人教PEP版五年级上册英语Unit 4 What can you do单元整体教学设计（教案）.docx

1、人教PEP版五年级上册英语Unit 4 What can you do?单元整体教学设计主备人辅备人上课时间课时5审核人单元主题What can you do ?(talent)单元子主题及课时安排5.The rat can do many things(C Story time)4.Make more friends(B read and write)3.The lettersoocan play magic!(A lets spell)1.The talent show(A lets talk &lets learn)2.Talk about more talent(B lets talk

2、& lets learn)We can do and we can show学情分析（知识基础、认知特点、生活经验）认知水平：根据2022版课标要求，五年级学生应在语言能力，文化意识，思维品质和学习能力方面达到英语能力水平二级要求。五年级学生经过两年的英语学习，大部分学生英语基础知识掌握较好，具有了初级的英语语言运用能力，掌握了一定的词汇量，具有一定的英语阅读兴趣和表演愿望，想象力丰富，乐于展示。知识储备：学习本单元之前，学生在前面的单元已学习有关技能的动词短语：play football, clean my room, draw picture,能够初步表达自己能做什么。在三年级下册第五单元

3、学习了句型Can I have some.?来询问想吃的食物和饮料。在四年级下册第三单元用Can I go outside?来征求对方意见，学生能运用情态动词can的特殊疑问句来进行回答。学生对本单元主题“才艺技能”是有相关生活经验的，也有过校运动会，元旦晚会等相关活动经验。对于本单元的育人价值点“每个人都有自己的特长，互相学习共同进步。”已有生活经验，容易产生共勉。单元教材分析本单元是人教PEP英语五年级上册第四单元，主要围绕We can do and we can show 这一话题展开，共设计了五个语篇，分别是两篇日常生活对话，一篇语音课，一封邮件和一篇绘本故事。语篇一（Part A L

4、ets talk & Lets learn）是小学生日常生活对话，围绕英语聚会上能展示的才艺展开。Miss White和John，Mike在谈论下周举行的英语聚会上能展示的才艺,Zhang Peng能唱英文歌，John能练武术，除此之外，英语聚会上还可以展示其他的才艺，如跳舞、弹琵琶、画漫画等。语篇二（Part B Lets talk & Lets learn）是小学生日常生活对话，呈现的是Mr. Ma和孩子们上体育课的场景，在体育课上，Mr. Ma将要教孩子们学习武术，John会武术，Oliver不会,但是不会也没关系，Mr. Ma可以帮助他。语篇三（Part A Lets spell）本节

5、课通过创设字母组合oo变魔法的情境，将一些有关字母组合oo的单词创编成歌谣，在有趣的氛围下强化字母组合oo在单词中发短音和长音的规则；能够拼读符合oo发音规则的单词并能根据单词读音写出符合该规则的单词。语篇四（Part B Read and write）是一封电子邮件，内容围绕Robin的一封交友邮件展开，Robin想要结交更多的朋友，所以在邮件中描述了自己的情况。他很友好幽默，他会说中文和英文，会练武术，会打乒乓球，但是不会游泳。语篇五（Part C Story time）是配图故事，通过Miss White带领本班学生看cartoon books，cartoon books里讲述一只老鼠遇

6、到蛇如何急中生智，最后通过自己的能力化险为夷的故事。单元总目标语言能力目标：1.能够听、说、读、写单词和词组:dance, sing English songs, do kungfu, play the pipa, draw cartoons, swim, speak English, cook, play basketball, play ping-pong.2.能够在情景中运用句型What can you do? I can. . Can you .? Yes, I can./No, I cant.询问某人能否做某事并作答。3.完成Read and write的练习，能在情景中理解并综合运

7、用语言：I can.,but I cant.能用正确的语音语调朗读课文。4.能够掌握字母组合oo的发音规则，即oo在单词中常见的两种发音:/u/和/u:/ ，并完成拼写活动。文化意识目标：1.了解琵琶、武术、乒乓等有中国特色的文娱活动形式。2.能积极参加文体活动，丰富自己的课余生活。3.大胆展示自我，培养自信心。思维品质目标：1. 通过观察学习，了解不同的同学有不同的爱好特长，同学之间应该互相学习，共同进步。2. 学会用思维导图提炼出课文的框架。学习能力目标:1. 培养学生的小组合作能力。2. 培养学生积极思考，发现并尝试解决问题的能力。第1课时课时内容Part A Lets talk &Le

8、ts learn上课时间审核人教材分析What:本语篇是小学生日常生活对话，围绕英语聚会上展示的才艺展开。Miss White和John、Mike在谈论下周举办的英语聚会上能展示的才艺，Zhang Peng 能唱英文歌，John能练武术，除此之外，英语聚会上还可以展示其它的才艺，如跳舞、弹琵琶、画漫画等。Why:作者通过描述John和Mike在聚会上展示的才艺，引导学生要大胆展示自我。How:本语篇为典型的日常生活对话，涉及才艺的词汇: dance, sing English songs, do kungfu, play the pipa, draw cartoons.以及谈论才艺的核心语言:

9、What can you do?学生之前已经学过can的特殊疑问句，该语篇情节简单，易于理解，具有现实意义和教育意义。教学目标通过本课的学习，学生能够：1.在看、听说活动中，获取、梳理语篇中学生特长的词汇：dance, sing English songs, do kung fu, play the pipa, draw cartoons和句型：What can you do? I can.。（学习理解）2.能在教师帮助下，分角色扮演、唱chant,小组谈论个人才艺。（应用实践）3.学生能四人一组选择一个场景创编对话。（迁移创新）教学重难点重点：学生能学习词汇dance, sing Engli

10、sh songs, do kung fu, play the pipa, draw cartoons和句型：What can you do? I can.。难点: 学生能在情境中运用核心词汇dance, sing English songs, do kung fu, play the pipa, draw cartoons和句型：What can you do? I can.。教具准备单词卡片、希沃白板、PPT课件教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Lets chant together.3. Look and say.Show four pic

11、tures about the chant above on the PPT. In the first picture, a dog is running after a boy. The boy asks， “Dog, dog, what can you do?” In Picture 2, a panda is eating bamboo. The boy beside it asks， “Panda, panda, what can you do?” In Picture 3, a mouse is hiding in a shoe. The boy beside it asks，“M

12、ouse, mouse, what can you do?” In Picture 4, Mike is drawing animals in the zoo. The boy beside him asks， “Mike, Mike, what can you do?”(出示课件) Lead students to answer these questions by using the sentence pattern “I can”After students answer all the questions, ask them to say more sentences by using

13、 the sentence pattern “I can” Encourage them to say as many as possible.4Lead-in. (1) Show the first part of the main scene on page 36. (出示课件) T: Look, theyll have an English party next Tuesday. What can Chen Jie do for the party?Lead students to read the sentence and answer: She can play the pipa.(

14、2) Show some pictures of different kinds of musical instruments， such as erhu, guzheng and so on. (出示课件) Lead students to read the phrases “play the erhu, play the guzheng”. T: Can you play the pipa / erhu / guzheng? Students try to answer the questions according to their real situations.(3) Show th

15、e second part of the main scene on page 36.（出示课件）T: How about Zip and Zoom? What can they do? Lead students to look at the picture and answer the questions.Lead students to read the sentences: I can dance! I can sing! La la la Encourage them to do the actions at the same time.Step 2: Presentation1.创

16、设情境：Miss White will have an English party.2.Watch and choose.Q:When is the party?A:Next Tuesday. B: Next Friday.通过日历讲解Next Tuesday.3.Listen and answer.Q1:What can Zhang Peng do for the party?教授词汇:sing English songs.Q2:What can John do?He can do some kung fu.教授词汇:do some kung fu.学生观看功夫熊猫视频，老师进行育人教育:K

17、ung fu is traditional culture in our country. We should promote it.4.教授词汇：play the pipa，dance，draw cartoons引导学生问：Chen Jie, what can you do?播放琵琶音效，教授新词：play the pipa情感教育：Erhu、pipa are our traditional instruments. We should promote them.音频播放问What can you do?引导学生问Sarah, What can you do?呈现新词dance生生问答操练句

