教學(xué)步驟：
Step 1 Leading-in (about five minutes)
T: Now boys and girls. Please look at the screen .I'd like to show you one part of a music concert. Please watch it carefully.
T: I like music. Do you like music? Do you want to be a musician? (教師利用多媒體呈現音樂(lè )會(huì )的場(chǎng)面，而且教師尊重學(xué)生的觀(guān)點(diǎn),盡力給每一個(gè)學(xué)生發(fā)言的機會(huì ),創(chuàng )設民主、平等、和諧的氛圍)
S1: I like music very much.
S2: I don’t like music at all.
（但是老師剛開(kāi)始問(wèn)時(shí)，有些學(xué)生不知道musician是何意思）
Step 2 Presentation
1).出示反映各種樂(lè )器的圖片，學(xué)習一些樂(lè )器名詞，并引導學(xué)生運用所學(xué)目標語(yǔ)言談?wù)撟约旱哪芰 can play the drums. I can’t play the guitar. 等等。在學(xué)生將樂(lè )器名詞和圖畫(huà)一一配對后，引導他們進(jìn)行role-playing活動(dòng)，讓三個(gè)學(xué)生到講臺前，老師把事先準備好的小紙條一一交給他們（這些小紙條上分別寫(xiě)著(zhù)play the guitar, play the trumpet, play the violin, play the drums, swim, do Chinese kung fu），然后讓學(xué)生表演，The whole class to guess what’s his or her meaning, 最后完成1a部分的教學(xué)任務(wù)。
（但是有些學(xué)生不敢上去表演并且說(shuō)不上英語(yǔ)）
2). T: OK. Next step we should make a conversation in pairs by using “Can you sing? Can you dance? Can you play the violin?”(Give students about three minutes to prepare)
Then check the answers.主要提問(wèn)中游水平的學(xué)生,并及時(shí)對學(xué)生自己編的對話(huà)給予評價(jià),并加以鼓勵和表?yè)P。
針對一組同學(xué)編造的對話(huà)，接著(zhù)進(jìn)行以下師生對話(huà):
T: Can she play the guitar?
S: No, she can’t.
T: Can he do Chinese kung fu?
S: Yes, he can.
Then ask the students to make up new conversation according to the teacher’s model. Each group only has four students. （在師生之間作示范的基礎上，讓學(xué)生站在第三人稱(chēng)的角度去對他人的能力作一下論述，讓學(xué)生善于抓住用英語(yǔ)進(jìn)行交際的機會(huì )。）
（但是這部分過(guò)度較快，學(xué)生還沒(méi)有掌握操練的知識內容，老師沒(méi)有總結知識點(diǎn)就直接進(jìn)入聽(tīng)力部分，學(xué)生反映不過(guò)來(lái)。）
T: You've done very well. Next, let’s do some listening practice.
3) T: Please listen to the tape. Try your best to fill in the blanks.
S: (Listen to the tape carefully.)
Ask students listen to the tape two times, and then check the result.
Next, listen to the tape again. Students check their answers by themselves.
At last, order them to read the conversation, and try their best to remember it. 在這個(gè)過(guò)程中, 通過(guò)讓不同水平的學(xué)生回答,使得每個(gè)學(xué)生都有成就感。
4）T: Boys and girls, just now we practiced an easy listening practice, next I have a difficult exercise. Do you want to have a try?
S: Yes, I do.
T: Now, please look at the screen. I had prepared some practice for you. When the first time is over, you should finish them. OK?
Ss: OK.
When all the exercises are finished, let them listen to the tape again and repeat. 根據錄音模仿正確的語(yǔ)音語(yǔ)調朗讀課文,培養學(xué)生朗讀能力。
（聽(tīng)力部分做得較好）
Step3 Sing a song
Teacher prepared a song which about: “Can you …? What can you do?” etc.
First, listen to the tape carefully.
Second, students sing after the tape.
When the third time is finished, most of the students can sing the song by themselves.
