-2b. 2.Finish tasks on Page5-Page6.Blackboard WritingSection B 1a-1f1. play the violin, play the drums, play the piano (提示：在音器前必须加定冠词the; 而在棋类、球类前则不须加the；play chess; play bask
30、etball, play volleyball) Period 4 (Section B: 2a-self check)Knowledge Objects: go on learning to talk about abilities. also, people, help (sb) with sth, center, home, today, be good with, make, make friends, weekend, on weekends/on the weekend, teach, musician Teaching key points: Also, too; be good
31、 with, help withTeaching Difficult points: Describe ones abilityTeaching Procedures:Step 1 . Warming-up Check the homework Ask some students to show their answers first, then let three students read the passages in 2a.Step 2 . Reading First, show some pictures of the boys and girls and some key word
32、s in 2a.2.Ask the Ss to describe them according to the pictures and key words?3.Guide Ss to use “also, too”, and distinguish how to use these two words. (Give comments on Ss descriptions.)4.Read three ads and let students select a title for each ad. 5.Check the answers with the class.6.Ss read the d
33、escriptions in 2a and the ads in 2b again. Try to select a right ad foreach person. They can talk about the answers in their groups. 7.Check the answers with the class. Step 3 . Language points explanation1.Explain the usage and the function of “also” and “tell”. 2.Review the usage and function of “
34、help ”. 3.Expressions related to “be good” such as be good at, be good with, be good for 4. the usage and function of “teach”Step 4 . Self check 1. complete task in 3a and check answers with the class.2.Finish the exercise in Self check and check answers with them.Step 5 . HomeworkRecite 2a and 2b B
35、lackboard Writing:Section B 2a-selfcheck1. 2b: A; C; B 2. 2c: Peter-2; Alan-1; Ma Huan-3 3. Explanation: help sb. with sth. = help sb. do sth. be good with . also与too also用于句子中间；而too常用于句子末尾3 on the weekend = on weekends 课后反思：Unit 2 What time do you go to school?教材分析本单元主要学习用when和what time引导的特殊疑问句询问时间
36、的表达方式；学习表达频率的副词。通过“谈论日常作息时间”这一话题，该单元设计了三个主要的学习任务型活动。任务一：谈论自己的作息习惯，学习不同时间点的表达方式；任务二：学习运用when和what time来询问和表达作息时间安排；任务三：搜集社会上有关作息时间安排的情况，复习巩固所学的知识。通过本单元的学习，同学们能够学会安排好自己的日常活动，并且能够了解和转述他人的日常生活安排。学情分析初一学生具有较强的求知欲和表现欲，本单元话题符合学生的这一特点。所以我就教学材内容设计各种任务型课堂活动，让学生都能参与活动，增强他们的英语学习积极性和学习信心。与此同时，初一学生通过前阶段时间的学习，掌握所学
37、单元的交际用语和单词，有了一定的语言能力，但对于本课未接触过的语言点，仍有待教师的指导，综合运用英语的能力还有待进一步的提高；本单元的中心话题与学生的生活密切相关，因此教师在教学过程中，应结合学生的实际情况，激发学生兴趣，让学生主动学习，学有所获。单元重点难点分析重点：1.时间的表达方法。2. 询问时间的句型：what time do you usually get up? I usually get up at six thirty.when does Scott go to work？ He always goes to work at eleven oclock.3.表示频率副词的用法。
38、难点：1. 用when和what time引导的特殊疑问句。2. 表示频率副词的用法。教学目标1、知识目标：能够识记并运用下列词汇和句型。单词及短语：up, dressed, brush, tooth, shower, usually, forty, fifty, early, job, work, station, oclock, funny, exercise, best, half, past, quarter, homework, walk, lot, life短语：get up, get dressed, radio station, either.or, lots of句型：wha
39、t time do you usually get up? i usually get up at six thirty.what time do they get dressed? they always get dressed at seven twenty.when does scott go to work? he always goes to work at eleven oclock.hes never late.when do you friends exercise? they usually exercise on weekend.语法：（1）掌握时间的表达法。（2）when
40、和what time引导的特殊疑问句。2、能力目标：学习用when和what time引导的特殊疑问句询问时间和不同时间点的表达法；学习表示频率的副词；能用英语表达正确的时间点；学会谈论自己及他人的日常生活及日常作息习惯。3、情感目标：能够运用所学知识对某一活动进行合理安排，培养良好的作息习惯和守时习惯；学会合理安排时间教学思路思路一：让学生以合作交流的方式，完成活动1a并学习本课的重点词汇。思路二：听力训练-运用任务型教学，让学生从中学习句型what time do you？及其答语，并学会时间的表达方法。教学准备： 录音机、电脑Learning Methods: Make a plan.
41、Culture.Teaching Methods: Student- centered. Task-based Teaching.Teaching Time: 4 periodsPeriod 1(Section A: 1a-2a)Step 1. Lead-inGreetings like usual first. Teacher tell students when he/she usually gets up and always has busy mornings on school days and ask students routines to attract their inter
42、est. Step 2 . Presentation1.Adjust the time, and ask students questions by using “what time is it?” sentence. 2.Help them to answer and write the answer on the blackboard.3.Ask one student to come to the front, adjust the time and ask the other students.4.Teach the new words & phrases.5.Show some pi
43、ctures of different clocks and the activities and guide them to use “usually” and “what time ?”sentences to describe their busy morning.6.Ask Ss to do the exercise of 1a, and then check the answers.Step 3 . Listening1.Show Ss the timetable of Ricks ( write on small Bb )Ricks timetableGets upEats bre
44、akfastRunsGoes to schoolTakes a showerAsk Ss listen to the recorder and fill in the chart. Then check the answers.2. Ask and answer.T: What time does Rick get up / eat breakfast / run / go to school / take a shower ?Ss: He gets up / eats breakfast / runs / goes to school / takes a shower at( Ask Ss
45、pay attention to the underlined phrases.)Step 4. Consolidation1.Ask Ss to look at the pictures and tell their days.Example: I usually get up at . I eat breakfast at . I go to school at . At , I take a shower.Step 5. Homework1.Try to remember all the words & phrases.2.Survey: Ask your classmates thei
46、r routines, and give your report.Blackboard DesignUnit 2 What time do you go to school?What time do you go to school? I usually go to school at six thirty.go to school get dressed get up brush teeth eat breakfast take a shower what time Reflection after class： Period2 (Section A:2b-3c)Teaching goals1) Target language: Vocabulary: never, early, fifty, jib, station, funny, radio station, at nig