18、型：一生问：What can you do?其他同学回答: I can dance.鼓励学生勇敢秀出才艺，引导其他同学做出评价：Wonderful/Great/Well.出示漫画图片，教授新词：draw cartoons，师生问答进行操练。5. Listen and repeat.(听lets talk的录音，跟读)Step 3: Practice1.Role-play.分角色扮演对话2.Lets chant.Zhang, Zhang, what can you do?Sarah, Sarah， what can you do?Dance, dance, i can dance.3.Pair

19、work.小组合作谈论才艺A:What can you do for the English party?B:I can.how about you？A:I can.Step 4: ExtensionMake a dialogue.(四人一组选择其中一个场景在组内进行创编对话)Situation 1:New Years PartySituation 2: Birthday partyA: We will have a/anwhat can you do for?B: I canC:I canD:I canStep 5: Sum-up作业1. Listen to the recording an

20、d recite the dialogue.2. Do the exercises.板书 设计Unit4 What can you do?Part A Lets talk & Lets learnWhat can you do?play the pipa danceI can do kung fudraw cartoons sing English songs教学反思第2课时课时内容Part B Lets talk & Lets learn上课时间审核人教材分析What:该语篇是日常生活对话，呈现的是Mr. Ma 和孩子们上体育课的场景，在体育课上，Mr. Ma将要教孩子们学习武术，John会

21、武术，Oliver不会，但是不会也没有问题，Mr. Ma可以帮助他。Why:作者通过描述Mr. Ma体育课上教孩子们学习武术的场景，引导学生生积极参加文体活动，培养学生“虽然我不会但是我愿意去学习”以及大胆展示自我的意识。How:该语篇是小学生日常生活对话，涉及技能的核心词汇: swim, speak English, cook, play basketball, play ping-pong，以及谈论技能的核心语言：Can you .?Yes, I can./No, I cant. 学生之前学习过情态动词Can .?的特殊疑问句，该语篇情节简单，具有现实意义和教育意义。教学目标通过本课的学习

22、，学生能够：1.在看、听说活动中，获取、梳理语篇中学生技能词汇：swim, speak English, cook, play basketball, play ping-pong和谈论技能的核心语言：Can you .?Yes, I can./No, I cant.（学习理解）2.在教师帮助下，能分角色扮演对话，通过操练，巩固所学的核心词汇。（应用实践）3.四人一组创编对话，谈论校运会上将要展示的技能。（迁移创新）教学重难点重点：能够听、说、读单词、词组swim, speak English, cook, play basketball, play ping-pong；能够在情景中理解并运用

23、句型Can you .?Yes, I can./No, I cant.难点: 能够按照正确的语音语调朗读对话并进行角色扮演学生基于课堂学习，构建语言框架向同学表达自己会的技能以及不会但是想要去学习的技能；“speak+某种语言”表示“说某种语言”。教具准备单词卡片、希沃白板、PPT课件教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Lets chant. (课件出示:下面的chant)Ask students to stand up and chant after the teacher. And ask them to do the actions at

24、the same time.T: Run, run, I can run.Ss: Run, run, I can run. (Do the action of running.)T: Jump, jump, I can jump.Ss: Jump, jump, I can jump. (Do the action of jumping.)T: Sing, sing, I can sing.Ss: Sing, sing, I can sing. (Do the action of singing.)T: Draw, draw, I can draw.Ss: Draw, draw, I can d

25、raw. (Do the action of drawing pictures.)3. Play a game: Find your partner.(游戏说明:教师准备一些单词卡片，如rabbit, bird, pig, jump, fly, eat。将学生分成六个小组，并将单词卡片随机分给六个小组。拿到动物单词卡片的小组使用句型“What can you do, ? ”来提问，拿到动词卡片的小组则根据问句中动物的名称判断自己的动词是否符合该动物的动作特征，如果不符合就保持沉默，如果符合，则使用句型“I can”来回答。如rabbit匹配jump, bird匹配fly, pig匹配eat。匹

26、配正确的两个小组成为彼此的好搭档，并且每个小组都能获得一颗星奖励，问错或匹配错误的小组没有奖励。)4. Lead-in. T: The animals can do many things. I can do many things, too. What can I do? Try to guess! Encourage students to express their opinions.Step 2: Presentation1.教学新词汇。用多媒体课件创设情景，分别出示烹调、游泳、打篮球和大乒乓球的情景，引出单词“cook”，“swim”和词组“playbasketball”，“play

