英语Unit 4 What can you do? Part B第四课时教案

这是一份英语Unit 4 What can you do? Part B第四课时教案，共8页。
Part B Let’s try & Let’s talk
▶教学内容与目标
▶教学重点
1. 学生能够理解对话大意，并能够按照正确的语音、语调及意群朗读对话。
2. 学生能够运用核心句型“—Can yu…? —Yes, I can./N, I can’t.”询问对方能否做什么并作答。
▶教学难点
学生能够在真实情景中运用核心句型询问对方能否做什么并作答。
▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文录音、视频、卡片等。
Teaching purpse
热身环节的每一个活动都有效地帮助学生复习之前学过的重点词汇和句型，同时逐步融入本课的重点句型，使学生在轻松愉悦的活动中自然而然地进入本课主题。
▶教学过程课时教学内容
课时教学目标
Let’s try
·学生能够借助图片，听前预测对话内容，听时抓住关键信息，能够听懂简短对话，提高听的能力
·学生能够对新句型在听觉上有所感知，并完成听录音选择正确选项的活动
Let’s talk
·学生能够理解对话大意
·学生能够按照正确的语音、语调及意群朗读对话，并能够进行角色扮演
·学生能够在情景中运用句型“—Can yu…? —Yes, I can./N, I can’t.”询问对方能否做什么并作答
·学生能够运用核心句型完成连锁问答活动
·学生能够在情景中恰当运用功能句“Tday we’ll learn sme kung fu.”
Step 1: Warm-up & Revisin & Lead-in
1. Greetings.
2. Enjy the sng—What can yu d? (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，奖励他们获得“最佳拍档”的称号。)
4. Lead-in.
(1) Shw sme pictures f different kinds f activities, such as wash clthes, play the pipa, draw cartns, d sme kung fu and s n. (出示课件) Pint t these pictures ne by ne and ask students t answer the questin “Can yu…?” Students may answer “Yes.” r “N.” fr each questin. Ask students t guess what the teacher can d. After students answer, the teacher says “Yes, I can…/N, I can’t…”
(2) After saying “N, I can’t d any kung fu.”, ask students t answer the questin “Can yu d any kung fu?” Invite several students t stand up and answer this questin accrding t their real situatins. Lead them t say the sentences “Yes, I can d sme kung fu. / N, I can’t d any kung fu.”
T: Hw abut this by? Let’s g and have a lk! (课件出示: Mike的图片)
Teaching purpse
通过问题引导学生在听录音之前先预测听力答案，听时抓住关键信息，培养学生的听力技巧，同时让学生对新句型有所感知。
Step 2: Presentatin
1. Let’s try.
(1) Shw the picture and the questin f “Let’s try”. (出示课件)
T: Wh is this by?
Ss: He is Mike.
T: Wnderful! (Thumb up at the same time.)
Ask students t read the questin n the PPT. Let students guess the answer. Lead students t say the sentences “Yes, he can d sme kung fu. /N, he can’t d any kung fu.”
(2) Play the recrding f “Let’s try”. (出示课件) Let students try t get the key infrmatin like these: It’s kung fu tday. It’s cl but I can’t d it.
(3) Then play the recrding f “Let’s try” again.（出示课件）Let students listen and tick the right answer.
(4) Check the answer tgether. Present the listening material and ask students t read it t help students understand this sectin. (出示课件)
Teaching purpse
通过对听力部分进行延伸，进入对话部分的学习，衔接自然巧妙。在学生阅读的同时，抓住合适的时机讲解重点词汇和句型，使学生更容易理解整个对话的内容。
2. Let’s talk.
(1) Present the chart belw n the PPT.
Ask the questins “Can Zhang Peng / Mike d any kung fu?” Accrding t the listening f “Let’s try”, lead students t answer tgether “Zhang Peng can d sme kung fu. Mike can’t d any kung fu.”
Draw a tick and a crss in the crrespnding psitins in the chart.
Pint t the names f Jhn and Oliver and ask “Can Jhn d any kung fu? Hw abut Oliver?” Ask students t guess the answers.
(2) Play the vide f “Let’s talk”. (出示课件) Let students watch the vide t get the answers.
Shw the answers. (出示课件) Check the answers tgether. Ask the questins again. Lead students t say “Yes, he can. / N, he can’t.”
(3) Shw the chart belw.
Use this chart t help students distinguish the meanings and the usages f “sme” and “any”. Stress that “sme” is used in psitive sentences and “any” is used in interrgative r negative sentences. Stress the wrd “nt” in red clur. Write dwn “can’t = can nt” n the blackbard.
(4) Shw the first picture f “Let’s talk”. (出示课件) Ask students t bserve the picture carefully and answer the questin “Wh are they?” They may say “They are Sarah, Amy, Jhn, Oliver and…”
Ask three questins: ①Wh is this man? ②What’s his jb? ③What d they have tday?
