文档内容
The fifth period(第五课时)
Part B Let’s learn & Write and say
教学内容
▶
Let’s learn ·听、说、读、写五个有关课余文化活动的单词和词组“swim, speak English, cook, play
basketball, play ping-pong”
·在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答
Write and say ·运用并巩固核心语言，进一步提高语言运用能力
·对自己和同学的了解，培养合作学习的意识和态度
教学重点
▶
1. 学生能够听、说、读、写五个有关课余文化活动的单词和词组“swim, speak English, cook,
play basketball, play ping-pong”。
2. 学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
教学难点
▶
学生能够在语境中正确运用上述五个单词和词组询问某人是否具备某种技能并作答。
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、实物等。
教学过程
▶
Step 1: Warm-up & Revision & Lead-in①
1. Greetings.
2. Play a game: Pass the ball. Teaching purpose①
(游戏说明:教师敲击桌子，学生传彩球，教师停止敲击桌子时， 通过热身活动让学生对
彩球传到哪位学生的手里，哪位学生就站起来与教师进行对话。) 学过的知识进行复习，充分
激发学生的学习兴趣，调动
T: What can you do? S1: I can…
他们的积极性，活跃课堂气
3. Enjoy the song —Can you make a happy face? (出示课件)
氛，为后面的学习做好铺垫。
4. Lead-in.
T: Boys and girls, can Jack-o’-lantern make a happy face? Can you
make a happy face?
Lead students to make happy faces.
Step 2: Presentation
1. Learn the words and the phrases.②
3(1) Show the picture of John. (出示课件)
T: Can John do any kung fu? Ss: Yes, he can. Teaching purpose②
T: How about Oliver? Can he do any kung fu? Ss: No, he can’t. 词汇教授的环节紧凑，
Show the picture of Oliver in “Let’s learn”. (出示课件) 词与词之间过渡自然，整个
T: Look! What can Oliver do? Ss: … 环节逻辑性强，使学生对本
课的重点词汇有深刻的理解
Take out a real basketball. Use it to teach the word “basketball”.
和印象。句型操练环节让学
Lead students to read it three times. Then lead students to answer “He
生将所学的词汇进行拓展和
can play basketball.” Write down the phrase “play basketball” on the
延伸。
blackboard. Stress that: basketball=basket + ball. Lead students to read it
three times. Ask students to ask and answer in pairs by using the
sentence patterns “— Can you play basketball? —Yes, I can. / No, I
can’t.”
(2) Ask students to put their hands up if they can play basketball.
Walk to one of them.
T: You can play basketball. Can you play football? S1: …
Then take out a ping-pong.
T: How about this? Can you play ping-pong? S1: …
Take the ping-pong and walk around the classroom. Ask more
students to answer the question “Can you play ping-pong?” Ask students
to ask and answer in pairs by using the sentence patterns “—Can you
play ping-pong? —Yes, I can. / No, I can’t.”
T: Some of you can play football. Some of you can play basketball.
Some of you can play ping-pong. How about Amy? What can she do?
Show the picture of Amy in “Let’s learn”. (出示课件) Lead
students to answer “She can play ping-pong.” Write down the phrase
“play ping-pong” on the blackboard. Lead students to read it three times.
T: Look! I can play basketball. I can play ping-pong, too. (Do the
actions.)
Ask students to stand up and do the actions together. Lead them to
say the sentences at the same time.
(3) T: Oh, I played too many sports. Now, I’m thirsty. I need to
drink some water.
Take out a fish tank with a little fish swimming in the water.
T: What’s this in the water? Ss: It’s a fish.
T: What can a fish do?
If someone speaks out the word “swim”, write it down on the
blackboard. If they can’t, lead them to speak it out. Then lead students to
read the word three times.
Show the first picture in “Let’s learn”. (出示课件)
T: Fish can swim. How about the children? Can they swim?
4Lead students to answer “Yes, they can.” Ask students to ask and
answer in pairs by using the sentence patterns “—Can you swim? —Yes,
I can. / No, I can’t.”
