Unit 4What can you do -A-ppt课件-(含教案+视频+音频+素材)-市级公开课-人教版pep五年级上册英语(编号：f0975).zip
PEPPEP PrimaryPrimary English,BookVEnglish,BookV UnitUnit 4 4 WhatWhat cancan youyou do?do? LessonLesson 1 1 Lets chant: Swim, swim, I can swim. What can you do? Jump, jump, I can jump. What can you do? Eat, eat, I can eat. What can you do? Drink, drink, I can drink. What can you do? Q1.What will they have next Tuesday? They will have an _ party. Q2. What can Mike do? He can _ cartoons. Englis h draw Answer Q1. What can Zhang Peng do? He can _. Q2. What can John do? He can _. sing English songs do some kung fu 2017.June Monday Tuesday Wednesday Thursday Friday Saturday Sunday next Thursday next Tuesday Sharp Eyes(火眼金睛) party wash my clothes next What can you do？ wonderful well=we will do kung fu I can dance sing English songs Task:Make up a new dialogue.(自自编编对话对话) Well have a summer holiday(暑假暑假) next month(月月). What can you do for the holiday? Tips: 对话中可以用 wonderful,cool,good,great 赞美的词语会更好哦！ S1: Well have a summer holiday next month. What can you do for the holiday? S2: I can. S1:Wonderful!(Cool/Great/Good.) How about you, .(同学名字)? S3: I can. S1: Thank you, . Piggy Bank: sing English songs, do kung fu, read books, wash my clothes,draw cartoons, play football,dance, clean the room, speak English. 1.1. WhatWhat cancan youyou do?do? I I cancan singsing EnglishEnglish songs/dosongs/do kungkung fu.fu. 2.2. well=wewell=we willwill partyparty nextnext wonderfulwonderful What,what, what can you do? Sing, sing, I can sing English songs. What,what, what can you do? Kung fu, kung fu , I can do kung fu. Wonderful, wonderful, you are wonderful! 1.Listen1.Listen andand readread thethe dialoguedialogue somesome times,thentimes,then readread toto youryour parents.parents. 听并多读几次对话，然后读给爸妈听听并多读几次对话，然后读给爸妈听 。 2.Do2.Do a a surveysurvey onon p39.p39. 做做3939页的调查表。页的调查表。 Try to do more helpful things for others.Enjoy your life, smile every day! -Karen PEP 小学英语教学设计 五年级（上）第四单元第一课时 2017.6 1 Teaching Design Title: Unit4 What can you do? The Edition of Teaching Material: Period 1 of Unit4, PEP Primary English, Book V (P38) Teaching Content: This lesson mainly talks about the abilities of doing something. It uses the sentences “What can you do? I can.” At the same time, the students should learn to do more helpful things in daily life and have some own hobbies. Lesson Type: Dialogue Teaching Importance: 2 1. The Key Words: Students can learn to say the words correctly and fluently: sing English songs, do kung fu, wonderful 2. The Key Sentences: Students can talk about some activities with “What can you do? I can.” Teaching Difficulties: Teach the students how to express the things that you can do. Teaching Aids: PPT, Word Cards, Headdresses Teaching Methods: 1. Communicative teaching method. 2. Audio-visual teaching method. 3. “Task-based” teaching method. Studying Ways: 1. Let the students master the key words better by guessing, acting, listening, and using. 