Then play the vide f the first part f “Let’s talk”. (出示课件)
Let three students answer the questins. Lead students t say “The man is Mr Ma. He is a PE teacher. They have PE tday.”
T: Mr Ma says, “Tday we’ll learn sme kung fu.” Nw we knw what they will d in the PE class. Hw abut ur English class tday? D yu knw what we will learn next?
Lead students t say “We’ll learn English sngs /…” Write dwn the wrd “learn” n the blackbard. Lead students t read like this: learn, learn, learn, learn sme kung fu, learn English sngs…
Pint t Jhn and ask “Can Jhn d any kung fu?” This time, students can easily answer the questin. They may say “Yes, he can.” Thumb up and write dwn the sentence patterns “—Can yu d any kung fu? —Yes, I can.” n the blackbard. Lead students t read the sentence patterns three times.
(5) Shw the secnd picture f “Let’s talk”. (出示课件) Ask students t watch the vide f the secnd part. (出示课件) And let students try t answer the questins “Can Oliver d any kung fu? What can Mr Ma d fr him?”
Ask tw students t stand up and answer the questins. Lead students t say “N, he can’t d any kung fu. Mr Ma can help him.”
Write dwn the sentence “N, I can’t.” n the blackbard. Lead students t read the whle sentence patterns.
Take ut the card f “N prblem.”
T: Oliver can’t play any kung fu. S Mr Ma says, “N prblem. I can help yu.” If we can help thers, we can say “N prblem. I can help yu.” Nw I need yur help. Can yu help me put this card n the blackbard?
Lead students t say “N prblem. I can help yu.” Invite the mst active student t put up the card n the blackbard. After that, thumb up and say “Wnderful! Thank yu!” Write dwn the wrd “wnderful” n the blackbard. Tell students that “wnderful” means “Great! Very very gd.” Then lead students t read the sentences and the wrd several times.
Teaching purpse
训练学生按照正确的语音、语调及意群朗读对话，并能够进行角色扮演。让学生运用所学的知识完成连锁问答，帮助学生巩固本节课的关键句型。
Step 3: Practice
1. Practice the dialgue.
(1) Play the recrding f “Let’s talk”. (出示课件) Ask students t read the dialgue sentence by sentence after the recrding.
(2) Let students practice the dialgue in grups.
(3) Ask several grups t rle-play the dialgue. The grup that des a gd jb can get tw stickers.
2. Can yu d it?
(1) Shw the wrd and the phrases in “Can yu d it?” (出示课件) Lead students t read them. Encurage students t write mre wrds r phrases in their bks, such as dance, play the pipa, play ftball, make a cake, draw cartns and s n.
(2) Shw the pictures f “Can yu d it?”（出示课件）Divide students int several grups. Let them ask and answer in a chain as the children d in the pictures. Every questin can be used nly nce.
(3) Make a mdel with sme students:
T: Can yu sing English sngs?
S1: Yes, I can. Can yu ck?
S2: N, I can’t. Can yu d any kung fu?
S3: N, I can’t…
…
(4) Ask tw r three grups t shw their wrk. Each student in these grups can get a sticker.
Step 4: Cnslidatin & Extensin
“Lk fr a jb”
Teaching purpse
拓展部分为学生创设一个模拟的应聘场景来运用所学语言，既能巩固本课时的重点词汇及句型，也能激发学生不断提高自己、完善自我的决心。
(活动说明:准备六张招聘信息卡和若干张应聘信息卡，应聘信息卡数量根据学生人数而定。将学生分为六组，老师将裁剪好的招聘信息卡发给每个组的组长，其他同学得到应聘信息卡。拿到招聘信息卡的学生作为招聘者坐到教室前排，应聘者填好自己的应聘信息卡，走到前面来找工作。招聘者向应聘者提问 “Can yu…?”，应聘者根据自己的资料作出回答。找出每轮中最先找到工作的学生，给予一定的奖励。)
招聘信息卡内容参考(共六张，每个小组组长只能拿到一张):
应聘信息卡内容参考（若干张，一人只能拿到一张）:
▶板书设计
▶作业设计
1. Practice the dialgue.
2. D the exercises. (见“”系列丛书《创优作业100分》或《状元作业本》对应课时作业)
▶教学反思
1. 坚持以教师为主导，以学生为主体，以活动为主线，引导学生自主探究，培养学生的学习能力。
2. 在听力活动和学习对话之前，都让学生对所学内容进行了预测。给出问题，让学生带着问题去听听力、阅读对话，使学生的学习目的明确。
3. 本课时各环节的设计循序渐进，环环相扣，让学生们很自然地跟随节奏，掌握新知。
4. 为学生创设真实的场景，让学生在真实的场景里运用并体会所学的词汇和句型。
5. 板书简洁清晰，重点突出，一目了然。
▶Teaching Cntents & Teaching Aims
Let’s try
·Be able t predict the dialgue befre listening with the help f pictures. Be able t grasp the key infrmatin in the prcess f listening, understand the dialgue and imprve their listening abilities.