27、ping-pong”，“speakEnglish”。知道play后面跟着乐器名词时，乐器名词前要加the，后面跟球类名词时则不需要加the。同桌合作，用情景图的单词替换对话中的关键词编写对话。2出示图片，学习核心句型一般疑问句型“Can you do any kung fu？Yes, I can /No, I cant.”T：Do you learn any kung fu?Tips(小提示): some ,any的用法: some一般用于肯定句，变为一般疑问句和否定句，some变为any.3.T:JohnsclassarehavingPEclassnow.ThePEteacheristalk

28、ingwiththechildren. Letslistentothetapeand knowsomethingabouttheirtalking.4.Look at the picture and answer.出示课本图片并提问Q1:Who are they?Q2:Where are they?5.Lets predict.Q:What are they talking about?6.Listen and choose.Q1: Can John do any kung fu?A. Yes, he can. B. No, he cant.Q2:Can Mike do any kung fu

29、?A. Yes, he can. B. No, he cant.7.Listen and repeat.在跟读的过程中要注意模仿录音中的语音、语调。Step 3: Practice1.Role-play.(角色扮演，练习对话)2.Sharp eyes. 快速读出出现的单词3.英汉连连看.Step 4: ExtensionMake a new dialogue.（创设学校开展校运会情境，Mr. Ma在班级里挑选运动员参加运动项目，同学们积极参与并秀出自己的技能。）Mr. Ma: Good morning, boys and girls. Well have a sports meeting ne

30、xt Monday!Students: Great. I like sports meeting.Children: great!Mr. Ma: What can you do?Jack: I can.Mr. Ma: Sarah, can you_?Sarah: No, I cant. Mr. Ma: How about you, Oliver?Oliver: I can_.Mr. Ma: OK. Im looking forward to your performance.Step 5: Sum-up作业1. Write down the key word and phrases on th

31、e exercise book.2. Do the exercises. 板书 设计Unit 4 What can you do?Part B lets talk & Lets learnCan you swim?speak Englishcookplay basketballplay ping-pongYes, I can./No, I cant.教学反思第3课时课时内容Part A Lets spell & lets check上课时间审核人教材分析What：本语篇是一节语音课，通过创设字母组合oo变魔法的情境，将一些有关字母组合oo的单词创编成歌谣，在有趣的氛围下强化字母组合oo在单词中

32、发短音和长音的规则；能够拼读符合oo发音规则的单词并能根据单词读音写出符合该规则的单词。Why: 通过创设字母组合oo变魔法的情境，引导学生要大胆展示自己的特长才艺。How: 在语境中，学习oo在单词中的两种发音规则，能根据字母组合oo的发音规则读出更多的单词，能通过看图听录音写单词。教学目标通过本课的学习，学生能够：1.在看、听、说的活动中，获取、梳理字母组合oo在单词中的发音规则，能拼读出更多“oo”发音规则的词汇。（学习理解）2.能完成听音跟读，听音圈出听到的单词，听音写一写的活动。（应用实践）3.能在教师帮助下，读懂含有字母组合”oo”发音规则的故事。（迁移创新）教学重难点重点：学生能

33、够拼读符合字母组合oo发音规则的单词。难点：学生能够根据单词读音写出符合该规则的单词。教具准备单词卡片、希沃白板、PPT课件教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Enjoy the songWhat can you do? (出示课件)3. Play a game: The best partner.(游戏说明:全班分为六个小组，每个小组随机抽选两位学生上讲台参加游戏。一位学生用 “I can” 说一句话，另一位学生迅速表演出相应的动作。六对学生表演完之后，全班一起评选出配合最默契的一对学生，奖励他们“最佳拍档”的称号。)4.复习旧知：用开火车的方

34、式复习unit 3学过的发音规则单词Step 2: Presentation1.以图文结合的方式出示语篇。Hi, little oo！What can you do?I can do many things!I can play magic.Look! I can run to the zoo.I can read .I can play football.I can pop balloon!Boom! Boom!Can you make food?Yes, I can!Can you make noodles?Yes, I can!Nothing can stop me!“OO” is so

35、 cool!It can be a good magician.2. 圈出语篇中含有字母组合“oo”的单词。3. Try to read.zoo book Look football balloon food noodles good 4.Put the words into the right group.5.Try to spell more words.6.Lets chant.Im going to the zoo.Im going to the zoo.Im going to look at the animals.You can come, too!Im going to the

36、zoo.Im going to the zoo.Im going to play football.You can come, too!Step 3: Practice1.Read, listen and chant. 2.Listen, circle and say. 3. Look, listen and write. Step 4: Extension“Story time”在教师引导下，读故事，读出字母“oo”的两种发音。Show the story The Cook.1. Read and enjoy the story.Ask students to read the story.

