【人教PEP版】小學(xué)五年級(jí)英語上冊(cè)教學(xué)設(shè)計(jì)-【The fourth period (第四課時(shí)) 】

Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Enjoythesong—Whatcanyoudo?(出示課件)3.Playagame:Thebestpartner.(游戲說明:全班分為六個(gè)小組，每個(gè)小組隨機(jī)抽選兩位學(xué)生上講臺(tái)參加游戲。一位學(xué)生用“Ican…”說一句話，另一位學(xué)生迅速表演出相應(yīng)的動(dòng)作。六對(duì)學(xué)生表演完之后，全班一起評(píng)選出配合最默契的一對(duì)學(xué)生，獎(jiǎng)勵(lì)他們“最佳拍檔”的稱號(hào)。)4.Lead-in.(1)Showsomepicturesofdifferentkindsofactivities,suchaswashclothes,playthepipa,drawcartoons,dosomekungfuandsoon.(出示課件)Pointtothesepicturesonebyoneandaskstudentstoanswerthequestion“Canyou…?”Studentsmayanswer“Yes.”or“No.”foreachquestion.Askstudentstoguesswhattheteachercando.Afterstudentsanswer,theteachersays“Yes,Ican…/No,Ican’t…”(2)Aftersaying“No,Ican’tdoanykungfu.”,askstudentstoanswerthequestion“Canyoudoanykungfu?”Inviteseveralstudentstostandupandanswerthisquestionaccordingtotheirrealsituations.Leadthemtosaythesentences“Yes,Icandosomekungfu./No,Ican’tdoanykungfu.”T:Howaboutthisboy?(課件出示:Mike的圖片)Let’sgoandhavealook!Teachingpurpose②Teachingpurpose②通過問題引導(dǎo)學(xué)生在聽錄音之前先預(yù)測(cè)聽力答案，聽時(shí)抓住關(guān)鍵信息，培養(yǎng)學(xué)生的聽力技巧，同時(shí)讓學(xué)生對(duì)新句型有所感知。1.Let’stry.②(1)Showthepictureandthequestionof“Let’stry”.(出示課件)T:Whoisthisboy?Ss:HeisMike.T:Wonderful!(Thumbupatthesametime.)AskstudentstoreadthequestiononthePPT.Letstudentsguesstheanswer.Leadstudentstosaythesentences“Yes,hecandosomekungfu./No,hecan’tdoanykungfu.”(2)Playtherecordingof“Let’stry”.(出示課件)Letstudentstrytogetthekeyinformationlikethese:It’skungfutoday.It’scoolbutIcan’tdoit.(3)Thenplaytherecordingof“Let’stry”again.（出示課件）Letstudentslistenandticktherightanswer.Teachingpurpose③通過對(duì)聽力部分進(jìn)行延伸，進(jìn)入對(duì)話部分的學(xué)習(xí)，銜接自然巧妙。在學(xué)生閱讀的同時(shí)，抓住合適的時(shí)機(jī)講解重點(diǎn)詞匯和句型，使學(xué)生更容易理解整個(gè)對(duì)話的內(nèi)容。(4)Checktheanswertogether.Presentthelisteningmaterialandaskstudentstoreadittohelpstudentsunderstandthissection.(Teachingpurpose③通過對(duì)聽力部分進(jìn)行延伸，進(jìn)入對(duì)話部分的學(xué)習(xí)，銜接自然巧妙。在學(xué)生閱讀的同時(shí)，抓住合適的時(shí)機(jī)講解重點(diǎn)詞匯和句型，使學(xué)生更容易理解整個(gè)對(duì)話的內(nèi)容。2.Let’stalk.③(1)PresentthechartbelowonthePPT.Askthequestions“CanZhangPeng/Mikedoanykungfu?”Accordingtothelisteningof“Let’stry”,leadstudentstoanswertogether“ZhangPengcandosomekungfu.Mikecan’tdoanykungfu.”Drawatickandacrossinthecorrespondingpositionsinthechart.PointtothenamesofJohnandOliverandask“CanJohndoanykungfu?HowaboutOliver?”Askstudentstoguesstheanswers.(2)Playthevideoof“Let’stalk”.(出示課件)Letstudentswatchthevideotogettheanswers.Showtheanswers.(出示課件)Checktheanswerstogether.Askthequestionsagain.Leadstudentstosay“Yes,hecan./No,hecan’t.”