(4) T: I’m hungry.（Touch the stomach.）Can I eat this fish now?
Ss: No!
Take out a spatula for cooking.
T: What can I do with the spatula?
Act like cooking and lead students to say “You can cook.” Write
down the word “cook” on the blackboard. Lead students to read the
word three times.
Show the third picture in “Let’s learn”. (出示课件)
T: Look at the two girls. They can cook, too. Can you cook?
Give the spatula to the first student in a row. Ask the students in this
row to pass the spatula one by one and say “I can cook.” by the game
“Drive a train”.
(5) Show the second picture in “Let’s learn”. (出示课件)
T: What can they do?
Ask students to observe the picture carefully and encourage them to
express their opinions. Lead students to say the sentence “They can
speak English.”
T: I’m an English teacher. I can speak English. Can you speak
English?
Lead students to say “Yes，I can. I can speak Chinese, too.” Write
down the phrase “speak English” on the blackboard. Lead students to
read the phrase three times.
2. Listen, read and act.③
Teaching purpose③
(1) Listen and read.
播放录音，学生听录音
Show the five pictures and the new words and phrases in “Let’s
跟读，引导学生正确、流利
learn”. Play the recording. (出示课件) Let students try to read them after
地朗读词汇和对话。
the recording.
(2) Show the dialogue of Zoom and Zip. Ask students to read the
dialogue after the recording. (出示课件) Ask two students to stand up to
role-play the dialogue. Teaching purpose④
Step 3: Practice④ 练习活动重点训练本课
的新词汇。活动以游戏为主，
1. Work in pairs.
充满趣味性，使学生在游戏
Encourage students to use the words and the phrases learned today
的过程中，轻松愉悦地练习
to make their own dialogues like this:
本课的重点词汇和句型。
S1: Can you speak English?
S2: Yes, I can. I can…, too. / No, I can’t. Can you…?
S1: Yes, I can. I can…, too. / No, I can’t.
Ask several pairs to stand up and show their dialogues.
52. Play a game: Quick response. (出示课件)
(游戏说明: PPT快闪式呈现“Let’s learn”板块的五个词汇，学生
们需要快速反应每次出现的是哪个，并大声读出来。依次进行，直到
把所有的词组都读过一遍为止。)
3. Play a game: I do and you guess.
Work in pairs. One student does the actions. The other student
guesses. And they try to ask and answer with each other. Make a model:
T: What can I do? (Do the actions.) S1: You can…
T: Yes. / No.
Present some pictures of extracurricular cultural activities to help
students.（出示课件）
Step 4: Consolidation & Extension⑤
“Write and say”
Teaching purpose⑤
1. Read and complete.
帮助学生运用并巩固
Show the chart in “Write and say”. (出示课件) Lead students to 核心语言，进一步提高学生
read Sarah’s sentences and fill in the chart about what Sarah can do and 的综合语言运用能力。加深
can’t do. 学生之间的了解，培养合作
学习的意识。
2. Fill in the chart.
Show a blank chart. (出示课件) Ask students to complete the chart
according to their real situations. Provide some help when it’s necessary.
Check some students’ words or phrases and correct their mistakes.
3. Pair work.
Let students talk about their special talents with partners by using
the sentence patterns “I can… I can’t…”
4. Show time.
Ask some students to show in class.
板书设计
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作业设计
▶
1. Copy the key words and phrases in this lesson.
62. Do the exercises. (见“状元成才路”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.本课使用了大量的趣味活动，活跃了课堂气氛，激发了学生的学习兴趣。
2.设计多种活动，让学生及时运用所学知识，起到了“现学现用，学用结合”的效果。
3.本课设计旨在培养学生良好的学习习惯和有效的学习策略，发展学生自主学习英语的能力
与合作创新的精神，培养学生的综合语言运用能力。
4.板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Contents
Let’s learn
·Listen, speak, read and write the new words and phrases “swim, speak English, cook,
play basketball, play ping-pong”.
