C教学设计及课堂实录

源活泉清育禾苗，饮水思源感党恩

PEP五年级英语上册

Unit 4

What can you do?

Part A

Let’s learn

Unit 4 What can you do?

Unit 4 What can you do? Part A

Let’s learn

Design Concept

The New Curriculum Standard emphasizes that English language teaching should stress on the cultivation of students’ practical abilities in using it and English courses should be delivered in accordance with students’

interests, life experiences and cognitive level to advocate a learning methods through experience, practice, participation, cooperation and communication and develop students’

general English proficiency. The teacher could design an appropriate assignment for students to further understand and use English language by completing class work in each teaching step in order to avoid boring language learning experiences. The teacher will create a learning situation with a story to present the knowledge that will be taught in this class. Also, the teacher will design various student-centered teaching activities to inspire and cultivate students’

English language learning interest.

The teaching material is from PEP Primary English Students’

Book

jointly written by Institute of Curriculum Teaching Materials and English Course Teaching Materials Development Center, published by People’s Education Press. The content for this class is “What can you do?” Part A , the first period of Unit 4, Book A for Grade 5. The key points for this class are the sentence structure “what can you do?/ I can ...”

and the usage of phase “dance, sing English songs, do kung fu, play the pipa, draw cartoons”. This class is critically important to extend and deepen what is learned in this unit. If students master the content in this class, they may feel capable to acquire the knowledge and to do fluent conversation with what they learn in this unit. The student may feel interested in the content of this class because it is closely related with their real life.

The students are in Grade 5. They like learning by imitating and they are active and have good memory. The students are in the best period for language acquiring. Basically, they have had some English language knowledge from two years learning. They can do simple conversation and presentation according to assigned situation, they raise simple questions and give answers. However, they do not have scientific method for English language learning and mood of thinking in English. Therefore, the teacher should let students realized the importance to communicate with others in English and require students to use English in their studies and life.

1. Knowledge Goals：

①To be able to master the target phrases related with after-class activities in listening, Analysis of Teaching Material

Analysis of Students

Teaching Goals

speaking, reading and writing：dance, sing English songs, do kung fu, play the pipa, draw cartoons

②To be able to use the above phrases correctly in real situation and to express one’s interests and hobbies freely by using target sentence structures：

---What can you do？

---I can…

2. Skill Goals：

①To improve students’ English language proficiency and consolidate the vocabulary and sentence structures in practice through class activities. ②To improve students’ team work and individual work abilities through survey activities in groups. ③To cultivate students’ English language ability in specific situations. 3. Affective Attitude & Value Goals：

①To cultivate students' abilities in independent learning and using target language to do things; ②To know more about the cultural activities with Chinese characteristics like pipa and martial arts; ③To cultivate students’

passion for their bright life through their good interests and hobbies; ④To enable students to be grateful and helpful to their parents and people around them.

1.Key Points:

①To master the key vocabulary: dance, sing English songs, do kung fu, play the pipa, draw cartoons

Key and Difficult Points in Teaching

②To master target sentence structure: ---What can you do？

---I can…

2.Difficult Points:

Enable students to communicate freely by using the target language. ---What can you do？

---I can…

The New English Curriculum Standard indicates that in elementary school phrase, the general goal for English course is to improve students comprehensive English language proficiency. The teacher will provide students a open and relaxing environment for them to observe, think and discuss according to kids’ physical and psychological characteristics as well as their nature of activeness, imitation and eager to show themselves. Students thinking ability and language ability will be get well developed in this process. Therefore, I adopt the following teaching methods to deliver the key and difficult points in this class. ①

The Situational Teaching Method ②“Task-based” Teaching Method ③

TPR Teaching Method

Analysis of Teaching Methods

Teaching Aids

Multimedia / Word cards

Teaching process steps Teacher’s

Activities 1.Greetings with Ss.

2.Let’s

do. I’m a super woman.I can do many things.I can...Can you?Then do with the students to make the students be interested in my English class.

1.Let’s sing. 2.Lead-in. T:I want to be the super star. I need a team. Can you join my team? Let me see:What can you do?(Show the topic) To learn “dance”

1.T: Wow, the music is nice. Where is it from? Come on, Let’s go and see.(lead the students to find where the music is from? Then use gif to show “dance”) 2. T: Look, I can dance.(Make the students can use:I can...) To learn “sing English songs”

1.T: I can dance and I can sing. Use“Let it go”to show“sing English songs.

