初中英语人教新目标 (Go for it) 版七年级下册Section B优秀表格当堂检测题

这是一份初中英语人教新目标 (Go for it) 版七年级下册Section B优秀表格当堂检测题，共8页。试卷主要包含了 整体设计思路、指导依据说明， 教学背景分析，教学目标分析，教学重点、难点分析，教学过程设计，教学板书设计，教学评价设计，教学反思等内容，欢迎下载使用。

教学设计基本信息
作者姓名

性别
女
出生年月

工作单位

邮政编码

通讯地址

联系电话

电子邮箱
1
设计内容
新目标英语七年级下 Unit 1 Can you play the guitar? Section B 1a – 1f
1. 整体设计思路、指导依据说明
听和说是重要的学习技能。上好听说课可以有效促进学生英语听、说、读、写能力的全面发展。

一、教学内容分析
1、本节课在本单元的地位和作用：本单元的总体教学目标学习情态动词can的肯定句、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引导的特殊疑问句。而本节课是在学生掌握了有关基本语汇和基本句型等基础知识的基础上，继续培养关于“询问和谈论能力”的表达和分析能力，促使其向最近发展区发展，提高语用水平。
2、本节听说课是在学习完Section A的基础上，复习情态动词can用于“询问和谈论能力”的目标语言，并掌握情态动词can的基本用法；能够运用所学目标语言表达自己在某一方面所具备的才能；能够为自己成立的各种俱乐部制作海报或招聘广告。

二、听说课教学设计思路
1、通过自主学习和合作共建相结合，教师指导和协调，充分体现学生学习的主体地位和教师教学的主导作用。
2、通过1b、1d和1e的听力使学生进一步巩固掌握情态动词can用于“询问和谈论能力”的基本用法，充分体现语言知识和语言技能是同步发展的。
3、通过1f的对话练习，加强学生之间互助合作的意识，并通过2a的预习，为写作课做准备，培养学生基本英语素养和发展学生思维能力，充分体现英语的工具性和人文性双重性质。
2. 教学背景分析
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在肯定句、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。而本节课是在学生掌握了有关“谈论能力”的基本语汇和基本句型等基础知识上，继续巩固培养听说能力、表达能力和分析能力，促使其向最近发展区发展，提高语用水平。
一、学生已有的基本知识
1、基本会谈论乐器的种类。
2、基本会谈论喜欢的球类和擅长的能力。
3、基本会谈论我能做什么。
4、基本掌握表示能力的词汇。
5、基本掌握询问和谈论能力的表达法。
二、本节课需要发展的能力素养
1、能表达自己在某一方面所具备的才能。
2、通过谈论彼此的特长与爱好培养一种群体意识。
3、能够为自己成立的各种俱乐部制作海报或招聘广告。
3.教学目标分析
教学目标：根据学生已有的知识基础，本节课的地位及作用和新课标精神，特制定以下教学目标：
1)知识目标
使学生掌握并熟练运用下列单词和短语: music, musician, play the violin\ trumpet\ piano\ drums\ flute, do Chinese Kung Fu; 句型：Can you sing? Can you dance? What can you do?
2)技能目标
培养学生能够运用所学目标语言，表达自己在某一方面所具备的才能。
3) 情感态度价值观
Section B的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
4.教学重点、难点分析
教学重、难点及教学突破：
1)重点：学会运用情态动词can来询问他人和谈论自己的能力。
2)语法难点：情态动词can的构成和使用。
3)教学突破：Section B重在通过复习所学的“询问和谈论能力”的目标语言，学会谈论和表达自己或他人在某一方面所具备的能力和才艺，因此给学生提供一些施展才艺的舞台和机会，让他们在做中说、在说中做，既能培养他们的自信又能使其学会灵活运用所学知识。
5.教学过程设计
教学环节
教师活动
预设学生行为
设计意图
Greetings
T: Class begins. Sit down please. How are you? I’m very well.
Who’s on duty today?
Ss: Greeting teacher. A student makes a duty report.

Task 1
Learn the new words.

情景创设，
导入新课
Lead in
T: He can play the guitar. Can you play the guitar? (Ask 2 ~ 3 students.) Some of you can’t play the guitar, but I think all of you like music. Do you like music? Ok, Let’s enjoy the music. Listen to the music carefully, and guess what the sound of?
S1&2: I can play the guitar. / Sorry, I can’t.

Ss: Answering.

Step 1
T: (CIA) Play the music. Do you know what the sound of? (Maybe someone knows the answer. Give them some praises.) You are very clever. Yes, it’s the sound of guitar. (CIA: show the picture of a guitar.)
(Board writing):
guitar
T: Having a drill. (Teach them to read with the raising tone and the falling tone.)
Ss: Listening, answering, and understanding

Ss: Doing the drill. (Flowing teacher to read)

Step 2
T: Use the same way to teach the new words.
(Board writing)：drums、piano、trumpet、violin
T: Having a drill.
Ss: Reflecting and answering.

