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1、2022-2022年第一学期教学设计Unit4Whatcan you do?2022-2022 年第一学期教学设计 Unit4What can you do?陈小玲一、教学目标与要求力量目标：能够询问别人能做什么家务劳动，如：What can you do?学问目标：1 .能够听、说、读、写句型：What can you do? I can sweep the floor.2 .能够听、说、认读句子:Mother Goat is ill. We can help.Just do it.3 .理解Read and write中的会话内容，依据内容完成句子。 情感、策略目标.情感态度：养成讲究卫生
2、、喜爱劳动的好习惯，培育乐于助 人的优秀品质。1 .学习策略：注意小组合作学习，培育相互沟通和沟通的力量。二、教学重、难点分析1.本课时的教学重点是四会把握句型一 What can you do?I can water the flowers.I can cook the meals.三、教具预备教学图片、课件、尺子、练习题、录音机。四、教学步骤一、读前 (Before reading)1 .沟通(Greetings)Hello, boy! What s your name? Nice to meet you! What s her name? (Her name is) You re hel
3、pful. Nice to meet you .What? s his name? (His name is )Youre helpful. 设计说明通过沟通与同学沟通情感，拉近距离，了解同学状况, 同时渗透本课情景语言：You re helpful.2 .热身活动(Let s chant) 同学跟老师边说边做动作Dog, Dog, what can you do?I can run after you.Panda, Panda, what can you do? I can eat so much bamboo.Mouse, Mouse, what can you do? I can hid
4、e in the shoe.Mike, Mike, what can you do?I can draw animals in the zoo.设计说明老师与同学边说歌谣边做动作，让同学集中留意力, 烘托课堂气氛，自然进入英语课的学习状态。同时，复习旧学问 I can-,并为新内容What can you do?的呈现作好铺垫。3 .嬉戏复习相关词组。（Say as quickly as you can.）师：Mike can draw animal in the zoo, what can they do? Say as quickly as you can.（课件呈现词组同学眼疾嘴快，看谁
5、说 得快。）设计说明通过眼疾嘴快的嬉戏，复习同学已学过的动词词组， 激发同学参加课堂学习的同时，唤起同学已有的相关旧学问，旧 技能，为新课的顺当进行打好基础。4 .呈现、学习语言：What can you do? I can-课件呈现各种动作图片，引导同学理解学习：What can you do?I cana：老师板书，同学观看。b.同学抄写（老师依据同学的书写随时盖奖章，准时对同学的 书写进行评价。）c.教读d.同桌依据自己的状况表达自己能做的事情。lean/can t 同学说后老师用You re helpful.进行评价。e. 创设情景，Mother Goat is ill, what c
6、an you do for her? 让同学依据自己的状况力所能及的关心病中的山羊妈妈。设计说明让同学在近似真实的语境中运用语言，表达自己乐于助人的情感及力量。二、读中(While reading)老师：Youre so helpful. Some friends are helpful too. Theyre helping Mother Goat now. Open your books at P48.略读对话，回答问题(Read briefly and answer)Who helps Mother Goat?1 .精读对话,提出问题(Read carefully and raise q
7、uestions)总结同学提出的问题What can the rabbit do?What can the m do?What can Zoom do?What can Zip do?4,快读对话，回答大家提出的问题并写出答案。(Read quickly and answer the questions)What can the m do? He can.a. What can the rabbit do? She canWhat can Zip do? She can .b. What can Zoom do? He can.同学先自己进行书面回答，核对答案，分组对话。2 .听录音跟读对话(
8、Listen, point and repeat).自由读对话(Read freely)3 .分角色度对话(Read in role)设计说明在本教学环节中老师留意阅读策略的指导，首先， 老师采纳新词搁置，整体感知的策略，让同学由粗读到细读，快 读，通过提问沟通，寻读信息，理解对话。然后引导同学进行朗 读，把无声的文字变成有生地听读材料，拓宽同学猎取信息的渠 道，关心同学加深对篇章的整体印象，强化同学对部分学问点的 学习，培育同学正确的语音语调，还特殊注意同学的句子书写指 导。三、读后(After reading)老师：Boys and girls, there, re many helpfu
9、l people. Such as volunteers. Look, they need some volunteers.1 .课件呈现需要关心的人们，引导同学读，理解他们的需求。(1) 一位老人：I m lonely. I can, t see well. Who can help me?(2) 一位导演:lean t find a versatile (多才多艺)girl. Who can help me?(3) 一位病人：I m ill. I can t tidy the house. Who can help me?2 .引导同学读志愿者的简介，给以上需要关心的人们选择合适 的志愿者
10、。(1) I m Ma Yue. I m 24. Im tall and pretty. I can sing and dance.I can play the erhu. I can swim too.(2) I m Li Han. I m 36. I m strong. I can sweep the floor.I can clean the windows.I can also cook the meals. I m helpful.(3) I m Liu Li. I m 50. I can read books. I can play chess.I can chat with yo
11、u.I m helpful.5.加入志愿者队伍，写自己的简介The volunteers are warmhearted and helpful. Lets join them.I m. I years old. I can do my many things.I can . I can .I can.I m helpful.设计说明通过设计加入志愿者俱乐部的的情景，引导同学进 行扩展阅读，直到书写。很好地实现了听说读写目标。四、总结与评价(summary and assessment).情感教育课件呈现一些相互关心的图片，并配有背景音乐：爱的奉献，引 导同学说：Help each other
12、, the world will be better.1 .学问总结本环节采纳比较活泼的类似嬉戏的形式进行，老师在课件中出示 评价的字眼，然后以由易到难的挨次开展，首先是四会单词的拼 读，同学通过后可以为自己赢得一颗星，老师评价You are good! 然后是四会句型，同学通过这一关后可以得到其次颗星，老师评 价You are great!最终是句型的应用，同学在老师的要求下 完成任务后就可以得到最终一颗星，老师评价“Now you are super!”五、家庭作业(homework)(1) Listen and read P48 3 times.(2) Write the main drills.(3) Talk about your activities with your friends.