《Icanplaythepiano.》教学设计
Module2Unit1Icanplaythepiano.教案
在今天的课堂中，我们学习了《Module 2 Unit 1 I can play the piano.》这一章节。通过这节课的教学，我发现学生们在以下几个方面表现出了积极的参与和较好的掌握：
首先，学生们对新单词的学习兴趣较高，能够主动参与到课堂活动中。在教授新单词如piano、violin、guitar、drum等时，我注意到同学们能够积极跟读，并尝试在实际语境中运用这些词汇。这说明，通过生动有趣的方式引入新单词，能有效提高学生的学习积极性。
其次，句型的学习也是这节课的重点。大部分同学能够较快地掌握"I can play..."和"Can you play...?"这两个句型，并在小组活动中运用自如。然而，也有部分同学在口语表达时显得不够自信，需要我在今后的教学中继续关注并给予更多鼓励。
此外，一般现在时态的运用是这节课的难点。在案例分析环节，我通过具体的实例让学生们理解并掌握了这一时态。但实践活动中，仍有部分同学在运用时出现错误。针对这一点，我计划在接下来的课程中增加一些针对性的练习，帮助学生巩固这一语法点。
3.重点难点解析：在讲授过程中，我会特别强调句型"I can play..."和"Can you play...?"这两个重点。对于难点部分，比如一般现在时态的运用，我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与能力相关的实际问题，例如“你会做什么，你的朋友会做什么？”
（2）一般现在时态的运用：学生容易混淆一般现在时态和一般过去时态，需要通过实例让学生明确两者之间的区别。
举例：教师通过对比举例，让学生理解并运用一般现在时态。
外研版七年级上册M2U1 I can play the piano.教学设计与反思
带领学生小结本课的学习内容，并找出一些比较典型的，接近课堂教学内容的练习。
练习。
使学生在实际运用中加深对本节课的理解。
作业
布置作业
向父母汇报总结能做的事。
加深知识的理解和运用，使理论与实际相结合；培养学生说的能力。
板书设计
Unit 1 I can play the piano.
Structures:Can you…?
1.学生认知发展分析及障碍：本班学生学习基础很不平衡，呈橄榄形结构。就本节内容而言，大多数学生学习障碍不大。但多数学生胆小，怕发言、怕交流，不敢表达。
2.教学策略：利用多媒体课件，充分展示图片，利用图片引导学生进行“说”、“写”、“听”的训练。
教学目标
1.能听对话并辨识出某人的所能做的事。
2.能表达出某人所能做的事。
教学设计与反思
基本信息
பைடு நூலகம்课题
外研版七年级上册M2U1 I can play the piano.
作者及工作单位
教材分析
本节内容在教材中的地位，前后教材内容的逻辑关系：本节句型是本单元的基本句型，单词及内容为后面的学习作了铺垫，起着引领作用。
本节核心内容的功能和价值：功能--铺垫，价值--引领。
学情分析
新旧知识结合，难易知识结合，
对话朗读
分配朗读任务并查看纠正学生语音等方面的问题。
有感情的朗读对话，并找出每个同学都具有什么样的能力。
培养学生从文章中查找信息，解决信息的能力，进而锻炼其自主学习的能力。
角色扮演
对学生进行分组并指导表演。
根据课文和自己的实际情况进行角色扮演。
通过分角色扮演对话，对学生的说的能力进行训练。
教学重点和难点
外研版七年级英语下册Module 2 Unit 1 I can play the piano.教案
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
1.Greet students
T:Good morning, everybody! Nice to see you!
S:Nice to see you, too.
T:OK, my dear class, you know,we have some clubs this term.What things can you do? Can you tell me?
(2)能够交流各自会干什么与不会干什么。
情感目标
培养学生认识自我和肯定自我的能力,增强自信心以及助人为乐的精神。
教学重点
情态动词can的用法(肯定句、否定句、疑问句的形式)。
教学难点
情态动词can的用法(肯定句、否定句、疑问句的形式)。
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Step 3
Pair work
Show some pictures and talk about your abilities.
Talk about abilities according to some pictures.
通过图片展示,组织对话,谈论能力,巩固知识。
Step 4
Listening
and
Can Daming...?
Yes, he can./No, he can’t.
Work in pairs and ask and answer.
