Unit 2 Be helpful at home! Part B（教学设计）陕旅版（三起）英语五年级上册

Unit 2 Be helpful at home! Part B 教学目标 知识目标         能听懂、会说:What can you do? I can… Can you…? Let me try. You are helpful. 能力目标         1、通过本课学习,让学生能在实际情景中灵活运用所学,完成既定任务。         2、通过观察教师的讲授演示,培养学生的模仿能力、表达能力和创造力。 情感目标          培养学生热爱劳动、乐于助人的优秀品质。         注重小组合作学习,培养相互沟通和交流的能力。 学情分析         五年级学生活泼好动,上课积极活跃,表现欲强,学生普遍对英语学习兴趣浓厚,且有了一定的英语知识的积累,但英语基础已经出现明显的参差不齐,而且学生上课注意力集中时间不是很长,综合上述分析,本节课我采用情景教学、游戏教学、任务驱动等教学方法,目的就在于激发学生兴趣,鼓励学生勇敢参与到教学活动中来。 重点难点 教学重点         功能句:What can you do? I can… Can you…? Let me try. You are helpful. 教学难点         将所学句型灵活运用于实际情景中。 教学过程 【导入】Pre－task(任务前，激活语言)  1、 Greeting: (介绍形成性评价方法)    T:Today, I’ll divide you into two groups. If you can act very actively in this class, you can get a sticker for yourself and a star for your groups. So, come on. OK?    2、Let’s enjoy a chant 课件出示儿歌What can you do? (设计意图:合唱旋律优美的歌曲,营造了和谐的英语学习气氛,同时,初步感知新知) 【讲授】While－task(任务中，学习语言) Presentation(I)    Learning of the new sentence pattern(呈现功能句型)    T:What can the animals do?   S1/2/3/4: …    T:  What can you do? You can say, “ I can…” (Bb)           板书:What can you do?                 I can…    S1: I can play basketball. (Sports Star)    S2: I can learn English well. (Learning Star)    T: What can you do at home?    S3: I can sweep the floor.    T: Can you…?    S3: Yes. / No, let me try.    T: Wow! You are a “Labor Star”, you are helpful.           板书:Can you…?                 Let me try.                     helpful Presentation(II)    Text Learning (处理文本)    (情景设置: 春节将至,敬老院招聘劳动志愿者。如果你是一个乐于助人的人,你就可以报名成为一名志愿者。)    T:Our friend Li Shan wants to go to the Home for the Aged. Is she helpful? What can she do? Let’s listen and judge together. OK?          a. Look and answer.(初读文本)            Q1: Is Li Shan helpful at home?            Q2: Does she often help her mother?          b. Read and answer(再读文本)    Q3: What can she do?    c. Work in pairs(细读文本)      Make a new dialogue with your partner. Try to use the structures and expressions we’ve learned today.    d. To be a judgment