What can you do BLet27s talk教学设计案例

1、小学英语课堂教学设计表教师姓名学 校上课年级课题名称上课时间李港北门小学五年级Unit 4 What can you do?2015-11-25教学内容PEP小学英语五年级上册Unit 4 What can you do? B Lets talk教学重难点 教学重点：能够理解对话大意，并能按照正确的语音、语调及意群朗读扮演对话。 教学难点：能够使用本课相关句型进行问答活动，理解词句的意义和功能。教学目标定位1. 能够完成听力活动。2. 能够理解对话大意。3. 能够按照正确的语音、语调及意群朗读或表演对话。4.能够在情境中运用句型Can you ？Yes, I can. / No, I cant

2、.完成问答活动。5.能够在情境中恰当运用功能句Today well learn some kung fu. No problem.教学设计说明本节课教学内容选自 PEP5 Unit4 What can you do ? B Lets talk，为本单元的第四课时，以 Friends（Play together, help each other）为主线，本课时的子话题是Help each other and learn together。我在教学设计过程中，将该课分为四部分。第一部分，通过教师的自我介绍，复习旧知。第二部分，通过师生合唱，看图回答，来引出本堂课的重点句型，Can you ？Yes

3、, I can. / No, I cant. 第三部分即为文本内容的学习，采用整体感知、细节问题的回答与文本语音语调的模仿相结合的方式，从整体到局部，让学生体验词汇与句型的语用情境，帮助学生形成语言运用能力。最后，通过表格内容的问答，提供与学生现实生活有联系的交流活动，帮助学生通过参与活动，有效地把语言知识转化为语言能力。同时，也为下一课时的话题play together的学习打下了基础。板书设计教学步骤教师活动学生活动建议说明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 “learn” (拼读法，板书) 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? (强调any ，带读，板书) Yes, I can. Wonderful.No, I cant. No problem. I can help you.(板书) 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. 通过热身活动，拉近与学生之间的距离，同时引起学生对已学知识的回忆。 此歌曲为有意义的语篇，师生齐唱，不仅活跃气氛，而且让学生在不知不觉中感知了本堂课的核心句型“Can you.?”。 通过对图片的描述，以站起来大声说的方式，复习了上一课中学过的词组和句型，激发了学生的学习兴趣，为进一步学习作铺垫。 引出本课时的重点句型。 引导学生回答： 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.(引导学生做出动作来)Ss imitate the sentences.Group work.对话表演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. 先猜后听，激发学生听的兴趣，激活学生大脑中储存的相关知识和经验，为进入正式的对话学习做好准备。 三次播放动画，从初步的整体感知到细节问题的回答与描述，再到对语音语调的模仿：从整体到局部，让学生整体体验词汇与句型的语用情境，帮助学生形成语言运用能力。 通过反复地听读、模仿，引导学生关注文本语音语调和人物动作。 问一问。提供与学生现实生活有联系的交流活动，帮助学生通过参与活动，有效地把语言知识转化为语言能力。同时，为下一个活动的开展作好了准备。 这一话题的创设，为第二课时make friends, play together 打下基础 音乐响起，PPT上呈现一些同学朋友之间互相帮助的图片，引出以下思想情感：I can learn.I can help.We can help each other and learn together. H