文档内容
The fourth period (第四课时)
Part B Let’s try & Let’s talk
教学内容
▶
Let’s try ·借助图片，听前预测对话内容，听时抓住关键信息，听懂简短对话，提高听的能力
·对新句型在听觉上有所感知，并完成听录音选择正确选项的活动
Let’s talk ·理解对话大意
·按照正确的语音、语调及意群朗读对话，并进行角色扮演
·在情景中运用句型“—Can you…? —Yes, I can./No, I can’t.”询问对方能否做什么并作
答
·运用核心句型完成连锁问答活动
·在情景中恰当运用功能句“Today we’ll learn some kung fu.”
教学重点
▶
1. 学生能够理解对话大意，并能够按照正确的语音、语调及意群朗读对话。
2. 学生能够在情景运用核心句型“—Can you…? —Yes, I can./No, I can’t.”询问对方能否做什
么并作答。
教学难点
▶
学生能够在真实情景中运用核心句型询问对方能否做什么并作答。
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、卡片等。
教学过程
▶
Step 1: Warm-up & Revision & Lead-in① Teaching purpose①
1. Greetings. 热身环节的每一个活动
都有效地帮助学生复习之前
2. Enjoy the song—What can you do? (出示课件)
学过的重点词汇和句型，同
3. Play a game: The best partner.
时逐步融入本课的重点句型
(游戏说明:全班分为六个小组，每个小组随机抽选两位学生上讲
使学生在轻松愉悦的活动中
台参加游戏。一位学生用 “I can…” 说一句话，另一位学生迅速表 自然而然地进入本课主题。
演出相应的动作。六对学生表演完之后，全班一起评选出配合最默契
的一对学生，奖励他们“最佳拍档”的称号。)
4. Lead-in.
3(1) Show some pictures of different kinds of activities, such as
wash clothes, play the pipa, draw cartoons, do some kung fu and so on.
(出示课件) Point to these pictures one by one and ask students to
answer the question “Can you…?” Students may answer “Yes.” or “No.”
for each question. Ask students to guess what the teacher can do. After
students answer, the teacher says “Yes, I can…/No, I can’t…”
(2) After saying “No, I can’t do any kung fu.”, ask students to
answer the question “Can you do any kung fu?” Invite several students
to stand up and answer this question according to their real situations.
Lead them to say the sentences “Yes, I can do some kung fu. / No, I can’t
do any kung fu.”
T: How about this boy? (课件出示: Mike的图片) Let’s go and
have a look!
Step 2: Presentation
Teaching purpose②
1. Let’s try.②
通过问题引导学生在听
(1) Show the picture and the question of “Let’s try”. (出示课件)
录音之前先预测听力答案，
T: Who is this boy?
听时抓住关键信息，培养学
Ss: He is Mike. 生的听力技巧，同时让学生
T: Wonderful! (Thumb up at the same time.) 对新句型有所感知。
Ask students to read the question on the PPT. Let students guess the
answer. Lead students to say the sentences “Yes, he can do some kung
fu. /No, he can’t do any kung fu.”
(2) Play the recording of “Let’s try”. (出示课件) Let students try to
get the key information like these: It’s kung fu today. It’s cool but I can’t
do it.
(3) Then play the recording of “Let’s try” again.（出示课件）Let
students listen and tick the right answer.
(4) Check the answer together. Present the listening material and
ask students to read it to help students understand this section. (出示课 Teaching purpose③
件) 通过对听力部分进行延
2. Let’s talk.③ 伸，进入对话部分的学习，
衔接自然巧妙。在学生阅读
(1) Present the chart below on the PPT.
的同时，抓住合适的时机讲
解重点词汇和句型，使学生
更容易理解整个对话的内容。
Ask the questions “Can Zhang Peng / Mike do any kung fu?”
According to the listening of “Let’s try”, lead students to answer
together “Zhang Peng can do some kung fu. Mike can’t do any kung fu.”
Draw a tick and a cross in the corresponding positions in the chart.
4Point to the names of John and Oliver and ask “Can John do any
kung fu? How about Oliver?” Ask students to guess the answers.
(2) Play the video of “Let’s talk”. (出示课件) Let students watch
the video to get the answers.
Show the answers. (出示课件) Check the answers together. Ask the
questions again. Lead students to say “Yes, he can. / No, he can’t.”
(3) Show the chart below.
Use this chart to help students distinguish the meanings and the
usages of “some” and “any”. Stress that “some” is used in positive
sentences and “any” is used in interrogative or negative sentences. Stress
the word “not” in red colour. Write down “can’t = can not” on the
blackboard.
