五年級上冊英語教案-Unit 4 What can you do？B Lets talk 人教PEP

Unit4BLet’stalk教案課題Unit4Whatcanyoudo?課型PartBLet’stalk教材人教版PEP教材五年級上冊授課班級五年級（）班一、教學(xué)目標(biāo)1.知識目標(biāo)：學(xué)生能夠理解對話大意，按照正確的意群及發(fā)音、語調(diào)朗讀對話，并進(jìn)行角色扮演。2.能力目標(biāo)：學(xué)生能夠在情景中運(yùn)用句型Canyou...?Yes,Ican.No,Ican’t.詢問對方能否做什么并回答。3.情感目標(biāo)：能夠熱愛、發(fā)揚(yáng)中國特色文化，并積極參與文娛活動。二、教學(xué)重點學(xué)生能夠在情景中運(yùn)用句型Canyou...?Yes,Ican.No,Ican’t.詢問對方能否做什么并回答。三、教學(xué)難點學(xué)生能正確使用評價語Wonderful!Noproblem.Icanhelpyou.四、教學(xué)方法情境教學(xué)，任務(wù)型教學(xué)，學(xué)本教學(xué)學(xué)法指導(dǎo)自主探究、互學(xué)、展學(xué)、小組合作教學(xué)準(zhǔn)備課件，人物頭飾，小組評價單，道具等。五、板書設(shè)計Unit4WhatcanyoudoPartBLet’stalkCanyoudoanykungfu?Yes,Ican.No,Ican’t.六、預(yù)案準(zhǔn)備學(xué)習(xí)用具：1.準(zhǔn)備自己擅長做的事情所需要的道具。2.準(zhǔn)備自己擅長做的事怎么用英語表達(dá)。教學(xué)環(huán)節(jié)教師活動學(xué)生活動設(shè)計意圖1.Greetings&Revision3’1.Theteachergreetswiththestudents.2.Lead-intoday’stitle.3.Asktwostudents:Whatcanyoudo?Thenletthestudentsasktheirclassmatestoreviewtheverbphrases.1.Thestudentsgreetwiththeteacher.2.Ssreadthetitletogether.3.S1:Icanplaybasketball.(Dotheactionandstickthephrasepaperontheblackboard)S2:Ican...(Dotheactionandstickthephrasepaperontheblackboard)Ssaskandanswerwiththeirclassmates:“Whatcanyoudo?Ican...”toreviewtheverbphrases.(Dotheactionandstickthephrasepaperontheblackboard)通過學(xué)生間的互問互答，復(fù)習(xí)并拓展本節(jié)課可以用到的動詞短語。并讓學(xué)生在道具的使用下，使語言更真實化，真正理解并運(yùn)用所學(xué)知識，把課堂的話語權(quán)交給學(xué)生。2.Lead-in2’Makeasituation（創(chuàng)設(shè)情境）1.Theteachershowsthe“Kungfupanda”tolead-intheChinesetraditionalculture:kungfu.2.T:TobeaChinese,canyoudoanykungfu?Theteacherasksthreestudentsbyusingthesentences:Wonderful!&NoProblem.Icanhelpyou.1.Sslookatthepictureof“kungfupanda”andtrytosay“It’sakungfuPanda”.ThenlistentotheteachertoknowmoreaboutChinesetraditionalculture:kungfu.2.S1:No,Ican’t.S2:Yes,Ican.S3:No,Ican’t.以“功夫文化”為主線創(chuàng)設(shè)情境。通過功夫熊貓的圖片引入“中國功夫”。通過現(xiàn)在的一種社會現(xiàn)象，即“中國功夫”世界聞名，很多外國人對中國功夫很感興趣并嘗試著學(xué)習(xí)功夫，進(jìn)而為引出本節(jié)課的Let’stry和Let’stalk的文本。3.Presentation&Practice30’1.T:Kungfuisveryfamousintheworld.Manyforeignerslearnsomekungfu.(ShowsomePictures)Mikeisourforeignfriend.Canhedoanykungfu?HeistalkingwithZhangPeng.Nowlet’slistenandtick.2.T:Howabouthisfriends?Cantheydoanykungfu?It’s2o’clockintheafternoon.It’stimeforPEclass.Who’stheirPEteacher?Todaytheylearnsomekungfu.Nowlistenandanswerthethreequestions:CanJohndoanykungfu?CanOliverdoanykungfu?WhocanhelpOliver?3.Readandimitate.4.Readinroles.5.Readingroups.6.Performingroups.7.T:Olivercandosomekungfu,now.Howaboutyou?Canyoudoanykungfu?Let’swelcomeourkungfuteacher.T:Youcandosomekungfunow.Wonderful!8.T:Butcanyoudootherthings?What’sthis?Canyoumaketherobot?...9.T:Nowaskandanswerinyourgroup.Trytolearntodothingsfromyourgroupmembers.Timeisup.Whichgroup?Twoheadsarealwaysbetterthanone.Wonderfulshow.10.T:Nowlet’splayagame:Moveinacircle.Canyoudoit?