PEP五年级上册Unit 4What can you do 第4课时6页

ThefourthperiodPartBLet’stry&Let’stalk内容分析本单元学习的主题是文娱活动。教学内容主要是围绕着“Whatcanyoudo?”的话题展开。教学重点是学生能够运用核心句型“—Canyou…?—Yes,Ican./No,Ican’t.”询问对方能否做什么并作答。课时目标知识与能力1.学生能够借助图片，听前预测对话内容，听时抓住关键信息，能够听懂简短对话，提高听的能力。2.学生能够对新句型在听觉上有所感知，并完成听录音选择正确选项的活动。3.学生能够按照正确的语音、语调及意群朗读对话，并能够进行角色扮演。4.学生能够在情景中运用句型“—Canyou…?—Yes,Ican./No,Ican’t.”询问对方能否做什么并作答。5.学生能够运用核心句型完成连锁问答活动。6.学生能够在情景中恰当运用功能句“Todaywe’lllearnsomekungfu.”过程与方法掌握利用现实场景进行所学知识练习强化的英语学习方法。情感态度价值观通过游戏的方式，增加学生对学习的兴趣，提高学生英语口语表达水平。教学重难点教学重点1.学生能够理解对话大意，并能够按照正确的语音、语调及意群朗读对话。2.学生能够运用核心句型“—Canyou…?—Yes,Ican./No,Ican’t.”询问对方能否做什么并作答。教学难点学生能够在真实情景中运用核心句型询问对方能否做什么并作答。教学准备教学课件、课文视频等。教学媒体选择多媒体，录音。教学活动1.角色扮演；2.游戏；3.观看动画。,教学过程Step1:Warm-up&Revision&Lead-in1.Greetings.2.Enjoythesong—Whatcanyoudo?(出示课件)3.Playagame:Isayandyoudo.(游戏说明:全班分为六个小组，每个小组随机抽选两位学生上讲台参加游戏。一位学生用“Ican…”说一句话，另一位学生迅速表演出相应的动作。六对学生表演完之后，全班一起评选出配合最默契的一对学生，奖励他们获得“最佳拍档”的称号。)4.Lead-in.(1)Showsomepicturesofdifferentkindsofactivities,suchaswashclothes,playthepipa,drawcartoons,dosomekungfuandsoon.(出示课件)Pointtothesepicturesonebyoneandaskstudentstoanswerthequestion“Canyou…?”Studentsmayanswer“Yes.”or“No.”foreachquestion.Askstudentstoguesswhattheteachercando.Afterstudentsanswer,theteachersays“Yes,Ican…/No,Ican’t…”(2)Aftersaying“No,Ican’tdoanykungfu.”,askstudentstoanswerthequestion“Canyoudoanykungfu?”Inviteseveralstudentstostandupandanswerthisquestionaccordingtotheirrealsituations.Leadthemtosaythesentences“Yes,Icandosomekungfu./No,Ican’tdoanykungfu.”T:Howaboutthisboy?Let’sgoandhavealook!(课件出示:Mike的图片)设计意图：热身环节的每一个活动都有效地帮助学生复习之前学过的重点词汇和句型，同时逐步融入本课的重点句型，使学生在轻松愉悦的活动中自然而然地进入本课主题。Step2:Presentation1.Let’stry.(1)Showthepictureandthequestionof“Let’stry”.(出示课件)T:Whoisthisboy?Ss:HeisMike.T:Wonderful!(Thumbupatthesametime.)AskstudentstoreadthequestiononthePPT.Letstudentsguesstheanswer.Leadstudentstosaythesentences“Yes,hecandosomekungfu./No,hecan’tdoanykungfu.”(2)Playtherecordingof“Let’stry”.(出示课件)Letstudentstrytogetthekeyinformationlikethese:It’skungfutoday.It’scoolbutIcan’tdoit.(3)Thenplaytherecordingof“Let’stry”again.（出示课件）Letstudentslistenandticktherightanswer.,(4)Checktheanswertogether.Presentthelisteningmaterialandaskstudentstoreadittohelpstudentsunderstandthissection.(出示课件)2.Let’stalk(1)PresentthechartbelowonthePPT.Askthequestions“CanZhangPeng/Mikedoanykungfu?”Accordingtothelisteningof“Let’stry”,leadstudentstoanswertogether“ZhangPengcandosomekungfu.Mikecan’tdoanykungfu.”Drawatickandacrossinthecorrespondingpositionsinthechart.PointtothenamesofJohnandOliverandask“CanJohndoanykungfu?HowaboutOliver?”Askstudentstoguesstheanswers.(2)Playthevideoof“Let’stalk”.(出示课件)Letstudentswatchthevideotogettheanswers.Showtheanswers.(出示课件)Checktheanswerstogether.Askthequestionsagain.Leadstudentstosay“Yes,hecan./No,hecan’t.”(3)Showthechartbelow.Usethischarttohelpstudentsdistinguishthemeaningsandtheusagesof“some”and“any”.Stressthat“some”isusedinpositivesentencesand“any”isusedininterrogativeornegativesentences.Stresstheword“not”inredcolour.Writedown“can’t=cannot”ontheblackboard.(4)Showthefirstpictureof“Let’stalk”.