I can play the piano 说课稿
Good morning ladies and gentlemen. I’m Liang Yan from No. 7 Middle School. Today my topic is I can play the piano. This topic is selected from New Standard English, book 2, module two, unit one.Now I’d like to talk about my teaching ideas from the following four aspects. They are teaching material,teaching method and learning strategies, teaching procedure and blackboard design.Ok , let’s begin with the first part—teaching material, it has three parts, they are status and functions of this lesson,teaching aims, important and difficult points.First of all, about the status and functions.This is the first lesson in module two, the topic is What can you do? This topic is closely related to students’ daily life. So everyone can say something about this topic. Besides, it will help the students get ready for the study of the next lesson.Second, teaching aims.According to the new teaching theory and mental features of middle school students. I set three aims.Knowledge aim: a. master new words about different kinds of activities,such as play table tennis, ride a bike and so on.b. be able to give information with “ I can…” and askfor information with “Can you do sth?”Ability aims: a. be able to understand the dialogue about talking aboutone’s ability.b. be able to talk about one’s ability with “sb. can do sth”c. be able to ask for information with “can you do sth?”then answer the question.D be able to choose a club according to one’s ability. Moral aims: a. to cultivate students’ consciousness of good cooperationb. let my students be polite and friendly to others.Third: important and difficult pointsbe able to use “can” properly to describe one’s ability.Now, let’s come to the second part—teaching method and learning strategies.As we all know, the main aims of learning English in middle school is to cultivate their good sense of English language and develop their ability of listening, speaking, reading and writing ability. So, in this lesson, I mainly use task-based teaching appr oach, that’s to say, let my students learn in real situations, gain knowledge by finishing some tasks.When dealing with this lesson, I will also teach my students some learning strategies, such as learn by themselves, work in groups and cooperate with each other.In this lesson, a computer, PPT and some pictures are used to make my teaching more attractive.Next part is teaching procedure.I divide my teaching procedure into five parts. They are warming up, presentation, practice, assessment and homework.Step 1: warming up1.Play an English song “ I can fly” , then ask the students “Do you knowthe name of this song?” They may answer “Yes, it’s I can fly.” In this way , they get to know the meaning of “can”. Then we will practice the structure :A: Can you …?B: Yes, I can/No I can’t.The purpose of warming up is to form a better English learning surrounding for students. At the same time, I will help my students review the knowledge they have learned and prepare for the study of next step.Step 2: presentation.I will mainly talk about this step.First of all, Present a picture with a swimming girl and say “She can swim”. Then ask the students to guess the meaning of the word”can”. It’s very easy for my students to guess the meaning of “can” with the help ofthe picture. It means “能，会”.Next, I will ask a question “ I can swim, what about you?”The students may answer “I can swim. Or I can’t swim.”I’d like to ask every student to say this sentence. After that, I will show some other pictures. For example:When they can talk about their ability with “I can …” or “I can’t …”I’m going to let them work in pairs to practice the dialogueA: Can you …?B: Yes, I can. I can …ListeningTask 1: Listen to the tape and check what activities can you hear . dance cook play the piano ride a bike ride a horseplay table tennis play basketball speak EnglishTask 2:Listen again and find out which club does Daming want to join and why. By listening for the second time, the students may easily find out theanswer: Daming wants to join the music club because he can play the piano.Task 3: Listen for the third time and imitate the dialogue with your parter. Pay attention to their pronunciations and intonation.With the help of tape recorder and PPT, I can set a real situation for the students to understand the dialogue.Step 3: PracticeTask 1: Work in pairs, ask and answer your parter’s ability.A: Can you …?B: Yes, I can/No, I can’t.Task 2: Group workI will Put my students into groups, each groups has four students, and one is the group leader. First , make up a simple dialogue about what they can do. For example “ Can you swim?” “Yes, I can.” “Can you ride a horse?””No, I can’t” then the group leader take notes, and fill in a table. At last, the group leader make a report.Task-based teaching method is used here to develop students’ ability of communication and their skills of cooperation is also well trained.Step 4: AssessmentTalk about their performance in this lesson and encourage them to speak more English after class.Purpose of this step is to stimulate their learning interests.Step 5: HomeworkWrite ten sentences with “ I can…” and “ Can you…?”The last part is blackboard design.。
Module2Unit1Icanplaythepiano.教案(可编辑修改word版)
教法Байду номын сангаас
Reading and practising
教具
A recorder
教学程序
教师活动
学生活动
Step 1 Warming-up
1.Show some pictures and say what theyare.
2.Read the words after theteacher.
3.Introduce the newwords.
3.Playtherecordingagain,thentheycanchecktheiranswerwitha
partner.
Greet the teacher inoralEnglish
4. Call back the answer from the whole class and check the answer.
4.Play the recording once withoutstopping.
5.Listen and repeat in Activity6.
/i:/Chineseshewe
/e/eggtennis
/i/ English
5. Ask the students to practice the sounds in pairs.
plete the passage with the correct form of the words from the box.
4.Ask the students to check with apartner.
