【单元教案】人教版PEP英语五年级上册--Unit 4 What can you do 单元教案（6课时）

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The fourth period (第四课时)Part B Let’s try & Let’s talk▶教学内容与目标▶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. 学生能够在情景运用核心句型“—Can you…? —Yes, I can./No, I can’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1.预习本课时的相关内容。2. PPT课件、课文录音、视频、卡片等。Teaching purpose①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。▶教学过程课时教学内容课时教学目标Let’s try·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·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Let’s talk·学生能够理解对话大意·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·学生能够在情景中运用句型“—Can you…? —Yes, I can./No, I can’t.”询问对方能否做什么并作答·学生能够运用核心句型完成连锁问答活动·学生能够在情景中恰当运用功能句“Today we’ll learn some kung fu.”Step 1: Warm-up & Revision & Lead-in① 1. Greetings.2. Enjoy the song—What can you do? (出示课件)3. Play a game: The best partner.(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 “I can…” 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“最佳拍档”的称号。)4. Lead-in.(1) Show some pictures of different kinds of activities, such as wash clothes, play the pipa, draw cartoons, do some kung fu and so on. (出示课件) Point to these pictures one by one and ask students to answer the question “Can you…?” Students may answer “Yes.” or “No.” for each question. Ask students to guess what the teacher can do. After students answer, the teacher says “Yes, I can…/No, I can’t…”(2) After saying “No, I can’t do any kung fu.”, ask students to answer the question “Can you do any kung fu?” Invite several students to stand up and answer this question according to their real situations. Lead them to say the sentences “Yes, I can do some kung fu. / No, I can’t do any kung fu.”T: How about this boy? (课件出示: Mike的图片) Let’s go and have a look!Teaching purpose②通过问题引导学生在听录音之前先预测听力答案，听时抓住关键信息，培养学生的听力技巧，同时让学生对新句型有所感知。Step 2: Presentation1. Let’s try.②(1) Show the picture and the question of “Let’s try”. (出示课件) T: Who is this boy?Ss: He is Mike.T: Wonderful! (Thumb up at the same time.)Ask students to read the question on the PPT. Let students guess the answer. Lead students to say the sentences “Yes, he can do some kung fu. /No, he can’t do any kung fu.”(2) Play the recording of “Let’s try”. (出示课件) Let students try to get the key information like these: It’s kung fu today. It’s cool but I can’t do it.(3) Then play the recording of “Let’s try” again.（出示课件）Let students listen and tick the right answer.Teaching purpose③通过对听力部分进行延伸，进入对话部分的学习，衔接自然巧妙。在学生阅读的同时，抓住合适的时机讲解重点词汇和句型，使学生更容易理解整个对话的内容。(4) Check the answer together. Present the listening material and ask students to read it to help students understand this section. (出示课件) 2. Let’s talk.③(1) Present the chart below on the PPT. Ask the questions “Can Zhang Peng / Mike do any kung fu?” According to the listening of “Let’s try”, lead students to answer together “Zhang Peng can do some kung fu. Mike can’t do any kung fu.”Draw a tick and a cross in the corresponding positions in the chart.Point to the names of John and Oliver and ask “Can John do any kung fu? How about Oliver?” Ask students to guess the answers.(2) Play the video of “Let’s talk”. (出示课件) Let students watch the video to get the answers.Show the answers. (出示课件) Check the answers together. Ask the questions again. Lead students to say “Yes, he can. / No, he can’t.”(3) Show the chart below.Use this chart to help students distinguish the meanings and the usages of “some” and “any”. Stress that “some” is used in positive sentences and “any” is used in interrogative or negative sentences. Stress the word “not” in red colour. Write down “can’t = can not” on the blackboard.