Unit1 SectionB（1a-1f）教案
1.0 Teaching Analysis教情分析
1.1 Teaching objectives 教学目标 1.1.1 Language targets 语言目标 1.1.1.1 Key Words and Chunks
1.1.1.1.1 For applying: drum, violin, play the drums, play the violin 1.1.1.1.2 For comprehending: piano，play the piano 1.1.1.2 Sentence Structures
1) I want some students for the school concert. 2)What can you do, Bill?
3)Can you sing? No, I can’t. But I can play the guitar. 4)I can sing and I can play the drums. 5) I can play the piano, but I can’t sing or dance. 1.1.1.3 Grammar Focus
1) I want some students for the school concert. (want sb. for...表示“为了......而招聘某人”或“想要某人参加某项活动”，want有“想要”、“需要”的意思，for为介词，表示“为了......”此句意思是“我想要招募一些学生参加学校音乐会”。)
2）I can sing and I can play the drums.（这是一个并列句，and是连接词，表示前后意思的连贯或递进。）
3）I can play the piano, but I can’t sing or dance.（这句也是并列句，因为前句肯定，后一句否定，所以用but连接，表示意思的转折。此外，在否定句中，表示前后两者都否定时，连接词不用and而用or。） 1.1.2 Ability goals 能力目标
1.1.2.1 学生能够将Section A中所学新句型运用于新的话题结构中。
1.1.2.2 通过课堂活动，学生能够识别钢琴、小提琴、吉他、架子鼓等乐器的声音。 1.1.2.3 给学生足够机会，使用目标语言完成听力任务，在听力训练过程中注重听力策略训练。
1.1.3 Emotional goals 情感目标
1.1.3.1鼓励学生积极参加各种活动，以展示自己和锻炼自己。
1.1.3.2 引导学生明白人的自信心不是天生就有的，而是在各种活动中逐渐培养起来的。 1.2 Important and difficult teaching points 教学重难点
1.2.1 常见乐器类名词的识记和运用。
1.2.2 掌握学习乐器类名词和体育活动类名词与动词play连用时的区别。
1.2.3 掌握并列连接词and与but的区别。 2.0 Student analysis学情分析 2.1 Fundamental State基本情况
本部分为本单元Section B的第一课时。通过Section A的学习，学生已经基本熟悉了围绕本单元话题“joining a club”所需要的基本句型结构和词汇。由于学生对该话题比较感兴趣，因此乐于使用英语来谈论这个话题。在Section A主要涉及体育、艺术类社团活动的基础上，本部分增加了谈论具体的乐器的演奏这一话题，在学生比较熟悉的句型结构中学会使用新的词汇，学生不会感到陌生，是比较符合语言学习的规律的。此外，Section B所涉及话题内容是“the school concert”，在“joining a club”的基础上有机地进行了延伸。
2.2 Knowledge Reserve知识储备
通过Section A的学习，学生熟练掌握了用“What can you do? I can play chess.”句型结构来表达自己的能力和用 “I want to join the chess club.”来表达自己想参加哪个学校社团活动，接触到了非常丰富的语言内容。在1a中接触了guitar这个乐器类的名词，并且在口头和笔头表达运用的过程中了解了play chess / basketball / tennis / volleyball和play the guitar这两类活动（即体育活动和演奏乐器类的活动）在表达上的不同，这些为本课时的学习进行了很好的铺垫。为Section B第一课时引导学生谈论乐器演奏及1c-1d的听力谈论的相关话题进行了语言积累和话题预热。 2.3 Class data本班实际
本班学生属于中等层次的水平，小组合作学习有了一定的基础，英语课堂中的对子活动和小组合作学习成为惯例，学生乐于参加英语课堂活动。在前面Section A的学习过程中，学生听了相关歌曲，看了相关视频，对于努力学习，培养自己各种才能，积极参加各种活动来展示自己和锻炼自己，有了较好的心理准备。多数学生对各种乐器可能不太熟悉，但是教材录音的欣赏和教师补充的音乐片段的欣赏，会激起学生对不同的音乐器材的喜爱，为完成本课时任务打下基础。 3.0 Teaching methods教法建议
3.1 Situational teaching approach情景教学法 3.2 Question and answer method问答法 3.3 Exercise method练习法 4.0 教学辅助
blackboard and chalk, computer , PPT, projector 5.0 Teaching procedures 教学进程
5.1 Leading-in and warming-up 引入与激趣活动
5.1.1 Enjoying pieces of music
Before Ss learn the new words, T may play a few pieces of music by different kinds of musical instruments to arouse their interest. 5.1.2 T can ask the following questions: Do you like listening to music? What kind of music do you like?
What instrument plays it, a piano, a violin, or a guitar? (Ss may answer some of these questions in Chinese.)
Do you want to know how to say these instruments in English?
