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視頻課題：仁愛科普版英語七年級下冊Unit7 Topic 2 Can you sing an English song Section B福建省 - 南平
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仁愛科普版英語七年級下冊Unit7 Topic 2 Can you sing an English song Section B福建省 - 南平
姓名 陳 蕓 學校 臨江中學 學科 中學英語
課題名稱 仁愛版七年級下冊
Unit 7 Topic2 Can you sing an English song? Section B
教材背景分析 This lesson is focused on the topic of ability and inability. Through the text, students can use “can” and “can’t” for ability and inability. Such a topic is related to our daily life, so it is easy to arouse the students’ learning interests.
學情分析
The students have learned English for some years in primary school. They
understand some words and simple sentences. They are curious, active, and fond of Games, competition, and various activities. They enjoy learning through games and cooperation in a relaxing atmosphere.
情境創設目標
1. Knowledge aims
a. Students will be able to listen, speak, read and write new words: smart, count.
b. Students will be able to listen, speak, read and write new phrases and sentences: very well, a little, not…at all
Can you count them for me? Can Ann dance or draw? She can dance. She can do it a little/very well and so on. 2. Ability aims
Students can use the sentences “Can you..or...? I can do it a little/very well. I can’t do it at all. ” to talk about ability and inability.
3. Emotion aims.
a. Arouse the students’ interest of learning English.
b. Foster the students’ ability to talk about one’s ability and inability confidently.
c. Students can learn to encourage and praise others.
Media, PPT, cards, pictures, some props and so on.
教學重、難點
1.Key points.
a. Students will be able to listen, speak, read and write new words: smart, count.
b. Students will be able to listen, speak, read and new phrases and sentences: very well, a little, not…at all
Can you count them for me? Can Ann dance or draw? She can dance. She can do it a little/very well and so on.
2. Difficult point.
a. Students can communicate with others using the key vocabulary and
sentences learned in this class.
b. Students can use the sentences “Can you..or...? I can do it a little/very well. I can’t do it at all. ” to talk about ability and inability.
情境教學過程設計
Teaching Procedures Step1 Warming up 1. Greetings.
[設計意圖]:通過師生簡單的問候,創設輕松的課堂氛圍。
Step2 Leading-in
1. Perform magic tricks. Play the piano. Sing an English song.
T: (Miss chen will give the students surprise.) Last class, all of you want to know something about me.Today I will show you what I can do or can’t do. You see, I can perform magic tricks very well. I can’t play the piano at all. I can sing an English song a little. So, what about you? Can you sing an English song? 2. Present the title: Unit7 Topic2 Can you sing an English song? Section B [設計意圖]通過教師展示自己所擁有的才藝能力, 介紹變魔術是自己擅長的才藝，壓根不會談鋼琴，英文歌曲只會唱一點點等,引出本課的課題. 教師以自己個人所掌握的能力情況為實例給孩子創設了一個很真實貼近生活的情境,極大的拉近了師生距離，激發了孩子學習英語的興趣。
3. Present and teach students new phrase “very well, …a little, and not…at all”. T: I can perform magic tricks very well. I can sing an English song a little. I can’t play the piano at all...
[設計意圖]通過教師展示個人所擁有的才藝情況，引入表示不同程度的詞組very well, …a little, and not…at all的教學。詞組與句型相結合。詞不離句。如此別具新意的導入，既活躍了課堂氛圍，為學生創設了一個輕松的學習環境，又讓學生整體感知這些表示不同程度的詞組，為新知識的進一步學習做了很好的鋪墊。教師自身的現場才藝展示表演，啟發引導學生自主去學習，深刻理解新詞組的意思等，最終自己會理解并能夠用詞組自己造句，自信的給全班同學介紹自己所擁有的才藝能力情況，極大的激發了孩子的主觀能動性。核心素養的滲透，發揮的淋漓盡致。
Step3 Presentation
1. Ask the students: Can you sing an English song? What can you do ? Can you tell me somthiing about yourself?...
2. Perform magic tricks again.(Conjure up a parrot by magic.) Teach students new word “smart”.
3. Listen to the video. Give students two questions. Teach students new word “count”. All of you have done a very good job. Do you want to know something about Polly? Can Polly speak English? Can Polly count one…? Listen to the video, just listen.
4. Listen and check what Polly can do. Students do the task. Students can answer the questions by using “can ” and “can’t” for ability and inability. 5.Watch and imitate the passage. Teach students phrases : take …to, count sth for sb. Pay attention to the pronunciation. Learn new words and sentences again.