(3)Showthechartbelow.Usethischarttohelpstudentsdistinguishthemeaningsandtheusagesof“some”and“any”.Stressthat“some”isusedinpositivesentencesand“any”isusedininterrogativeornegativesentences.Stresstheword“not”inredcolour.Writedown“can’t=cannot”ontheblackboard.(4)Showthefirstpictureof“Let’stalk”.(出示課件)Askstudentstoobservethepicturecarefullyandanswerthequestion“Whoarethey?”Theymaysay“TheyareSarah,Amy,John,Oliverand…”Askthreequestions:①Whoisthisman?②What’shisjob?③Whatdotheyhavetoday?Thenplaythevideoofthefirstpartof“Let’stalk”.(出示課件)Letthreestudentsanswerthequestions.Leadstudentstosay“ThemanisMrMa.HeisaPEteacher.TheyhavePEtoday.”T:MrMasays,“Todaywe’lllearnsomekungfu.”NowweknowwhattheywilldointhePEclass.HowaboutourEnglishclasstoday?Doyouknowwhatwewilllearnnext?Leadstudentstosay“We’lllearnEnglishsongs/…”Writedowntheword“l(fā)earn”ontheblackboard.Leadstudentstoreadlikethis:learn,learn,learn,learnsomekungfu,learnEnglishsongs…PointtoJohnandask“CanJohndoanykungfu?”Thistime,studentscaneasilyanswerthequestion.Theymaysay“Yes,hecan.”Thumbupandwritedownthesentencepatterns“—Canyoudoanykungfu?—Yes,Ican.”ontheblackboard.Leadstudentstoreadthesentencepatternsthreetimes.(5)Showthesecondpictureof“Let’stalk”.(出示課件)Askstudentstowatchthevideoofthesecondpart.(出示課件)Andletstudentstrytoanswerthequestions“CanOliverdoanykungfu?WhatcanMrMadoforhim?”Asktwostudentstostandupandanswerthequestions.Leadstudentstosay“No,hecan’tdoanykungfu.MrMacanhelphim.”Writedownthesentence“No,Ican’t.”ontheblackboard.Leadstudentstoreadthewholesentencepatterns.Takeoutthecardof“Noproblem.”T:Olivercan’tplayanykungfu.SoMrMasays,“Noproblem.Icanhelpyou.”Ifwecanhelpothers,wecansay“Noproblem.Icanhelpyou.”NowIneedyourhelp.Canyouhelpmeputthiscardontheblackboard?Leadstudentstosay“Noproblem.Icanhelpyou.”Invitethemostactivestudenttoputupthecardontheblackboard.Afterthat,thumbupandsay“Wonderful!Thankyou!”Writedowntheword“wonderful”ontheblackboard.Tellstudentsthat“wonderful”means“Great!Veryverygood.”Thenleadstudentstoreadthesentencesandthewordseveraltimes.Teachingpurpose④訓(xùn)練學(xué)生按照正確的語音、語調(diào)及意群朗讀對(duì)話，并能夠進(jìn)行角色扮演。讓學(xué)生運(yùn)用所學(xué)的知識(shí)完成連鎖問答，幫助學(xué)生鞏固本節(jié)課的關(guān)鍵句型。Teachingpurpose④訓(xùn)練學(xué)生按照正確的語音、語調(diào)及意群朗讀對(duì)話，并能夠進(jìn)行角色扮演。讓學(xué)生運(yùn)用所學(xué)的知識(shí)完成連鎖問答，幫助學(xué)生鞏固本節(jié)課的關(guān)鍵句型。1.Practicethedialogues.(1)Playtherecordingof“Let’stalk”.(出示課件)Askstudentstoreadthedialoguessentencebysentenceaftertherecording.(2)Letstudentspracticethedialoguesingroups.(3)Askseveralgroupstorole-playthedialogues.Thegroupthatdoesagoodjobcangettwostickers.2.Canyoudoit?