Unit4 （教學(xué)設(shè)計(jì)）人教PEP版英語(yǔ)五年級(jí)上冊(cè)

第四課時(shí)一、課時(shí)內(nèi)容教科書第42頁(yè)：A.Let’slearnwriteandsay二、課時(shí)分析本課時(shí)的內(nèi)容圍繞著"Whatcanyoudo?"這個(gè)話題展開，包括"Let’slearn"和"Writeandsay"兩個(gè)板塊。在"Let’slearn"板塊中，重點(diǎn)學(xué)習(xí)單詞和詞組。通過(guò)五幅圖片呈現(xiàn)了不同的文娛活動(dòng)，以及對(duì)應(yīng)的詞組：swim,speakEnglish,cook,playbasketball,playping-pong。通過(guò)Zip和Zoom的對(duì)話，展示了含有情態(tài)動(dòng)詞"can"的一般疑問(wèn)句及其答語(yǔ)，例如："Canyouswim?""Yes,Ican.Icandokungfu,too."教師引導(dǎo)學(xué)生替換不同的單詞或短語(yǔ)進(jìn)行問(wèn)答訓(xùn)練，以鞏固對(duì)重點(diǎn)詞句的掌握。"Writeandsay"板塊是重點(diǎn)句型的專項(xiàng)訓(xùn)練。通過(guò)呈現(xiàn)一個(gè)“能”與“不能”的表格，學(xué)生根據(jù)Sarah的自我介紹，填寫表格中的內(nèi)容。左表列出了"會(huì)做得事情"，右表列出了"不會(huì)做的事情"。通過(guò)填表的訓(xùn)練，學(xué)生可以區(qū)分含有"can"的肯定句和含有"can’t"的否定句。學(xué)生根據(jù)自己的實(shí)際情況，與同學(xué)們交流，介紹自己會(huì)做的事情和不會(huì)做的事情，從而鍛煉了表達(dá)能力，提高了對(duì)"can"和"can’t"的辨識(shí)能力。此外，教師鼓勵(lì)學(xué)生在課余時(shí)間多學(xué)習(xí)文娛活動(dòng)，拓展興趣愛(ài)好，提高多方面的素質(zhì)能力。本課時(shí)的內(nèi)容對(duì)學(xué)生來(lái)說(shuō)非常吸引人，因?yàn)樗婕暗剿麄內(nèi)粘Ｉ钪薪?jīng)常做的事情。為了激發(fā)學(xué)生的興趣，教師可以準(zhǔn)備相關(guān)的圖片和動(dòng)畫微視頻，以多個(gè)感官刺激學(xué)習(xí)。在鞏固所學(xué)內(nèi)容方面，可以設(shè)計(jì)趣味游戲，如猜謎語(yǔ)活動(dòng)和小聲傳話游戲，以檢驗(yàn)學(xué)生的表達(dá)和感知能力。通過(guò)自我介紹的方式，培養(yǎng)學(xué)生區(qū)分"can"和"can’t"不同句式的能力，鼓勵(lì)學(xué)生用英語(yǔ)進(jìn)行交流，提高他們的英語(yǔ)表達(dá)能力。三、課時(shí)目標(biāo)1.能夠聽、說(shuō)、讀、寫重點(diǎn)單詞和詞組：swim，speakEnglish，cook，playbasketball，playping-pong。能夠在實(shí)際語(yǔ)言環(huán)境中正確運(yùn)用這些單詞或詞組。2.能夠正確聽、說(shuō)、寫重點(diǎn)句型：Canyouswim?Yes,Ican.Icandokungfu,too.能夠運(yùn)用句型進(jìn)行問(wèn)答活動(dòng)。3.能夠正確分辨can的肯定句與否定句，能夠靈活運(yùn)用can和can’t表達(dá)自己的真實(shí)能力。四、課時(shí)重難點(diǎn)1.重點(diǎn)（1）掌握五個(gè)新單詞或詞組：swim，speakEnglish，cook，playbasketball，playping-pong。（2）掌握含有情態(tài)動(dòng)詞can的一般疑問(wèn)句和他的肯定、否定回答。（3）掌握含有can的陳述句式，即含有can的肯定句式和含有can’t的否定句式。五、教學(xué)準(zhǔn)備教師課前精心制作PPT課件以及微課視頻，準(zhǔn)備好錄音設(shè)備，自制詞卡與圖卡，學(xué)生自制人物頭飾。六、教學(xué)過(guò)程Objective:Bytheendofthelesson,studentswillbeabletoexpressabilitiesandaskaboutothers'abilitiesusingthequestion"Canyou...?"andrespondwith"Yes,Ican"or"No,Ican't."Step1:EnergizingWarm-upInteractiveSong:PlaytheEnglishsong"WhatCanYouDo?"Studentsenthusiasticallysingalong,showcasingtheirfamiliaritywiththevocabulary.Thesongincorporatesverbsandphrasesfromthecurrentunit,makingitanengagingwarm-upactivitythatsyncsstudentsintotheEnglishmindset.ChainQuestionGame:Dividestudentsintogroupsofsix.Student1drawsawordcard(e.g.,"cook+")andasksthenextstudentinline,"Canyoucook?"Student2responds,"Yes,Ican,"astheyseethesmilingfaceonthecard.Student2drawsacard(e.g.,"dokungfu+")andasksthenextstudent.Thispatterncontinues.Step2:EngagingIntroductionReviewofVocabulary:Teacher:(Usingflashcards)Let'srecallthevocabularywelearnedearlier.