(4) Show the first picture of “Let’s talk”. (出示课件) Ask students
to observe the picture carefully and answer the question “Who are
they?” They may say “They are Sarah, Amy, John, Oliver and…”
Ask three questions: ①Who is this man? ②What’s his job?
③What do they have today?
Then play the video of the first part of “Let’s talk”. (出示课件)
Let three students answer the questions. Lead students to say “The
man is Mr Ma. He is a PE teacher. They have PE today.”
T: Mr Ma says, “Today we’ll learn some kung fu.” Now we know
what they will do in the PE class. How about our English class today?
Do you know what we will learn next?
Lead students to say “We’ll learn English songs /…” Write down
the word “learn” on the blackboard. Lead students to read like this:
learn, learn, learn, learn some kung fu, learn English songs…
Point to John and ask “Can John do any kung fu?” This time,
students can easily answer the question. They may say “Yes, he can.”
Thumb up and write down the sentence patterns “—Can you do any
kung fu? —Yes, I can.” on the blackboard. Lead students to read the
sentence patterns three times.
(5) Show the second picture of “Let’s talk”. (出示课件) Ask
students to watch the video of the second part. (出示课件) And let
students try to answer the questions “Can Oliver do any kung fu? What
can Mr Ma do for him?”
5Ask two students to stand up and answer the questions. Lead
students to say “No, he can’t do any kung fu. Mr Ma can help him.”
Write down the sentence “No, I can’t.” on the blackboard. Lead students
to read the whole sentence patterns.
Take out the card of “No problem.”
T: Oliver can’t play any kung fu. So Mr Ma says, “No problem. I
can help you.” If we can help others, we can say “No problem. I can help
you.” Now I need your help. Can you help me put this card on the
blackboard?
Lead students to say “No problem. I can help you.” Invite the most
active student to put up the card on the blackboard. After that, thumb up
and say “Wonderful! Thank you!” Write down the word “wonderful” on
the blackboard. Tell students that “wonderful” means “Great! Very very
good.” Then lead students to read the sentences and the word several
times.
Step 3: Practice④
1. Practice the dialogues. Teaching purpose④
(1) Play the recording of “Let’s talk”. (出示课件) Ask students to 训练学生按照正确的语
read the dialogues sentence by sentence after the recording. 音、语调及意群朗读对话，
并能够进行角色扮演。让学
(2) Let students practice the dialogues in groups.
生运用所学的知识完成连锁
(3) Ask several groups to role-play the dialogues. The group that
问答，帮助学生巩固本节课
does a good job can get two stickers.
的关键句型。
2. Can you do it?
(1) Show the word and the phrases in “Can you do it?” (出示课件)
Lead students to read them. Encourage students to write more words or
phrases in their books, such as dance, play the pipa, play football, make
a cake, draw cartoons and so on.
(2) Show the pictures of “Can you do it?”（出示课件）Divide
students into several groups. Let them ask and answer in a chain as the
children do in the pictures. Every question can be used only once.
(3) Make a model with some students:
T: Can you sing English songs?
S1: Yes, I can. Can you cook?
S2: No, I can’t. Can you do any kung fu?
S3: No, I can’t…
…
(4) Ask two or three groups to show their work. Each student in
these groups can get a sticker.
Step 4: Consolidation & Extension⑤
“Look for a job” Teaching purpose⑤
(活动说明:准备六张招聘信息卡和若干张应聘信息卡，应聘信息
拓展部分为学生创设一
卡数量根据学生人数而定。将学生分为六组，老师将裁剪好的招聘信 个模拟的应聘场景来运用所
学语言，既能巩固本课时的
重点词汇及句型，也能激发
6
学生不断提高自己、完善自
我的决心。息卡发给每个组的组长，其他同学得到应聘信息卡。拿到招聘信息卡
的学生作为招聘者坐到教室前排，应聘者填好自己的应聘信息卡，走
到前面来找工作。招聘者向应聘者提问 “Can you…?”，应聘者根
据自己的资料作出回答。找出每轮中最先找到工作的学生，给予一定
的奖励。)
招聘信息卡内容参考(共六张，每个小组组长只能拿到一张):
应聘信息卡内容参考（若干张，一人只能拿到一张）:
板书设计
▶
作业设计
▶
1. Practice the dialogues.
72. 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. 整个教学设计坚持以教师为主导，以学生为主体，以活动为主线，引导学生自主探究，培养
学生的学习能力。
2. 在听力活动和学习对话之前，都让学生对所学内容进行了预测。给出问题，让学生带着问题
去听听力、阅读对话，使学生的学习目的明确 。
3. 本课时各环节的设计循序渐进，环环相扣，让学生们很自然地跟随节奏，掌握新知。
4. 为学生创设真实的场景，让学生在真实的场景里运用并体会所学的词汇和句型。
5. 板书简洁清晰，重点突出，一目了然。
▶Teaching Contents
Let’s try
·Predict the dialogue before listening with the help of pictures. Grasp the key information in the
process of listening, understand the dialogue and improve their listening abilities.