(出示课件)Askstudentstoobservethepicturecarefullyandanswerthequestion“Whoarethey?”Theymaysay“TheyareSarah,Amy,John,Oliverand…”Askthreequestions:①Whoisthisman?②What’shisjob?③Whatdotheyhavetoday?Thenplaythevideoofthefirstpartof“Let’stalk”.(出示课件)Letthreestudentsanswerthequestions.Leadstudentstosay“ThemanisMrMa.HeisaPEteacher.TheyhavePEtoday.”T:MrMasays,“Todaywe’lllearnsomekungfu.”NowweknowwhattheywilldointhePEclass.HowaboutourEnglishclasstoday?Doyouknowwhatwewilllearnnext?Leadstudentstosay“We’lllearnEnglishsongs/…”Writedowntheword“learn”ontheblackboard.Leadstudentstoreadlikethis:learn,learn,learn,learnsomekungfu,learnEnglishsongs…,PointtoJohnandask“CanJohndoanykungfu?”Thistime,studentscaneasilyanswerthequestion.Theymaysay“Yes,hecan.”Thumbupandwritedownthesentencepatterns“—Canyoudoanykungfu?—Yes,Ican.”ontheblackboard.Leadstudentstoreadthesentencepatternsthreetimes.(5)Showthesecondpictureof“Let’stalk”.(出示课件)Askstudentstowatchthevideoofthesecondpart.(出示课件)Andletstudentstrytoanswerthequestions“CanOliverdoanykungfu?WhatcanMrMadoforhim?”Asktwostudentstostandupandanswerthequestions.Leadstudentstosay“No,hecan’tdoanykungfu.MrMacanhelphim.”Writedownthesentence“No,Ican’t.”ontheblackboard.Leadstudentstoreadthewholesentencepatterns.Takeoutthecardof“Noproblem.”T:Olivercan’tplayanykungfu.SoMrMasays,“Noproblem.Icanhelpyou.”Ifwecanhelpothers,wecansay“Noproblem.Icanhelpyou.”NowIneedyourhelp.Canyouhelpmeputthiscardontheblackboard?Leadstudentstosay“Noproblem.Icanhelpyou.”Invitethemostactivestudenttoputupthecardontheblackboard.Afterthat,thumbupandsay“Wonderful!Thankyou!”Writedowntheword“wonderful”ontheblackboard.Tellstudentsthat“wonderful”means“Great!Veryverygood.”Thenleadstudentstoreadthesentencesandthewordseveraltimes.Step3:Practice1.Practicethedialogue.(1)Playtherecordingof“Let’stalk”.(出示课件)Askstudentstoreadthedialoguesentencebysentenceaftertherecording.(2)Letstudentspracticethedialogueingroups.(3)Askseveralgroupstorole-playthedialogue.Thegroupthatdoesagoodjobcangettwostickers.2.Canyoudoit?(1)Showthewordandthephrasesin“Canyoudoit?”(出示课件)Leadstudentstoreadthem.Encouragestudentstowritemorewordsorphrasesintheirbooks,suchasdance,playthepipa,playfootball,makeacake,drawcartoonsandsoon.(2)Showthepicturesof“Canyoudoit?”（出示课件）Dividestudentsintoseveralgroups.Letthemaskandanswerinachainasthechildrendointhepictures.Everyquestioncanbeusedonlyonce.(3)Makeamodelwithsomestudents:T:CanyousingEnglishsongs?S1:Yes,Ican.Canyoucook?S2:No,Ican’t.Canyoudoanykungfu?S3:No,Ican’t…,…(4)Asktwoorthreegroupstoshowtheirwork.Eachstudentinthesegroupscangetasticker.Step4:Consolidation&ExtensionPlayagame——“Iwantyou!”(活动说明:首先选出六名学生，询问他们未来想要从事的工作，六人不同最好。划定他们的身份为领导者。铺设情景，即他们要在他们自己喜欢的领域做出一番事业，现在他们要去寻找与自己的目标一致，且具备相关技能的人。要求六位领导者在卡片上写下自己需要的人的所需的技能。随后，教师根据六名学生的需求，向同学们描述这六个方向，其他同学在纸上写下“Icando...”每人限三条。随后，六位领导者分别阐述自己带队要从事的工作，并每人可以询问10名学生“Whatcanyoudo?”，学生回答后，六名同学根据回答决定是否是自己队伍需要的人，如果需要，回答“Iwantyou.”游戏最后，老师根据各小组选到的人数多少和工作匹配程度来评出第一名，老师给予一定的奖励。)板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思1.坚持以教师为主导，以学生为主体，以活动为主线，引导学生自主探究，培养学生的学习能力。2.在听力活动和学习对话之前，都让学生对所学内容进行了预测。给出问题，让学生带着问题去听听力、阅读对话，使学生的学习目的明确。3.本课时各环节的设计循序渐进，环环相扣，让学生们很自然地跟随节奏，掌握新知。,4.为学生创设真实的场景，让学生在真实的场景里运用并体会所学的词汇和句型。5.板书简洁清晰，重点突出，一目了然。