沪教版（五四制）（2024）小学一年级上册英语Unit9《Yes,I can!》教案（共2课时）

第第页沪教版（五四制）（2024）小学一年级上册英语Unit9《Yes,Ican!》教案（共2课时）一、教学目标（一）知识目标1.学生能听懂、会说、认读单词：sing（唱歌），dance（跳舞），draw（画画），read（阅读），write（写字），swim（游泳）。2.学生能理解并运用句型“Canyou...?”（你能……吗？）及其肯定回答“Yes,Ican.”（是的，我能。）和否定回答“No,Ican't.”（不，我不能。）进行关于能力的问答交流。（二）能力目标1.通过各种课堂活动和练习，培养学生的听、说、读、写能力，使学生能够准确认读和书写所学单词，熟练运用所学句型进行对话。2.鼓励学生积极参与课堂互动，提高学生的口语表达能力和语言运用能力，让学生能够在实际生活场景中运用英语询问他人的能力并表达自己的能力。3.培养学生的观察能力、模仿能力和创新思维能力，引导学生通过观察图片、动作等方式理解单词和句型的含义，并能够在学习过程中发挥自己的想象力，创造出与所学内容相关的对话或情景。（三）情感目标1.激发学生学习英语的兴趣和积极性，让学生在轻松愉快的氛围中学习英语，培养学生的自信心和勇于尝试的精神，使学生敢于用英语表达自己的想法和能力。2.通过小组合作和交流活动，培养学生的团队合作精神和合作能力，让学生学会相互帮助、相互鼓励，共同完成学习任务，体验合作学习的乐趣和成功的喜悦。3.引导学生关注自己和他人的能力，培养学生的自我认知能力和对他人的尊重与欣赏，让学生明白每个人都有自己的优点和特长，同时也鼓励学生不断努力学习和提高自己的能力。二、教学重难点（一）教学重点1.掌握单词sing，dance，draw，read，write，swim的发音和拼写。2.熟练运用句型“Canyou...?”“Yes,Ican.”“No,Ican't.”进行能力的询问和回答。（二）教学难点1.帮助学生理解和正确运用“Canyou...?”句型进行提问，注意语调的变化以及在不同语境中的灵活运用。2.引导学生在实际情境中自然、流畅地运用所学句型进行交流，并且能够根据实际情况准确地回答“Yes,Ican.”或“No,Ican't.”，同时能够简单说明原因。三、教学过程（一）第一课时1.Warming-up1.GreetingsT:Hello,boysandgirls.Nicetoseeyouagain.Howareyoutoday?Ss:Hello,teacher.I'mfine,thankyou.Andyou?T:I'mverywelltoo.AreyoureadyforourEnglishclass?Ss:Yes!设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围，为课堂教学做好准备，同时激发学生的学习热情和积极性。2.SingasongT:Let'sstartourclasswithalovelysong.Doyouknowthe“IfYou'reHappyandYouKnowIt”song?Let'ssingittogetheranddotheactions.（播放歌曲视频，师生一起跟着唱并做相应的动作，如拍手、跺脚、点头等）Ifyou'rehappyandyouknowit,clapyourhands.(clapclap)Ifyou'rehappyandyouknowit,clapyourhands.(clapclap)Ifyou'rehappyandyouknowit,andyoureallywanttoshowit,Ifyou'rehappyandyouknowit,clapyourhands.(clapclap)...设计意图：以一首欢快的歌曲导入新课，既可以活跃课堂气氛，又能让学生在轻松愉快的氛围中放松心情，为接下来的学习做好准备。同时，歌曲中的动作也可以帮助学生更好地理解和记忆歌词中的词汇和句型，为新知识的学习做好铺垫。2.Presentation1.Learnthewords(1)SingT:Now,boysandgirls,listencarefully.WhatamIdoing?（教师清唱几句简单的歌曲，如“Twinkle,Twinkle,LittleStar”）Yes,I'msinging.（展示单词“sing”的卡片并板书“sing”）Readafterme,“sing”.（教师示范发音，注意“i”的发音，学生跟读）Ss:Sing.T:Whocansingasongforus?（鼓励学生举手站起来唱歌）S1:(standsupandsingsashortsong)T:Verygood!Youcansingwell.Wecansay“He/Shecansing.”（引导学生用“He/Shecansing.”来描述同学的唱歌能力）设计意图：通过教师的亲身示范和邀请学生唱歌的方式，让学生直观地感受“sing”的含义，加深学生对单词的记忆和理解。同时，及时引导学生用所学句型描述他人的能力，培养学生的语言运用能力和观察能力。(2)DanceT:Lookatmeagain.（教师播放一段简单的舞蹈音乐，然后跳几个简单的舞蹈动作）WhatamIdoingnow?Yes,I'mdancing.（展示单词“dance”的卡片并板书“dance”）Say“dance”.（教师示范发音，学生跟读）Ss:Dance.T:Canyoudancelikeme?（让学生跟着音乐和教师一起尝试跳舞）Thestudentsdancewiththeteacher.T:Great!Youallcandance.Wecansay“Icandance.”Whowantstocometothefrontandshowusyourdancingskills?