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Unit4 What can you do_ （教学设计）人教PEP版英语五年级上册
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这是一份Unit4 What can you do_ （教学设计）人教PEP版英语五年级上册，共5页。
第四课时一、课时内容教科书第42页： A. Let’s learn write and say 二、课时分析本课时的内容围绕着"What can you do?"这个话题展开，包括"Let’s learn"和"Write and say"两个板块。在"Let’s learn"板块中，重点学习单词和词组。通过五幅图片呈现了不同的文娱活动，以及对应的词组：swim, speak English, cook, play basketball, play ping-pong。通过Zip和Zoom的对话，展示了含有情态动词"can"的一般疑问句及其答语，例如："Can you swim?" "Yes, I can. I can do kung fu, too."教师引导学生替换不同的单词或短语进行问答训练，以巩固对重点词句的掌握。"Write and say"板块是重点句型的专项训练。通过呈现一个“能”与“不能”的表格，学生根据Sarah的自我介绍，填写表格中的内容。左表列出了"会做得事情"，右表列出了"不会做的事情"。通过填表的训练，学生可以区分含有"can"的肯定句和含有"can’t"的否定句。学生根据自己的实际情况，与同学们交流，介绍自己会做的事情和不会做的事情，从而锻炼了表达能力，提高了对"can"和"can’t"的辨识能力。此外，教师鼓励学生在课余时间多学习文娱活动，拓展兴趣爱好，提高多方面的素质能力。本课时的内容对学生来说非常吸引人，因为它涉及到他们日常生活中经常做的事情。为了激发学生的兴趣，教师可以准备相关的图片和动画微视频，以多个感官刺激学习。在巩固所学内容方面，可以设计趣味游戏，如猜谜语活动和小声传话游戏，以检验学生的表达和感知能力。通过自我介绍的方式，培养学生区分"can"和"can’t"不同句式的能力，鼓励学生用英语进行交流，提高他们的英语表达能力。三、课时目标1.能够听、说、读、写重点单词和词组：swim，speak English，cook，play basketball，play ping-pong。能够在实际语言环境中正确运用这些单词或词组。2.能够正确听、说、写重点句型：Can you swim? Yes, I can. I can do kung fu, too. 能够运用句型进行问答活动。3.能够正确分辨can的肯定句与否定句，能够灵活运用can和can’t表达自己的真实能力。四、课时重难点1.重点（1）掌握五个新单词或词组：swim，speak English，cook，play basketball，play ping-pong。（2）掌握含有情态动词can的一般疑问句和他的肯定、否定回答。（3）掌握 含有can的陈述句式，即含有can的肯定句式和含有can’t的否定句式。五、教学准备教师课前精心制作PPT课件以及微课视频，准备好录音设备，自制词卡与图卡，学生自制人物头饰。六、教学过程Objective: By the end of the lesson, students will be able to express abilities and ask about others' abilities using the question "Can you ...?" and respond with "Yes, I can" or "No, I can't."Step 1: Energizing Warm-upInteractive Song: Play the English song "What Can You Do?" Students enthusiastically sing along, showcasing their familiarity with the vocabulary. The song incorporates verbs and phrases from the current unit, making it an engaging warm-up activity that syncs students into the English mindset.Chain Question Game:Divide students into groups of six.Student 1 draws a word card (e.g., "cook+") and asks the next student in line, "Can you cook?"Student 2 responds, "Yes, I can," as they see the smiling face on the card.Student 2 draws a card (e.g., "do kung fu+") and asks the next student.This pattern continues.Step 2: Engaging IntroductionReview of Vocabulary:Teacher: (Using flashcards) Let's recall the vocabulary we learned earlier. (Words displayed: dance, sing English songs, do kung fu, draw cartoons, play the pipa.)Language Introduction:Teacher: Boys and girls, are you ready to answer some questions?Students: Yes!Teacher: Can you dance?Students: Yes!Teacher: Can you sing English songs?Students: Yes!Teacher: Can you do kung fu?Students: No!Teacher: Can you draw cartoons?Students: Yes!Teacher: Can you play the pipa?Students: Yes!Teacher: Do you want to learn more new words?Students: Yes!Teacher: Great! Let's explore together.Step 3: Introducing New VocabularyIntroduction of "Let's Learn" Phrases:Show pictures of swim and speak English with corresponding phrases.Play audio, students repeat after.Teacher models, students repeat.Select students to lead the reading, followed by class-wide repetition.Step 4: Interactive PracticeAnimated Dialogue Practice:Display animated dialogue and phrases.Teacher models the questioning pattern: "Can you swim?"Students mimic the pattern, practicing with the displayed phrases.Volunteers role-play the dialogue, asking and answering in pairs.Role Play Activity:Divide