五年级上册 Unit 4 What can you do? 渑池县南村乡中 刘伟伟 一、教学目标与要求 能力目标: 能力目标:能够询问别人能做什么家务劳动,如:What can you do? 知识目标: 知识目标:
  1.能够听、说、读、写句型:What can you do? I can sweep the floor.
  2. 能够听、说、认读句子:Mother Goat is ill. We can help. Just do it.
  3.理解 Read and write 中的会话内容,根据内容完成句子。 情感、 情感、策略目标
  1.情感态度:养成讲究卫生、热爱劳动的好习惯,培养乐于助人的优秀品质。
  2.学习策略:注重小组合作学习,培养相互沟通和交流的能力。 教学重、 二、教学重、难点分析
  1.本课时的教学重点是四会掌握句型 ? What can you do? ? I can sweep the floor. I can water the flowers. I can cook the meals. 三、教具准备 教学图片、课件、尺子、练习题、录音机。 四、教学步骤 读前( 一、读前(Before reading) ) 交流(
  1. 交流(Greetings) ) Hello, boy! What’s your name? Nice to meet you! What’s her name? (Her name is…) You’re helpful. Nice to meet you …. What’s his name? (His name is …) You’re helpful…. [设计说明]通过交流与学生沟通情感,拉近距离,了解学生情况,同时渗透本课 情景语言: You’re helpful.
  2. 热身活动(Let’s chant) 热身活动( ) 学生跟教师边说边做动作 Dog, Dog, what can you do? I can run after you. Panda, Panda, what can you do? I can eat so much bamboo. Mouse, Mouse, what can you do? I can hide in the shoe. Mike, Mike, what can you do? I can draw animals in the zoo. [设计说明] 教师与学生边说歌谣边做动作, 让学生集中注意力, 烘托课堂气氛, 自然进入英语课的学习状态。 同时, 复习旧知识 I can…, 并为新内容 What can you do?的呈现作好铺垫。
  3. 游戏复习相关词组。 (Say as quickly as you can.) 师:Mike can draw animal in the zoo, what can they do? Say as quickly as you can. (课件呈现词组学生眼疾嘴快,看谁说得快。)
[设计说明] 通过眼疾嘴快的游戏,复习学生已学过的动词词组,激发学生参与 课堂学习的同时,唤起学生已有的相关旧知识,旧技能,为新课的顺利进行打好 基础。
  4.呈现、学习语言:What can you do? I can… .呈现、学习语言: 课件呈现各种动作图片,引导学生理解学习: What can you do? I can … a: 教师板书,学生观察。 b. 学生抄写(教师根据学生的书写随时盖奖章,及时对学生的书写进行评价。 ) c. 教读 d. 同桌根据自己的情况表达自己能做的事情。I can / can’t… 学生说后教师用 You’re helpful. 进行评价。 e. 创设情景,Mother Goat is ill, what can you do for her?让学生根据自己的情况力 所能及的帮助病中的山羊妈妈。 [设计说明] 让学生在近似真实的语境中运用语言,表达自己乐于助人的情感及 能力。 读中( 二、读中(While reading) ) 教师:You’re so helpful. Some friends are helpful too. They’re helping Mother Goat now. Open your books at P48
  1.略读对话,回答问题 (Read briefly and answer) Who helps Mother Goat?
  2.精读对话,提出问题(Read carefully and raise questions)
  3.总结学生提出的问题 What can the rabbit do? What can the m do? What can Zoom do? What can Zip do?
  4.快读对话,回答大家提出的问题并写出答案。 (Read quickly and answer the questions) a. What can the m do? He can . b. What can the rabbit do? She can . c. What can Zip do? She can . d. What can Zoom do? He can . 学生先自己进行书面回答,核对答案,分组对话。
  4.听录音跟读对话(Listen, point and repeat)
  5. 自由读对话(Read freely)
  6. 分角色度对话(Read in role) [设计说明] 在本教学环节中教师注意阅读策略的指导,首先,教师采用新词搁 置,整体感知的策略,让学生由粗读到细读,快读,通过提问交流,寻读信息, 理解对话。然后引导学生进行朗读,把无声的文字变成有生地听读材料,拓宽学 生获取信息的渠道,帮助学生加深对篇章的整体印象,强化学生对部分知识点的 学习,培养学生正确的语音语调,还特别注重学生的句子书写指导。 读后( 三、读后( After reading) ) 教师:Boys and girls, there’re many helpful people. Such as volunteers. Look, they need some volunteers.
  1. 课件呈现需要帮助的人们, 引导学生读,理解他们的需求。
(
  1) 一位老人:I’m lonely. I can’t see well. Who can help me? (
  2) 一位导演:I can’t find a versatile(多才多艺) girl. Who can help me? (
  3) 一位病人:I’m ill. I can’t tidy the house. Who can help me?
  2.引导学生读志愿者的简介,给以上需要帮助的人们选择合适的志愿者。 (
  1) I’m Ma Yue. I’m
  24. I’m tall and pretty. I can sing and dance. I can play the erhu. I can swim too. (
  2) I’m Li Han. I’m
  36. I’m strong. I can sweep the floor. I can clean the windows. I can also cook the meals. I’m helpful. (
  3) I’m Liu Li. I’m
  50. I can read books. I can play chess. I can chat with you. I’m helpful.
  5.加入志愿者队伍,写自己的简介 The volunteers are warmhearted and helpful. Let’s join them. I’m . I years old. I can do my many things. I can . I can . I can . I’m helpful. [设计说明] 通过设计加入志愿者俱乐部的的情景,引导学生进行扩展阅读,直 到书写。很好地实现了听说读写目标。 四、总结与评价 (summary and assessment)
  1.情感教育 课件呈现一些互相帮助的图片,并配有背景音乐:爱的奉献,引导学生说:Help each other, the world will be better.
  2. 知识总结 本环节采用比较活泼的类似游戏的形式进行,教师在课件中出示评价的字眼,然 后以由易到难的顺序开展,首先是四会单词的拼读,学生通过后可以为自己赢得 一颗星,教师评价”You are good!然后是四会句型,学生通过这一关后可以得到 第二颗星,教师评价“You are great!”最后是句型的应用,学生在教师的要求下完 成任务后就可以得到最后一颗星,教师评价“Now you are super!” 五、家庭作业 (homework) (
  1)Listen and read P48 3 times. (
  2)Write the main drills. (
  3) Talk about your activities with your friends.
 

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