初中英语听说课课堂实录Unit1Canyouplaytheguitar?SectionA(1a—1c)TeachingAims:1.KnowledgeObjects:(1)Function:Studentslearnhowtousethemodalverb“can”.Yes/Noquestionsandshortanswers.“What”questions.(2)Keyvocabulary:guitar,join,swim,sing,chess,draw,speak,can’t,playtheguitar/chess,jointheart/Englishclub(3)TargetLanguage:---Canyousing/speakEnglish?---Yes,Ican./No,Ican’t.---Whatclubdoyouwanttojoin?---Iwanttojointhechessclub.(4)Structure:Usethemodalverb“can”.Yes/Noquestionsandshortanswers.“What”questions.2.AbilityObjects:(1)Studentscandeveloptheirabilitiesoflistening,speaking,readingandwriting.(2)Studentscandeveloptheirabilitiesofworkinginpairsandcommunicationbylearningusefulstructures.3.MoralObjects:StudentscanbeactiveinclassandshowthemselvestoincreasetheirinterestinEnglishlearning.TeachingKeyPoints:1.Totrainthestudentstocommunicatewithothers.2.Toenablethestudentstostudyandfinishthetaskingroupsandcooperation.TeachingDifficultPoints:Modalverb“can”.TeachingMethods:SituationteachingmethodTask-basedteachingmethodComparingteachingmethodListenandoralteachingmethodTeachingAids:Ataperecorder,aguitarandtestpapers.TeachingProcedures:Step1:Warming-upGreetingsT:Goodmorning,boysandgirls!Ss:Goodmorning,MissZhu!T:Howareyou?Ss:I’mfine,Thankyou,andyou?T:I’mfine,too.Doyoulikemusic?Ss:Yes,wedo.T:Great!Let’senjoyabeautifulsong,OK?Ss:OK.设计意图：以学生熟悉的英语问候语“Goodmorning.”“Howareyou?”等引入课堂,并以歌曲吸引学生的注意力，既复习了以前的内容，又活跃了课堂气氛。Step2:Leadingin1.Showingthesong“TwinkleTwinkleLittleStar”onthescreen.Andletstudentssingwithit.T:Whatisheplaying?Ss:Guitar.T:Canyouplaytheguitar?Ss:Yes,Ican./No,Ican’t.2.Showaguitartotheclass.T:Whocanplaytheguitar?Comeon,youcanhaveatryinfrontofyourclassmates.Don’tbeshy!Justtry!(Ifnoonecanplayit,theteachercanplayit,andthentellthestudentswhohavemorestarsintheclasscanhavetheopportunitytolearnguitar.)设计意图：吉他的运用不仅极大提高了学生学习的兴趣积极性，也把本课的主题体现出来，很自然地导入新课题。Step3:PresentationT:Youcanlearnthenewwordsandexpressionsallbyyourselves,andthenhelpeachother,andIwillcheckandhelpyou.(Thenaskonestudenttoreadthem,theotherslistenandcheck...)S1:(readsthenewwordsandexpressions)T:Goodjob!Butthereareafewmistakesofpronunciation,let’shavealooktogether...(Theteacherteachesthenewwordsandexpressions,thentheSsreadthemandcheckeachother.)T:Iknowyoulikeplayinggames.Let’splayagametogether.Isaythewordsandyoucanactout.OK？Ss:OK.Duringthegame,teachercanask:“Canyourun/sing...?”(Shakeornodhead)Ss:Yes,Ican./No,Ican’t.设计意图：新单词的讲授由原来单一的教师教学生跟读的方式转变成学生自已拼读---互相检查帮助---教师检查辅导的方式，更能激发学生的学习自主性，且掌握得更好,真正地体现学生的自学互助和老师的导学。并且之后的单词小游戏阶段能让学生进一步掌握新词汇。T:Boysandgirls,pleaselookattheblackboard.TherearesomepicturesIwouldliketoshowyou.(Showthepicturesonthescreentoteachthefiveclubsin1a)T:What’sthis?Whoyoureaditoutloud?S1:Artclub/Englishclub/swimmingclub...T：Wonderful!Nowlet’sreadthemtogether...Let’smatcheachclubactivityinthepicturewithawordfromthelist.(Givestudentsafewminutestofinishtheexercise)T:Didyoufinish?Ss:Yes.T：Great.Whocanshareyouranswerswithus?Iwillgivestarstoyou,andyouwillhaveprize.Ss:Me!(Thenletotherstudentschecktheanswers,iftheyarewrong,correctthem)设计意图：教师在授课的过程中一方面利用图片和关键...