5.Check theanswers:
Keys:1.Club2.Music3. Choose4. term5. board
初中英语_Unit1 I can play the piano教学设计学情分析教材分析课后反思
学情分析学生分析来自农村，家长文化水平都很低，对孩子的学习不够重视，对孩子的要求不能经常坚持，有的家长常年在外打工，不在身边，对家里孩子的学习甚至不闻不问，放任自流。
长此以往，学生各种习惯均较差，尤其学习习惯更差。
七年级是初中的开始阶段，学生的积极性很高,但家长对孩子的关心很少,个别学生不能坚持,致使学生学习下滑.不良的学习心理及习惯，阻碍学生学习成绩的提高.本课学生知识结构分析:They have known some words about activities and skills in 7A Such as: cook, dance, sing, play table. And they have learnt the usage of “can” in 5A in primary school. So they can clear master the usage of “can”.and use the key structures and wordsto make sentences.效果分析农村初中的学生英语听说能力相对较弱，授课采用较深的全英教学，同学们还不能适应。
另一方面，同学虽然比较活跃，上课气氛积极，但个体与个体差别比较大。
因此，讲得太深，没有照顾到整体。
由此可以看出，了解及分析学生实际情况，实事求是，具体问题具体分析，做到因材施教，对授课效果有直接影响。
这就是教育学中提到的备教法的同时要备学生。
这一理论在我的教学实践中得到了验证。
教学中，备课是一个必不可少，十分重要的环节，备学生，又要备教法。
备课不充分或者备得不好，会严重影响课堂气氛和积极性，记得一位优秀的老师曾说过：备课备不好，倒不如不上课，否则就是白费心机。
我明白到备课的重要性，因此，每天我都花费大量的时间在备课之上，认认真真钻研教材和教法，不满意就不收工。
虽然辛苦，但事实证明是值得的。
一堂准备充分的课，会令学生和老师都获益不浅。
Unit1Icanplaythepiano教案2-优质公开课-外研七下精品
Unit1Icanplaythepiano教案2-优质公开课-外研七下精品Unit 1 I can play the piano 教案一.教学内容：I can play the piano二.教学目标：1.学生能根据音标正确拼读本单元的单词。
（见课本P104）2.学生了解课本P8-9出现的短语和重点句型、情态动词can。
3.学生能够听懂关于参加学校社团等的对话；能够交流各自会干什么与不会干什么。
三.教学重难点：情态动词can / can’t的用法。
四.教学过程：预习导学1.单词拼读与填写：（将书翻到生词表，拼读104页单词, 从play 到then。
）(提示)请你用红色笔勾画出你不会拼读的单词并把部分单词的英文写下来。
网球_______ 钢琴________ 骑_______ 俱乐部_______ 学期_______布告板______ 那么______ 演奏___ ___ 焦虑_______ 教_____2.思考：I’d like to join the Music Club because I can play the piano. (英译汉)“can”是情态动词，在这里他的意思是。
can没有人称和数的变化，否定式都用cannot（can’t）。
详看P92练一练：Daming (会) ride a horse. He (不会) swim.They (会) speak Chinese. They (不会) speak English.She (会)play the piano. He (不会)cook3.在预习过程中，你还有哪些问题？请记录课堂活动1.预习情况检查（请组长在第二天上课前监督，检查组员的导学案以及课文预习情况）①单词拼读PK大赛（小组展示）拼读PK赛。
小组齐读本组单词Group1: play—piano Group2: ride—term Group3: board—well。
(完整word版)Module2Unit1Icanplaythepiano.教案
Unit 1 I can play the piano教课设计课题Unit 1 I can play the piano.课课型New时知 1 能描绘自己的专长及想加入的俱乐部。
识2 一般疑问句： Can+主语 +动词原形 ..? Yes“，主语 +can”.能力思想“No，主语 +can’t”.要点教法教课程序Aims 123难点Aims 12Reading and practising教具A recorder教师活动学生活动Step 1 Warming-up1.Show some pictures and say what they are.Greet2.Read the words after the teacher.3.Introduce the new words.the4.Ask the students to read through the words and expressions in teacher Activity 1.in oral5.Look at the pictures carefully.6. Match the words and expressions from the box with the pictures.English7.Check their answer with a partner.8.Call back the answer from the whole class and check the answer.Keys:1. dance2. play the piano3. speak Chinese4. cook5. sing6. ride a bike7. play table tennisStep 2 Listening practice1.Ask the students to pictures in Activity2.2.Listen and check (√ )the things in Activity 1 which Tony ’s dadcan do.3.Play the recording again, then they can check their answer with apartner.4.Call back the answer from the whole class and check the answer. Step 3 Listen and read.1.Ask the students to read the conversation silently.2.Play the recording and ask the students to listen and read the conversation.3.Read the conversation.4.Act it out.5.Ask the students to check √() the clubs they want to join.6.Ask the students to check with a partner.7.Play the recording again .Check the answers:Club Music Club Dance Table Tennis Club Food and Dri Name ClubDaming√Betty√Lingling√Tony√Step 4 Complete the passage.1. Ask the students to read the words in the box in Activity 4.board choose club music term2. Read through the passage.Can you cook? No? Join the Food and Drink (1) __________. Can you play the piano? Join the (2) __________ Club. What about dancing? (3) __________ the Dance Club. There are lots of new clubs every (4) __________. They’re all on the (5) __________ and you can choose your favourite.plete the passage with the correct form of the words from the box.4.Ask the students to check with