（邀请学生到讲台前展示舞蹈）S2:(comestothefrontanddances)T:Wow,youareagooddancer.Wecansay“She/Hecandanceverywell.”设计意图：利用音乐和舞蹈动作来教授“dance”单词，激发学生的学习兴趣和参与度。让学生亲自参与跳舞活动，能够更好地体验单词的含义，同时通过让学生展示舞蹈并进行描述，提高学生的自信心和口语表达能力。(3)DrawT:Now,Ihaveapieceofpaperandapencil.WhatamIgoingtodo?（教师在纸上画一个简单的图形，如一个太阳）Look,I'mdrawing.（展示单词“draw”的卡片并板书“draw”）Thisis“draw”.Readit.（教师示范发音，学生跟读）Ss:Draw.T:Doyouliketodraw?Whatcanyoudraw?（让学生举手回答自己喜欢画的东西）S3:Iliketodrawflowers.S4:Icandrawanimals.T:Verygood.Youcandrawmanybeautifulthings.Wecansay“Icandraw...”（引导学生用“Icandraw...”来表达自己的绘画能力）设计意图：通过教师的现场绘画示范，引出“draw”单词，让学生直观地看到绘画的过程，理解单词的含义。与学生的互动交流，了解学生的绘画兴趣和能力，鼓励学生用英语表达自己的特长，培养学生的语言表达能力和自我认知能力。(4)ReadT:Lookatthisbook.（教师拿起一本书，做出阅读的样子）WhatamIdoing?I'mreading.（展示单词“read”的卡片并板书“read”）Say“read”.（教师示范发音，注意“ea”的组合发音，学生跟读）Ss:Read.T:Doyouliketoreadbooks?Whatkindofbooksdoyouliketoread?（引导学生用中文回答自己喜欢的书籍类型，然后教师用简单的英语帮助他们表达，如“storybook”“picturebook”等）S5:Iliketoreadstorybooks.T:Soyoucansay“Iliketoreadstorybooks.Icanread.”（引导学生用英语表达自己的阅读爱好和能力）设计意图：借助实物书进行“read”单词的教学，让学生联系实际生活中的阅读行为理解单词。通过询问学生的阅读喜好，拓展学生的词汇量，并引导学生用英语表达自己的阅读习惯和能力，提高学生的语言运用能力和跨文化交流意识。(5)WriteT:Now,Ihaveapenandanotebook.WhatamIdoing?（教师在笔记本上写几个简单的字母或单词）I'mwriting.（展示单词“write”的卡片并板书“write”）Read“write”.（教师示范发音，学生跟读）Ss:Write.T:Canyouwriteyourname?（让学生在纸上写下自己的名字）Yes,youcanwrite.Wecansay“Icanwritemyname.”Whatelsecanyouwrite?（引导学生思考并回答自己还能写什么）S6:Icanwritenumbers.S7:IcanwritesomeEnglishwords.T:Great!Youareallgoodatwriting.设计意图：通过教师的书写示范和让学生实际书写自己的名字等活动，教授“write”单词，让学生在实践中感受书写的过程，理解单词的含义。鼓励学生分享自己还能写的内容，培养学生的思维能力和语言表达能力，同时增强学生对自己书写能力的自信心。(6)SwimT:Lookatthispicture.（展示一张游泳的图片）Whataretheydoing?Theyareswimming.（展示单词“swim”的卡片并板书“swim”）Thesoundof“swim”islike/swɪm/.Sayitafterme.（教师示范发音，注意“i”的短音发音，学生跟读）Ss:Swim.T:Canyouswim?（询问学生是否会游泳）Somestudentsmayansweryesandsomemayanswerno.T:Ifyoucanswim,that'sgreat.Ifyoucan'tswim,it'sokay.Wecanlearninthefuture.Wecansay“Icanswim.”or“Ican'tswim.”（引导学生用所学句型表达自己的游泳能力）设计意图：通过展示图片来教授“swim”单词，让学生直观地看到游泳的场景，理解单词的含义。询问学生的游泳能力并引导学生用相应句型回答，使学生能够在实际情境中运用所学句型，同时也让学生了解到自己的能力状况和学习方向。2.Practicethewords(1)Game:FlashcardRelayDividethestudentsintotwoteams.Theteachershowsaflashcardofaword(suchas“sing”,“dance”,“draw”,“read”,“write”,or“swim”)tothefirststudentofeachteam.Thestudentneedstoreadthewordaloudandthendothecorrespondingaction.Afterthat,thestudentpassestheflashcardtothenextstudentintheteam.Theteamthatfinishesfirstandcorrectlywinstheround.Forexample,whenthestudentseestheflashcard“dance”,he/shereads“dance”andthendoesasimpledancemovebeforepassingthecardtothenextstudent.Thisgamecanberepeatedseveraltimeswithdifferentwordstoreinforcethestudents'understandingandmemoryofthewordsandtheirassociatedactions.