topic 2 can you dance or draw?
section a needs 1 period. section a 需用1课时。
本课重点： 1a和3
难点：情态动词can/can’t 的用法。
. aims and demands目标要求。
1. learn the new phrases:
h**e a good time, dance to disco, perform ballet, no way
2. learn the usage of “can ” and“can’t”for ability and inability.
1)i can only sing english songs.
2)what else can you do?
3)can you see the bread? no, i can’t.
3. learn the alternative questions.
can you dance or draw? i can dance. i can do it a little/very well.
. teaching aids 教具。
篮球/吉他或吉他的简笔画/录音机。
. five-finger teaching plan 五指教学方案。
step 1 review 第一步复习(时间：5分钟)
复习动词短语。
复习以前学过的含有play的动词短语。学生四人一组， 列出已学过的动词短语， 看哪一小组写得最多。)
t: work in groups of four. write as many verbal phrases with “play” as you can.
let’s see which group can write out the most phrases. one phrase, one point. now let’s start.
每组写完后， 派一个代表向全班学生汇报， 然后教师把这些动词短语板书在黑板上。)
example:
t: look at the first phrase. let’s talk about it. look at me.
过渡到下一步。)
step 2 presentation 第二步呈现(时间：10分钟)
呈现1a和2，引出can与can’t的用法。
1. (教师出示一个篮球， 引出情态动词can。)
t: what’s this in english?
ss:it’s a basketball.
t: right. i like basketball very much.
i often play it on the playground after school. i can play it very well.
教师做打篮球的动作。)
2. (询问学生最喜欢的体育活动， 引出can’t。)
t: which sport do you like best?
s1: i like football best.
t: great! i like football, too. but i can’t play it. (同时教师做摇头的动作)
can you play football?
s1: yes, i can. i can play it well. (教师可以帮助学生回答。)
板书)3. (教师拿出一把吉他或画一幅吉他的简笔画。)
t: what’s this?
s2: it’s a guitar.
t: i can’t play the guitar. who can play it?
s3: i can.
4. (教师让学生上台表演， 活跃课堂气氛。请学生表演一个跳芭蕾舞或迪斯科的动作，并在黑板上出示相应的简笔画。)
t: what’s he/she doing?
ss: he/she is dancing.
t: aha! he/she can perform ballet/dance to disco.
板书画线部分。)
5. (让学生做2，然后核对答案并表演对话。)
t: look at the picture in 2. fill in the blanks, check the answers and act it out.
6. (下周三是康康的生日， 让学生们讨论自己将要表演的节目。练习can和can’t的用法。)
t: next wednesday is kangkang’s birthday. we plan to h**e a birthday party for him.
i think i can sing an english song at kangkang’s birthday party. talk about what you can do at the party. work in pairs like this:
(教师示意一名学生与之配合作示范练习。)
t: can you sing chinese songs at kangkang’s birthday party?
s1: yes, i can. what about you?
t: i can’t sing chinese songs. but i can sing english songs.
s1: …学生可以借助黑板上的短语和同桌对话。)
t: well done! what can jane and maria do at kangkang’s birthday party?
let’s listen to 1a carefully and answer the questions.
过渡到下一步。)
7. (呈现1a, 并回答有关问题， 了解课文内容。)
1)(设置并板书听力任务。)
t: now, listen to the tape and answer the following questions:
2)(听录音， 回答问题。然后核对答案。)
3)(让学生朗读1a的对话，找出关键词、词组或句型。)
板书)step 3 consolidation 第三步巩固(时间：5分钟)
巩固1a，掌握语音和语调， 表演对话。
1. (教师放1a录音， 让学生跟读， 并用铅笔标出重读与语调。)
t: follow the tape and mark the stress and intonation with your pencil.
2. (教师让学生擦去所标重读与语调， 先自读， 然后跟录音一起读， 逐句核对语音语调。)
t: rub them out, read by yourselves, and then check your pronunciation and intonation sentence by sentence according to the tape. go!
3. (人机对话。)
t: suppose you are maria, listen to jane and make a dialog with her.
4. (利用黑板上的关键词、词组或句型，两人一组表演1a，开展小组竞赛。鼓励学生创新，不必按课本上的顺序。)
t: work in pairs, close your books, look at the blackboard and act out the dialog with your partner. you’d better use your own words.
step 4 practice 第四步练习(时间：15分钟)
练习1b、1c。呈现3。练习选择疑问句。
1. (师生一起口头完成1b，然后让学生完成1c。)
1)(要求学会can和can’t的用法，完成1b)
t: now, boys and girls. let’s talk about what jane and maria can do at kangkang’s birthday party.
what can jane do at the party?
ss: she can sing english songs, dance to disco and play the guitar.
t: what about maria?
ss: she can play the piano, sing chinese songs and perform ballet.
t: what can’t jane do at the party?
ss: she can’t sing chinese songs.
2)(让学生完成1c。进一步掌握运用can和can’t，将语言学习运用到现实生活中。)
t: if you are at a party, what can you do? work in pairs.
compare your answer with your partner’s.
2. (练习选择疑问句，完成3。)
1)(呈现并练习选择疑问句。)
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