a partner.5.Check the answers:Keys: 1. Club 2. Music 3. Choose 4. term 5. board6.Learn “Everyday English”Look!What about you?Don’tworry about .Step 5 Pronunciation and speaking.1.Say the sentences in Activity 5 aloud./k?n/I can play piano./ka: nt/I can’tspeak Chinese very well./k?n/Can you cook?2.Listen and repeat.3.Learning to learnIn English, we pronounce a word in different ways when it is stressed or not stressed. In“Yes, I can”, we pronounce can as /k?n/; in “Oh, good. You can come to help us”, we pronounce can as /k?n/.4.Play the recording once without stopping.5.Listen and repeat in Activity6./i:/ Chinese she we/e/ egg tennis/i/ English5.Ask the students to practice the sounds in pairs.Step 6 Guessing game.1.Show some pictures.2.According to the information given and ask the students toguess what it is.3.Show the pictures to check the answers.Step 7 Work in pairs.Can Can’tDaming speak Chinese play the piano danceBetty speak English cook play table tennis Lingling speak Chinese dance cookTony play table tennis speak English speak Chinese well1.Look at the information.2.Read through the example with the class.—Can Betty speak English?—Yes, she can.—Can Tony speak Chinese well?—No, he can’t.3.Pair them to ask and answer.4.Circulate and monitor their production.Step 8 Do exercises:一、单项选择：()1. —What can you do, Lingling?—I can __________.A. play the footballB. ride bikeC. play the pianoD. play a basketball()2. I can sing English songs ________ I can dance.A. andB. soC. orD. but()3. He can sing, ________ he can cook’t.A. andB. soC. orD. but()4. —Can Jim play basketball?—______________.A. Yes, I canB. Yes, he canC. No, you can’ tD. No, he isn ’ t.()5. —Can you speak English well?—_________.A. No, I can’ tB. Yes, I haveC. No, I don’ tD. Yes, I Do some exercise ineach group.speakKeys: 1. C 2. A 3. D 4. B 5. A二、达成句子：1.Tony，你会说中文吗？________ you _______________, Tony?2.这学期新的俱乐部名单在宣布板上。
Module2Unit1Icanplaythepiano.教案七年级英语下册
外研版七年级下册Module 2 Unit 1 I can play the piano. 教案Lesson Objectives➢To introduce and practice the modal verb "can" for expressing abilities.➢To enhance vocabulary related to different talents and activities.➢To develop listening and speaking skills through interactive activities.➢To encourage students to talk about their abilities and interests. Materials Needed✓Textbook: Module 2, Unit 1✓Flashcards with various activities and talents (e.g., playing piano, swimming, painting)✓Audio recordings for listening exercises✓Worksheets for practice activities✓Props for roleplaying (e.g., musical instruments, sports equipment) Duration: 45 minutesTeaching Procedures1. Warmup(1)Start with a quick interactive game where students guess theteacher's hidden talent.(2)Lead a brief discussion on different talents and interests.2. Vocabulary Introduction1)Introduce new vocabulary related to talents and activities (e.g., playthe piano, swim, sing, dance).2)Use flashcards to illustrate and reinforce these words.3)Engage students in pronunciation practice and simple Q&A using thenew vocabulary.3. Grammar: Introduction to "Can"(1)Explain the use of the modal verb "can" for expressing ability.(2)Illustrate positive, negative, and question forms (e.g., “I can swim.”,“I can’t dance.”, “Can you play the piano?”).(3)Conduct a drill exercise for practice.4. Listening Activity1)Play audio clips that include dialogues or short stories using themodal verb "can" in various contexts.2)Ask prehension questions to ensure students understand the contentand the use of "can."5. Speaking Activity: Talent Show(1)Organize a classroom 'Talent Show' where each student says whatthey can do using the new vocabulary and structure (e.g., "I can play the guitar.").