2. Enable the students study the target language by listening, communicating, and group work. Analysis of Students: 1. Students are in Grade Five and very active. Theyve already know some basic words and sentences. 2. Students have strong thirst for knowledge and like to be challenged. They have a certain ability of understanding English. Teaching Aims and Demands: 1. Knowledge Object: (1) Words: Students can learn to say these words correctly: well=we will, party, next, sing English songs, do kung fu, wonderful (2) Target Language: Students can understand and say: What can you do? I can 2. Ability Object: (1) Students can listen and do some exercises related to the dialogue. (2) Students can talk about some activities with “What can you do? I can.” 3. Moral Object: (1) Foster the students consciousness of good cooperation and proper competition in group work. (2) Increase the students confidence in learning English and encourage them to do more helpful things after learning this class. 3 整体设计思路和指导依据说明整体设计思路和指导依据说明 本节课是人教（PEP）2011 课标版三年级起点（吴欣主编），五年级上册 第四单元 A 部分的第一课时的对话课，对话围绕英语聚会中 Zhang Peng 和 John 会做什么展开，运用了本课时的重点句型 What can you do?和 I can. 在授课过程中，我首先用一个关于“你会做什么”的动画视频引入本课课 题，再用 chant 复习旧知并导入本课内容的学习。在对话的讲解中设置了由易 到难的任务，将听、做题、跟读和朗读等不同的策略融入其中。学生在完成任 务的过程中逐步加深对本课的理解，培养了学生获取信息和处理信息的能力。 在读后的表演环节中通过小组合作和分层评价激励学生完成表演任务，通过表 演的情况检验教学目标是否达成，再让学生根据暑假会做什么这个话题，进行 新的对话练习，最后以 chant 的形式总结本课所学，感情的升华和课堂气氛都 得到了很好的提升。家庭作业中再次提高要求，让学生“带着感情”来朗读课 文，同时进行拓展，要求学生做一个关于自己身边的同学会做什么的调查表。 评价手段主要是采取教师评价和学生评价，以小组竞赛的形式在黑板上呈现， 激励学生主动回答问题和完成小组任务。真正落实课标中对话教学的目标： “不断培养学生英语表达能力和对话技巧，使学生可以熟练运用英语进行交流。 ” 主要运用任务型教学法，在引入对话时采用视频教学手段，在对话教学中 视频，课件，单词卡和头饰等教具起到了重要的作用。按照任务型教学的基本 理念，课堂任务的设计选择贴近学生实际生活的内容，提供符合真实生活的学 习情景，通过自主、合作、探究培养学生主动学习英语的兴趣、进而培养其自 学能力、合作能力。 Teaching Procedures: Step I: Warm-up 1. Free talk 2. Watch a video. 设计意图设计意图 ：课前的师生活动是一个把课间和课堂衔接起来的过渡环节，活 跃课堂气氛，调动学生学习兴趣，为本课的教学创造积极的条件。接着利用动 画视频 What can you do?让学生感受本课的目标语言。 Step II: Review and Lead in Lets chant: 4 设计意图设计意图 ：在 chant 中，给学生有节奏的朗诵，并复习了一些旧知从而充 分调动了学生的参与热情，活跃课堂气氛，为导入新授对话和创编对话的环节 做好了铺垫。 Step III: Presentation Lets try 1. Listen and finish the exercise on p38, then answer two questions. Q1：What will they have next Tuesday? Q2: What can Mike do? 2. Check the answers. 设计意图设计意图 ：通过幻灯片里的听力，让学生自己去学习和感悟新知。让学生 整体感知听力内容，并能理解和做出相应题目，这样也是为对话内容做准备。 Lets talk 1. Watch the video and answer two questions. 设计意图设计意图 ：播放对话的动画视频，并提出两个问题，学生带着问题看动画， 整体感知对话并回答问题。对内容大意有初步的了解。 2. Listen and read the dialogue. 5 设计意图设计意图 ：让学生跟读对话，为后面活动的展开做铺垫。采用跟读方法让 学生了解文本，掌握文本关键信息，理解对话内容。 3. Read the first sentence and analyze the dialogue. (1) T: Here circle this word “ well ” , and you know “ well = we will ”. Then stick the word card on the blackboard. The teacher says a sentence: Well have lunch at 12:00. (2) T：When we see “party”, we can think about other words. Who knows? S2: Weve learned “park”, “forty” and so on. T: Wonderful! Read and stick the word on the board. Well also have birthday party and Childrens Day Party. (3) The teacher show the power point and make students understand “next”. T: What day is it today? Ss: Its Thursday. T: Well, this Thursday is June 22nd. Next Thursday is June 29th. Right? Ss: Yes. T: What about this Tuesday? Its June 20th. And June 27th? Ss: Its next Tuesday. T: Great! 