设计意图：通过闪卡接力游戏，让学生在快速认读单词和做出相应动作的过程中巩固所学的单词，提高学生的反应能力和对单词的认读能力。同时，团队竞赛的形式可以激发学生的团队合作精神和竞争意识，增加学习的趣味性和互动性。(2)WordAssociationGameTheteachersaysawordrelatedtoanactivity(forexample,“music”),andthestudentsneedtoquicklythinkofandsaythewordwelearnedthatisrelatedtoit(inthiscase,“sing”).Thentheteachercanaskthestudentstoexplainwhytheythinkthetwowordsarerelated.Foranotherexample,iftheteachersays“paper”,thestudentscansay“draw”or“write”.Thisgamehelpsstudentstomakeconnectionsbetweenthenewwordsandtheirrelatedconcepts,andalsoimprovestheirthinkingandlanguageassociationskills.设计意图：利用单词联想游戏，帮助学生加深对所学单词的理解和记忆，培养学生的思维能力和词汇联想能力。让学生解释单词之间的关联，能够锻炼学生的语言表达能力和逻辑思维能力，同时也让学生更好地理解单词在不同语境中的运用。3.Textlearning1.ListenandwatchOpenthemultimediacoursewareandplaythevideoofashortdialoguebetweentwostudents.A:Hi,Lisa.Canyousing?B:Yes,Ican.Icansingmanysongs.A:That'sgreat.Canyoudancetoo?B:No,Ican't.ButIcandraw.Iliketodrawpictures.A:Oh,really?Ican'tdrawwell.ButIcanreadandwrite.Thestudentslistenandwatchcarefully,andtrytounderstandthecontext.设计意图：通过播放与能力相关的对话视频，让学生初步感知教材中的语言内容，了解如何用英语询问他人的能力和表达自己的能力，培养学生的听力和理解能力。2.ListenandrepeatPlaythedialogueagainsentencebysentence.Thestudentslistenandrepeat,payingattentiontothepronunciationandintonation.T:Now,listenandrepeatafterthevideo.Payattentiontohowtheysayit.A:Hi,Lisa.Canyousing?Ss:Hi,Lisa.Canyousing?...Afterrepeatingseveraltimes,askindividualstudentstorepeatasentencetochecktheirpronunciation.设计意图：逐句跟读对话，让学生模仿正确的发音和语调，提高学生的口语表达能力。同时，检查个别学生的发音，及时纠正错误，确保学生的发音准确。3.ExplainthetextT:Lookatthedialogue.AasksB“Canyousing?”andBanswers“Yes,Ican.”or“No,Ican't.”Whenwewanttoknowifsomeonecandosomething,weusethesentence“Canyou...?”Andwhenwecandoit,wesay“Yes,Ican.”Ifwecan't,wesay“No,Ican't.”Andthenwecanalsosaysomethingmore,likeBsays“Icandraw.”Doyouunderstand?Ss:Yes.T:Now,let'spracticethisdialoguewithourpartners.Youcanaskandansweraboutthethingswelearnedtoday,likesinging,dancing,drawing,reading,writing,andswimming.设计意图：对对话进行详细讲解，帮助学生理解对话的含义和重点句型的用法。让学生与同伴进行对话练习，并围绕所学的能力相关单词进行提问和回答，使学生能够将所学知识与实际情境相结合，提高语言运用能力。4.Practice1.PairworkThestudentsworkinpairs.Onestudentaskstheotherstudent“Canyou...?”usingthewordswelearned(sing,dance,draw,read,write,swim),andtheotherstudentanswers“Yes,Ican.”or“No,Ican't.”andthengivesareasonifpossible.Forexample:A:Canyoudance?B:Yes,Ican.Ilearneddancinginadanceclass.A:Canyouswim?B:No,Ican't.I'malittleafraidofwater.Thentheyswitchrolesandcontinuetheconversation.Theteacherwalksaroundtheclassroomandlistenstothestudents'conversations,providinghelpandguidanceifneeded.设计意图：通过两两合作练习，让学生在实际情境中运用所学的句型进行交流，增强学生的口语表达能力和人际交往能力。让学生给出回答的原因，可以培养学生的语言表达能力和思维能力，同时教师的巡视和指导可以及时帮助学生解决问题，确保活动的顺利进行。2.GroupActivity:TalentShowDividethestudentsintogroups.Eachgrouptakesturnstohavea“talentshow”.Onestudentineachgroupcomestothefrontandshowstheirtalentrelatedtothewordswelearned(suchassingingasong,dancingashortdance,drawingapictureontheblackboard,readingashortpassage,writingafewwordsorsentences,orpretendingtoswim).Theotherstudentsinthegroupask“Canyou...?”andthestudentperforminganswers“Yes,Ican.”andthenshowstheirtalent.Aftereachstudent'sperformance,thegroupmemberscanclapandsaysomeencouragingwords.Forexample:InGroup1,S1comestothefront.Theotherstudentsinthegroup:Canyousing?S1:Yes,Ican.(ThenS1singsasong.)Groupmembers:Welldone!Yousingverywell.Thisactivitynotonlypracticesthelanguagebutalsoallowsstudentstoshowtheirtalentsandbuildtheirconfidence.设计意图：以小组为单位进行才艺展示活动，既可以让学生在实践中巩固所学的单词和句型，又能为学生提供一个展示自我的平台，培养学生的自信心和表现力。通过小组内的互动和鼓励，增强学生的团队合作精神和集体荣誉感，同时也让学生在轻松愉快的氛围中学习和运用英语。5.Summary1.ReviewthewordsandsentencesT:Whathavewelearnedtoday?Let'sreviewtogether.Welearnedsomenewwordsaboutabilities,like“sing”,“dance”,“draw”,“read”,“write”,“swim”.Andwealsolearnedaveryusefulsentence“Canyou...?”toaskaboutothers'abilities,andtheanswers“Yes,Ican.”and“No,Ican't.”Ss:Yes.T:Let'ssaythewordsandsentencesagain.Ss:Sing,dance...Canyousing?Yes,Ican.No,Ican't.设计意图：与学生一起回顾本节课所学的重点内容，包括单词和句型，帮助学生梳理知识框架，加深对所学知识的记忆，确保学生对本节课的学习内容有一个清晰的认识。2.EncouragestudentsT:Youhavealldoneagreatjobtoday.Youlearnednewwordsandsentencesandshowedyourtalents.Everyonehastheirownabilitiesandstrengths.Don'tbeshytoshowwhatyoucando.Keeplearningandpracticing,andyouwillbeabletodomorethings.I'mproudofyouall.设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习自信心和积极性。同时，引导学生认识到每个人都有自己的能力和优点，鼓励他们勇于展示自己，培养学生的积极向上的心态和自我认同感。通过鼓励学生继续学习和练习，激发学生的学习动力和对未来学习的期待。6.Homework1.Listentothedialogueinthetextbookandrepeatitthreetimestoyourparentsorfamilymembers.Thenaskthem“Canyou...?”(usingthewordswelearnedtoday)andrecordtheiranswers.设计意图：通过听读作业，巩固学生的听力和口语表达能力，让学生在家庭环境中也能进行英语学习，同时增进学生与家人之间的互动和交流。