37、 Lead them to read the two kinds of pronunciations of the letter combination “oo”.2. Show the words on the PPT. Lead them to read the words.3. Read the story in groups.4. Act out the story.Step 5: Sum-up作业1. Read the words in “Lets spell” to your parents.2. Do the exercises. 板书 设计教学反思第4课时课时内容Part B

38、Read and write上课时间审核人教材分析What: 该语篇为一封电子邮件，内容围绕Robin的一封交友邮件展开。Robin想要结交更多的朋友，所以在邮件中描述了自己的情况。他很友好和幽默，他会说英文和中文，会练武术，会打乒乓球，但是不会游泳。Why:该语篇通过介绍Robin的交友邮件，引导学生完善自我，尊重他人，乐于交往。How:该语篇为一封电子邮件，涉及性格特点的词汇,如“friendly, funny”;以及技能词汇：speak English and Chinese, do some Kung fu, play ping-pong, swim, 介绍会做和不会做的核心语言：I

39、can I cant学生在前面已经学习过性格词汇和邮件格式，所以学起来难度不大。教学目标通过本节课的学习，学生能够：1.学生能够在图片的帮助下读懂电子邮件并完成判断正误的活动。（学习理解）2.能在教师的帮助下复述故事，谈论性格特点、技能，完成写一写的活动。（应用实践）3.能完成读后的写作任务，了解多样的交友方式。（迁移创新）教学重难点重点：能理解简单的电子邮件，能用I can. Icant.介绍自己或他人的特点和能力，并做相应的练习。难点: 能完成读后的写作任务。教具准备希沃白板、PPT课件教 学 过 程个性修改Step 1: Warm-up1. Greetings.2. Sharp eyes

40、.(快速说出闪现的词汇)3. Play a game: Pass the ball.(游戏说明:教师敲击桌子，学生传彩球，教师停止敲击桌子时，彩球传到哪位学生的手里，哪位学生就站起来与教师进行对话。)T: What can you do? S1: I can4.Talk about the best friend.The teacher shows a picture of his/her best friend. Briefly introduce this friend.T: This is my best friend. He/ She is friendly/ tall/ He/ Sh

41、e can speak English / He /She cant Whos your best friend? Is he /she tall/? What can he /she do?Let students talk with each other in pairs. Ask several students to introduce their best friends to the class.5.Lead-in. T: Do you want a new friend?Robin sends this email to me. He wants to be our new fr

42、iend. What do you know about Robin? lets read an email from robin.Step 2: Presentation1. Fast reading. Read the email quickly, circle the key words about Robins characteristics and abilities .(Tip:快速读课文，圈出Robins的性格特点和技能。)2. Careful reading.( Tip:仔细阅读邮件，回答问题)Read and answer.Q1:What s Robin like?Q2:Wh

43、at can Robin do?Q3:What cant Robin do?Finish the chart. Read and tick or cross. 3.Listen and repeat.Step 3: Practice1.Retell the story.Im the Robot. Im and . I can speak and .I can . I can .But I cant .2.Talk about yourself.(两人一组谈论性格特点、技能)A:What are you like?B:I amA:What can you do?B:I canA:What can

44、t you do?B:I cant3.Do you want to be Robins friend? Write three sentences about yourself.(在教师指导下写三个句子)Step 4: Extension1. Lets write. Write an E-mail to Robin.To: From: Dear Robin, Im I want to be your friend. Try me! I am and .I can and . but I cant . Please send me an email at .2.Think and say.Do you know any other ways of making friends?We-chat QQ letter3.情感教育：The ways of communication is changing, the ways of making friends is changing, too.(通讯方式在改变，交友方式也