教學步驟：
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會的場面，而且教師尊重學生的觀點,盡力給每一個學生發言的機會,創設民主、平等、和諧的氛圍)
S1: I like music very much.
S2: I don’t like music at all.
（但是老師剛開始問時，有些學生不知道musician是何意思）
Step 2 Presentation
1).出示反映各種樂器的圖片，學習一些樂器名詞，并引導學生運用所學目標語言談論自己的能力I can play the drums. I can’t play the guitar. 等等。在學生將樂器名詞和圖畫一一配對后，引導他們進行role-playing活動，讓三個學生到講臺前，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著play the guitar, play the trumpet, play the violin, play the drums, swim, do Chinese kung fu），然后讓學生表演，The whole class to guess what’s his or her meaning, 最后完成1a部分的教學任務。
（但是有些學生不敢上去表演并且說不上英語）
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.主要提問中游水平的學生,并及時對學生自己編的對話給予評價,并加以鼓勵和表揚。
針對一組同學編造的對話，接著進行以下師生對話:
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，讓學生站在第三人稱的角度去對他人的能力作一下論述，讓學生善于抓住用英語進行交際的機會。）
（但是這部分過度較快，學生還沒有掌握操練的知識內容，老師沒有總結知識點就直接進入聽力部分，學生反映不過來。）
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. 在這個過程中, 通過讓不同水平的學生回答,使得每個學生都有成就感。
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音語調朗讀課文,培養學生朗讀能力。
（聽力部分做得較好）
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內容，引導學生sing a song, 既能培養他們的自信，又能學會靈活運用所學內容。這時候的教師就不僅僅是在教英語了。
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的愛好和特長，能體現出愛護同學，團結同學意識， 也能增強班級的凝聚力，同時體現出了作業布置的開放性原則。
板書設計：
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
通過觀看這課件后，本人認為此課件存在一些不足，故設以下教學設計：
教學內容
（一）本單元主要是學習情態動詞can的肯定句、否定句、一般疑問句，肯定與否定回答，以及特殊疑問句的構成和用法；復習what引導的特殊疑問句。復習情態動詞can用于“詢問和談論能力”的目標語言，并掌握情態動詞can的基本用法；能夠運用所學目標語言表達自己在某一方面所具備的才能。
（二）教學重、難點及教學突破：
1）重點：學會運用情態動詞can來詢問和談論自己的能力。
2）語法難點：情態動詞can的構成和使用。
3）教學突破：Section B重在通過復習所學的“詢問和談論能力”的目標語言，學會談論和表達自己或他人在某一方面所具備的能力和才藝，因此給學生提供一些施展才藝的舞臺和機會，讓他們在做中說、在說中做，既能培養他們的自信又能學會靈活運用所學內容。
（三）教學目標：根據學生已有的知識基礎,本節課的地位及作用和新課標精神特制定以下教學目標:
1）知識目標
使學生掌握并熟練運用下列單詞和短語: 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
培養學生能夠運用所學目標語言表達自己在某一方面所具備的才能
3)情感態度價值觀：Section B的學習內容貼近學生的生活，談論的話題是能力。通過互相詢問或談論自己或對方在某一方面的能力，可以培養學生的一種群體意識。
（四）教師教學方法的選用：采用Classifying, Role-playing, Comprehending in context和Skimming的學習策略，利用教學圖片、幻燈片或制作課件（演奏各種樂器）等來展開課堂教學、Pairwork問答式的口語交際活動或小組活動，復習“詢問和談論能力”的目標語言并能靈活運用。
教學步驟：
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會的場面，而且教師必須尊重學生的觀點,盡力給每一個學生發言的機會,創設民主、平等、和諧的氛圍，進而問某歌星是一個什么人，從而教單詞musicion)
Step 2 Presentation
1).出示反映各種樂器的圖片，學習一些樂器名詞，并引導學生運用所學目標語言談論自己的能力I can play the drums. I can’t play the guitar. 等等。在學生將樂器名詞和圖畫一一配對后，引導他們進行role-playing活動，讓三個學生到講臺前，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著play the guitar, play the trumpet, play the violin, play the drums, swim, do Chinese kung fu）等，然后讓學生表演，The whole class to guess what’s his or her meaning, 最后完成1a部分的教學任務。老師先示范，然后學生說。
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)
提問學生并及時對學生自己編的對話給予評價,并加以鼓勵和表揚，進而導入第三人稱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.
學生操練完后，進行總結由can引導的疑問句的肯定回答和否定回答。然后進行一些必要的練習來鞏固，再進入聽力部分。
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. 在這個過程中, 通過讓不同水平的學生回答,使得每個學生都有成就感。根據錄音模仿正確的語音語調朗讀課文,培養學生朗讀能力。
Step 3 Group work (通過能力競賽，培養學生團結奮進精神)
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的愛好和特長，能體現出愛護同學，團結同學意識， 也能增強班級的凝聚力，同時體現出了作業布置的開放型原則。Step5Sing a song
結合本節課所學內容，引導學生sing a song, 既能培養他們的自信，又能學會靈活運用所學內容。
板書設計：
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