Section B 1a—1d优秀教学设计说课稿

教学设计表格

学校

绵阳外国语实验学校

题目

姓名: 贾璐

学科: 英语

年级:

初一年级

Can you play the guitar? Unit 1 Can you play the guitar is a unit for students to talk about abilities . It sets the scene, tests Ss’

knowledge and increases their vocabulary. Students are supposed to be able to master certain amount of verb phrases about abilities. Except the verb phrases about abilities, the use of the modal verb can is another important point. In the charts and the listening material, the use of can is mentioned over and over again. And the design of the charts in Section A has also emphasized the important points, including the speaking practice part. Unit 1 is set in the second semester of Grade 7. There are 12 units in the second semester in total. As a matter of fact, they are all used for students to learn new knowledge. Since unit 1 is set as the beginning of the units, it is really important. Actually how to talk about the abilities and the use of can are important. They are also used often, but the fact shows that there are still many students who are unable to master them correctly. So it is quite good to set such a unit at the beginning.

教材分析

Students in my class are in the first year of junior four. Due to their small age and lively nature, like to think visually, and are particularly interested in games, competitions and drawing. In practice, there are many problems. Some students can express well, some students may not, some still dare not say. students are interested 学情分析

in English at the beginning, but with the deepening of the knowledge of English, the excitement tends to decreased quickly, also it is easy to produce weariness. The teacher should pay more attention to cultivate interests in learning English, build the atmosphere of learning English, students are encouraged to speak English, especially create opportunities for them, let them try the joy of success. Students will be able to express their abilities correctly according to the actual situations; Students will be able to talk about their abilities with the suitable use of can; 教学目标

Students will be able to write the different kinds of verb phrases about abilities; Students will be able to understand the English-speaking people’s dialogues about abilities.

Verb phrases about abilities; The use of can; 重点与难点

How to talk about people’s abilities according to the actual situations.

This is a listening and speaking class. There are six goals in total in this class. Firstly, students are supposed to acquire some verb phrases about abilities. Secondly, students are supposed to master the use of can. Thirdly, students are supposed to make sentences with the verb phrases and the sentence structure of can. Fourthly, students are supposed to talk about their abilities correctly as they want. Fifthly, students are expected understand English-speaking people’s conversations. At last, students are supposed to have a better and deeper understanding of interests. To achieve these goals, special ways and games are designed for students. Part One A video of a singing student

is

played. The teacher asks students what does he like?. “Someone says that he likes singing very much. The 教学策略选择与设计

teacher asks do you like singing? Someone says that I like singing or I don’t like singing.The teacher asks can you sing? ” Then the question appears on the PPT: Can you sing? Then, the target sentence appears: Can you_____? Yes, I can. No, I can’t. Then volunteers answer the question. Actually what students need to do is to think of verb phrases about abilities. After the volunteer answers the question, a picture which is used to prompt students appears. Then the target verb phrases appear. The teacher leads students to read aloud together. Students are supposed to acquire six verb phrases about abilities. To help them remember these target words, I design a game to help students. Game one is fast memory. Chinese are on the right on the PPT, students are expected to say the English version.

教学策略选择

与设计

Each group gives an answer and then check. The group that guesses right can get certain scores. After the game, students almost master these target words and phrases. At the same time, they also get familiar with the use of can. Part Two Students have almost acquired the target words and sentence structures. Now it’s time to make sentences that students want. But before students make sentences, the teacher has some examples for students. Then it’s time for students to practice. The teacher gives students one minute to prepare and later pairs show. Students are much interested in the practice, because they love the conversations on the PPT. They want to imitate the example and they even want to make better conversations than those on the PPT. Of course, to help students practice, some target language appears on the PPT.

During the preparation, the teacher walks around in the classroom and offers help to students. Actually the show time is a time for students to show themselves and also a time for the teacher to check. Part Three After show time, the teacher leads students back to the PPT. There is another video of an English-speaking student. The teacher asks “what can you do, Bruce? I can speak English. Do you want to join the English club? Yes, I do. Because I can speak English in the club.” After that, teacher asks do you know any other clubs in our school?” Then the teacher gives different kinds of clubs. According to the clubs, teacher sets an example, I want to join music club, because I can play the guitar. And students can make sentences about different clubs.Then it comes to listening practice in the book. Actually the listening material is simplified, because there are some

教学策略选择

与设计

key words and phrases in the conversations between the two good friends are from the listening material. Part Four Finally it comes to the show time and emotion. Except the language points, this class is aimed to lead students to have a proper understanding of

interests and abilities. How do you deal with the disagreements between interests and abilities? By discussing the question, it is believed that students will have a better and deeper understanding of interests and abilities. Finally, a picture of an upset boy appeared. Cultivate your interests and don't become a tool for practice. English books; whiteboard; 教学资源与

工具设计

multi-media louder speaker video classroom

教学环节

教学过程

Lead-in 教师活动

学生活动

设计意图及资源准备

Play a video. Lead students Short answer yes ask to the topic. or no questions. ( Can you..?)

Show Target input pictures ask Try to predict Read aloud. Guess Organize games. Lead ss. to read the Speaking conversation. Lead ss. to practice Listening Play the Mp3. Ask Emotion questions conclude Think, discuss Listen and finish the exercises. Read practice. language questions. Help students remember verb phrases about abilities. (pictures) Help and practice target language. ss. Check Lead ss. to think. Students are divided into ten study groups. Each group chooses one word from this unit. Before the class begins, the leader of each group writes their name on the whiteboard. During the class, after volunteers answer questions, they say their group name out and the teacher marks on the name of the group name. When the class is over, the teacher checks the scores. The group that gets the most scores can get the prize. The prize may be the candies. And 教学评价设计

the members may do less homework. Students like this kind of competition much. There are some reasons. Firstly, they can choose their own group name. That’s a big deal. They may choose some powerful words, such as Kung fu, violin and so on. Besides, they like the prize. The teacher adopts this manner because it can motivate students well and also help students remember words of this unit.

板书设计

Firstly, the students are not as active as they are in the classroom. They are kind of scared to answer questions. It is necessary to help students get ready for this kind of public class. Secondly, when students get got to the video classroom, they were excited to touch and see. They forgot what they need to do next totally. It took some time to lay out the desks and chairs. Next time, it is supposed to tell the leader of each group the task in advance. 教学反思

Thirdly, students were not as active as I imagine. Maybe they are bored of the games. Maybe they are not interested in the content. Anyway, it reminds me to think of more they are interested. They are about 12 years old. Maybe the games which worked well are not suitable for them anymore. The teacher needs read more books about them and talks with them privately more. Only when the teacher knows them well enough and is willing to make an effort to design a class that they love, the class may be successful.

Unit 1 Can you play the guitar? Yes, I can. Can you...? No, I can’t.