(2)Encourage students to use props for a more engaging and realisticexperience.6. Practice Worksheet1)Distribute worksheets with exercises related to the use of "can" andthe vocabulary learned.2)Include matching exercises, fillintheblanks, and short dialoguecreation.Homework AssignmentAsk students to write a short paragraph about their family members’talents using “can.”Assessment(1)Observe students' participation and ability to use the modal verb"can" correctly during activities.(2)Review worksheets to assess understanding and correct usage ofvocabulary and grammar.Closure✧Summarize the key learning points of the lesson.✧Encourage students to continue practicing talking about theirabilities and interests in English.。
【教学设计】_ Unit 1 I can play the piano._英语_初中_王一斐
Unit 1 I can play the piano .教学设计一、教案背景1、面向学生：√中学□小学2、学科：英语3、课时：14、学生课前准备：①预习本课的单词，要求能根据音标读出单词②预习课文内容二、学习目标1、掌握本单元的短语及重要句子。
2、掌握并正确应用情态动词can。
3、能描述自己的特长及想加入的俱乐部。
4、发展自己特长，做全面发展的优秀生。
三、教材分析本模块共三个单元,U n i t1I c a n p l a y t h e p i a n o.主要学习有关运动的名词和情态动词can的用.Unit2 I can run really fast.通过竞聘班里的学习班长，卫生班长和体育班长，各位竞选人分别发表了自己的演讲，他们主要介绍了自己的特长和自己能干的事情。
Unit3 Language3是对本模块知识的总结和巩固，主要总结了情态动词can的用法及其肯定、否定、一般疑问和特殊疑问的相关练习.四、教学过程[课前朗读]跟录音朗读单词play tennis piano ride club term board would like well all worry teach then 牢固地形成正确语音，注意读词时先看音标再看单词，让学生逐渐养成音、形结合背单词的习惯。
[检测]：a.小组内只看音标朗读单词,组长注意订正不正确的发音。
b.利用音标和汉语提示来检查单词的拼写。
利用图片完成短语的翻译：弹钢琴骑自行车跳舞说英语打乒乓球做饭（并写在作业本上）（一）、情境导入1、教师可问学生：What can you do？以此来引导学生，叙述自己能干的事情，引发学生的兴趣，调动学生的思维，导入本课。
练习句型：A: What can Tfboys do ? A: What can YaoMing do ?B:They can sing songs. B:He can play basketball.A: What can you do？B:I can play basketball .（二）、小听力（自主完成，合作释疑）Look at the pictures . Listen and check (√)the things which Tony’s dad can do .（三）、多层听1. Listen and answer the questions .（1）How many clubs are there ?( 2) What are they ?2. listen and find out the missing words.•Daming would like to _____ the Music Club because he can play the_____.•Betty ____ cooking ,so she can jion the Food and Drink Club.•Tony can’t speak Chinese very ____.He can play _____ _____ .3.听后读(careful reading )仔细阅读activity3，填写表格，完成后小组内交流答案。
Module2Unit1Icanplaythepiano.教案
Unit 1 I can play the piano 教案课题课题Unit 1 I can play the piano. 课型课型 New 课时知识能力思想1能描述自己的特长及想加入的俱乐部。
2一般疑问句：Can+主语+动词原形…..? “Y es ，主语+can +can””. “No ，主语+can +can’’t ”. 重点重点 Aims 123难点难点 Aims 12 教法教法 Reading and practising教具教具A recorder教学程序教学程序教师活动教师活动学生活动学生活动Step 1 Warming-up 1. Show some pictures and say what they are. 2. Read the words after the teacher. 3. Introduce the new words. 4. 4. Ask Ask the the students students to to read read through through the the words words and and expressions expressions in in Activity 1. 5. Look at the pictures carefully. 6. Match the words and expressions from the box with the pictures. 7. Check their answer with a partner. 8. Call back the answer from the whole class and check the answer. Keys: 1. dance 2. play the piano 3. speak Chinese 4. cook 5. sing 6. ride a bike 7. play table tennis Step 2 Listening practice1. Ask the students to pictures in Activity 2. 2. Listen and check (√)the things in Activity 1 which Tony ’s dad can do. 3. 3. Play Play the the recording recording again, again, then then they they can can check check their their answer answer with with a a partner. Greet the teacher in oral English 4. Call back the answer from the whole class and check the answer. Step 3 Listen and read.1. Ask the students to read the conversation silently. 2. 2. Play Play the the recording recording and and ask ask the the students students to to listen listen and and read read the the conversation. 3. Read the conversation. 4. Act it out. 5. Ask the students to check (√) the clubs they want to join. 6. Ask the students to check with a partner. 7. Play the recording again .Check the answers: Step 4 Complete the passage. 