让学生询问家人的能力并记录答案，进一步强化学生对所学句型的运用能力，同时也让学生了解家人的特长和能力，增强家庭情感。2.Drawapictureofyourselfdoingsomethingyoucandowell(likesinging,dancing,drawing,etc.)andwriteasentenceunderthepictureusing“Ican...”.Forexample,ifyoudrawapictureofyourselfsinging,youcanwrite“Icansing.”设计意图：布置绘画作业，让学生将所学的英语知识与绘画相结合，通过绘制自己擅长的事情并配上相应的英文句子，加深对“Canyou...?”和“Ican...”句型的理解和记忆，同时培养学生的创造力和动手能力。展示自己的能力也可以增强学生的自信心和学习兴趣。（二）第二课时1.Revision1.WordReviewGame:SimonSayswithAbilityActionsTheteacherplays“SimonSays”withatwistrelatedtotheabilitieswelearned.Theteachergivescommandslike“Simonsayssinglikeabird.”“Simonsaysdancelikeabutterfly.”“Simonsaysdrawacircle.”“Simonsaysreadawordontheblackboard.”“Simonsayswriteyournameintheair.”“Simonsaysswimlikeafish”(studentscanmakeswimmingmotionswiththeirarms).Iftheteachersaysacommandwithout“SimonSays”,thestudentsshouldnotdotheaction.Thestudentswhodothewrongactionareoutofthegame.Thelaststudentleftinthegameisthewinner.Forexample:T:Simonsaysdancelikearobot.Thestudentsimitatethedancemovementsofarobot.T:Writealetteronthedesk.(withoutsaying“SimonSays”)Thestudentsshouldnotdotheaction.Ifsomestudentsdoitbymistake,theyareoutofthegame.设计意图：通过“SimonSays”游戏结合能力相关动作的方式，复习上节课所学的单词，增加游戏的趣味性和挑战性，激发学生的学习兴趣和竞争意识。同时，让学生通过实际的动作模仿来巩固对单词的记忆和理解，锻炼学生的听力和反应能力，活跃课堂气氛。2.DialogueReviewAsksomepairsofstudentstocometothefrontandrole-playthedialoguetheylearnedinthelastclassaboutaskingandansweringabilities.Theycanaddsomenewquestionsoranswersiftheywanttomakethedialoguemoreinteresting.A:Hi,Bob.Canyoudraw?B:Yes,Ican.Icandrawabeautifulflower.CanyoureadEnglishstories?A:Yes,Ican.Ilikereadingverymuch.AndIcanalsowritesomeshortstories.Aftertherole-plays,asktheotherstudentstocommentontheirperformancesandcorrectanymistakesifnecessary.设计意图：让学生进行对话复习，检查学生对对话内容的掌握情况，同时培养学生的口语表达能力和表演能力。鼓励学生在对话中添加新内容，提高学生的创新思维和语言运用能力。其他学生的评价和纠错环节可以培养学生的倾听能力和批判性思维能力。2.Presentation1.LearntodescribeabilitiesinmoredetailT:Now,let'sthinkabouthowwecandescribeourabilitiesbetter.Forexample,ifyoucansing,youcansay“Icansingwell.”or“IcansingsomeEnglishsongsverywell.”Ifyoucandraw,youcansay“Icandrawbeautifulpictures.”or“Icandrawanimalsveryvividly.”Let'spracticesayingthesemoredetaileddescriptions.T:(pointtoastudentwhosaidtheycandanceinthepreviousclass)S1,yousaidyoucandance.Canyousayitinamoredetailedway?S1:Icandanceverygracefully.T:Verygood!Whoelsecantry?Ifyoucanswim,howcanyoudescribeit?S2:Icanswimfastandswimalongdistance.T:Excellent!Now,let'spracticewithourpartners.Onepersonsayswhattheycandoandtheotherpersonhelpsthemtodescribeitinmoredetail.