设计意图设计意图 ：对于这几个新词的教授，我采用了引导，例句和含有相同字母 且发音相同的单词来让学生更快认读和了解新词，词句结合的方式，加入本课 即将出现的赞美词 wonderful，更能体现语言需在情景中运用的功能，同时学生 参与其中，有效化解这些难点。 4. Talk about the target language and write them on the board. What can you do? I can sing English songs. (Show the word card.) I can do some kung fu. (Take out the word card.) 6 The teacher teaches those sentences using the word cards. At the same time, read the words and sentences in different ways. The teacher should use “wonderful” more times to praise students. 设计意图设计意图 ：重点句型是学生需要掌握部分也是难点，我通过课件和单词卡 呈现词和句，也通过不同方式让学生参与听和认读，也注意到多用赞美词 wonderful 评价学生的回答，将该词渗透课堂中让学生在语言的不断输入和输出 中掌握重难点，新知就变得简单点。 Step IV: Practice Sharp Eyes The students watch the screen and see some words and sentences, then they should tell us what they see quickly. 设计意图设计意图 ：本活动的设计主要是巩固新知，也复习一些旧知，让学生通过 词句的快速闪现和消失，加强记忆，学生乐于这种抢答，加强了记忆，为后面 的对话活动做铺垫。 Read in groups of three: One is Miss White, one is Zhang Peng and one is John. Ask some groups to retell the dialogue. 设计意图设计意图 ：这个环节体现语言的交互性，也最终把句子交给学生来进行交 际活动，学生戴着头饰表演更加形象，角色分明，脱离课本三人一组对话，加 深文本理解，增强学生的学习兴趣。 Step V: Consolidation and Extension MakeMake upup a a newnew dialogue:dialogue: T: Well have a summer holiday next month, what can you do for the holiday? Make a dialogue with your partner like this. After 2 minutes, show your dialogues. 7 设计意图设计意图 ：小组内准备表演可以让全体学生得到练习，准备好后找一些组 上台展示成果，输出所学。分层评价，让学有余力的学生可以更多的发挥所长， 更有效的激发学生的主动性和创造性。 Step VI: Sum-up 1. Watch the power point and review the content of this class. 2. Lets chant. 设计意图设计意图 ：通过前边一系列的学习和表演，学生对本课内容的认识已经到位， 总体回顾新知加深印象，最后以 chant 的形式总结本课所学，提高学生的学习 热情，增加课堂学习气氛。 Step VII : Homework 1. Listen and read the dialogue some time, then read to your parents. 2. Do a survey on p39. 设计意图设计意图 ：留下分层作业，也是对课堂内容的巩固、拓展和延伸，不是课堂 教学的结束。 The Layout of the Blackboard: Unit4 What can you do? 8 PPT Teaching Reflection: 这节课中，如何让学生在有限的语言知识支撑下围绕会做什么进行交流， 如何创设更多的能运用本课语言的情景来激活学生的思维以及如何突破“What can you do? I can.”这一教学重难点，是这节课需要解决的问题。 1. 课堂上尽可能多地创设可以让学生直接实现语言迁移的情景，为学生运 用本课所学语言提供了可能性。课堂上通过模拟学生在日常生活中可能遇到的， 需要运用本课目标语言的情景来实施教学，实现了将课堂教学与学生日常生活 的无缝对接，学生可以在日常交流中直接使用课堂中所学的语言,有效培养了学 生迁移运用语言的能力。 2. 语言操练尽可能多地引导学生积极参与。 学生在输出语言时要经过归纳、推理、想象等多种思维活动，使语言成为表达 思维的工具,并在不断的思考与想象中进行语言运用。学生思维的积极参与既有 利于发挥他们的主动性，提升语言学习的效果同时也是促进学生心智不断发展 的有效途径。 3. 语言运用尽可能多地实现以目标语为主体的大容量的语言复现。大量的 语言实践机会使具有不同兴趣和不同语言程度的学生能在原有的基础上都有所 提高，落实了面向全体学生与关注个体差异的教学要求。 4. 评价手段和方式的多样性 评价手段主要是教师评价和学生评价。教师根据学生回答问题情况和表演的情 况等酌情加星，我这节课的主体评价方式是在黑板上画出 3 个气球，学生分为 3 组，根据他们的表现以爬格子的形式来摘气球，看哪组最先到达顶端。这样 通过小组竞赛的形式提高了学生的学习积极性。 LetLets s trytry 1. What will they have next Tuesday? They will have an _ party. 2. What can Mike do? He can _ cartoons. LetLets s talktalk ReadRead andand answeranswer（读并回答问题）：（读并回答问题）： 1. What can Zhang Peng do for the party? He can _. 2. What can John do for the party? He can _.
