Unit 4 What can you do？（教案）-2024-2025学年人教PEP版英语五年级上册

Unit 4 What can you do？教案——2024-2025学年人教版英语五年级上册 一、教学目标 知识目标 学生能够听、说、读、写本单元的核心词汇：sing English songs, play the pipa, do kung fu, dance, draw cartoons, swim, speak English, cook, play basketball, play ping - pong, draw pictures, clean the classroom 等。 熟练掌握重点句型 “What can you do? I can...” 及其相关的拓展问答，如 “Can you...? Yes, I can. / No, I can't.” 。 理解并能朗读 Story time 部分的小故事，掌握其中的关键语言点和表达。 能力目标 能够在各种真实或模拟的情境中自如地运用所学词汇和句型进行有关能力特长的交流，包括询问他人特长、介绍自己特长、讨论社团活动等，提高口语表达和交际能力。 培养学生的阅读理解能力，通过阅读故事、短文等文本，获取关键信息并理解其含义。 提升学生的写作能力，能够创作与能力特长主题相关的短文，如介绍自己的特长、描述他人的才能等，要求表达准确、逻辑清晰且运用本单元所学知识。 情感目标 引导学生发现自己与他人的独特之处，培养自信心和自我认同感，鼓励学生勇于尝试新事物，发展多种兴趣爱好。 培养学生尊重他人能力和特长的意识，在交流中学会欣赏和学习他人的优点，促进良好人际关系的建立。 在教学全过程中，充分尊重学生的个性差异，对学生的积极表现给予及时肯定和鼓励，对学习困难的学生提供耐心的帮助和指导，体现教师的人文关怀，增强学生学习英语的自信心和兴趣，营造积极、和谐、愉快的课堂氛围。 二、教学重难点 教学重点 本单元重点词汇和句型的教学，确保学生能够准确认读、拼写、理解和运用。 使学生能够熟练运用所学知识进行能力特长相关的对话交流，如在学校才艺展示、兴趣小组招募等场景中的应用。 理解 Story time 故事的情节、语言点和文化内涵，能够进行简单的复述和表演。 教学难点 帮助学生区分和正确运用 “play + 球类运动” 与 “play the + 乐器” 的结构，以及其他易混淆的词汇和短语。 引导学生在口语和书面表达中自然流畅地运用所学的词汇和句型来描述能力特长，避免生硬和机械的套用。 让学生深入理解故事中所传达的关于自我认知、团队合作和勇于尝试等价值观，并能将其应用到实际生活中。 三、教学方法 情境教学法、任务驱动法、小组合作法、游戏教学法、多媒体辅助教学法、读写结合法 四、教学过程 （一）Warming-up Greetings T: Hello, dear students. Nice to see you all. How are you today? Ss: Fine, thank you. And you? T: I'm very well. Let's start our exciting English journey. Sing a song T: First, let's sing a song “I Can Do It” to warm up. （播放歌曲视频，师生一起跟唱，通过欢快的歌曲营造轻松愉悦的课堂氛围，同时初步引入本单元的核心句型） （二）Presentation New words teaching T: After the song, let's look at some pictures. （展示各种能力特长展示的图片，如唱歌、跳舞、画画、运动等）What can you see? Ss: A girl is singing. A boy is playing basketball... （引导学生说出图片中的活动，引出新单词教学） T: Great. Now, let's learn these words one by one. This is “sing English songs”（教读短语，强调发音，尤其是 “songs” 的发音，并板书单词并带领学生读几遍）. Teach the other words and phrases in a similar way. For example, when teaching “play the pipa”，可以展示琵琶的图片或实物，介绍琵琶是一种乐器，所以要用 “play the pipa”，并简单演示弹奏动作，让学生模仿并跟读。对于 “do kung fu”，可以播放一段武术表演视频，让学生感受其魅力，然后教读单词和短语。在教学过程中，关注学生的学习情况，对发音不准确或理解有困难的学生及时给予帮助和指导，鼓励他们积极参与。 After teaching all the words and phrases, play a game “I Do, You Guess”。 The teacher performs an action or shows a picture related to a word or phrase, and the students guess what it is. For example, the teacher does a simple dance move, and the students guess “Dance”. This game can help students remember the words and phrases better and also make the learning process more fun. Sentence pattern learning T: We have learned so many new words and phrases. Now, let's learn a very useful sentence pattern. “What can you do? I can...” （板书句型）For example, “What can you do? I can sing English songs.” （用简单的例子解释句型的用法，强调 “can” 表示能力） T: Now, let's practice this sentence pattern in pairs. You can ask and answer about your abilities and talents. （学生两人一组进行练习，教师巡视并给予指导和帮助，纠正学生的发音和语法错误，鼓励学生大胆开口说英语） （三）Practice Group work: Talent Show Divide the students into groups of four. Each group is going to have a mini talent show. One student asks the others “What can you do?” and the others answer and show their talents. For example, one student may say “I can draw cartoons” and then quickly draw a simple cartoon on a piece of paper to show the group. （小组合作进行才艺展示活动，让学生在实际情境中运用所学句型和单词，提高口语表达能力和团队协作能力） After