1. Ask the students to read the words in the box in Activity 4. board choose club music term 2. Read through the passage. Can you cook? No? Join the Food and Drink (1) __________. Can you you play play the the piano? piano? Join Join the the (2) (2) __________ __________ Club. Club. What What about about dancing? dancing? (3) (3) __________ __________ the the Dance Dance Club. Club. There There are are lots lots of of new new clubs every (4) __________. They ’re all on the (5) __________ and you can choose your favourite. 3. Complete the passage with the correct form form of the words from of the words from the box. 4. Ask the students to check with a partner. 5. Check the answers: Keys: 1. Club 2. Music 3. Choose 4. term 5. board Club Name Music Club Dance Club Table Tennis Club Food and DriDaming √ Betty √ Lingling √ Tony √6. Learn “Everyday English ” Look! What about you? Don Don’’t worry about…. Step 5 Pronunciation and speaking. 1. Say the sentences in Activity 5 aloud. /k /kəən/ I can play piano. /k a:nt/ I can ’t speak Chinese very well. /kæn/ Can you cook? 2. Listen and repeat. 3. Learning to learn In In English, English, we we pronounce pronounce a a word word in in different different ways ways when when it it is is stressed or not stressed. In “Yes, I can ”, we pronounce can as /kæn/; in “Oh, good. You can come to help us ”, we pronounce can as /k ən/. 4. Play the recording once without stopping. 5. Listen and repeat in Activity 6. /i:/ Chinese she we /e/ egg tennis /i/ English 5. Ask the students to practice the sounds in pairs. Step 6 Guessing game. 1. Show some pictures. 2. According to the information given and ask the students to guess what it is. 3. Show the pictures to check the answers. Step 7 Work in pairs. Can Can Can’’t Daming speak Chinese play the piano dance Betty speak English cook play table tennis Lingling speak Chinese dance cook 1. Look at the information. 2. Read through the example with the class. —Can Betty speak English? —Yes, she can. —Can Tony speak Chinese well? —No, he can’t. 3. Pair them to ask and answer. 4. Circulate and monitor their production. Step 8 Do exercises: 一、单项选择：一、单项选择：( )1. —What can you do, Lingling? —I can __________. A. play the football B. ride bike C. play the piano D. play a basketball ( )2. I can sing English songs ________ I can dance. A. and B. so C. or D. but ( )3. He can sing, ________ he can’t cook. A. and B. so C. or D. but ( )4. —Can Jim play basketball? —______________. A. Yes, I can B. Yes, he can C. No, you can’t D. No, he isn’t.( )5. —Can you speak English well? — _________. A. No, I can’t B. Yes, I have C. No, I don’t D. Yes, I speak Keys: 1. C 2. A 3. D 4. B 5. A 二、完成句子：二、完成句子：1. Tony ，你会说中文吗？，你会说中文吗？________ you _______________, Tony? 2. 这学期新的俱乐部名单在公布板上。
七年级下册《I can play the piano》学案新版外研版
七年级下册《I can play the piano》学案新版外研版课件www.5yk 七年级下册《Icanplaythepiano》学案新版外研版Unit1Icanplaythepiano一、教学内容：Unit1Icanplaythepiano.二、课型：Listeningandspeaking三、教学目标：3、能够对他人能做某事等方面进行问答。
4、能运用目标语言表达自己在某一方面所具备的才能。
四、教学重难点：、能够听懂别人能做某事并能在听力中找出Daming/Betty/Lingling/Tony相关的细节信息，完成任务。
（重点）2、能够对他人能做某事等方面进行简单的描述以及进行问答。
（难点）五、教学准备：PPT、教学挂图、录音机、课堂联系表格、奖品。
六、教学过程：教学步骤教师活动学生活动设计意图Lead-in、organizetheSstohaveachat.2、Freetalkabout“whatcanyoudo?”/“canyoudosth？”、Haveachat.2、Askandanswer：Icanplaybasketball.canyouplaybasketball？yes，Ican./No,Ican’t.通过这个环节既能活跃课堂气氛，又能为以下教学内容作好铺垫Step2Pre-task、Newwordslearning：ShowsomepicturesandgettheSssaylikethis：Ican……2、HavetheSstomatchthewordsandexpressionsfromtheboxwit hthepicturesinActivity1.3、organizetheSstoaskandanswerinpairs.A:canyou…？A：canhe/she…？B：yes，Ican./No,can’tB：yes，he/shecan./No,he/shecan’t.、Lookatthepicturesandsaylikethis：Icancook,playtennis,rideabike…2、matchthewordsandexpressionsfromtheboxwiththepicture sinActivity1.3、AskandanswerinpairsaccordingtothepicturesA：canyou…？B：.yes，Ican./No,can’tA：canhe/she…？B：yes，he/shecan./No,he/shecan’t.引导学生直观谈论图片，训练学生的口头表达能力，在描述图片的同时学习新单词和新句型。