5.2 New points input 新知输入(贴标签） 5.2.1 Activity 1a
5.2.1.1 T shows pictures of drums, piano, guitar, violin and get Ss to say the English words of these instruments. Remind Ss to pay attention to the pronunciation of the words, especially the word stress of violin, piano and guitar.
5.2.1.2 Ss draw lines to match the words with the pictures in their textbooks.
5.2.1.3 Guessing game. T shows pictures of these instruments, covering part of the pictures and get Ss to guess what instruments they are. Thus Ss can review the new words in a pleasant way. 5.2.2 Activities 1b and 1c
5.2.2.1 T guides Ss to read the instruction for 1b, and make sure they understand what to do. Play the recording for them to listen and fulfill the task. T gets some individual Ss to tell the answers. Ask Ss to tell the answers in this way: The first one is the guitar. The second one is... 5.2.2.2 T asks one student questions to give an example for the other Ss to follow:T: Can you play the violin? S: No, I can’t. What about you?
T: Yes, I can. I can teach you. Do you want to learn? S: Sure. I’d love to learn from you.
5.2.2.3 Ss work in pairs to practice conversations like this.
5.3 Listening practice 听力训练 5.3.1 Pre-listening 听前指导
Predicting. T asks Ss to look at the picture in 1d(on P4) and guess which words in the box may appear in the conversation, which words may not appear. T may tell Ss about the scene of this conversation: Look! A teacher wants some students for the school concert. She asks some students what they can do.
5.3.2 While-listening 听中任务 5.3.2.1Activity 1d
T plays the recording, Ss listen and circle the words and phrases they hear in the conversation. Check the answers with the whole class.
The answers: play the guitar, play the piano, play the drums, sing, dance
5.3.2.2Activity 1e
T guides Ss to listen for details, fill in the chart with the words and phrases in 1d. T: The teacher is talking to three students, Bill, Cindy and Frank. What can Bill do? What can’t he do? What about Cindy and Frank? T may guide Ss to take notes in the right way: They needn’t write down every word or phrase. They can just make marks that they themselves can understand. 5.3.2.3 T gets Ss to work in pairs to check their answers, like this:
A: What can Bill do? What can’t he do? B: Bill can play the guitar, but he can’t sing.
In this way, T guides Ss to learn to use the conjunction but. 5.3.3 Post-listening 听后任务
Play the recording for the Ss to practice reading aloud. They need to notice the pronunciation, intonation and sentence stress, especially how to read can and can’t. 5.4 Oral output口语输出
5.4.1 Activity 1f
Get Ss to work in pairs, use the information in the chart in 1e and talk about what Bill, Cindy and Frank can and can’t do. 5.4.2 Group work: Role-play
Get several groups to come to the front and role play the conversation without looking at their books.
5.4.3 New conversation
T may set another scene for the Ss to practice using the target language: Our teacher wants some students for the school sports meet. Make up a conversation about this in your group and show us.
5.5 Sentence interpretation 难句理解 5.5.1 I want some students for the school concert.
want sb. for...表示“为了……而招聘……”(想要某人参加某项活动)，want有“想要”、“需要”的意思，此处可以理解为“招募”、“招聘”。for为介词，表示“为了......” 5.5.2 Can you sing? No, I can’t. But I can play the guitar.
含有情态动词can的陈述句，变为一般疑问句时，不需加助动词，只需将can提到句首就行了。肯定回答：Yes, ...can. 否定回答：No, ...can’t. 此处否定回答增加了信息量，用转折连词but引出自己会做的事情。
5.5.3 I can play the piano, but I can’t sing or dance.此句是前肯后否且双否的并列递进句子。 5.6 Sentence applying 好句运用
5.6.1 I want some students for the school concert. P88（听力材料）
【原句翻译
_____________________________________________________________________
】
【仿写造句】I want…for
__________________________________________________________________ 5.6.2 I can sing and I can play the drums. P88（听力材料） 【原句翻译】
_____________________________________________________________________ 【仿写造句】 I can...and I can...
________________________________________________________________ 5.6.3 I can play the piano, but I can’t sing or dance. P88（听力材料）
【原句翻译
_____________________________________________________________________ 【仿写造句】I can…but I can’t...or...；I can’t…but I can… and …
】
__________________________________________________________________ 5.7 Summary
Help Ss to make a summary by talking and sharing in groups. T may ask questions like: Q1:What have you learnt in this period? Q2: What do you still have problem with? Q3: How will you work out the problems?
Get the Group leader (GL) to share their summary. Put some key points on the Bd to form a clear mind map.
6.0 Homework 课后作业
1. Read the listening materials in 1d and pay attention to the pronunciation and the intonation.
2. Write a conversation between a teacher and some students, talking about taking part in a school sports meeting.
人教版新目标英语七年级下册Unit1 SectionB(1a-1f)教案-新版