·Use the key words and phrases in this lesson correctly to ask if someone has a certain
skill and be able to answer it.
Write and say
·Use and consolidate the core language, and further improve language using abilities.
·Further deepen the understanding of themselves and their classmates, and cultivate their
awareness and attitudes towards cooperative learning.
▶Teaching Priorities
·Be able to listen, speak, read and write the new words and phrases “swim, speak English, cook, play
basketball, play ping-pong”.
·Be able to use the new words and phrases above correctly to ask if someone has a certain
skill and be able to answer it.
▶Teaching Difficulties
·Be able to use the new words and phrases above correctly to ask if someone has a certain skill and
be able to answer it.
▶Teaching Procedures
7Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Help students review
& 2. Play a game: Pass the ball. 2. Play the game. Answer the knowledge learned
Revision Ask the question “What can the question. before. Stimulate
&
you do?” 3. Enjoy the song—Can students’ interest in
Lead-in
3. Enjoy the song—Can you you make a happy face? learning. Arouse their
make a happy face? 4. Make happy faces. enthusiasm and enliven
4. Lead-in. the class. Pave the way
for the next step of
learning.
Presentation 1. Learn the words and the (1) Learn the new phrase The link of teaching
phrases. “play basketball”. Ask vocabulary is compact.
(1) Use a picture and a real and answer in pairs by The transition between
basketball to teach the new using the key sentence vocabulary is natural.
phrase “play basketball”. patterns. The whole teaching is
Ask students to ask and (2) Learn the new phrase logical. Deepen
answer in pairs by using the “play ping-pong”. Ask students’ understanding
key sentence patterns. and answer in pairs by of the key vocabulary
(2) Teach the new phrase “play using the key sentence in this lesson. Help
ping-pong”. Ask students to patterns. students extend their
ask and answer by using the (3) Learn the word vocabulary in
key sentence patterns. “swim”. Ask and practicing the sentence
(3) Create a scene to teach the answer in pairs by patterns.
word “swim”. Ask students using the key sentence
to ask and answer in pairs by patterns.
using the key sentence (4) Learn the word
patterns. “cook”. Pass the
(4) Use a real item and a picture spatula and say “I can
to teach the word “cook”. cook.”
Ask students in a row to pass (5) Learn the phrase
the spatula one by one and “speak English”.
say “I can cook.”
(5) Use a picture to teach the
phrase “speak English”.
2. Listen, read and act.
(1) Read the words and the
(1) Show the pictures. Play the Make sure students can
phrases after the
recording. read the vocabulary and
recording.
(2) Ask students to read the the dialogue correctly
(2) Read and role-play the
dialogue in “Let’s learn” and and fluently.
dialogue.
act it out.
Practice 1. Work in pairs. 1. Make their own Help students practice
8dialogues by using the the new words and
Ask students to work in pairs. words and the phrases phrases. The activities
Encourage students to make learned today. are mainly games and
their own dialogues. 2. Read out the words or full of fun which make
2. Play a game: Quick response. the phrases as soon as students practice the
3. Play a game: I do and you possible. key words, phrases and
guess. 3. Work in pairs. One sentence patterns of this
Make a model with a student. student does the actions. lesson in a relaxing and
The other guesses. Ask happy way.
and answer with each
other.
Consolidation “Write and say” 1. Read Sarah’s sentences Help students use and
& 1. Read and complete. and fill in the chart. consolidate the core
Extension Show the chart in “Write and 2. Complete the chart language, and further
say”. Lead students to read according to their real improve their language
Sarah’s sentences and fill in situations. using abilities. Deepen
the chart. 3. Talk about their special the understanding
2. Fill in the chart. talents with partners. among students, and
Show a blank chart. Provide 4. Show time. cultivate the awareness
some help when it’s of cooperative learning.
necessary. Check students’
work and correct their
mistakes.
3. Pair work.
Let students talk about their
special talents with partners
by using the sentence patterns
“I can… I can’t…”
4. Show time.
Homework 1. Copy the key words and phrases in this lesson.
2. Do the exercises.
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