NSE 7B M2U1 I can play the piano教学设计
学
目
标
（一）知识与技能
1、掌握本课重点词汇与句型:I/She can....，She’d like to join...because she can....
2、掌握can在不同句式中的读音及基本用法。
3、掌握Activity 6部分的元音发音规律。
3、培养观察归纳、听说与朗读等综合能力的发展。
（二）情感态度与价值观
全面发展的素质教育观。
重点
1、掌握本课重点词汇与句型:I/She can....，She’d like to join...because she can....
2、掌握can在不同句式中的读音及用法，
3、掌握Activity 6部分的元音发音规律。
4、培养观察归纳、听说与朗读等综合能力的发展。
难点
Module 2 What can you do?教学设计
课题
Unit 1 I can play the piano.
课型
新授课
学情分析
本模块开始学习使用情态动词can的基本用法。做为Unit 1，主要掌握好can的肯定与一般疑问句式，无人称和数的变化、后接动词原形等特征即可。结合can,根据自己的兴趣爱好与特长来口语表达自己想要参加的俱乐部是一大重点。
1、掌握本课重点词汇与句型:I/She can....，She’d like to join...because she can....
2、掌握can在不同句式中的读音及基本用法。
3、培养观察归纳、听说与朗读等综合能力的发展。
教学过程
教学环节
教师活动
学生活动
设计意图
Step1：
Warming-up
课前互动
Step4
2021年1I can play the piano优秀教学教案说课稿
外研版七下Modue 2 What can ou do
Unit 1 I can board woud ie we a worr teach then 牢固地形成正确语音，注意读词时先看音标再看单词，让学生逐渐养成音、形结合背单词的习惯。
[检测]：a小组内只看音标朗读单词,组长注意订正不正确的发音。
b利用音标和汉语提示来检查单词的拼写。
利用图片完成短语的翻译：弹钢琴骑自行车跳舞说英语打乒乓球做饭（并写在作业本上）
二、情境导入
1、教师可问学生：What can ou do？以此来引导学生，叙述自己能干的事情，引发学生的兴趣，调动学生的思维，导入本课。
练习句型：A: What can Tfbo do A: What can YaoMing do
B:The can ing ong B:He can an cub are there 2 What are the
2 iten and find out the miing word
Daming woud ie to _____ the Muic Cub becaue he can ing woud ie to oin the muic cub becaue he can grouuic cub, becaue he can ing
七、归纳短语
1、通过学习Activit 3，让学生归纳本课短语，小组间补充完善。
2、朗读短语直至背熟。
3、默写，组长检查，出错的及时进行纠正和巩固。
八、Homewor
1、总结情态动词can的用法。
2、教师鼓励学生用本课所学句型，介绍自己能干的事情，使语言点在具体应用中得到巩固。
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型正确且描述形象生动的小 的掌握程度，也可训练学生的
(4) 指 导 学 生 进 行 小 组 活 动 : 组获胜。
表现能力。
用所学的句型描述图片。
(5) 竞赛：小组进行讨论，各
组推荐一名代表进行汇报：用
一段话描述相应的图片，句型
正确且描述生动的小组获胜。
步骤 4：听读 Listen and read.（8 分钟）
2.教学背景分析 教学内容分析： 1.本课是 Module2 Unit1 中的第一课时，主要完成 Action1、2、3、4 的内容。 2.本课时让学生学会 can 的基本用法，并在教学中涉及到 I’d like to join…/Can you…?/What can you do?/She can dance really well.等句型。为他们学习 Unit2 打好基础。 3.本课的教学中还运用了以前学过的知识：Do you like…? /play football/play basketball 等，又扩展知 识学到了 play the piano 等。 4.本课学的是 can 的表达和询问能力的用法，并学习了一些动作的表达。因此我把表示动作的单词与 学生的才艺结合起来，展示学生的才能。 学生情况分析： 1.该班大部分学生对英语较感兴趣，能积极参与各种活动，有一定的综合语言运用能力，能够用英 语进行一些话题的讨论、调查、报告、情景会话和角色表演等。 2.有部分基础较差些的同学，在进行小组活动时，将他们适当配分到各组，让基础好些的学生带着 他们学习，设计任务时遵循由易到难，难度适中的原则。 3.课前安排好座位，座位以 5-6 人为一小组，围着桌子三面坐，保证背靠黑板的一面没有人坐。这 样的座位形式有利于学生在上课过程中进行小组合作，让交流更加容易开展。
活跃课堂氛围，吸引学生进入 课堂学习中来。
步骤 2：导入 Lead-in（5 分钟）
Teacher’s Activities （教师活动）
Students’ Activities （学生活动）
Purpose (设计意图)：
1. 给学生们展示一些图片，让 学生想想图片上的人会做些
1. 看图片，想想图片上的人会 1.用图片的方式导入今天所要
关 can 的句型提问: Can you 句型，同时，也锻炼了学生的
sing/…? Yes, I can. /No, I can’t. 思维反应速度，有利于学生集
What can you do? I can ….
中注意力。
(4)进行小组活动: 用所学的 5.以小组竞赛的方式汇报成果，
句型描述图片。
学生在抽卡片、做动作、描述
everything!
4.教学重点、难点分析
教学重点：通过各种活动，练习 can 的用法。 教学难点：活动中运用单词、句型，并能以短文的形式来表达自己的能力。
5.教学方法：交互式教学法、任务型教学等
6.教学用具：多媒体课件，图片，点读机等。 7.教学过程设计（共 45 分钟）
(中文为主 + 所教学科目标语言） 步骤 1：热身 Warming-up（3 分钟）
3.教学目标分析 1.语言知识目标：
（1）掌握 can 的肯定句、否定句、一般疑问句和特殊疑问句的用法并用情态动词 can 表达能力。 (2)俱乐部的表达。 2.语言技能目标： （1）能谈论自己在某方面所具有的能力。 （2）能谈论他人的能力。 （3）能谈论加入俱乐部。 3.情感与价值观目标： 让学生积极参与各项教学活动，大胆地运用英语进行交谈，激发学习英语的兴趣，让学生在才 艺展示、玩游戏及课文学习中增强自信心，使学生获得成就感，培养合作精神与能力。 4.学习策略与思维技巧： 通过谈论才能、小组活动、做调查、猜动作游戏、读写综合等活动，挖掘学生自身潜能，培养
3.播放活动 3 的录音，让学生 3.听录音，完成活动 3 的表格
完成活动 3 的表格信息：选择 信息：选择他们所能加入的俱
他们所能加入的俱乐部。
乐部。
4. 再次播放录音，让学生讨论 4. 再次听录音，检查所填信息
所填信息的正误。最后播放录 的正误。然后全班讲解正确答
音，全班讲解正确答案。
案。
5.让学生阅读活动 3 的对话内 5.认真阅读活动 3 的对话内
呈现的一些新单词和词组，进 学生的合作意识和能力，另一
行相关的学习。
方面也可以减轻学生在课堂上
3. 给学 生展示 其他 的一些 图 片，并呈现一些新的单词和词
(1)根据词汇意义做出相应动 的紧张感，使其大胆地表达句
作，并跟读单词。
型。
组，指导学生学习单词并做出 (2)学习新句型的用法。
4.one by one 快速问答，通过嘴
Teacher’s Activities （教师活动）
Students’ Activities （学生活动）
Purpose (设计意图)：
1.播放说唱: What can you do? 2.集体说唱。让学生跟着录音 一起说唱。
1.听说唱曲: What can you do? 2. 跟着录音学习说唱
1.听听力，完成活动 2 的内容， 1.听力练习既是为了锻炼学生
即听录音，在 Tony 爸爸会做 的听力能力，同时也为下一步
的事情所对应的图片下画√。 引出句型做铺垫。
(第一遍只听，第二遍画√，第 2.句型展示通过图片与例句结
三遍检查答案正误。)
合的方式使语言运用到情境中
2. 看所给图片及新句型，学会 去。轻松掌握新句型：can 的肯
做些什么？
学习的单词和词组。采用直观
什么？ 2.词汇游戏: What’s missing?