Ss: Doing the drill.

Step 3
T: Let’s play a game. Can you guess what this is? You are Group One / Two / Three / Four. If you can tell the answer quickly and correctly, your group will get a prize. (CIA shows the pictures of the instruments.)
Ss: Guessing.

Step 4
T: Look at me carefully. Can you guess what I can do? (The acts how to play the instruments. Maybe they can’t get the answer at first, give them some hints.) What can I do? Yes, play the guitar.
T: I will choose someone to choose a piece of paper in the box, and perform the words on the paper.
Ss: Guessing.

S1: Choose a piece of paper, and act it.
Other students guess the answer.

Step 5
T: Let’s do the listening exercise. Open your books, and turn to P62, look at part 2a. Listen to the tape carefully, and try to get the answer. (CIA shows the picture of Activity 2a.) Check the answer with the whole class.
Ss: Listening and doing the exercise.

Task 2
Practice the sentence pattern.

师生互动，
学习探究
Lead in
T: Zhang Lan can play the guitar. Mr. Zhao, your music teacher, can play the piano. How about you? Can you play the guitar? / Can you play the drum?
Ss: Just listening to teacher.

S1: Yes, I can. / No, I can’t.

Step 1
T: (CIA shoes the pictures of playing the instruments.) Now, give you two minutes to practice with your partners, and then I will choose someone to act your conversations.
Ss: Practicing in pairs.

Step 2
T: Now, let’s practice in line. This line, stand up, please! I ask you and you ask her. Do you understand?
T: I can play the violin. Can you play the violin?
Ss: Practice in line.

S1: I can play the … Can you play the …?

S2: (the same)

Step 3
T: Boys and girls, look at these pictures, what can your classmates and you do? (CIA shows the pictures of those activities.)
T: OK, I need three partners. Who can? Put up your hands.
T asks A: I can dance. What can you do?
T asks B: What can you do?
T asks C: What can she do? & What can he do?
Ss: Looking at pictures, and work in a group of four.

S1: I can …

S2: I can …

S3: She can … He can …

Task 3
Listening practice.

合作交流，
巩固提高
Step 1
T: Open your books, and turn to P62. Look at activity 2b. Look at the words in the box, let’s read the phrases together. (Teach them how to read the names.)
T: Now, listen to the tape carefully, and try to get the answer. (Choose someone to tell the answer.) (At first, the students give the answers, and then CIA shows the answers.)
Ss: Listening and doing the exercise.

Step 2
T: Let’s make a survey, and then give a duty report. (CIA shows a chart.) Write the names of your classmates in the first blank, their answers in the second and the third blanks. (Give them two minutes to interview.)
T: Now, time is up. I will choose someone to give a duty report.
Ss: Interviewing their classmates, and giving a report.

Task 4
T: Let’s do a self-check. (CIA shows a chart.) The happy face means you can do it. The sad face means you cannot do it. Fill in the blank by yourself.
Ss: Filling in the chart.

Task 5
T: Look the pictures and read after me. (CIA shows the pictures and the idioms.) (Teach them how to read the sentences.)
Ss: Reading after the teacher, and copy the sentences on the notebook.

Task 6
Homework:
What can your family members (your father、your mother、your uncle…) do?
Ss: Just listen.


6.教学板书设计
Unit 1 Can you play the guitar?
drum
trumpet
Can you play the piano?
violin
musician
No, I can’t.
maybe
then
Can Bill play the guitar?
talk
information
Yes, he can, but he can’t sing.
talent
show
What can you do?
act
Sunday
I can do Chinese Kung Fu.
auditorium
Kung Fu



情态动词can 的肯定句、否定句和疑问句的构成

7.教学评价设计
一、按要求完成句子。
1. I can play the drums. I am good at drums. (改否定句)
2. She likes to talk to people. So she wants to make friends. (改否定句)
3. He can play the guitar. (改一般疑问句，并做否定回答)
4. I like to help my mother with the housework. (改一般疑问句，并做肯定回答)
5. We can sing and dance. (改一般疑问句，并做肯定回答)
二、小组活动：为自己成立的俱乐部制作海报或招聘广告。

对学生完成任务的评价，由各小组的组长对组员的活动成果做出评判。
姓名
任务内容(5分)
格式书法(3分)
合作意识(1分)
文化意识(1分)





















8.教学反思
本节课学生能积极主动回答和讨论问题，以学生为主体，教师为主导，基本符合新课改的要求。特别是学生评价环节，效果很好。美中不足的是过渡时不够自然。