设计意图：通过引导学生学习更详细地描述自己的能力，丰富学生的语言表达内容，提高学生的语言运用能力和表达能力。让学生在实际情境中练习，培养学生的合作学习能力和思维能力，同时也让学生更加了解自己的能力特点。2.Practicedescribingabilitiesindetail(1)PairworkThestudentsworkinpairs.Theytaketurnstotalkabouttheirabilitiesanddescribetheminmoredetail.Theycanusethesentences“Ican...well.”“Ican...verywell.”“Ican...beautifully.”“Ican...vividly.”etc.Forexample:A:Icanplaybasketball.B:Youcansay“Icanplaybasketballwell.”or“Icanplaybasketballveryskillfully.”Trytosayitlikethat.A:Oh,Icanplaybasketballwell.Andyou,whatcanyoudo?B:Icandraw.Icandrawcartoonsveryvividly.Afterafewminutesofdiscussion,eachpaircansharetheirbestdescriptionwiththeclass.设计意图：通过两两合作练习，让学生在实际交流中巩固所学的关于详细描述能力的表达方式，提高学生的口语表达能力和合作学习能力。让学生分享自己的最佳描述，可以锻炼学生的自信心和语言表达能力，同时也让其他学生学习到不同的表达方式。(2)GroupdiscussionDividethestudentsintogroups.Theteachergiveseachgroupatopic,suchas“Themostusefulabilityinourdailylife”or“TheabilityIwanttoimprovemost”.Thestudentsneedtodiscussingroupsandsharetheiropinions.Theyshoulddescribetheirabilitiesortheabilitiestheywanttohaveindetail.Forexample,inthegroupdiscussing“Themostusefulabilityinourdailylife”,thestudentsmayhavedifferentopinions:S3:Ithinktheabilitytoreadisthemostuseful.Icanreadbookstolearnknowledge,readsignstofinddirections,andreadinstructionstousethings.Icanreadveryquicklyandunderstandwell.S4:ButIthinktheabilitytocommunicateismoreuseful.Icancommunicatewithmyfriendsandfamilywell.Icanexpressmyideasclearlyandlistentootherscarefully.IcancommunicateinbothChineseandEnglish.Afterthediscussion,eachgroupcanchoosearepresentativetoreporttheirgroup'sdiscussionresultstotheclass.设计意图：以小组讨论的形式，让学生围绕特定的主题进行深入的交流和探讨，培养学生的团队合作能力、思维能力和语言表达能力。通过不同观点的碰撞和交流，让学生学会从不同角度思考问题，拓宽自己的思维视野，同时也提高学生在小组中表达自己观点和与他人合作的能力。3.Textextension1.ListenandwatchanewdialogueShowanewdialogueonthemultimediacourseware.Thedialogueisbetweenateacherandastudenttalkingaboutaschooltalentshow.T:Thereisgoingtobeatalentshowinourschoolnextmonth.Areyouinterestedinit?S:Yes,Iam,teacher.ButI'mnotsurewhattoperform.T:Well,whatcanyoudowell?Canyousingordance?S:Icansingalittle,butI'mnotveryconfident.Icandancebetter,butIdon'tknowifit'sgoodenoughforthetalentshow.T:That'sokay.Youshouldbelieveinyourself.Youcanpracticemoreandshowyourbest.Whatelsecanyoudo?Maybeyouhaveothertalentsthatyouhaven'tdiscoveredyet.S:Icanalsoplaythepianoabit.ButIhaven'tplayedinfrontofmanypeoplebefore.T:That'sgreat!Youcanprepareapianoperformance.Itwillbeawonderfulopportunitytoshowyourability.Andremember,it'snotaboutwinningorlosing.Themostimportantthingistoenjoytheprocessandshowyourtalent.Playthevideoandletthestudentslistenandwatchcarefully.