教師結合本節課所學(xué)內容，引導學(xué)生sing a song, 既能培養他們的自信，又能學(xué)會(huì )靈活運用所學(xué)內容。這時(shí)候的教師就不僅僅是在教英語(yǔ)了。
Step4 Homework:
Make a survey: By using “Can you sing?\Can you dance?\Can you draw? What can you do?” sentences to make a survey in their small groups. Then fill out the form.
在小組中調查同班同學(xué)的愛(ài)好和特長(cháng)，能體現出愛(ài)護同學(xué)，團結同學(xué)意識， 也能增強班級的凝聚力，同時(shí)體現出了作業(yè)布置的開(kāi)放性原則。
板書(shū)設計：
Unit 10 Can you play the guitar?Section B
1. Can you play the guitar? Yes, I can.\No, I can’t.
2. guitar
drums 3. Can he\she play the trumpet?
play the piano Yes, he\she can.
violin No, he\she can’t.
trumpet
通過(guò)觀(guān)看這課件后，本人認為此課件存在一些不足，故設以下教學(xué)設計：
教學(xué)內容
（一）本單元主要是學(xué)習情態(tài)動(dòng)詞can的肯定句、否定句、一般疑問(wèn)句，肯定與否定回答，以及特殊疑問(wèn)句的構成和用法；復習what引導的特殊疑問(wèn)句。復習情態(tài)動(dòng)詞can用于“詢(xún)問(wèn)和談?wù)撃芰Α钡哪繕苏Z(yǔ)言，并掌握情態(tài)動(dòng)詞can的基本用法；能夠運用所學(xué)目標語(yǔ)言表達自己在某一方面所具備的才能。
（二）教學(xué)重、難點(diǎn)及教學(xué)突破：
1）重點(diǎn)：學(xué)會(huì )運用情態(tài)動(dòng)詞can來(lái)詢(xún)問(wèn)和談?wù)撟约旱哪芰Α?/p>
2）語(yǔ)法難點(diǎn)：情態(tài)動(dòng)詞can的構成和使用。
3）教學(xué)突破：Section B重在通過(guò)復習所學(xué)的“詢(xún)問(wèn)和談?wù)撃芰Α钡哪繕苏Z(yǔ)言，學(xué)會(huì )談?wù)摵捅磉_自己或他人在某一方面所具備的能力和才藝，因此給學(xué)生提供一些施展才藝的舞臺和機會(huì )，讓他們在做中說(shuō)、在說(shuō)中做，既能培養他們的自信又能學(xué)會(huì )靈活運用所學(xué)內容。
（三）教學(xué)目標：根據學(xué)生已有的知識基礎,本節課的地位及作用和新課標精神特制定以下教學(xué)目標:
1）知識目標
使學(xué)生掌握并熟練運用下列單詞和短語(yǔ): music, musician, play the violin\trumpet\piano\drums\flute, do Chinese kung fu 句型：Can you sing? Can you dance? What can you do?
2)技能目標
培養學(xué)生能夠運用所學(xué)目標語(yǔ)言表達自己在某一方面所具備的才能
3)情感態(tài)度價(jià)值觀(guān)：Section B的學(xué)習內容貼近學(xué)生的生活，談?wù)摰脑?huà)題是能力。通過(guò)互相詢(xún)問(wèn)或談?wù)撟约夯驅Ψ皆谀骋环矫娴哪芰�，可以培養學(xué)生的一種群體意識。
（四）教師教學(xué)方法的選用：采用Classifying, Role-playing, Comprehending in context和Skimming的學(xué)習策略，利用教學(xué)圖片、幻燈片或制作課件（演奏各種樂(lè )器）等來(lái)展開(kāi)課堂教學(xué)、Pairwork問(wèn)答式的口語(yǔ)交際活動(dòng)或小組活動(dòng)，復習“詢(xún)問(wèn)和談?wù)撃芰Α钡哪繕苏Z(yǔ)言并能靈活運用。
教學(xué)步驟：
Step 1 Leading-in (about five minutes)
T: Now boys and girls. Please look at the screen .I'd like to show you one part of a music concert. Please watch it carefully.