(4) Show the first picture of “Let’s talk”. (出示课件) Ask students to observe the picture carefully and answer the question “Who are they?” They may say “They are Sarah, Amy, John, Oliver and…”Ask three questions: ①Who is this man? ②What’s his job? ③What do they have today? Then play the video of the first part of “Let’s talk”. (出示课件) Let three students answer the questions. Lead students to say “The man is Mr Ma. He is a PE teacher. They have PE today.” T: Mr Ma says, “Today we’ll learn some kung fu.” Now we know what they will do in the PE class. How about our English class today? Do you know what we will learn next?Lead students to say “We’ll learn English songs /…” Write down the word “learn” on the blackboard. Lead students to read like this: learn, learn, learn, learn some kung fu, learn English songs…Point to John and ask “Can John do any kung fu?” This time, students can easily answer the question. They may say “Yes, he can.” Thumb up and write down the sentence patterns “—Can you do any kung fu? —Yes, I can.” on the blackboard. Lead students to read the sentence patterns three times.(5) Show the second picture of “Let’s talk”. (出示课件) Ask students to watch the video of the second part. (出示课件) And let students try to answer the questions “Can Oliver do any kung fu? What can Mr Ma do for him?”Ask two students to stand up and answer the questions. Lead students to say “No, he can’t do any kung fu. Mr Ma can help him.” Write down the sentence “No, I can’t.” on the blackboard. Lead students to read the whole sentence patterns.Take out the card of “No problem.”T: Oliver can’t play any kung fu. So Mr Ma says, “No problem. I can help you.” If we can help others, we can say “No problem. I can help you.” Now I need your help. Can you help me put this card on the blackboard?Lead students to say “No problem. I can help you.” Invite the most active student to put up the card on the blackboard. After that, thumb up and say “Wonderful! Thank you!” Write down the word “wonderful” on the blackboard. Tell students that “wonderful” means “Great! Very very good.” Then lead students to read the sentences and the word several times.Teaching purpose④训练学生按照正确的语音、语调及意群朗读对话，并能够进行角色扮演。让学生运用所学的知识完成连锁问答，帮助学生巩固本节课的关键句型。Step 3: Practice④1. Practice the dialogues.(1) Play the recording of “Let’s talk”. (出示课件) Ask students to read the dialogues sentence by sentence after the recording. (2) Let students practice the dialogues in groups.(3) Ask several groups to role-play the dialogues. The group that does a good job can get two stickers.2. Can you do it?(1) Show the word and the phrases in “Can you do it?” (出示课件) Lead students to read them. Encourage students to write more words or phrases in their books, such as dance, play the pipa, play football, make a cake, draw cartoons and so on.(2) Show the pictures of “Can you do it?”（出示课件）Divide students into several groups. Let them ask and answer in a chain as the children do in the pictures. Every question can be used only once. (3) Make a model with some students: T: Can you sing English songs?S1: Yes, I can. Can you cook?S2: No, I can’t. Can you do any kung fu?S3: No, I can’t……(4) Ask two or three groups to show their work. Each student in these groups can get a sticker.Step 4: Consolidation & Extension⑤“Look for a job”Teaching purpose⑤拓展部分为学生创设一个模拟的应聘场景来运用所学语言，既能巩固本课时的重点词汇及句型，也能激发学生不断提高自己、完善自我的决心。(活动说明:准备六张招聘信息卡和若干张应聘信息卡，应聘信息卡数量根据学生人数而定。将学生分为六组，老师将裁剪好的招聘信息卡发给每个组的组长，其他同学得到应聘信息卡。拿到招聘信息卡的学生作为招聘者坐到教室前排，应聘者填好自己的应聘信息卡，走到前面来找工作。招聘者向应聘者提问 “Can you…?”，应聘者根据自己的资料作出回答。找出每轮中最先找到工作的学生，给予一定的奖励。)招聘信息卡内容参考(共六张，每个小组组长只能拿到一张):应聘信息卡内容参考（若干张，一人只能拿到一张）:▶板书设计▶作业设计1. Practice the dialogues. 2. Do the exercises. ▶教学反思1. 整个教学设计坚持以教师为主导，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。▶Teaching Contents & Teaching AimsLet’s try·Be able to predict the dialogue before listening with the help of pictures. Be able to grasp the key information in the process of listening, understand the dialogue and improve their listening abilities. ·Be able to perceive the new sentence patterns aurally and complete the listening task.Let’s talk·Be able to understand the main idea of the dialogues.·Be able to read the dialogues according to the right intonation, pronunciation and sense group, and act them out.·Be able to use the sentence patterns “—Can you...? —Yes, I can./No, I can’t.” in situations to ask if the other person can do something and then answer. ·Be able to use the key sentence patterns to ask and answer in a chain.·Be able to use the functional sentence“Today we’ll learn some kung fu.”in situations.▶Teaching Priorities·Be able to understand the main idea of the dialogues, and be able to read the dialogues according to the right intonation, pronunciation and sense group.