设计意图：通过展示新的对话，拓展学生的学习内容，让学生在不同的情境中进一步感受如何用英语谈论学校活动和自己的能力，以及如何在面对机会时表达自己的犹豫和信心。培养学生的听力和理解能力，同时激发学生对学校活动的兴趣和参与热情，引导学生树立正确的对待展示自己能力的态度。2.DiscussandactoutAfterwatchingthedialogue,askthestudentstodiscussinpairswhattheyhavelearnedfromthedialogueandthenactitout.Encouragethemtoaddsomeoftheirownwordsandexpressionstomakethedialoguemorevivid.S1:Welearnedthatweshouldbebravetoparticipateinschoolactivitiesandbelieveinourabilities.S2:Yes,andweshouldnotbeafraidofmakingmistakes.Wecanpracticemoretoimproveourselves.Thentheyactoutthedialogue:S1:Thereisasportsmeetinourschoolnextweek.Iwanttotakepartintherunningrace,butI'mworriedthatIwon'tdowell.S2:Don'tworry.Youcanruneverydaytopractice.Youcandoit.Believeinyourself.S1:Thankyou.Iwilltrymybest.MaybeIcanalsoaskmyfriendstohelpmetrain.S2:That'sagoodidea.Let'sdoittogether.设计意图：让学生通过讨论和表演新对话，进一步理解和掌握所学的语言知识在实际情境中的运用，培养学生的口语表达能力、合作学习能力和创新思维能力。同时，引导学生在对话中加入自己的想法和感受，提高学生的语言运用灵活性和个性化表达能力，以及对面对挑战和展示自己能力的积极态度的理解和表达。3.CreateyourowndialogueAskthestudentstoworkingroupsoffourtocreateanewdialogueaboutaclubactivityoracommunityeventthattheywanttoparticipatein.Theyneedtousethewordsandsentencesaboutabilitiesandtheexpressionsofconfidenceorhesitationtheyhavelearned.Theyshouldwritedowntheirdialoguesfirstandthenpracticeactingthemout.Forexample:Group1'sdialogue(aboutapaintingclubactivity):E:Thereisapaintingclubactivitythisweekend.Ireallywanttogo.F:That'sgreat!Whatcanyoupaint?E:Icanpaintlandscapes.ButI'mnotsureifmypaintingsaregoodenoughtoshowintheclub.G:Don'tbesomodest.Youareverytalented.Youcantryit.H:Yes,andwecangotogetherandlearnfromeachother.Maybeyouwillimprovealot.Afterthegroupshavefinishedcreatingandpracticingtheirdialogues,asksomegroupstoperforminfrontoftheclassandlettheotherstudentslistenandevaluate.设计意图：通过小组合作创作对话，培养学生的创造力和综合语言运用能力，让学生在自主创作的过程中，灵活运用所学的关于能力、信心和犹豫等方面的词汇和句型来构建与实际生活情境相关的对话，同时提高学生的团队协作能力和书面表达能力。表演环节可以让学生展示自己的学习成果，增强学生的自信心和学习兴趣。其他学生的评价可以促进学生之间的相互学习和提高。4.Practiceandconsolidation1.ListenandanswerwithmoredetailsTheteacherpreparessomequestionsaboutabilities.Forexample,“Canyouplayamusicalinstrument?Ifyes,whatcanyouplayandhowwellcanyouplayit?”