PEP5 Unit 4 What can you do?（精选3篇）
PEP5 Unit 4 What can you do? 篇1
一.教材分析：
教材分析：
本节课主要学习5个有关家务劳动的词组及有关家务劳动的表达“i’m helpful.i can...”. 教材在let's learn部分设计了sarah can do housework的故事情景。在故事情境中自然地呈现了cook the meals, water the flowers, sweep the floor, clean the bedroom，empty the trash五个动词短语。通过sarah的话直观的引出了本课时的重点句型i can….教学内容与学生日常生活联系密切，因此在教学中要注意学以致用，鼓励学生能简单介绍自己能做哪些家务劳动。
二.教学设计:
1.教学目标:
1).掌握四会动词词组cook the meals, water the flowers, sweep the floor, clean the bedroom.
2)掌握三会动词词组empty the trash和句子“i’m helpful.i can...”.
3).让学生体会到劳动时光荣的,在家要帮妈妈干家务。
2.教学重点:能说5个短语以及能拼写其中4个短语cook the meals, water the flowers, sweep the floor, clean the bedroom.,能运用 i can….进行表述。
教学难点:正确拼写及能书写cook the meals, water the flowers, sweep the floor, clean the bedroom.
3.教学准备:
1)录音
2)动词卡片
3)课件
4.教学过程
1).warm-up
(1).greetings:good morning!how are you? what day is it today?what’s the weather like today?....
(2).let’s do.(四年级上册)
open the door/clean the window/sweep the floor/put up the picture/water the flowers
(通过tpr活动,活跃气氛,为新授做铺垫.)
(3)t:look,look look!what can you see?(课件呈现一个跳舞的小丸子)
ss:i can see….
t:yes!xiaowanzi can dance.look at me!i can dance,too.(边说边做)can you?
what can you do?
(4).才艺表演―what can you do?
ss:i can….(边说边演)
(通过才艺表演操练句子:i can….)
2).presentation:
(1).t:look!i can draw.(边说边画flowers和浇花壶)
引出water the flowers以及i can water the flowers.i’m helpful.
出示卡片,操练读音及拼写(个人,二人,四人,小组等方式操练),要求边说边做动作,其他同学能表扬他wow!you’re helpful.短语板书。
(2)课件：w__t_ _ the fl__ __e__s.(学生进一步巩固)
(3)课件出现flowers
t:where are the flowers?do you know?guess!
ss:…..(in the bedroom)
t:the flowers are in the bedroom.(课件呈现一幅乱七八糟的bedroom) look!the bedroom is a mess/untidy.but i’m helpful.i can clean the bedroom.
(4).引出短语clean the bedroom,同上新授clean the bedroom
(5).课件cl__ __n the bedroom
ss: ea
t:”ea”says?
ss:/i:/
课件出现___ ___ ___ls
/`mi:ls/
让学生先拼读音标,再让他们填上所缺的字母。
利用meals引出cook the meals,同上新授短语cook the meals.
(6).课件c__ __k the m__ __ls
cook the meals→have meals→after meals
look!the floor is dirty.(课件出现a dirty floor)
(7).引出短语sweep the floor,同上新授.
(8).sw__ __p the fl__ __ __.
课件再次出现几张sweep the floor图片,边说边引出trash,然后过渡到i’m helpful.i can empty the trash.这是三会短语,省去拼写步骤。
(empty the trash 有点难读,增加趣味操练,提高他们的积极性。)
(9).课件呈现sarah 在emoty the trash的图片
sarah i’m helpful.i can….
t:today is sunday!sarah is at homeshe is helpful.呈现课文图片.
3).let’s learn
open the books,listen to the tape and repeat.
4).let’s play
(1) 四人小组,一人说短语,三人做动作.(互相合作)
(2).每小组选一人, ,面朝大家,其余同学看大幕说,让他们表演出动作.(锻炼听和认读的能力).
5)let’s make a chant
cook,cook,cook the meals,i can cook the meals.
cool,cool,cool!
clean,____,_____the bedroom,i can _________________.
great,______,______!
sweep,_____,_______the floor,i _____________________.
super,_______,_______!
water,________,___ ____the flowers, ____________________.
wow,______,_______!
empty,empty,empty the trash,i can empty the trash.
yeah!i’m helpful!helpful,helpful,helpful!
6)what can they do?(拓展人称变化的练习)
课件图片呈现(小组合作完成).
7)homework
抄写5个短语各5遍及中文意思一个
在家帮妈妈做家务,边做边说.
5.板书设计
unit4 what can you do?
a let’s learn & let’s play
water the flowers.
clean the bedroom.
i’m helpful.i can cook the meals.
sweep the floor.
empty the trash.