收藏
- 资源描述：
-
PEPPEP PrimaryPrimary English,BookVEnglish,BookV UnitUnit 4 4 WhatWhat cancan youyou do?do? LessonLesson 1 1 Lets chant: Swim, swim, I can swim. What can you do? Jump, jump, I can jump. What can you do? Eat, eat, I can eat. What can you do? Drink, drink, I can drink. What can you do? Q1.What will they have next Tuesday? They will have an _ party. Q2. What can Mike do? He can _ cartoons. Englis h draw Answer Q1. What can Zhang Peng do? He can _. Q2. What can John do? He can _. sing English songs do some kung fu 2017.June Monday Tuesday Wednesday Thursday Friday Saturday Sunday next Thursday next Tuesday Sharp Eyes(火眼金睛) party wash my clothes next What can you do？ wonderful well=we will do kung fu I can dance sing English songs Task:Make up a new dialogue.(自自编编对话对话) Well have a summer holiday(暑假暑假) next month(月月). What can you do for the holiday? Tips: 对话中可以用 wonderful,cool,good,great 赞美的词语会更好哦！ S1: Well have a summer holiday next month. What can you do for the holiday? S2: I can. S1:Wonderful!(Cool/Great/Good.) How about you, .(同学名字)? S3: I can. S1: Thank you, . Piggy Bank: sing English songs, do kung fu, read books, wash my clothes,draw cartoons, play football,dance, clean the room, speak English. 1.1. WhatWhat cancan youyou do?do? I I cancan singsing EnglishEnglish songs/dosongs/do kungkung fu.fu. 2.2. well=wewell=we willwill partyparty nextnext wonderfulwonderful What,what, what can you do? Sing, sing, I can sing English songs. What,what, what can you do? Kung fu, kung fu , I can do kung fu. Wonderful, wonderful, you are wonderful! 1.Listen1.Listen andand readread thethe dialoguedialogue somesome times,thentimes,then readread toto youryour parents.parents. 听并多读几次对话，然后读给爸妈听听并多读几次对话，然后读给爸妈听 。 2.Do2.Do a a surveysurvey onon p39.p39. 做做3939页的调查表。页的调查表。 Try to do more helpful things for others.Enjoy your life, smile every day! -Karen PEP 小学英语教学设计 五年级（上）第四单元第一课时 2017.6 1 Teaching Design Title: Unit4 What can you do? The Edition of Teaching Material: Period 1 of Unit4, PEP Primary English, Book V (P38) Teaching Content: This lesson mainly talks about the abilities of doing something. It uses the sentences “What can you do? I can.” At the same time, the students should learn to do more helpful things in daily life and have some own hobbies. Lesson Type: Dialogue Teaching Importance: 2 1. The Key Words: Students can learn to say the words correctly and fluently: sing English songs, do kung fu, wonderful 2. The Key Sentences: Students can talk about some activities with “What can you do? I can.” Teaching Difficulties: Teach the students how to express the things that you can do. Teaching Aids: PPT, Word Cards, Headdresses Teaching Methods: 1. Communicative teaching method. 2. Audio-visual teaching method. 3. “Task-based” teaching method. Studying Ways: 1. Let the students master the key words better by guessing, acting, listening, and using. 