·Be able t perceive the new sentence patterns aurally and cmplete the listening task..
Let’s talk
·Be able t understand the main idea f the dialgue.
·Be able t read the dialgue accrding t the right intnatin, prnunciatin and sense grup, and act it ut.
·Be able t use the sentence patterns “—Can yu…? —Yes, I can./N, I can’t.” in situatins t
ask if the ther persn can d smething and then answer.
·Be able t use the key sentence patterns t ask and answer in a chain.
·Be able t use the functinal sentence“Tday we’ll learn sme kung fu.”in situatins.
▶Teaching Pririties
·Be able t understand the main idea f the dialgue, and be able t read the dialgue accrding t the right intnatin, prnunciatin and sense grup.
·Be able t use the key sentence patterns “—Can yu…? —Yes, I can./N, I can’t.” t ask if the
ther persn can d smething and then answer.
▶Teaching Difficulties
·Be able t use the key sentence patterns t ask if the ther persn can d smething and then answer in real situatins.
▶Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
Greetings.
Each activity f the warm-up sessin helps students effectively review the key vcabulary and sentence patterns learned befre. Gradually shw the key sentence patterns f this lessn. Let students naturally knw the theme f this lessn in a relaxing and pleasant way.
2. Enjy the sng—What can yu d?
Enjy the sng—What can yu d?
3. Play a game: The best partner.
Play the game: The best partner. One student says the sentences, and the ther ne des the actins.
4. Lead-in.
(1) Shw sme pictures and ask questins. Ask students t guess what the teacher can d.
(2) Ask students t answer the questin “Can yu d any kung fu?” Lead them t say “Yes, I can d sme kung fu. / N, I can’t d any kung fu.”
(1) Answer the questins accrding t real situatins. Guess what the teacher can d.
(2) Answer the questin accrding t their real situatins and say the sentences.
Presentatin
1. Let’s try.
(1) Ask students t read the questin and guess the answer.
(2) Play the recrding f “Let’s try”.
(3) Play the recrding f “Let’s try” again.
(4) Check the answer tgether. Present the listening material.
(1) Read the questin and guess the answer.
(2) Listen and try t get the key infrmatin.
(3) Listen and tick the right answer.
(4) Check the answer tgether. Read the listening material.
Lead students t predict the answer befre listening t the recrding. Help students perceive the key sentence patterns and develp their listening skills.
2. Let’s talk.
(1) Shw the chart. Ask the questins “Can Zhang Peng/Mike d any kung fu?” Draw a tick and a crss in the crrespnding psitins in the chart. Ask questins abut Jhn and Oliver.
(2) Play the vide f “Let’s talk”.
Shw and check the answers. Lead students t say “Yes, he can. / N, he can’t.”
(3) Help students distinguish
“sme” and “any”.
(4) Teach the first sectin f
“Let’s talk”.
(5) Teach the secnd sectin f “Let’s talk”.
(1) Answer the questins.
(2) Watch the vide t get the answers. Check the answers and say sentences.
(3) Learn and distinguish the wrds “sme” and “any”.
(4) Learn the first sectin f “Let’s talk”.
(5) Learn the secnd sectin f “Let’s talk”.
By extending the listening sectin, begin the dialgue sectin. The transitin is natural and clever. While students are reading, grasp the right time t explain the key vcabulary and sentence patterns, s that students can understand the whle dialgue mre easily.
Practice
1. Practice the dialgue.
(1) Play the recrding and ask students t read the dialgue after the recrding.
(2) Let students practice the dialgue in grups.
(3) Ask several grups t rle-play the dialgue.
(1) Read the dialgue after the recrding.
(2) Practice in grups.
(3) Rle-play the dialgue.
Train students t read the dialgue accrding t the right sense grup, prnunciatin and intnatin, and enable them t rle-play.
2. Can yu d it?
(1) Lead students t read the wrd and the phrases and write mre wrds r phrases.
(2) Shw the pictures. Let students ask and answer in a chain.
(3) Make a mdel with sme students.
(4) Ask tw r three grups t shw their wrk.
(1) Read and write mre wrds r phrases in their bks.
(2) Ask and answer in a chain as the children d in the pictures.
(3) Watch and learn.
(4) Shw their wrk.
Help students cnslidate the key sentence patterns f this lessn by using what they have learned t cmplete the task.
Cnslidatin
&
Extensin
“Lk fr a jb”
Prepare sme infrmatin cards. Explain the rules f the game.
Simulate the recruitment scene f the talent market. Lk fr a jb.
Create a situatin fr students t use what they have learned. Help students cnslidate the vcabulary and the sentence patterns f this lessn. Inspire students’ determinatin t imprve themselves.
Hmewrk
1. Practice the dialgue.
2. D the exercises.