(Wordsdisplayed:dance,singEnglishsongs,dokungfu,drawcartoons,playthepipa.)LanguageIntroduction:Teacher:Boysandgirls,areyoureadytoanswersomequestions?Students:Yes!Teacher:Canyoudance?Students:Yes!Teacher:CanyousingEnglishsongs?Students:Yes!Teacher:Canyoudokungfu?Students:No!Teacher:Canyoudrawcartoons?Students:Yes!Teacher:Canyouplaythepipa?Students:Yes!Teacher:Doyouwanttolearnmorenewwords?Students:Yes!Teacher:Great!Let'sexploretogether.Step3:IntroducingNewVocabularyIntroductionof"Let'sLearn"Phrases:ShowpicturesofswimandspeakEnglishwithcorrespondingphrases.Playaudio,studentsrepeatafter.Teachermodels,studentsrepeat.Selectstudentstoleadthereading,followedbyclass-widerepetition.Step4:InteractivePracticeAnimatedDialoguePractice:Displayanimateddialogueandphrases.Teachermodelsthequestioningpattern:"Canyouswim?"Studentsmimicthepattern,practicingwiththedisplayedphrases.Volunteersrole-playthedialogue,askingandansweringinpairs.RolePlayActivity:Dividestudentsintogroupsoftwo.Eachpairpracticesthedialogueswithpreparedprops(e.g.,teacherwearsahatforswim,holdsanEnglishbookforspeakEnglish).Studentsengageininteractiveroleplay,enhancingtheirspeakingskills.Step5:LanguageApplicationWriteandSayActivity:Playaudio,studentsfollowandrepeat.SelectstudentstotranslatethesentencestoChinese.Studentstaketurnstranslating,fosteringactiveparticipation.Self-IntroductionPractice:Studentstaketurnsintroducingthemselvesusingthesentencestructures.Individualstudentspresenttotheclass,showcasingtheirlanguageskills.PasstheMessageGame:Dividetheclassintogroups.Firststudentpicksasentencecard,remembersit,andwhisperstothenext.Asthemessagetravels,any"Star"commandleadstoadramaticexplosionsound,addingexcitement.Step6:GuidedPracticeLandmineGame:Groupsoffivestudentseach.Eachgroupreceivesasetofwordcards."Swim"cardisthe"landmine."Studentstaketurnsreadingacard;iftheydraw"swim,"theyreactwitha"boom"sound.Thelaststudentremainingwins.GroupDiscussion:Eachgroupdiscussestheirabilitiesusingpreparedworksheets.Studentssharetheirabilitiesandinabilitieswithintheirgroup.Volunteerssharetheirgroup'sdiscussionswiththeclass.Step7:ConclusionandReflectionRecapandSharing:Teacher:Let'squicklysummarizetoday'slesson.Canyoutellmesomethingnewyoulearnedtoday?Students:(Sharevocabulary,phrases,andsentencepatterns.)Homework:Writeashortparagraphaboutyourabilitiesandwhatyoucan'tdo,usin