2.T:I can sing Chinese songs too.

What can you do? I can ______________. (sing English songs/ sing Chinese songs) To learn “do kung fu”

1. Let’s guess. Who is he?

2. What can he do? Guess 3. Try to do and say: I can do kung

Fu. To learn “draw cartoons”

1.Use“The panda is a cartoon”to show“cartoon”.And use some cartoon pictures to master the “cartoons”. 2. T: Look, I can draw cartoons. Students’ Activities 1.greetings.

2.Do with the teacher

Design ideas 师生初次见面，问候能拉近距离感,在课前通过教师带孩子们做一做让学生迅速进入学习英语的状态，。

(Before class) Warming up Step 1 Leading-in 1.Sing a song.

2.Listen carefully.

1.Try to read “dance” by themselves.

2.Learn to say: I can dance

1.Try to say“sing English songs”by themselves.

2.S:I can________.And try to show it.

1.Guess: Who is he? 2.Guess: He can... 3.Try to do and say: I can do kung fu.

1.To learn the words: “cartoon” and “cartoons”

2.Draw cartoons and try

创设情境，导入新课堂,激发兴趣。

创设带学生寻找音乐之源来激起学生学习兴趣，并亲自表演dance, 使课堂氛围保持愉悦的状态。让学生通过自然拼读法学会说dance及运用句型：I can...

由简单的单词入手，学生更容易提起兴趣。通过英文歌过渡到英文歌。学生自然学会说sing English songs.利用学生耳熟能详的歌曲更容易拉近老师和学生的距离，留给学生自我展示的舞台，加强主动性。

通过猜谜再次激发学生的学习兴趣，并让孩子们做一做再次巩固句型I can...

用学生熟知并喜爱的卡通人物来引出新词，并通过一些熟悉的卡通人物理解cartoon及cartoons.最后引出draw cartoons.并让学生画一Step 2 Presentation

Then draw cartoons on the exercise Paper and say: I can draw cartoons. To learn “play the pipa”

1.T: Listen, What is it? Then show“pipa”and try to say“I can play

the pipa.”

2.Try to say:

I can play the____. (pipa/ erhu/ guitar)

3.Look carefully：

What can you find? 1.I’m super.I can...(Use the body language to check what the students have learned. ) 2.Ask the students: What can you do? Then choose the picture to stick it on the blackboard. 3.What can you see? Look and say it quickly. 4.Make a chant. Make a chant by themselves or with their partners. 5.Pair work What can you do? I can... 6.Group work 7.Meet Sarah.

(1) Listen (2)Read and find out (3)Listen and fill in the blanks Practical activity: Use“What can you do?”to ask your new friends,and share their answers with us. to say: I can draw cartoons.

1.Listen and say

2.Use:

I can play the ______.

3.Look and find out: play the+乐器

play+球类、运动、棋类

1.Say the words.

2.Answer and choose the

pictures to stick it on the blackboard.

3.Look and say the words quickly. 4.Make a chant.

5.Pair work

6.Group work

7.Meet Sarah

Listen carefully 画，说一说使课堂氛围保持愉悦的状态。

从听觉入手，更更能抓住学生注意力，并在熟知的pipa基础上，拓宽了知识范围，加上听、说、演、练的环节，更能加深印象。另外通过play basketball和play football的复习和对比，让学生观察可以得出“play + the + 乐器”和“play +球类、运动、棋类”的固定用法。

多种不同的练习方式加深对词组的印象。

Chant这一环节极强的节奏感首先抓住了学生的耳朵，示范过后让他们独立完成句子补充，并落实到“写”上，最后伴随节奏来展示成果，进一步巩固了本节课所学内容。

最后在学生出发前引出Sarah也想一起去,她能干什么？再次激起学生们的学习欲望。

布置学生实践活动，让本课所学再次得到拓展延伸。

Step 3 Practice & Consolidation Step 4 Summary & Homework

Blackboard Design:

Unit 4 What can you do?

A: What can you do?

B: I can

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Teaching reflection: