一、單元總攬

（一）單元教學(xué)內(nèi)容

話題： Can you play the guitar?

功能：（1）談?wù)撃芰?/p>

（2）辨別樂(lè)器

語(yǔ)言結(jié)構(gòu)：

1、句型：Can you dance? Yes, I can. No, I can’t. What club do you want to join? I want to join the music club. What can you do? I can play the piano.

2、復(fù)習(xí)已學(xué)詞匯：basketball volleyball

復(fù)習(xí)已學(xué)句型：Do you like…? I like…. I don’t like….

Let’s ….

3、新詞匯：Verbs of activity such as dance, swim, sing

Names of musical instruments such as guitar, drums, piano, drums, trumpet,

4、Grammar focus: Can you dance? Yes, I can. / No, I can’t.

Can he paint? Yes, he can. /No, he can’t.

Can she speak English? Yes, she can. / No, she can’t.

Can you speak English? Yes, we can. / No, we can’t.

What club do you want to join? We want to join the chess club.

I want to join the basketball club.

（二）單元教學(xué)目標(biāo)：

1、能力目標(biāo)：（1）學(xué)會(huì)詢問(wèn)別人所擁有的技能

（2）根據(jù)相關(guān)信息表達(dá)自己所掌握的技能和意愿，想?yún)⒓雍畏N類型的俱樂(lè)部

（3）能夠表達(dá)自己參加俱樂(lè)部的意愿和理由

2、知識(shí)目標(biāo)：（1）能聽(tīng)說(shuō)讀寫(xiě)課文中出現(xiàn)大綱要求掌握的單詞

（2）要知道play +球、棋、牌

play ＋the +樂(lè)器

（3）要學(xué)會(huì)情態(tài)動(dòng)詞can的用法及其一般疑問(wèn)句型的肯定和否定回答

（4）掌握詢問(wèn)別人所掌握的能力的方法

3、情感策略、文化等有關(guān)目標(biāo)：

（1）通過(guò)對(duì)人物個(gè)性化的了解，認(rèn)識(shí)對(duì)方

（2）跨學(xué)科學(xué)習(xí)：語(yǔ)言藝術(shù)、審美教育

（3）了解自己的能力，培養(yǎng)情操

4、教學(xué)方法：直觀教學(xué)法、情景教學(xué)、任務(wù)型教學(xué)法

5、教學(xué)用具：錄音機(jī)、電腦、卡通圖片

（三）單元重難點(diǎn)

1、 本單元重點(diǎn)學(xué)習(xí)詢問(wèn)別人的能力

2、情態(tài)動(dòng)詞can及動(dòng)詞play教學(xué)是本單元的難點(diǎn)

（四）單元教學(xué)課時(shí)安排建議（4課時(shí)）

第一課時(shí) Section A

第二課時(shí) Section A

第三課時(shí) Section B

第四課時(shí) Self-check及處理一些練習(xí)冊(cè)

二、Teaching Procedures

Period 1:Section A1a –1c

Additional materials to bring to class

Harmonica and guitar or other two musical instruments to use in the language goal section

PowerPoint with pictures of basketball, volleyball and some music instruments.

Step 1 Revision and lead in

The teacher says I like basketball. Then asks: Do you like basketball/ volleyball? Do you want to join a basketball club?

Step 2 Presentation

Ask the students to look at the pictures of Page 59 , there are some clubs in it. Let’s look at the clubs. What are they? They are art club, English club, chess club, swimming club and music club. What club do you want to join? Help the students to answer I want to join the art club and so on.

If the school has clubs, the teacher can ask the students: What clubs do we have in our school?

The teacher writes What club do you want to join? I want to join… on the blackboard. Ask the students to practice it.

Then introduces the key vocabularies and the words can and can’t.

The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can. No, I can’t. Then repeat with other actions or pictures, such as play volleyball.

Show the students the activities the people in each club can do with the same step.

Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action. Or we can use the PowerPoint to help us to show the students what we can do. The teacher can ask the students to practice the following dialogues with can.

Can you dance? Yes, I can. / No, I can’t.

Can he paint? Yes, he can. /No, he can’t.

Can she speak English? Yes, she can. / No, she can’t.

Can you speak English? Yes, we can. / No, we can’t.

Can you play it well? Yes, I can. / No, I can’t.

Do the action and read the new words and phrases.

Ask the students to practice can and can’t. Ask the students to practice can you play it well?

At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard. Ask the students to read after the teacher.

Step 3 A game

To be more familiar with the words and phrases, the teacher can organize a game like this:

Write the words and phrases on pieces of paper. Ask one of the students come to the front and choose one of the paper, then do the action. Ask other students to guess what he or she can do. Then exchange.

Step 4 Exercise

Task 1:

Look at the pictures on Page 59.1a. Points to the activities the people in each club are doing. Say something about each club’s activity clearly. For example, This is a chess club. See the chess? They are playing chess.

Ask the students to match each club activity in the picture with a word from the list. For example: A can dance, so we can write “a” beside dance.

The answers are: 1.dance a 2. swim e 3. sing f 4. play chess b 5. paint d 6. speak English c 7.play the guitar g

Task 2.

Say each conversation with a student in Part 1a. After doing this, play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear. Point out the sample answer. The answers are 2, 3, 1.

Task 3

1c.Say the sample conversations. Have students repeat. Then ask students to practice the conversations in pairs. Ask them to use the vocabulary from 1a. As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.

After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.

Step 5 Homework

Task1: workbook Page 38 Part 1, 2,

Task 2.: fill in the form. Write down three things you can do and three things you can not do.

I can I can’t

The second period: 2c-4

Step1 Revision

Task 1:Ask the students to revise the names of the clubs they have learnt. Do the actions and ask the students what the thing is.

Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.

Step 2 Presentation:

Task1: （Listening practice）

2a. Ask the students to read the context in 2a on Page 60. Ask one student to read the clubs in the box. And ask another two students to read the dialogue. Ask all of them to listen to the recording carefully, circle the clubs they hear. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to circle the club they hear from the recording. The answers are: English club, music club and chess club. And then ask the students to repeat the dialogue.

Task 2（Listening practice）

2b. Ask the students to look at the dialogues of 2b on the right. Ask them if they can fill in the blanks directly. Play the recording the first time. Students only listen. Play the recording a second time. This time ask the students to fill in the blanks with the words they hear from the recording. The answers are: do , to , want, club, play, can’t. Then ask the students to listen and repeat the dialogue.

Task 3

3a. Ask the students to put the conversation in order. The first one is given. The right order is 2,3, 1, 4.

Step3 Survey

After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers. Some of the students may say I don’t know.

3b.Page 61 the left part and 2c on Page 60

The teacher asks the students make a survey, and fill in the blanks.

Name Can Play well or not Can’t club why

I

Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc. the teacher goes round the classroom , gives help if necessary.

Ask some groups of students to act out their dialogue.

Step4 Oral practice

3b. Page 61.the right part

Ask the students to share the information they got from their friends. Help the students with he or she wants to join the music club.

Example: I am Lisa, I can sing, but I cannot sing well. I can swim. I think it is hard. I want to join the swimming club. My friend Tom can play the guitar but he can’t play it well. And he can’t play chess. He wants to join the chess club. He thinks it is interesting. He wants to learn it. If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.

Step 4: Homework:

Task 1:

4 group work:

Suppose you are a boss, you want to get some good workers. How to write an advertisement.

Focus students on the advertisement. Elicit the kind of personal qualities that would be good for the job, eg. A good teacher, a good swimmer, and write them on the board. Then elicit questions from the qualities on the board. eg. Can you teach children? Can you help kids with swimming?

Divide the class into small groups and have them take turns interviewing each other for the job.

Walk round the class offering language support as needed.

Practice Can you help kids with…? Pay more attention to the things after “with”. Eg

Can you help kids with swimming/ chess/ playing chess/ singing?

For feedback, ask students if they have found someone for the job. Why? What can they do? Why not? What can’t they do?

Homework: Workbook Page 39. Part 3, 4.

The third period: Section B 1a-3b.

Step 1 Revision

Task 1.Ask some questions about can you …? What club do you want to join?

Task 2: ask the students to give the ad. Four students a group. Ask one of them to be the boss. And others are the interviewees. Guide them to use kids, can you help the kids with …?

Step 2 Presentation

1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B. Page 2.）

The music instruments are guitar, trumpet, drums, violin and piano.

Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.

Ask the students to match the words with the pictures on Page 62 of the book.

The right answers are 3, 1, 4, 5, 2

Step 3 Practice

1b. ask the students to ask and answer questions about the instruments with the help of the PowerPoint. （PowerPoint Can you play the guitar B. Page 5.）

They can ask and answer the questions like this. The teacher goes round the class and gives help if necessary.

Can you play the guitar? Yes, I can.

Can you play it well? No, I can’t.

Can he play the violin? Sorry, I don’t know.

Can she play the drums? Yes, she can . She can play it well.

After the practice, the teacher can ask some pairs to act it out in the front. And the students answer the questions of the teacher after listening to the dialogue.

Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English. Mix with playing the guitar, playing the violin, playing the drums. Tell the students there are something differences between playing chess and playing the guitar. Ask them to pay attention to it. （PowerPoint Can you play the guitar B. Page 6.）

Then ask more pairs to act the dialogues out in front of the class.

Step 3 Listening Practice

2a and 2b. Ask the students to read the words in the box first and ask them to listen to the recording for the first time. And play it for the second time and ask the students to circle the words they hear. The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B. Page7、8.）

With the same step, ask the students to do the exercise of 2b. Fill in the chart with the words in the box. Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on.

person can Can’t

Bill Play the guitar sing

Jennifer Sing, play the drums Play the piano

Victor Play the piano Sing, dance

Step 4 Pair work

2c. Ask the students to read the information in the box. And do the pair work to tell what Bill, Jennifer and Victor can and can’t do.

They can practice it like this:

A: Can Bill play chess?

B: No, he can’t. But he can play the guitar. And he can play it well.

A: Can Bill dance?

B: No, he can’t. But he can sing. And he can sing very well.

Ask the students to work in groups. Ask and answer like this:

-What can you do?

-I can…,but I can’t…

（I can…and…, but I can’t…or…）（PowerPoint Can you play the guitar B. Page 9.）

Then act it out in front. If you can ,you must show（展示）it for your classmates.

3a. Ask the students to read the ad from the school magazine. The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B. Page 10.）Ask the students to underline the things they want people to do for the school music festival. Ask the students to read once more and think about whether he or she can be the musician.

3b. ask the students to complete the following poster with the words in the box. They can use 3a for help.（PowerPoint Can you play the guitar B. Page 11.）

The answers are: play, guitar, Can, sing, Can, play, drums.

Homework:

Task 1:

3c. Ask the students to write their own poster for a sports day. The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on. New and more information can be given to the students and they can also look up in the dictionary. They can also demonstrate their poster.

Task 2:

workbook Page 40-41 Part 5, 6

The four period：Self –Check

Step1 Revision

Ask several students to read the poster out. Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.

Ask the students to say something about their friends. Let’s see what their friends can do for the school show.

Step2 Words check

1 and 2

Ask the students to see if they know the words on Page 64 Part 1.

Ask students to check all the words they know. You may wish to have them circle any words that they don’t know.

Ask students to find out the meaning of any words they don’t know. They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary.

They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica

Step 3 Writing

3. Ask the students to read the conversation. Ask them who is asking the conversation（a student and the teacher on charge of the art club）

Ask the students to fill in the card individually.

The answers are: Cindy Jones, 12, cindyj@pep.com.cn I can draw a little. I want to learn about art.

Step 4 Check the homework.

Just for fun!

Ask a student to read what the man is asking the drummer. Ask students: can they play the drums? Guide them to answer: No, he can’t. Then ask, can he play the guitar? Allow the students to guess. Yes, he can. / No, he can’t.

Step 5 Group work（Page 63）

4. There is a school show in the music room on Sunday. The time is 6:00. What can you do? What can your friends do? Ask one of the students to read the chart. Ask another students to read the example in the speech bubbles. Explain that students must fine people for the school show and write their name s in the chart.

Name What can you do ?

Li Xin Chinese Kung Fu

Then ask the students to give us a report like this. I can do Chinese kung fu for the music show. My friend Wang Ming can….

Culture note

Kung Fu . The term Kung Fu can be used for the many martial arts native to China. More than 300 styles are registered with the Chinese government. Different spellings are Gung Fu and Gong Fu. In everyday language, gong fu is excellence achieved through long practice in any endeavor. A more correct word for describing Chinese martial arts is Wushu. Using Kung Fu to describe Chinese martial arts is more common outside China. Chinese martial arts have spawned popularized genre of action movie. The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films. Their movies are often called Kung Fu movies.

Homework

Task 1:Workbook Page 41 Part 7 Writing

Task2: make an interview. What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class.