·Perceive the new sentence patterns aurally and complete the listening task.
Let’s talk
·Understand the main idea of the dialogues.
·Read the dialogues according to the right intonation, pronunciation and sense group, and act
them out.
·Use the sentence patterns “—Can you...? —Yes, I can./No, I can’t.” in situations to
ask if the other person can do something and then answer.
·Use the key sentence patterns to ask and answer in a chain.
·Use the functional sentence“Today we’ll learn some kung fu.”in situations.
▶Teaching Priorities
·Be able to understand the main idea of the dialogues, and be able to read the dialogues according to
the right intonation, pronunciation and sense group.
·Be able to use the key sentence patterns “—Can you…? —Yes, I can./No, I can’t.” to
ask if the
other person can do something and then answer.
▶Teaching Difficulties
·Be able to use the key sentence patterns to ask if the other person can do something and then answer
in real situations.
8▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. Greetings. Each activity of the
& 2. Enjoy the song—What can Enjoy the song—What can warm-up session helps
Revision you do? you do? students effectively
&
3. Play a game: The best partner. Play the game: The best review the key
Lead-in
partner. One student says vocabulary and
the sentences, and the sentence patterns
other one does the actions. learned before.
4. Lead-in. (1) Answer the questions Gradually show the key
(1) Show some pictures and ask according to real sentence patterns of this
questions. Ask students to situations. Guess what lesson. Let students
guess what the teacher can the teacher can do. naturally know the
do. (2) Answer the question theme of this lesson in
(2) Ask students to answer the according to their real a relaxing and pleasant
question “Can you do any situations and say the way.
kung fu?” Lead them to say sentences.
“Yes, I can do some kung fu.
/ No, I can’t do any kung
fu.”
Presentation 1. Let’s try. (1) Read the question and Lead students to predict
(1) Ask students to read the guess the answer. the answer before
question and guess the (2) Listen and try to get listening to the
answer. the key information. recording. Help
(2) Play the recording of “Let’s (3) Listen and tick the students perceive the
try”. right answer. key sentence patterns
(3) Play the recording of “Let’s (4) Check the answer and develop their
try” again. together. Read the listening skills.
(4) Check the answer together. listening material.
Present the listening
material.
2. Let’s talk. (1) Answer the questions. By extending the
(1) Show the chart. Ask the (2) Watch the video to get listening section, begin
questions “Can Zhang the answers. Check the the dialogue section.
Peng/Mike do any kung fu?” answers and say The transition is natural
Draw a tick and a cross in sentences. and clever. While
the corresponding positions (3) Learn and distinguish students are reading,
in the chart. Ask questions the words “some” and grasp the right time to
about John and Oliver. “any”. explain the key
9(2) Play the video of “Let’s (4) Learn the first section vocabulary and
talk”. of “Let’s talk”. sentence patterns, so
Show and check the (5) Learn the second that students can
answers. Lead students to section of “Let’s talk”. understand the whole
say “Yes, he can. / No, he dialogue more easily.
can’t.”
(3) Help students distinguish
“some” and “any”.
(4) Teach the first section of
“Let’s talk”.
(5) Teach the second section of
“Let’s talk”.
Practice 1. Practice the dialogues. (1) Read the dialogues Train students to read
(1) Play the recording and ask after the recording. the dialogues according
students to read the (2) Practice in groups. to the right sense group,
dialogues after the (3) Role-play the pronunciation and
recording. dialogues. intonation, and enable
(2) Let students practice the them to role-play.
dialogues in groups.
(3) Ask several groups to role-
play the dialogues.
2. Can you do it? (1) Read and write more Help students
(1) Lead students to read the words or phrases in consolidate the key
word and the phrases and their books. sentence patterns of this
write more words or phrases. (2) Ask and answer in a lesson by using what
(2) Show the pictures. Let chain as the children they have learned to
students ask and answer in a do in the pictures. complete the task.
chain. (3) Watch and learn.
(3) Make a model with some (4) Show their work.
students.
(4) Ask two or three groups to
show their work.
Consolidation “Look for a job” Simulate the recruitment Create a situation for
& Prepare some information cards. scene of the talent market. students to use what
Extension Explain the rules of the game. Look for a job. they have learned. Help
students consolidate the
vocabulary and the
sentence patterns of this
lesson. Inspire students’
determination to
improve themselves.
101. Practice the dialogues.
Homework
2. Do the exercises.
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