students into groups of two.Each pair practices the dialogues with prepared props (e.g., teacher wears a hat for swim, holds an English book for speak English).Students engage in interactive role play, enhancing their speaking skills.Step 5: Language ApplicationWrite and Say Activity:Play audio, students follow and repeat.Select students to translate the sentences to Chinese.Students take turns translating, fostering active participation.Self-Introduction Practice:Students take turns introducing themselves using the sentence structures.Individual students present to the class, showcasing their language skills.Pass the Message Game:Divide the class into groups.First student picks a sentence card, remembers it, and whispers to the next.As the message travels, any "Star" command leads to a dramatic explosion sound, adding excitement.Step 6: Guided PracticeLandmine Game:Groups of five students each.Each group receives a set of word cards."Swim" card is the "landmine."Students take turns reading a card; if they draw "swim," they react with a "boom" sound.The last student remaining wins.Group Discussion:Each group discusses their abilities using prepared worksheets.Students share their abilities and inabilities within their group.Volunteers share their group's discussions with the class.Step 7: Conclusion and ReflectionRecap and Sharing:Teacher: Let's quickly summarize today's lesson. Can you tell me something new you learned today?Students: (Share vocabulary, phrases, and sentence patterns.)Homework:Write a short paragraph about your abilities and what you can't do, using the sentence structure "Can you ...?"板书设计第四课时重点词汇：swim speak English cook play basketball play ping-pong 重点句型：Can you swim? Yes, I can. I can do some kung fu, too. I can speak English and Chinese. I can’t do any kung fu.
第四课时一、课时内容教科书第42页： A. Let’s learn write and say 二、课时分析本课时的内容围绕着"What can you do?"这个话题展开，包括"Let’s learn"和"Write and say"两个板块。在"Let’s learn"板块中，重点学习单词和词组。通过五幅图片呈现了不同的文娱活动，以及对应的词组：swim, speak English, cook, play basketball, play ping-pong。通过Zip和Zoom的对话，展示了含有情态动词"can"的一般疑问句及其答语，例如："Can you swim?" "Yes, I can. I can do kung fu, too."教师引导学生替换不同的单词或短语进行问答训练，以巩固对重点词句的掌握。"Write and say"板块是重点句型的专项训练。通过呈现一个“能”与“不能”的表格，学生根据Sarah的自我介绍，填写表格中的内容。左表列出了"会做得事情"，右表列出了"不会做的事情"。通过填表的训练，学生可以区分含有"can"的肯定句和含有"can’t"的否定句。学生根据自己的实际情况，与同学们交流，介绍自己会做的事情和不会做的事情，从而锻炼了表达能力，提高了对"can"和"can’t"的辨识能力。此外，教师鼓励学生在课余时间多学习文娱活动，拓展兴趣爱好，提高多方面的素质能力。本课时的内容对学生来说非常吸引人，因为它涉及到他们日常生活中经常做的事情。为了激发学生的兴趣，教师可以准备相关的图片和动画微视频，以多个感官刺激学习。在巩固所学内容方面，可以设计趣味游戏，如猜谜语活动和小声传话游戏，以检验学生的表达和感知能力。通过自我介绍的方式，培养学生区分"can"和"can’t"不同句式的能力，鼓励学生用英语进行交流，提高他们的英语表达能力。三、课时目标1.能够听、说、读、写重点单词和词组：swim，speak English，cook，play basketball，play ping-pong。能够在实际语言环境中正确运用这些单词或词组。2.能够正确听、说、写重点句型：Can you swim? Yes, I can. I can do kung fu, too. 能够运用句型进行问答活动。3.能够正确分辨can的肯定句与否定句，能够灵活运用can和can’t表达自己的真实能力。四、课时重难点1.重点（1）掌握五个新单词或词组：swim，speak English，cook，play basketball，play ping-pong。（2）掌握含有情态动词can的一般疑问句和他的肯定、否定回答。（3）掌握 含有can的陈述句式，即含有can的肯定句式和含有can’t的否定句式。五、教学准备教师课前精心制作PPT课件以及微课视频，准备好录音设备，自制词卡与图卡，学生自制人物头饰。