·Be able to use the key sentence patterns “—Can you…? —Yes, I can./No, I can’t.” to ask if the other person can do something and then answer. ▶Teaching Difficulties·Be able to use the key sentence patterns to ask if the other person can do something and then answer in real situations.▶Teaching ProceduresTeaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up&Revision&Lead-in1. Greetings.Greetings.Each activity of the warm-up session helps students effectively review the key vocabulary and sentence patterns learned before. Gradually show the key sentence patterns of this lesson. Let students naturally know the theme of this lesson in a relaxing and pleasant way.2. Enjoy the song—What can you do?Enjoy the song—What can you do?3. Play a game: The best partner.Play the game: The best partner. One student says the sentences, and the other one does the actions.4. Lead-in.(1) Show some pictures and ask questions. Ask students to guess what the teacher can do.(2) Ask students to answer the question “Can you do any kung fu?” Lead them to say “Yes, I can do some kung fu. / No, I can’t do any kung fu.”(1) Answer the questions according to real situations. Guess what the teacher can do.(2) Answer the question according to their real situations and say the sentences.Presentation1. Let’s try.(1) Ask students to read the question and guess the answer. (2) Play the recording of “Let’s try”. (3) Play the recording of “Let’s try” again.(4) Check the answer together. Present the listening material.(1) Read the question and guess the answer.(2) Listen and try to get the key information.(3) Listen and tick the right answer. (4) Check the answer together. Read the listening material.Lead students to predict the answer before listening to the recording. Help students perceive the key sentence patterns and develop their listening skills.2. Let’s talk.(1) Show the chart. Ask the questions “Can Zhang Peng/Mike do any kung fu?” Draw a tick and a cross in the corresponding positions in the chart. Ask questions about John and Oliver.(2) Play the video of “Let’s talk”.Show and check the answers. Lead students to say “Yes, he can. / No, he can’t.”(3) Help students distinguish “some” and “any”.(4) Teach the first section of “Let’s talk”.(5) Teach the second section of “Let’s talk”.(1) Answer the questions.(2) Watch the video to get the answers. Check the answers and say sentences.(3) Learn and distinguish the words “some” and “any”.(4) Learn the first section of “Let’s talk”.(5) Learn the second section of “Let’s talk”.By extending the listening section, begin the dialogue section. The transition is natural and clever. While students are reading, grasp the right time to explain the key vocabulary and sentence patterns, so that students can understand the whole dialogue more easily.Practice1. Practice the dialogues.(1) Play the recording and ask students to read the dialogues after the recording. (2) Let students practice the dialogues in groups.(3) Ask several groups to role-play the dialogues.(1) Read the dialogues after the recording. (2) Practice in groups.(3) Role-play the dialogues.Train students to read the dialogues according to the right sense group, pronunciation and intonation, and enable them to role-play.2. Can you do it?(1) Lead students to read the word and the phrases and write more words or phrases.(2) Show the pictures. Let students ask and answer in a chain.(3) Make a model with some students.(4) Ask two or three groups to show their work.(1) Read and write more words or phrases in their books.(2) Ask and answer in a chain as the children do in the pictures.(3) Watch and learn.(4) Show their work.Help students consolidate the key sentence patterns of this lesson by using what they have learned to complete the task.Consolidation&Extension“Look for a job”Prepare some information cards. Explain the rules of the game.Simulate the recruitment scene of the talent market. Look for a job.Create a situation for students to use what they have learned. Help students consolidate the vocabulary and the sentence patterns of this lesson. Inspire students’ determination to improve themselves.Homework1. Practice the dialogues.2. Do the exercises.