小學英語PEP第五冊Unit4教學設(shè)計

1、PEP五年級上冊Unit 4 What Can You Do? A、Read and WriteAnalysis of the TeachingMaterial本課取材于義務(wù)教育課程標準實驗教科書的第五冊。本套教材的總思路是以話題為綱，以交際功能為主線，兼顧語言結(jié)構(gòu)，逐步引導學生運用英語完成有實際目的的語言任務(wù)。本課時是第四單元的第三課時閱讀教學。我把詞匯、會話、閱讀三者有機結(jié)合，在教學聽說讀寫四會句型What can you do? I can及對新句子：Mother goat is ill. We can help her. 的三會要求的基礎(chǔ)上，教會學生如何對語言點進行整合和拓展。Anal

2、ysis of student學生從三年級開始學習PEP英語，至今已積累了一定的詞匯，具有一定的英語表達能力，而且有了一定的英語思維能力。學生在學習本節(jié)課內(nèi)容之前已經(jīng)學習了Part A中詞匯教學和會話教學，學過了一些動詞短語和句型“I can”。本節(jié)課的主要任務(wù)是讓學生如何運用已知的語言知識和已具備的技能，在真實或接近真實的語言中運用英語。Teaching aimsKnowledge aim1、能夠聽懂、會說、會讀：What can.do？I/ She/He can.Mother goat is ill. We can help her.2、能夠聽、說、讀、寫句型What can you do

3、？ I can sweep the floor. I can cook the meals. I can water the flowers.Ability aim能夠運用所學知識填寫“Finish the sentences”，并在情境中綜合運用本課所學知識。Emotion aim1、增強學生學英語的自信心，使學生從英語學習中得到快樂。2、培養(yǎng)學生養(yǎng)成互相幫助的良好習慣。Difficult and Important teaching pointsImportant teaching points:掌握四會句型：What can you do ？ I can sweep the floor.

4、 I can cook the meals. I can water the flowers.Difficult teaching points：在接近真實的語言環(huán)境中靈活運用四會句型。Teaching and Learning methods采用熱身活動新知呈現(xiàn)語言操練綜合運用小結(jié)并布置作業(yè)的教學模式。用TPR活動、情境教學法、任務(wù)型教學法進行教學。把肢體語言貫穿教學始終，從句型教學到對話教學都運用豐富的肢體動作，起到化難為易的作用；把重點句型編成朗朗上口的chant，優(yōu)化課堂教學；用“小小魔術(shù)師”的教學活動提供有效的信息溝,為后面的閱讀教學打下基礎(chǔ)；從“魔鏡”里認識課文人物，自然過渡到課文

5、的學習；學生帶著問題去看動畫課件、給動畫配音、創(chuàng)設(shè)情境整理凌亂的房間、調(diào)查同學們在校園里的活動情況，都是讓學生帶著任務(wù)去學習和鞏固新知；課上出示難易程度不同的兩篇課外短文，是為了加強學生的閱讀能力，拓寬他們的知識面，讓學生自由選擇適合自己閱讀的短文，這樣使得每個學生都有參與閱讀的機會，照顧了全體學生的學習需求；用印有“helpful”的獎?wù)陋剟顚W生，充分激發(fā)學生學習的積極性，把評價機制與課堂內(nèi)容緊密結(jié)合在一起。Teaching stepsDetail stepsDesign intentionWarming-upListen and doT: do homework / read books

6、/clean the desk /water the flowers /empty the trash / sweep the floor用TPR復習與新課有關(guān)的信息，既活躍了課堂氣氛，又為呈現(xiàn)新知做好了鋪墊。Lead-inT: Look, I can, I can, I can wash the windows. (Teacher read the sentences with gesture and guide students to act it.)S: I can, I can, I can wash the windows. 用拍手唱歌謠的形式把I can的句型自然導入，直接切入主題

7、。Presentation and DrillPresentation and DrillPresentation and DrillPresentation and DrillPresentation and Drill1. Teach the sentences.(1)T: Oh, you can cook the meals. You can water the flowers. You can You are helpful ! (2)Ss：You are helpful !(3)a,a,a, /Q/,/Q/,/Q/ can .What can you do? I can cook t

8、he meals.I can sweep the floor. I can water the flowers.（板書重點句型）在chant 中不露痕跡地過渡到句型的教學，并教會學生用You are helpful !來稱贊別人。用朗朗上口的音標教學吸引學生的注意力。2. Be a little magi an.T(Holding a magic stick came up to S1 and use it to click S1)：I am a magi an. I have a magic stick. You can sweep the floor.S1: Wow, I can swee

9、p the floor.T: S1,S1, What can you do?S1: I can, I can, I can sweep the floor.T: Great ! You are helpful ! Give me five !(T walk to S2): S2, S2, What can S1 do?S2: He/She can, He/She can, He /She can sweep the floor.T: Do you want to be a little magian?S2: Yes, I do.（T pass it to S2）S2 walk to S3：Yo

10、u can clean the bedroom.S3: I can clean the bedroom.S2: S3, S3, What can you do?S3: I can, I can, I can clean the bedroom.S2: Cool ! You are helpful ! Give me five. ! S4, S4, What can S3 do?S4: He/She can, He/She can, He /She can clean the bedroom.（連鎖問答）用“小小魔術(shù)師”的教學活動，鍛煉學生靈活運用四會句型的能力，為更有效地去閱讀短文打下基礎(chǔ)。教

11、師在活動中的示范作用也尤為重要。學生在玩中把新舊知識有機結(jié)合，魔術(shù)棒在學生之間自由傳動，讓學生給自己的小伙伴提供有效的信息溝，體現(xiàn)了生生互動。用師生擊掌、生生擊掌的獎勵手段，以增強學生學習英語的自信；獎給學生印有“helpful”的徽章，使課堂評價與教學內(nèi)容有機結(jié)合。3. Read and write.(1) 課件出示T：“I have a magic mirror. Look, who is in it? She is Mother Goat. What is the matter with her? Oh, she is ill.(Teach the new word“ill”) i,i,

12、i, /I/,/I/,/I/ ill. （Teach the new sentence“Mother Goat is ill.”）Let us go and help her. OK? Ss:OK ! （Teach the new sentence“We can help her.”And then ask the students to look at the pictures in the PPT and lead to the lesson）T: What can you do? S1: I can clean the chair. S2: I can wash the window.

13、S3: T: OK, just do it. u,u,u,/V/,/V/,/V/, just . Teach the new phrase“Just do it.” （2）T: Boys and girls, look, Mother Goats friends are coming, too. They are Zip, Zoom, monkey and rabbit. What are they talking about? What can they do? Do you want to know?Ss: Yes.（T放課文動畫課件)(3) Open the book and turn

14、to page48. Listen and repeat.(4)Answer the questions. (Discuss in the group)a. What can the monkey do?b. What can the rabbit do?c. What can Zip do?d. What can Zoom do?(5)Finish the sentences. The monkey can_. The rabbit can_. Zip can_. Zoom can_.(6)給課文配音。魔術(shù)師活動結(jié)束后，通過課件出示魔鏡，從魔鏡里認識課文人物的方法新穎獨特，從重點句型教學自然

15、過渡到閱讀教學中來。從學生自身如何幫助Mother Goat 入手，為學生創(chuàng)設(shè)情境，使他們覺得自己也在為Mother Goat做一些力所能及的家務(wù)事，而不是單純枯燥地去學習課文。初讀課文時，讓學生帶著任務(wù)去看動畫課件播放的課文內(nèi)容，目的是用生動有趣的動畫去吸引學生的有意注意，讓他們在輕松的學習氛圍中又不忘留心聽重點。精讀課文時，小組活動大大提高了學習的有效性，使學生在互幫互助中快速找到學習方法，從而順利地去解決問題。再讀課文后出示填空練習，讀寫結(jié)合，在先前學習拼讀四會句子的基礎(chǔ)上進行書寫練習。給動畫課件配音的方法新穎有趣，加深學生對課文內(nèi)容的記憶。Practice課件出示凌亂的房間圖T: My

16、 mother is not at home. My room is dirty. I want to clean my room. Can you help me,S1?S1: Yes, I can help you. I can empty the trash.T: What about you,S2 ?S2: I can water the flowers. What can you do,S3?S3: I can cook the meals. Can you wash the windows? S4: Yes, I can. I can clean the desk, too. T:

17、 OK ! Just do it ! You are helpful ! Thank you !改變原文的地點和人物，課件出示凌亂的房間圖，引導學生用所學的知識去描述自己會做的事情，以鞏固新知。獎勵“helpful”獎?wù)陆o回答得好的學生，充分運用激勵機制激發(fā)學生學習的積極性。也在潛移默化中滲透了德育教育。Consolidation and extensionConsolidation and extensionConsolidation and extension1. Do a survey. （1）DemonstrationT act like a reporter: Hi, boys an

18、d girls. I am a reporter from Lanzhou TV. Can I ask you some questions?Ss: Yes, please.Reporter: Canyou play football?S1: Yes, I can.Reporter: What can you do,S2?S2: I can play ping-pong.Reporter: How about you?S3: I can play basketball. But my friend can not. He does not well at sports. He likes mu

19、sic.Reporter: He can sing well, right?S3: Yes, and he can dance, too.Reporter: Thank you. (2)Practice出示“校園活動圖”，調(diào)查同學們在校的活動情況，新舊知識相互結(jié)合，形成了綜合的知識網(wǎng)絡(luò)，教給學生綜合運用知識的方法，同時培養(yǎng)了學生的合作意識，增加交際氛圍，促進學生在語境中的實踐能力。2、閱讀理解(1).T: There are two short texts both sides of the wall. The left one is easy. The right one is a little difficult. You can choose one for you.(2).Read and write. T: After you read the passage, please finish the practice what written in the scrip. （放歌曲I can help）短文一：短文二：為加強學生的閱讀能力，拓寬知識面，教師把難易程度不同的兩篇課外短文貼在教室兩旁，學生自由選擇適合自己的短文進行閱讀，鼓勵有能力的同學完成兩份練習題。這樣使得每個學生都有參與閱讀的機會，既能讓優(yōu)秀生“吃得好”，又能讓中下層生“吃得飽”。播放歌曲