教学步骤：
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? (教师利用多媒体呈现音乐会的场面，而且教师尊重学生的观点,尽力给每一个学生发言的机会,创设民主、平等、和谐的氛围)
S1: I like music very much.
S2: I don’t like music at all.
（但是老师刚开始问时，有些学生不知道musician是何意思）
Step 2 Presentation
1).出示反映各种乐器的图片，学习一些乐器名词，并引导学生运用所学目标语言谈论自己的能力I can play the drums. I can’t play the guitar. 等等。在学生将乐器名词和图画一一配对后，引导他们进行role-playing活动，让三个学生到讲台前，老师把事先准备好的小纸条一一交给他们（这些小纸条上分别写着play the guitar, play the trumpet, play the violin, play the drums, swim, do Chinese kung fu），然后让学生表演，The whole class to guess what’s his or her meaning, 最后完成1a部分的教学任务。
（但是有些学生不敢上去表演并且说不上英语）
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.主要提问中游水平的学生,并及时对学生自己编的对话给予评价,并加以鼓励和表扬。
针对一组同学编造的对话，接着进行以下师生对话:
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. （在师生之间作示范的基础上，让学生站在第三人称的角度去对他人的能力作一下论述，让学生善于抓住用英语进行交际的机会。）
（但是这部分过度较快，学生还没有掌握操练的知识内容，老师没有总结知识点就直接进入听力部分，学生反映不过来。）
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. 在这个过程中, 通过让不同水平的学生回答,使得每个学生都有成就感。
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. 根据录音模仿正确的语音语调朗读课文,培养学生朗读能力。
（听力部分做得较好）
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.
教师结合本节课所学内容，引导学生sing a song, 既能培养他们的自信，又能学会灵活运用所学内容。这时候的教师就不仅仅是在教英语了。
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.
在小组中调查同班同学的爱好和特长，能体现出爱护同学，团结同学意识， 也能增强班级的凝聚力，同时体现出了作业布置的开放性原则。
板书设计：
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
通过观看这课件后，本人认为此课件存在一些不足，故设以下教学设计：
教学内容
（一）本单元主要是学习情态动词can的肯定句、否定句、一般疑问句，肯定与否定回答，以及特殊疑问句的构成和用法；复习what引导的特殊疑问句。复习情态动词can用于“询问和谈论能力”的目标语言，并掌握情态动词can的基本用法；能够运用所学目标语言表达自己在某一方面所具备的才能。
（二）教学重、难点及教学突破：
1）重点：学会运用情态动词can来询问和谈论自己的能力。
2）语法难点：情态动词can的构成和使用。
3）教学突破：Section B重在通过复习所学的“询问和谈论能力”的目标语言，学会谈论和表达自己或他人在某一方面所具备的能力和才艺，因此给学生提供一些施展才艺的舞台和机会，让他们在做中说、在说中做，既能培养他们的自信又能学会灵活运用所学内容。
（三）教学目标：根据学生已有的知识基础,本节课的地位及作用和新课标精神特制定以下教学目标:
1）知识目标
使学生掌握并熟练运用下列单词和短语: 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)技能目标
培养学生能够运用所学目标语言表达自己在某一方面所具备的才能
3)情感态度价值观：Section B的学习内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。
（四）教师教学方法的选用：采用Classifying, Role-playing, Comprehending in context和Skimming的学习策略，利用教学图片、幻灯片或制作课件（演奏各种乐器）等来展开课堂教学、Pairwork问答式的口语交际活动或小组活动，复习“询问和谈论能力”的目标语言并能灵活运用。
教学步骤：
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? (利用多媒体呈现某歌星音乐会的场面，而且教师必须尊重学生的观点,尽力给每一个学生发言的机会,创设民主、平等、和谐的氛围，进而问某歌星是一个什么人，从而教单词musicion)
Step 2 Presentation
1).出示反映各种乐器的图片，学习一些乐器名词，并引导学生运用所学目标语言谈论自己的能力I can play the drums. I can’t play the guitar. 等等。在学生将乐器名词和图画一一配对后，引导他们进行role-playing活动，让三个学生到讲台前，老师把事先准备好的小纸条一一交给他们（这些小纸条上分别写着play the guitar, play the trumpet, play the violin, play the drums, swim, do Chinese kung fu）等，然后让学生表演，The whole class to guess what’s his or her meaning, 最后完成1a部分的教学任务。老师先示范，然后学生说。
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)
提问学生并及时对学生自己编的对话给予评价,并加以鼓励和表扬，进而导入第三人称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.
学生操练完后，进行总结由can引导的疑问句的肯定回答和否定回答。然后进行一些必要的练习来巩固，再进入听力部分。
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. 在这个过程中, 通过让不同水平的学生回答,使得每个学生都有成就感。根据录音模仿正确的语音语调朗读课文,培养学生朗读能力。
Step 3 Group work (通过能力竞赛，培养学生团结奋进精神)
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.
在小组中调查同班同学的爱好和特长，能体现出爱护同学，团结同学意识， 也能增强班级的凝聚力，同时体现出了作业布置的开放型原则。Step5Sing a song
结合本节课所学内容，引导学生sing a song, 既能培养他们的自信，又能学会灵活运用所学内容。
板书设计：
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