2. Enable the students study the target language by listening, communicating, and group work. Analysis of Students: 1. Students are in Grade Five and very active. Theyve already know some basic words and sentences. 2. Students have strong thirst for knowledge and like to be challenged. They have a certain ability of understanding English. Teaching Aims and Demands: 1. Knowledge Object: (1) Words: Students can learn to say these words correctly: well=we will, party, next, sing English songs, do kung fu, wonderful (2) Target Language: Students can understand and say: What can you do? I can 2. Ability Object: (1) Students can listen and do some exercises related to the dialogue. (2) Students can talk about some activities with “What can you do? I can.” 3. Moral Object: (1) Foster the students consciousness of good cooperation and proper competition in group work. (2) Increase the students confidence in learning English and encourage them to do more helpful things after learning this class. 3 整体设计思路和指导依据说明整体设计思路和指导依据说明 本节课是人教（PEP）2011 课标版三年级起点（吴欣主编），五年级上册 第四单元 A 部分的第一课时的对话课，对话围绕英语聚会中 Zhang Peng 和 John 会做什么展开，运用了本课时的重点句型 What can you do?和 I can. 在授课过程中，我首先用一个关于“你会做什么”的动画视频引入本课课 题，再用 chant 复习旧知并导入本课内容的学习。在对话的讲解中设置了由易 到难的任务，将听、做题、跟读和朗读等不同的策略融入其中。学生在完成任 务的过程中逐步加深对本课的理解，培养了学生获取信息和处理信息的能力。 在读后的表演环节中通过小组合作和分层评价激励学生完成表演任务，通过表 演的情况检验教学目标是否达成，再让学生根据暑假会做什么这个话题，进行 新的对话练习，最后以 chant 的形式总结本课所学，感情的升华和课堂气氛都 得到了很好的提升。家庭作业中再次提高要求，让学生“带着感情”来朗读课 文，同时进行拓展，要求学生做一个关于自己身边的同学会做什么的调查表。 评价手段主要是采取教师评价和学生评价，以小组竞赛的形式在黑板上呈现， 激励学生主动回答问题和完成小组任务。真正落实课标中对话教学的目标： “不断培养学生英语表达能力和对话技巧，使学生可以熟练运用英语进行交流。 ” 主要运用任务型教学法，在引入对话时采用视频教学手段，在对话教学中 视频，课件，单词卡和头饰等教具起到了重要的作用。按照任务型教学的基本 理念，课堂任务的设计选择贴近学生实际生活的内容，提供符合真实生活的学 习情景，通过自主、合作、探究培养学生主动学习英语的兴趣、进而培养其自 学能力、合作能力。 Teaching Procedures: Step I: Warm-up 1. Free talk 2. Watch a video. 设计意图设计意图 ：课前的师生活动是一个把课间和课堂衔接起来的过渡环节，活 跃课堂气氛，调动学生学习兴趣，为本课的教学创造积极的条件。接着利用动 画视频 What can you do?让学生感受本课的目标语言。 Step II: Review and Lead in Lets chant: 4 设计意图设计意图 ：在 chant 中，给学生有节奏的朗诵，并复习了一些旧知从而充 分调动了学生的参与热情，活跃课堂气氛，为导入新授对话和创编对话的环节 做好了铺垫。 Step III: Presentation Lets try 1. Listen and finish the exercise on p38, then answer two questions. Q1：What will they have next Tuesday? Q2: What can Mike do? 2. Check the answers. 设计意图设计意图 ：通过幻灯片里的听力，让学生自己去学习和感悟新知。让学生 整体感知听力内容，并能理解和做出相应题目，这样也是为对话内容做准备。 Lets talk 1. Watch the video and answer two questions. 设计意图设计意图 ：播放对话的动画视频，并提出两个问题，学生带着问题看动画， 整体感知对话并回答问题。对内容大意有初步的了解。 2. Listen and read the dialogue. 5 设计意图设计意图 ：让学生跟读对话，为后面活动的展开做铺垫。采用跟读方法让 学生了解文本，掌握文本关键信息，理解对话内容。 3. Read the first sentence and analyze the dialogue. (1) T: Here circle this word “ well ” , and you know “ well = we will ”. Then stick the word card on the blackboard. The teacher says a sentence: Well have lunch at 12:00. (2) T：When we see “party”, we can think about other words. Who knows? S2: Weve learned “park”, “forty” and so on. T: Wonderful! Read and stick the word on the board. Well also have birthday party and Childrens Day Party. (3) The teacher show the power point and make students understand “next”. T: What day is it today? Ss: Its Thursday. T: Well, this Thursday is June 22nd. Next Thursday is June 29th. Right? Ss: Yes. T: What about this Tuesday? Its June 20th. And June 27th? Ss: Its next Tuesday. T: Great! 