T: I like music. Do you like music? Do you want to be a musician? (利用多媒體呈現某歌星音樂(lè )會(huì )的場(chǎng)面，而且教師必須尊重學(xué)生的觀(guān)點(diǎn),盡力給每一個(gè)學(xué)生發(fā)言的機會(huì ),創(chuàng )設民主、平等、和諧的氛圍，進(jìn)而問(wèn)某歌星是一個(gè)什么人，從而教單詞musicion)
Step 2 Presentation
1).出示反映各種樂(lè )器的圖片，學(xué)習一些樂(lè )器名詞，并引導學(xué)生運用所學(xué)目標語(yǔ)言談?wù)撟约旱哪芰 can play the drums. I can’t play the guitar. 等等。在學(xué)生將樂(lè )器名詞和圖畫(huà)一一配對后，引導他們進(jìn)行role-playing活動(dòng)，讓三個(gè)學(xué)生到講臺前，老師把事先準備好的小紙條一一交給他們（這些小紙條上分別寫(xiě)著(zhù)play the guitar, play the trumpet, play the violin, play the drums, swim, do Chinese kung fu）等，然后讓學(xué)生表演，The whole class to guess what’s his or her meaning, 最后完成1a部分的教學(xué)任務(wù)。老師先示范，然后學(xué)生說(shuō)。
2). T: OK. Next step we should make a conversation in pairs by using “Can you sing? Can you dance? Can you play the violin?”(Give students about three minutes to prepare)
提問(wèn)學(xué)生并及時(shí)對學(xué)生自己編的對話(huà)給予評價(jià),并加以鼓勵和表?yè)P，進(jìn)而導入第三人稱(chēng)he\she\they的用法。
T: Can she play the guitar?
S: No, she can’t.
T: Can he\they do Chinese kung fu?
S: Yes, he \they can.
學(xué)生操練完后，進(jìn)行總結由can引導的疑問(wèn)句的肯定回答和否定回答。然后進(jìn)行一些必要的練習來(lái)鞏固，再進(jìn)入聽(tīng)力部分。
3) T: Please listen to the tape. Try your best to fill in the blanks.
S: (Listen to the tape carefully.)
Ask students listen to the tape two times, and then check the result.
Next, listen to the tape again. Students check their answers by themselves.
At last, order them to read the conversation, and try their best to remember it. 在這個(gè)過(guò)程中, 通過(guò)讓不同水平的學(xué)生回答,使得每個(gè)學(xué)生都有成就感。根據錄音模仿正確的語(yǔ)音語(yǔ)調朗讀課文,培養學(xué)生朗讀能力。
Step 3 Group work (通過(guò)能力競賽，培養學(xué)生團結奮進(jìn)精神)
Divide the students into groups of four and ask them to solve the questions: easy questions and difficult questions.
T: Let’s play a game, shall we? We will see: “Who is the winner?”
Ss: It’s wonderful!
Each “easy” question is only one mark, and every difficult “question” is two marks. They choose the exercise by themselves.
Step4 Homework:
Make a survey: By using “Can you sing?\Can you dance?\Can you draw? What can you do?” sentences to make a survey in their small groups. Then fill out the form.
在小組中調查同班同學(xué)的愛(ài)好和特長(cháng)，能體現出愛(ài)護同學(xué)，團結同學(xué)意識， 也能增強班級的凝聚力，同時(shí)體現出了作業(yè)布置的開(kāi)放型原則。Step5Sing a song
結合本節課所學(xué)內容，引導學(xué)生sing a song, 既能培養他們的自信，又能學(xué)會(huì )靈活運用所學(xué)內容。
板書(shū)設計：
Unit 10 Can you play the guitar?Section B
1. music musician 1. Can you play the guitar?
2. guitar Yes, I can.\No, I can’t.
drums 2. Can he\she\they play the trumpet?
play the piano Yes, he\she \they can.
violin No, he\she\they can’t.
trumpet