2. 看图片，观察哪幅图片不见 形象的方式教学有利于加深学 了，大声说出那幅图片对应的 生对词汇的印象。
3. 指导学生完成活动 1 的任 务：把方框中的词或词组与图 片搭配起来。
词或词组。
2.通过游戏可培养学生的单词
出新句型：Which club can you Which club can you join?
参与活动的热情。
join? I’d like to join the ….
I’d like to join the ….
2.锻炼学生的听力、语感、口语
2.学习新句型的用法。
2.学习新句型的用法。
表达和模仿的能力。
3. 完成活动 1 的任务：把方框 记忆能力，是词汇在轻松快乐
中的词或词组与图片搭配起 中牢固记忆。
来。
3.词图搭配主要是采用任务教
学法，通过完成一些简单的小
任务，来增强学生学习的自信
心，同时也初步操练了语言点。
步骤 3：呈现 Presentation（10 分钟）
Teacher’s Activities （教师活动）
(3)逐一且快速的提问学生有 关 can 的句型，要求学生快速
(5) 竞赛：小组内进行讨论， 卡片的过程中，轻松愉快地完 各组推荐一名代表进行汇报： 成了语言的输入还让输出的全
回答: Can you sing/…? What 用一段话描述相应的图片，句 过程，既可评价学生对新知识
can you do?
相应动作。如: cook, dance, ride a bike, play table tennis, play the piano, sing, speak Chinese. (1)引导学生根据词汇意义做 出相应动作，并领读单词。 (2)带领学生学习新句型。
(3)逐一且快速的回答教师有 部运动来达到熟练运用 can 的
容，先独自完成活动 4 的短文 容，先独自并完成活动 4 的短
填空，再和同学讨论所填信息 文填空，再和同学讨论所填信
正误ห้องสมุดไป่ตู้最后全班集体解答。 息的正误，最后全班集体讲解
6.再次播放录音，让学生跟读。 答案。
7.指导学生进行 pair-work:分 6.再次播放录音，让学生跟读。
角色朗读对话。找几组同学进 7.进行 pair-work:分角色朗读
Teacher’s Activities
Students’ Activities
Purpose
（教师活动）
（学生活动）
(设计意图)：
1. 给学生呈现一些俱乐部的 1. 看一些俱乐部的图片，学习 1.延伸所学的语言点，加入有关
图片，学习它们的名称，并引 它们的名称，并引出新句型： 俱乐部的内容。培养学生积极
行对话表演 。
对话。同学进行对话表演 。
步骤 5：调查 Do a survey: Which club can you join?（10 分钟）
Teacher’s Activities
Students’ Activities
Purpose
（教师活动）
（学生活动）
(设计意图)：
1. 轻 松 一 刻 : 播 放歌 曲 What 1.轻松一刻:听唱歌曲 What can 1.经过一段时间的集中学习新
Students’ Activities （学生活动）
Purpose (设计意图)：
1. 听力练习：播放 3 遍听力录 音，指导学生练习听力，完成 活动 2 的内容，即听录音，在 Tony 爸爸会做的事情所对应 的图片下画√。 2. 给学生展示 Tony 爸爸会做 事情的一幅图片，并呈现新句 型： Can he ride a bike? Yes, he can. What can he do? He can cook. But he can’t dance.
1.整体设计思路、指导依据说明 1.整节课的课堂气氛应是活跃的。课堂上知识的引入要做到自然、新颖、内容真实。课堂上主 要采取了 chant, songs 等形式吸引学生的注意力，引起学生学习兴趣和积极性。图片的使用利于学生 轻松掌握新的知识点。师生关系融洽，使学生能够在轻松、和谐的气氛中学习英语，表现自我，从 而感受学习的乐趣，乐于学习。 2.本课以任务型语言教学为原则，以学生为主体，让学生在做和玩中学习英语，并将所学语言 点应用到实际生活情境中。本课主要设计了四个任务：一个是词汇的掌握，主要是通过图片和游戏 进行；第二个是句型的掌握，主要是通过小听力及模仿造句竞赛的方式进行；第三个是对话阅读与 理解；第四个是小调查（Do a survey）。在这些任务中，教师充当参与者、指导者，让学生在体验、 参与、合作、交流中培养综合运用语言的能力。各任务之间环环相扣，衔接紧凑。 3.做到重点突出，形式多样：通过 chant, songs, pair work, group work, games, survey, listening, reading, writing and moral teaching 等形式，围绕 can 的用法及俱乐部的表达进行，让学生在多种形式 的训练下，做到学练结合，充分挖掘学生自身潜能，培养学生自信心和群体意识。综合培养学生的 听、说、读、写能力，并且熟练掌握目标语言的运用，激发学生学习兴趣。 4.对学生进行人格教育。通过在练习的环节设置残疾人的图片，对学生进行人格教育，鼓励学 生大胆追求自己的梦想，坚信只要努力认真地去做每一件事，就会有成功的机会。凡事要尽心、要 努力、要自信，敢于拼搏，勇于挑战！Try to do everything! Believe me. I can fly! Believe me. I can do everything!