设计意图设计意图 ：对于这几个新词的教授，我采用了引导，例句和含有相同字母 且发音相同的单词来让学生更快认读和了解新词，词句结合的方式，加入本课 即将出现的赞美词 wonderful，更能体现语言需在情景中运用的功能，同时学生 参与其中，有效化解这些难点。 4. Talk about the target language and write them on the board. What can you do? I can sing English songs. (Show the word card.) I can do some kung fu. (Take out the word card.) 6 The teacher teaches those sentences using the word cards. At the same time, read the words and sentences in different ways. The teacher should use “wonderful” more times to praise students. 设计意图设计意图 ：重点句型是学生需要掌握部分也是难点，我通过课件和单词卡 呈现词和句，也通过不同方式让学生参与听和认读，也注意到多用赞美词 wonderful 评价学生的回答，将该词渗透课堂中让学生在语言的不断输入和输出 中掌握重难点，新知就变得简单点。 Step IV: Practice Sharp Eyes The students watch the screen and see some words and sentences, then they should tell us what they see quickly. 设计意图设计意图 ：本活动的设计主要是巩固新知，也复习一些旧知，让学生通过 词句的快速闪现和消失，加强记忆，学生乐于这种抢答，加强了记忆，为后面 的对话活动做铺垫。 Read in groups of three: One is Miss White, one is Zhang Peng and one is John. Ask some groups to retell the dialogue. 设计意图设计意图 ：这个环节体现语言的交互性，也最终把句子交给学生来进行交 际活动，学生戴着头饰表演更加形象，角色分明，脱离课本三人一组对话，加 深文本理解，增强学生的学习兴趣。 Step V: Consolidation and Extension MakeMake upup a a newnew dialogue:dialogue: T: Well have a summer holiday next month, what can you do for the holiday? Make a dialogue with your partner like this. After 2 minutes, show your dialogues. 7 设计意图设计意图 ：小组内准备表演可以让全体学生得到练习，准备好后找一些组 上台展示成果，输出所学。分层评价，让学有余力的学生可以更多的发挥所长， 更有效的激发学生的主动性和创造性。 Step VI: Sum-up 1. Watch the power point and review the content of this class. 2. Lets chant. 设计意图设计意图 ：通过前边一系列的学习和表演，学生对本课内容的认识已经到位， 总体回顾新知加深印象，最后以 chant 的形式总结本课所学，提高学生的学习 热情，增加课堂学习气氛。 Step VII : Homework 1. Listen and read the dialogue some time, then read to your parents. 2. Do a survey on p39. 设计意图设计意图 ：留下分层作业，也是对课堂内容的巩固、拓展和延伸，不是课堂 教学的结束。 The Layout of the Blackboard: Unit4 What can you do? 8 PPT Teaching Reflection: 这节课中，如何让学生在有限的语言知识支撑下围绕会做什么进行交流， 如何创设更多的能运用本课语言的情景来激活学生的思维以及如何突破“What can you do? I can.”这一教学重难点，是这节课需要解决的问题。 1. 课堂上尽可能多地创设可以让学生直接实现语言迁移的情景，为学生运 用本课所学语言提供了可能性。课堂上通过模拟学生在日常生活中可能遇到的， 需要运用本课目标语言的情景来实施教学，实现了将课堂教学与学生日常生活 的无缝对接，学生可以在日常交流中直接使用课堂中所学的语言,有效培养了学 生迁移运用语言的能力。 2. 语言操练尽可能多地引导学生积极参与。 学生在输出语言时要经过归纳、推理、想象等多种思维活动，使语言成为表达 思维的工具,并在不断的思考与想象中进行语言运用。学生思维的积极参与既有 利于发挥他们的主动性，提升语言学习的效果同时也是促进学生心智不断发展 的有效途径。 3. 语言运用尽可能多地实现以目标语为主体的大容量的语言复现。大量的 语言实践机会使具有不同兴趣和不同语言程度的学生能在原有的基础上都有所 提高，落实了面向全体学生与关注个体差异的教学要求。 4. 评价手段和方式的多样性 评价手段主要是教师评价和学生评价。教师根据学生回答问题情况和表演的情 况等酌情加星，我这节课的主体评价方式是在黑板上画出 3 个气球，学生分为 3 组，根据他们的表现以爬格子的形式来摘气球，看哪组最先到达顶端。这样 通过小组竞赛的形式提高了学生的学习积极性。 LetLets s trytry 1. What will they have next Tuesday? They will have an _ party. 2. What can Mike do? He can _ cartoons. LetLets s talktalk ReadRead andand answeranswer（读并回答问题）：（读并回答问题）： 1. What can Zhang Peng do for the party? He can _. 2. What can John do for the party? He can _.
展开阅读全文