(Explaintherulesandplaythemusic.)11.Ourshowtimeiscoming.Nowcreateanewdialogueinyourgroup.Youcanchooseonetopicoryoucanmakeanewone.Trytousethesentenceswe’velearnedtoday.(Wonderful)1.Ssknowmoreaboutkungfu:It’sveryfamousintheworld.Manyforeignerslearnsomekungfu.Sslistentothetapecarefullyandtrytofind:CanMikedoanykungfu?Thenchecktheanswer,together.S1:No,hecan’t.2.Ss:MrMa.Sslookattheflashandtrytofindtheanswer.S1:Yes,hecan.Wonderful!S2:No,hecan’t.S3:MrMa.Hesays:Noproblem.Icanhelpyou.3.Ssreadandimitate.4.Ssreadinroles.5.Ssreadingroups.6.Ssperformingroups.7.Ss:Yes,Ican./No,Ican’t.Sslearnsomekungfufromthelittlekungfuteacher.Theydosomekungfufollowingthelittleteacherwiththekungfumusic.8.Sslookatthepicturesofrobot,puppet,pottery,birthdaycake...andanswer:Yes,Ican./No,Ican’t.9.Ssaskandansweringroup.Trytolearntodothingsfromgroupmembers.S1:Canyou...?S2:Yes,Ican.S1:Wonderful!S2:Canyou...?S3:No,Ican’t.S4:Noproblem.Icanhelpyou.10.Sslistentotherulescarefullyandplaythegame:moveinacircle.Inthegame,theyaskandanswerwitheachotherbyusingthesentences:Canyou...?Yes,Ican./No,Ican’t.11.Sscreateanewdialogueintheirgroupbyusingthemainsentencesinthislesson.Thentheyperforminthefront.Otherstudentsgivethemsomesuggestions.1.通過任務(wù)型教學(xué)，讓學(xué)生自主探究核心句型Canyou...?并找到答案，培養(yǎng)學(xué)生的自主探究能力。2.通過讓學(xué)生跟讀，并模仿純真文本錄音，讓學(xué)生在模仿中感悟語音、語調(diào)并在練習(xí)中進(jìn)一步掌握語音、語調(diào)。3.通過學(xué)生小組合作展示學(xué)生自己對文本的理解與再創(chuàng)作。4.通過文本情境，Oliver學(xué)會了一些中國功夫，引入班級學(xué)生的實際生活中，即通過讓會功夫的學(xué)生當(dāng)班級同學(xué)的功夫老師，教同學(xué)們一起學(xué)習(xí)幾招功夫。從而使每個孩子接觸功夫，并開始喜歡、學(xué)習(xí)功夫。5.通過學(xué)生已經(jīng)學(xué)會一些功夫，引入學(xué)生還會做什么，即在圖片等較為真實的情境中操練核心句型Canyou...?Yes,Ican./No,Ican’t.并給學(xué)生拓展短語：maketherobot,makethepuppet,makethepottery,singbirthdaysongs為接下來的學(xué)生創(chuàng)編對話做鋪墊。6.通過游戲Moveinacircle.讓學(xué)生在游戲中互問，從而達(dá)到互學(xué)。拓寬學(xué)生的合作范圍。讓學(xué)生在合作中培養(yǎng)團(tuán)結(jié)意識，同時明白一個道理：三人行必有我?guī)煟?.通過讓學(xué)生創(chuàng)編情境，讓學(xué)生把所學(xué)知識應(yīng)用到生活中，達(dá)到學(xué)以致用。4.Summary&Extension3’1.T:Whatwehavelearnedtoday?2.T:Kungfuisourtraditionalculture.Andwealsohavepaper-cut,Chinesetraditionalpainting,Chinesedrama.Ifyou’reinterestedinthem,youcanlearnsomethingaboutthem.(Paper-cutisourschool’sfeature.Canyoudothepaper-cut?)1.Sssummarize:Canyoudoanykungfu?Yes,Ican./No,Ican’t.2.SsknowmoreChinesetraditionalcultures:paper–cut,Chinesetraditionalpainting,Chinesedrama...Ss:Yes,Ican./No,Ican’t.1.學(xué)生自主總結(jié)本節(jié)課知識，形成知識體系。2.通過拓展更多的中國傳統(tǒng)文化：國畫、戲劇、剪紙，讓學(xué)生進(jìn)一步了解中國傳統(tǒng)文化，并學(xué)習(xí)一些喜歡的中國傳統(tǒng)文化。3.通過拓展校園文化，讓學(xué)生熱愛校園文化，同時運(yùn)用本課核心句型。5.Homework2’1.Readandrecitethedialogue.Verygood!2.Askyourparentsor