6. Play games . Dubbing (趣配音)
7.Make up conversations in textbooks. Students do the task.
8.Listen to the conversations, number the pictures and complete the tables. Students do the task.
9. Role play. Make your own dialogue.(根據本課所學自編創意對話)
[設計意圖]①給孩子足夠的空間自由發揮,盡最大可能的描述自己所擁有的個人才藝能力情況,培養孩子能夠大膽開口說的能力，是英語學科核心素養教育的體現。同時也讓孩子初步感知下如何使用“I can …very well, I can…a little, I can’ t…at all.”本課的新句型。②通過再次魔術表演，變出一只聰明可愛的朋友“Polly”，自然引出本課新單詞“smart”的教授。極富創意的教學方式，極大的激發了學生的學習興趣。③第一遍,帶著教師的提問泛聽課文, 掌握通篇大意，有助于培養孩子通篇理解課文的能力和聽課文捕捉重要信息的能力。僅僅只是聽,不看, 孩子在一定程度上也進行了聽力訓練。詞不離句，新單詞“count”的教授方法也是讓學生秒懂。④第二遍,帶著教師的提問再次精聽課文內容 .完成表格的選擇作答, 在選擇作答的過程中學習用can /can’t來表達他人擁有的能力情況，練習本課的教學重難點知識。⑤第三遍,觀看并精聽課文內容 . 回歸文本，做到句不離篇。通過跟讀，模仿，感受純正的語音語調，培養良好的語感。教師用肢體語言給學生講解，學生在輕松有趣的氛圍鞏固所學新知識。（在②③④⑤步驟的教學中，利用課件、圖片、肢體動作等多方法教學單詞及句型,避免了枯燥的重讀,讓學生動起來。引導學生嘗試拼讀新單詞,注意培養學生自主拼讀能力。用肢體動作讓學生去猜測單詞，啟發引導學生自主去學習，理解新單詞的意思等，最終自己會理解并能夠掌握新單詞的讀
法和運用等，極大的激發了孩子的主觀能動性。核心素養的滲透，發揮的淋漓盡致。）⑥通過有趣“趣配音”游戲，學生們躍躍欲試，進行思考，不僅激發了學生的思維，調動了學生的主觀能動性，還極大的活躍了課堂教學氛圍，以“趣”激發學生，使學生“樂在學中，學在樂中”，幫助學生樹立自信心和獲得成功感。⑦回歸課文二人一組做對話，讓學生快速的有條理的鞏固剛學的知識（新單詞和新句型）,加強對新知識的記憶。激發學生的思維，能把課本新單詞和新句型靈活運用于對話上，做到舉一反三。為接下來的書寫英語小短文展示埋下很好的伏筆。起到承上啟下的作用。情感教育也自然滲透到對話中。⑧及時有效的聽力訓練題，能更好的把聽說讀寫結合一起。是對前面所學知識的一個實戰訓練，恰到好處。9⑦根據本課所學自編創意對話，課堂提供小道具，對于學生進行自編對話更是景上添花。學生自主思考創新，借助小道具和自己的小伙伴一起完成有創意的對話，融入表演藝術，對話成了一場表演，這是核心素養下培養學生創新能力的體現。情感教育自然滲透。
Step4 Extension
1. Written work. Students do the task. (Write down a short passage and show us.)
2. 情感教育：能夠自信的談論自己或者他人所有擁有能力的情況，會鼓勵和
贊美表揚他人（至始至終貫穿整堂課）。
[設計意圖]①運用課堂板書的句型（即本課新知識）,讓學生根據自己朋友和他們家人所擁有的才藝能力實際情況寫一篇簡短的小短文，并分享給班級同學，相互交流。最后的寫作，首尾呼應，能讓學生將本課所學知識靈活運用，學以致用，培養學生語言綜合運用能力。培養學生表述事實、觀點、情感、想象力、創新的能力，養成規范的寫作習慣。②情感教育自始自終貫穿整堂課，教師每次學習任務對學生的贊美和鼓勵，情感教育自然滲透到教學中，學生在潛移默化的過程中明白了要自信的展示自我，自信的介紹身邊朋友和家人所擁有能力的情況，要學會鼓勵和贊美表揚他人。
Step5 Summary
Summary: let’s sum up what we have learned today. We can… We learn… [設計意圖]通過歸納總結，讓學生學會條理的、系統的回顧本課重點單詞和句型，完整呈現教學重點，高度概括本課時的內容。
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