What can you do BLet27s talk教學設計案例

1、小學英語課堂教學設計表教師姓名學 校上課年級課題名稱上課時間李港北門小學五年級Unit 4 What can you do?2015-11-25教學內(nèi)容PEP小學英語五年級上冊Unit 4 What can you do? B Lets talk教學重難點 教學重點：能夠理解對話大意，并能按照正確的語音、語調(diào)及意群朗讀扮演對話。 教學難點：能夠使用本課相關句型進行問答活動，理解詞句的意義和功能。教學目標定位1. 能夠完成聽力活動。2. 能夠理解對話大意。3. 能夠按照正確的語音、語調(diào)及意群朗讀或表演對話。4.能夠在情境中運用句型Can you ？Yes, I can. / No, I cant

2、.完成問答活動。5.能夠在情境中恰當運用功能句Today well learn some kung fu. No problem.教學設計說明本節(jié)課教學內(nèi)容選自 PEP5 Unit4 What can you do ? B Lets talk，為本單元的第四課時，以 Friends（Play together, help each other）為主線，本課時的子話題是Help each other and learn together。我在教學設計過程中，將該課分為四部分。第一部分，通過教師的自我介紹，復習舊知。第二部分，通過師生合唱，看圖回答，來引出本堂課的重點句型，Can you ？Yes

3、, I can. / No, I cant. 第三部分即為文本內(nèi)容的學習，采用整體感知、細節(jié)問題的回答與文本語音語調(diào)的模仿相結合的方式，從整體到局部，讓學生體驗詞匯與句型的語用情境，幫助學生形成語言運用能力。最后，通過表格內(nèi)容的問答，提供與學生現(xiàn)實生活有聯(lián)系的交流活動，幫助學生通過參與活動，有效地把語言知識轉(zhuǎn)化為語言能力。同時，也為下一課時的話題play together的學習打下了基礎。板書設計教學步驟教師活動學生活動建議說明Warm-up1.GreetingsT: Good morning, lets do some warming up practice. Can you sing En

4、glish songs? Lets sing together. 2. Lets sing. What can you do? 3. Lets play.T: Wonderful. You can sing well. Today well learn Unit4 What can you do? Let s read “l(fā)earn” (拼讀法，板書) T: Before we learn, please answer my question “What can you do?” quickly and loudly. If you cant, you can just sit down.4.

5、Lead-inT: chenglong is from China. He says “I can do some kung fu.” Can you do any kung fu? (強調(diào)any ，帶讀，板書) Yes, I can. Wonderful.No, I cant. No problem. I can help you.(板書) 1.GreetingsSs: Good morning, Mrs. Sun.Ss: Yes. 2. Ss sing together.Ss read the whole sentence.3. Ss stand up and answer the que

6、stion quickly and loudly.4. S1: Yes, I can.( Show us kung fu ) S2: No, I cant. 通過熱身活動，拉近與學生之間的距離，同時引起學生對已學知識的回憶。 此歌曲為有意義的語篇，師生齊唱，不僅活躍氣氛，而且讓學生在不知不覺中感知了本堂課的核心句型“Can you.?”。 通過對圖片的描述，以站起來大聲說的方式，復習了上一課中學過的詞組和句型，激發(fā)了學生的學習興趣，為進一步學習作鋪墊。 引出本課時的重點句型。 引導學生回答： Yes, I can. No, I cant.以及 Wonderful.和No problem, I

7、can help you.Presentationand practice1. Lets try.T: Mike is from Canada. Can Mike do any kung fu? Guess. Lets listen to the tape and find out the answers. 2. Lets talk.T: Who is he? Whats he like? What will they learn? (Watch the video for the first time.) T: Can John do any kung fu? Can Oliver do a

8、ny kung fu?(Watch the video for the second time.)T: Lets ask John and Oliver. Can you do any kung fu, John? Can you do any kung fu, Oliver?Lets imitate the sentences.3. Lets act.T: Lets read after it. 3 students in a group, one is Mr. Ma, one is John and one is Oliver, act out the dialogue.4. Lets a

9、sk.T: Look at the screen. First, lets read them together( Ss read them together). Take out your paper and your pens, tick or cross. If you can, tick it. If you cant, cross it.T: This is my paper, you can ask me together: Yes, I can. /No, I cant.T: Now ask your desk mates “Can you ?”T: Maybe therere

10、some things you cant do. Find three students to help you. You can use these sentences, lets read them together.T: Now ask your friends for help.5. Conclusion( pictures and music)T: You can, I cant. I can learn. You cant, I can. I can help. You cant. I cant. We can help each other and learn together.

11、1. Ss listen to the tape and answer the question: Can Mike do any kung fu? Ss: No.2. Ss say :Mr. Ma Hes tall and strong. Theyll learn some kung fu.Ss imitate Mr. Ma and children.Ss: Yes, I can. No, I cant.Ss imitate.(引導學生做出動作來)Ss imitate the sentences.Group work.對話表演Ss read the phrases on the paper,

12、 tick or cross.Ss: Can you ?Ss ask and answer in pairs.Ss read: Can you cook? No, I cant. Thank you. Can you cook? Yes, I can. No problem. I can help you. Thank you.Group work. 先猜后聽，激發(fā)學生聽的興趣，激活學生大腦中儲存的相關知識和經(jīng)驗，為進入正式的對話學習做好準備。 三次播放動畫，從初步的整體感知到細節(jié)問題的回答與描述，再到對語音語調(diào)的模仿：從整體到局部，讓學生整體體驗詞匯與句型的語用情境，幫助學生形成語言運用能力。 通過反復地聽讀、模仿，引導學生關注文本語音語調(diào)和人物動作。 問一問。提供與學生現(xiàn)實生活有聯(lián)系的交流活動，幫助學生通過參與活動，有效地把語言知識轉(zhuǎn)化為語言能力。同時，為下一個活動的開展作好了準備。 這一話題的創(chuàng)設，為第二課時make friends, play together 打下基礎 音樂響起，PPT上呈現(xiàn)一些同學朋友之間互相幫助的圖片，引出以下思想情感：I can learn.I can help.We can help each other and learn together. H