(1)Showthewordandthephrasesin“Canyoudoit?”(出示課件)Leadstudentstoreadthem.Encouragestudentstowritemorewordsorphrasesintheirbooks,suchasdance,playthepipa,playfootball,makeacake,drawcartoonsandsoon.(2)Showthepicturesof“Canyoudoit?”（出示課件）Dividestudentsintoseveralgroups.Letthemaskandanswerinachainasthechildrendointhepictures.Everyquestioncanbeusedonlyonce.(3)Makeamodelwithsomestudents:T:CanyousingEnglishsongs?S1:Yes,Ican.Canyoucook?S2:No,Ican’t.Canyoudoanykungfu?S3:No,Ican’t……(4)Asktwoorthreegroupstoshowtheirwork.Eachstudentinthesegroupscangetasticker.Step4:Consolidation&Extension⑤“Lookforajob”Teachingpurpose⑤拓展部分為學(xué)生創(chuàng)設(shè)一個(gè)模擬的應(yīng)聘場(chǎng)景來運(yùn)用所學(xué)語言，既能鞏固本課時(shí)的重點(diǎn)詞匯及句型，也能激發(fā)學(xué)生不斷提高自己、完善自我的決心。(活動(dòng)說明:準(zhǔn)備六張招聘信息卡和若干張應(yīng)聘信息卡，應(yīng)聘信息卡數(shù)量根據(jù)學(xué)生人數(shù)而定。將學(xué)生分為六組，老師將裁剪好的招聘信息卡發(fā)給每個(gè)組的組長(zhǎng)，其他同學(xué)得到應(yīng)聘信息卡。拿到招聘信息卡的學(xué)生作為招聘者坐到教室前排，應(yīng)聘者填好自己的應(yīng)聘信息卡，走到前面來找工作。招聘者向應(yīng)聘者提問“Canyou…?Teachingpurpose⑤拓展部分為學(xué)生創(chuàng)設(shè)一個(gè)模擬的應(yīng)聘場(chǎng)景來運(yùn)用所學(xué)語言，既能鞏固本課時(shí)的重點(diǎn)詞匯及句型，也能激發(fā)學(xué)生不斷提高自己、完善自我的決心。招聘信息卡內(nèi)容參考(共六張，每個(gè)小組組長(zhǎng)只能拿到一張):應(yīng)聘信息卡內(nèi)容參考（若干張，一人只能拿到一張）:?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Practicethedialogues.2.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對(duì)應(yīng)課時(shí)作業(yè))?教學(xué)反思1.整個(gè)教學(xué)設(shè)計(jì)堅(jiān)持以教師為主導(dǎo)，以學(xué)生為主體，以活動(dòng)為主線，引導(dǎo)學(xué)生自主探究，培養(yǎng)學(xué)生的學(xué)習(xí)能力。2.在聽力活動(dòng)和學(xué)習(xí)對(duì)話之前，都讓學(xué)生對(duì)所學(xué)內(nèi)容進(jìn)行了預(yù)測(cè)。給出問題，讓學(xué)生帶著問題去聽聽力、閱讀對(duì)話，使學(xué)生的學(xué)習(xí)目的明確。3.本課時(shí)各環(huán)節(jié)的設(shè)計(jì)循序漸進(jìn)，環(huán)環(huán)相扣，讓學(xué)生們很自然地跟隨節(jié)奏，掌握新知。4.為學(xué)生創(chuàng)設(shè)真實(shí)的場(chǎng)景，讓學(xué)生在真實(shí)的場(chǎng)景里運(yùn)用并體會(huì)所學(xué)的詞匯和句型。5.板書簡(jiǎn)潔清晰，重點(diǎn)突出，一目了然。?TeachingContents&TeachingAimsLet’stry·Beabletopredictthedialoguebeforelisteningwiththehelpofpictures.Beabletograspthekeyinformationintheprocessoflistening,understandthedialogueandimprovetheirlisteningabilities.·Beabletoperceivethenewsentencepatternsaurallyandcompletethelisteningtask.Let’stalk·Beabletounderstandthemainideaofthedialogues.·Beabletoreadthedialoguesaccordingtotherightintonation,pronunciationandsensegroup,andactthemout.·Beabletousethesentencepatterns“—Canyou...?—Yes,Ican./No,Ican’t.”insituationstoaskiftheotherpersoncandosomethingandthenanswer.·Beabletousethekeysentencepatternstoaskandanswerinachain.