each group finishes their talent show, they can choose one or two representatives to show their talents in front of the whole class. The other students listen carefully and give praise and encouragement. Game: “Ability Challenge” T: Now, let's play a game “Ability Challenge”. I will divide the class into two teams. I will ask a question like “Can you play basketball?” The first student of each team who can answer correctly and quickly gets a point for their team. The team with more points wins. （通过这个游戏，进一步巩固句型 “Can you...? Yes, I can. / No, I can't.”，同时激发学生的竞争意识和学习积极性） （四）Production My Talent Poster T: Now, based on our discussion and practice, I want you to make a talent poster about yourself. You can draw pictures or write words to show your talents and abilities. For example, if you can swim, you can draw a swimming pool and write “I can swim.” （让学生制作个人才艺海报，锻炼学生的动手能力和创造力，同时让学生回顾自己的特长，增强自信心） Give students some time to make their posters. After that, let them present their posters to the class and introduce their talents. The other students listen carefully and ask questions if they have any. Emotional education T: We have talked a lot about our talents and abilities. We should know that everyone is unique and has their own special talents. We should be proud of ourselves and also respect and appreciate the talents of others. （结合学生的才艺展示和海报制作活动，进行情感教育，引导学生认识到自己的独特性，尊重他人的特长） T: Now, let's share some good things we have seen or heard about our classmates' talents. Who wants to start? （让学生分享同学的优点和特长，进一步强化尊重和欣赏他人的意识） （五）Story time Introduction T: Now, let's read a very interesting story. Look at the pictures in the story. What do you think will happen? （展示 Story time 部分的图片，引导学生预测故事内容） Ss: Maybe the animals are going to have a competition to show their abilities... T: Let's read the story and find out. Reading and understanding Let the students read the story silently first and circle the new words and phrases. Then read it aloud together. The teacher helps the students understand the new words and phrases like “want a new friend” (想要一个新朋友), “each other” (彼此). Explain the meaning and usage of these words and phrases. T: Now, let's answer some questions about the story. What abilities do the characters in the story have? What do they do to find a new friend? （通过提问帮助学生理解故事细节） Let the students discuss in groups and then answer the questions. Role-play Divide the students into groups and let them act out the story. They can add some dialogues or actions according to their own understanding. This can help the students better understand the story and improve their oral English and acting skills. （小组进行故事角色扮演，培养学生的口语表达和团队合作能力） （六）Summary T: Let's review what we learned today. We learned the words and sentence patterns about abilities and talents, made a talent show, played a game, and read a story. What do you think is the most important thing you learned? （引导学生回顾本节课重点知识，检查学生的掌握情况） Then ask students to summarize what they have learned and what they still need to improve. 五、教学反思 在教学过程中，通过多种教学活动和方法，学生积极参与课堂学习，对本单元知识有了较好的掌握。在情感教育方面，学生能够理解尊重他人和自我认同的重要性，并积极分享同学的优点。然而，在教学过程中，对于一些基础薄弱的学生，可能在单词记忆、句型运用和才艺展示上需要更多的辅导和练习。在今后的教学中，可以设计更多分层教学环节，关注每个学生的学习需求，给予他们更多的鼓励和帮助，充分体现教师的人文关怀，让每个学生都能在英语学习中取得进步。 学科网（北京）股份有限公司 $$