“Canyoudosports?Whichsportcanyoudoandwhatlevelareyouat?”Theteacherreadsthequestionsonebyoneandthestudentsneedtoanswerwithmoredetails.Theycanusethesentencestheylearnedtodescribetheirabilitiesindetail.Forexample:T:Canyoudraw?Ifyes,whatcanyoudrawandhowwellcanyoudrawit?S1:Yes,Icandraw.Icandrawanimalsandflowers.Icandrawthemveryvividly.Ioftengetpraisefrommyartteacher.T:Verygood.Canyouswim?Ifyes,howfastcanyouswimandwheredoyouusuallyswim?S2:Yes,Icanswim.Icanswimabout50metersinaminute.Iusuallyswimintheswimmingpoolnearmyhome.Aftereachstudentanswers,theteachercanaskotherstudentstoasksomefollow-upquestionstofurtherpracticethelanguageandencourageinteraction.设计意图：通过听问题并详细回答的练习，考查学生对所学关于描述能力的语言知识的掌握程度和听力理解能力，同时培养学生的语言组织能力和表达能力。让其他学生提问后续问题，可以促进学生之间的互动和交流，提高学生的倾听能力和思维能力，营造积极的学习氛围。2.AbilityShowandTellEachstudentpreparesashortpresentationabouttheirownability.Theycanbringsomethingrelatedtotheirabilityifpossible(forexample,apaintingiftheycandraw,abooktheyhavereadiftheycanreadwell,asmallmusicalinstrumentiftheycanplaymusic,etc.).Theyneedtostandinfrontoftheclassandtalkabouttheirability,includingwhattheycando,howwelltheycandoit,andwhytheylikethisability.TheyshouldusetheEnglishwordsandsentenceswelearnedinthisunit.Forexample:S3:Hello,everyone.Icanplaytheguitar.Ihavebeenlearningtheguitarfortwoyears.Icanplaysomesimplesongsverywell.Ilikeplayingtheguitarbecauseitmakesmefeelhappyandrelaxed.WhenIplaytheguitar,Icanforgetallmytroubles.Andthisismyguitar.(showstheguitartotheclass)Aftereachstudent'spresentation,theotherstudentscanclapandgivesomecommentsorsuggestions.设计意图：让学生进行能力展示和讲述，能够锻炼学生的口语表达能力、自信心和舞台表现力。通过让学生准备相关物品并结合英语进行介绍，将所学知识与实际能力展示相结合，加深学生对语言的运用和理解，同时也让学生有机会互相学习和欣赏彼此的特长，培养学生的尊重和欣赏他人的品质。3.SentenceMakingCompetitionaboutAbilitiesDividethestudentsintoseveralgroups.Theteachergivesasituationoratheme,suchas“Aparty”or“Asummercamp”.Eachgroupneedstomakeasmanysentencesaspossibleaboutwhatabilitiestheycanuseorshowinthissituation,usingthewordsandsentencestheyhavelearnedaboutabilities.Forexample,forthetheme“Aparty”,thegroupscanmakesentenceslike“Icansinganddancetomakethepartymorefun.”“IcanhelpdecoratethepartyroombecauseIcandrawwell.”“Icancommunicatewiththeguestsandmakethemfeelwelcome.”etc.Thegroupthatmakesthemostcorrectandcreativesentenceswins.Afterthecompetition,praisethewinninggroupandencourageallthestudentstokeeplearningandusingEnglishtodescribetheirabilitiesandthethingstheycandoindifferentsituations.设计意图：通过句子创作竞赛，激发学生的学习积极性和创造力，让学生在紧张而有趣的氛围中灵活运用所学知识进行句子创作，培养学生的语言运用能力和思维能力。以特定情境为主题进行句