·Beabletousethefunctionalsentence“Todaywe’lllearnsomekungfu.”insituations.?TeachingPriorities·Beabletounderstandthemainideaofthedialogues,andbeabletoreadthedialoguesaccordingtotherightintonation,pronunciationandsensegroup.·Beabletousethekeysentencepatterns“—Canyou…?—Yes,Ican./No,Ican’t.”toaskiftheotherpersoncandosomethingandthenanswer.?TeachingDifficulties·Beabletousethekeysentencepatternstoaskiftheotherpersoncandosomethingandthenanswerinrealsituations.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.Greetings.Eachactivityofthewarm-upsessionhelpsstudentseffectivelyreviewthekeyvocabularyandsentencepatternslearnedbefore.Graduallyshowthekeysentencepatternsofthislesson.Letstudentsnaturallyknowthethemeofthislessoninarelaxingandpleasantway.2.Enjoythesong—Whatcanyoudo?Enjoythesong—Whatcanyoudo?3.Playagame:Thebestpartner.Playthegame:Thebestpartner.Onestudentsaysthesentences,andtheotheronedoestheactions.4.Lead-in.(1)Showsomepicturesandaskquestions.Askstudentstoguesswhattheteachercando.(2)Askstudentstoanswerthequestion“Canyoudoanykungfu?”Leadthemtosay“Yes,Icandosomekungfu./No,Ican’tdoanykungfu.”(1)Answerthequestionsaccordingtorealsituations.Guesswhattheteachercando.(2)Answerthequestionaccordingtotheirrealsituationsandsaythesentences.Presentation1.Let’stry.(1)Askstudentstoreadthequestionandguesstheanswer.(2)Playtherecordingof“Let’stry”.(3)Playtherecordingof“Let’stry”again.(4)Checktheanswertogether.Presentthelisteningmaterial.(1)Readthequestionandguesstheanswer.(2)Listenandtrytogetthekeyinformation.(3)Listenandticktherightanswer.(4)Checktheanswertogether.Readthelisteningmaterial.Leadstudentstopredicttheanswerbeforelisteningtotherecording.Helpstudentsperceivethekeysentencepatternsanddeveloptheirlisteningskills.2.Let’stalk.(1)Showthechart.Askthequestions“CanZhangPeng/Mikedoanykungfu?”Drawatickandacrossinthecorrespondingpositionsinthechart.AskquestionsaboutJohnandOliver.(2)Playthevideoof“Let’stalk”.Showandchecktheanswers.Leadstudentstosay“Yes,hecan./No,hecan’t.”(3)Helpstudentsdistinguish“some”and“any”.(4)Teachthefirstsectionof“Let’stalk”.(5)Teachthesecondsectionof“Let’stalk”.(1)Answerthequestions.(2)Watchthevideotogettheanswers.Checktheanswersandsaysentences.(3)Learnanddistinguishthewords“some”and“any”.(4)Learnthefirstsectionof“Let’stalk”.(5)Learnthesecondsectionof“Let’stalk”.Byextendingthelisteningsection,beginthedialoguesection.Thetransitionisnaturalandclever.Whilestudentsarereading,grasptherighttimetoexplainthekeyvocabularyandsentencepatterns,sothatstudentscanunderstandthewholedialoguemoreeasily.Practice1.Practicethedialogues.(1)Playtherecordingandaskstudentstoreadthedialoguesaftertherecording.(2)Letstudentspracticethedialoguesingroups.(3)A