三.课后反思:
本节课的重点是使学生学会介绍自己能做哪些家务活动，热爱劳动的好习惯，培养乐于助人的优秀品德。设计思路坚持体现以“学生为主体”的教学原则，让学生主动积极地参与到课堂互动中来，基本上完成了本课的教学任务，达到了教学目标。
创设各种情景，鼓励学生大胆地使用英语，对他们在学习过程中的失误和错误采取宽容的态度。为学生提供自主学习和直接交流的机会，以及充分表现和自我发展的一个空间。本课的几个短语和句型i can….以前都出现过，对学生来说认读的难度可能不大，因此我注重短语的四会教学。本次课总结如下几点：
1.引导学生运用单词的读音来记它们的拼写。
四个动词短语在教学过程中，我运用四线格板书，学生悬空书写，划音节拼读，运用课件练习等形式来记忆单词的拼写。
1） t：/w :/ ss:wa
t: /t / ss:ter
t: /w :t / ss:water
2）字母组合的发音教学：clean/meals--ea--/i:/--ee―sweep
3）对学生来说辅音字母的发音比较简单，所以在新授过程引导学生在记单词的时候要多注意元音字母的发音，有助于降低记单词的难度。
c__ __k the m__ __ls w__ t__ __ the fl__ __ ers
通过这些练习加深单词拼写的印象，学生学习地效果还不错。
2.短语教学同时不忘句子操练，并创设一定的语境。
重点句型：i’m helpful.i can….首先从“才艺表演”入手，让学生自然引出句子i can…，为了刺激更多的人来参与，我设置小奖品，效果还行。如学生说：i can dance/sing/fly/run/walk/do housework等。
新授短语放入句子中，通过个人、小组合作、小游戏等方式来操练句子，i’m helpful.i can water the flowers/cook the meals/clean the bedroom/sweep the floor/empty the trash.在操练过程中要求学生边说边做动作增强记忆。因为这几个短语在四年级let’s do 中出现过，所以学生说起来比较容易，学生操练比较顺利，能积极主动去说与做。为了体现语言运用的实际意义，还要创设一定的语境，5个短语中water the flowers,empty the trash,clean the bedroom,sweep the floor对学生来说都能做，而cook the meals对部分学生来说就不行，为了达到语言的运用，我设计guessing game who can cook the meals? chen jie or sarah?同学们在游戏中操练说cook the meals(新短语,以前没有出现过的。)s1:chen jie can cook the meals.
s2:sarah can cook the meals. key:sarah can cook the meals.之后再让学生表演sarah,说，”i’m sarah,i’m helpful!i can cook the meals.”在创设的情景中让学生自如操练重点句子。
3.各环节设计连接自然
在新授5个短语时，始终考虑它们之间的过渡教学。从才艺表演t:i can draw.在黑板上画flowers,引出water the flowers,然后从flowers在bedroom,呈现乱七八糟的bedroom,引出clean the bedroom，再从clean中ea组合的发音引出meals,教学cook the meals,接着从cook the meals→have meals→after meals→the floor is dirty→sweep the floor,最后扫地后产生的垃圾引出empty the trash.让学生在不知不觉中进入下一个环节。
4.巩固性练习重点突出，目标明确，易难结合，体现层次。
学生能听，说，读，写4个短语是本课的重点，因此所有的巩固性练习都要围绕它们出发。1)看图连线--比较简单,考虑到基础较差的学生,以便来激发他们的兴趣。2）边说边做动作，通过对意思的理解，让他们表演出来，增加乐趣。3）编歌谣－－一个长长的歌谣，通过运用今天的短语，把它补充完整，让他们体会到学习的成就感。4）can you spell?呈现今天的重难点。
5.体现学生主体地位
教师在教学过程中是一个参与者，只是起到点拨、主持作用，是学生掌握知识的“助产婆”，让学生主宰课堂，由“要我学”转化为“我要学”，使他们愿意学、善于学，让学生在学习中发现自我，创造自我、提高自我。整堂课的设计我始终提醒自己让学生来主导课堂，我来点拨，基本上做到了这一点。导入今天课的主题，先让学生来才艺表演，运用句型i can….学生发挥得非常不错，新授短语时，运用简笔画，肢体语言，幻灯片等形式来指引学生的表达，运用单词字母组合的共同发音引出新单词的发音，让学生自己能发出正确的语音来，对他们来说不但印象深刻，而且体会到学习的成就感，自然而然的提高对英语学习的兴趣。
6我虽然有小组合作的意识，并运用到我的课堂中，但是我的实践还很不成熟，需要进一步学习。
PEP5 Unit 4 What can you do? 篇2
教学目标：1. enable the students to say: are you helpful at home? what can you do ? you’re helpful!2. enable the students to ask and answer the others, manage the sentences has learnt.3. cultivate the ss’ sense of pride and the enthusiasm to do the housework.教学重点与难点：1.master the pattern: what can you do? ――i can --------2.enable the ss to say “are you helpful at home?” 并能在实际情景中正确运用所学对话。教学准备：cai step 1. warm-up1. let’s chant a. chant together b. chant again in different roles. 总结：the dog can run. the panda can eat bamboo. make can draw animals. i can wash my clothes. what can you do? 2.have a race divide the class into 4 groups. then say sentence likes : i can --- say and do the action , can’t reiteration. find out the winner which group says at most. 3. shows some pictures and say. sarah can … step 2.presentation and practice1.free talk t: sarah is helpful at home! are you helpful at home? (board) （s: yes./sure.） t: what can you do? （s: i can -------） t: great! you’re helpful! ( 奖励) 2 make a survey t: now, you’re a little toastmaster. let’s interview the classmate and ask them: what can you do? housework namesweep the floorcook the mealsclean the bedroomempty the trashwater the flowerswash the windows…work in group, then report: mary can ------- 3.let’s talk shows the “thanks giving day” t: ok. now, look ! what day is it? （s: it’s thanks giving day ） t: yes. the fourth thursday in november is thanks giving day. now, what can chenjie do on thanks giving day? let’s listen to the tape. 1. just listen and say : what can chen jie do? 2. listen again and read the dialogue in different roles. 