六、教学过程Objective: By the end of the lesson, students will be able to express abilities and ask about others' abilities using the question "Can you ...?" and respond with "Yes, I can" or "No, I can't."Step 1: Energizing Warm-upInteractive Song: Play the English song "What Can You Do?" Students enthusiastically sing along, showcasing their familiarity with the vocabulary. The song incorporates verbs and phrases from the current unit, making it an engaging warm-up activity that syncs students into the English mindset.Chain Question Game:Divide students into groups of six.Student 1 draws a word card (e.g., "cook+") and asks the next student in line, "Can you cook?"Student 2 responds, "Yes, I can," as they see the smiling face on the card.Student 2 draws a card (e.g., "do kung fu+") and asks the next student.This pattern continues.Step 2: Engaging IntroductionReview of Vocabulary:Teacher: (Using flashcards) Let's recall the vocabulary we learned earlier. (Words displayed: dance, sing English songs, do kung fu, draw cartoons, play the pipa.)Language Introduction:Teacher: Boys and girls, are you ready to answer some questions?Students: Yes!Teacher: Can you dance?Students: Yes!Teacher: Can you sing English songs?Students: Yes!Teacher: Can you do kung fu?Students: No!Teacher: Can you draw cartoons?Students: Yes!Teacher: Can you play the pipa?Students: Yes!Teacher: Do you want to learn more new words?Students: Yes!Teacher: Great! Let's explore together.Step 3: Introducing New VocabularyIntroduction of "Let's Learn" Phrases:Show pictures of swim and speak English with corresponding phrases.Play audio, students repeat after.Teacher models, students repeat.Select students to lead the reading, followed by class-wide repetition.Step 4: Interactive PracticeAnimated Dialogue Practice:Display animated dialogue and phrases.Teacher models the questioning pattern: "Can you swim?"Students mimic the pattern, practicing with the displayed phrases.Volunteers role-play the dialogue, asking and answering in pairs.Role Play Activity:Divide students into groups of two.Each pair practices the dialogues with prepared props (e.g., teacher wears a hat for swim, holds an English book for speak English).Students engage in interactive role play, enhancing their speaking skills.Step 5: Language ApplicationWrite and Say Activity:Play audio, students follow and repeat.Select students to translate the sentences to Chinese.Students take turns translating, fostering active participation.Self-Introduction Practice:Students take turns introducing themselves using the sentence structures.Individual students present to the class, showcasing their language skills.Pass the Message Game:Divide the class into groups.First student picks a sentence card, remembers it, and whispers to the next.As the message travels, any "Star" command leads to a dramatic explosion sound, adding excitement.Step 6: Guided PracticeLandmine Game:Groups of five students each.Each group receives a set of word cards."Swim" card is the "landmine."Students take turns reading a card; if they draw "swim," they react with a "boom" sound.The last student remaining wins.Group Discussion:Each group discusses their abilities using prepared worksheets.Students share their abilities and inabilities within their group.Volunteers share their group's discussions with the class.Step 7: Conclusion and ReflectionRecap and Sharing:Teacher: Let's quickly summarize today's lesson. Can you tell me something new you learned today?Students: (Share vocabulary, phrases, and sentence patterns.)Homework:Write a short paragraph about your abilities and what you can't do, using the sentence structure "Can you ...?"板书设计第四课时重点词汇：swim speak English cook play basketball play ping-pong 重点句型：Can you swim? Yes, I can. I can do some kung fu, too. I can speak English and Chinese. I can’t do any kung fu.
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