3. .make a dialogue a. t and s make the dialogue, s and s make a dialogue b. practice in two, then act out the dialogue stp 3. consolidation and extension1.i am a toastmaster a. just listen a music. then shows the picture of dong hao and say: look! who’s coming? (dong hao.) 师模仿董浩和学生打招呼。 b. practice in group .“ if you are dong hao. go to interview some children..” c. act it. 2.. a little poem <we are good boys and girls> i am a good boy. i’m helpful at home. i can sweep the floor. i can water the flowers. i am a good girl. i’m helpful too. i can cook the meals. i can clean the bedroom. we are good boys and girls. are you helpful at home? step 4: homework1. 将let’s learn ＆ let’s talk 部分读给家长听。 2. 记录下每一天妈妈、自己做的家务，体验其艰辛。 mon.tue.fri.thu.fri.sat.sun.motheri板书设计：
unit 4 what can you do
are you helpful at home?
what can you do? you’re helpful.
PEP5 Unit 4 What can you do? 篇3
教学目标：
1.enable the students to say: are you helpful at home?
what can you do ?
you’re helpful!
2.enable the students to ask and answer the others, manage the sentences has learnt.
3.cultivate the ss’ sense of pride and the enthusiasm to do the housework.
教学重点与难点：
1.master the pattern: what can you do? ――i can --------
2.enable the ss to say “are you helpful at home?” 并能在实际情景中正确运用所学对话。
教学准备：
cai step 1. warm-up1.let’s chant a. chant together b.chant again in different roles. 总结：the dog can run. the panda can eat bamboo. make can draw animals. i can wash my clothes. what can you do? 2.have a racedivide the class into 4 groups. then say sentence likes : i can ---say and do the action , can’t reiteration. find out the winner which group says at most. 3. shows some pictures and say. sarah can … step 2.presentation and practice
1.free talk t: sarah is helpful at home! are you helpful at home? (board) （s: yes./sure.） t: what can you do? （s: i can -------） t: great! you’re helpful! ( 奖励) 2 make a survey t: now, you’re a little toastmaster. let’s interview the classmate and ask them: what can you do? housework name
sweep the floor
cook the meals
clean the bedroom
empty the trash
water the flowers
wash the windows
…
work in group, then report: mary can ------- 3.let’s talk shows the “thanks giving day” t: ok. now, look ! what day is it? （s: it’s thanks giving day ） t: yes. the fourth thursday in november is thanks giving day. now, what can chenjie do on thanks giving day? let’s listen to the tape. 1.just listen and say : what can chen jie do? 2.listen again and read the dialogue in different roles. 3. .make a dialogue a. t and s make the dialogue, s and s make a dialogue b. practice in two, then act out the dialogue stp 3. consolidation and extension1.i am a toastmaster a. just listen a music. then shows the picture of dong hao and say: look! who’s coming? (dong hao.) 师模仿董浩和学生打招呼。 b.practice in group .“ if you are dong hao. go to interview some children..” c. act it. 2.. a little poem <we are good boys and girls>i am a good boy. i’m helpful at home.i can sweep the floor. i can water the flowers. i am a good girl. i’m helpful too. i can cook the meals. i can clean the bedroom. we are good boys and girls. are you helpful at home? step 4: homework1.将let’s learn ＆ let’s talk 部分读给家长听。 2.记录下每一天妈妈、自己做的家务，体验其艰辛。
mon.
tue.
fri.
thu.
fri.
sat.
sun.
mother
i
板书设计：
unit 4 what can you do
are you helpful at home?
what can you do? you’re helpful.
