Part B Let’s try & Let’s talk
?教學(xué)內(nèi)容與目標(biāo)
?教學(xué)重點(diǎn)
1. 學(xué)生能夠理解對(duì)話大意，并能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話。
2. 學(xué)生能夠在情景運(yùn)用核心句型“—Can yu…? —Yes, I can./N, I can’t.”詢問(wèn)對(duì)方能否做什么并作答。
?教學(xué)難點(diǎn)
學(xué)生能夠在真實(shí)情景中運(yùn)用核心句型詢問(wèn)對(duì)方能否做什么并作答。
?教學(xué)準(zhǔn)備
PPT課件、課文錄音、視頻、卡片等。
Teaching purpse①
熱身環(huán)節(jié)的每一個(gè)活動(dòng)都有效地幫助學(xué)生復(fù)習(xí)之前學(xué)過(guò)的重點(diǎn)詞匯和句型，同時(shí)逐步融入本課的重點(diǎn)句型，使學(xué)生在輕松愉悅的活動(dòng)中自然而然地進(jìn)入本課主題。
?教學(xué)過(guò)程課時(shí)教學(xué)內(nèi)容
課時(shí)教學(xué)目標(biāo)
Let’s try
·學(xué)生能夠借助圖片，聽(tīng)前預(yù)測(cè)對(duì)話內(nèi)容，聽(tīng)時(shí)抓住關(guān)鍵信息，能夠聽(tīng)懂簡(jiǎn)短對(duì)話，提高聽(tīng)的能力
·學(xué)生能夠?qū)π戮湫驮诼?tīng)覺(jué)上有所感知，并完成聽(tīng)錄音選擇正確選項(xiàng)的活動(dòng)
Let’s talk
·學(xué)生能夠理解對(duì)話大意
·學(xué)生能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能夠進(jìn)行角色扮演
·學(xué)生能夠在情景中運(yùn)用句型“—Can yu…? —Yes, I can./N, I can’t.”詢問(wèn)對(duì)方能否做什么并作答
·學(xué)生能夠運(yùn)用核心句型完成連鎖問(wèn)答活動(dòng)
·學(xué)生能夠在情景中恰當(dāng)運(yùn)用功能句“Tday we’ll learn sme kung fu.”
Step 1: Warm-up & Revisin & Lead-in①
1. Greetings.
2. Enjy the sng—What can yu d? (出示課件)
3. Play a game: The best partner.
(游戲說(shuō)明:全班分為六個(gè)小組，每個(gè)小組隨機(jī)抽選兩位學(xué)生上講臺(tái)參加游戲。一位學(xué)生用 “I can…” 說(shuō)一句話，另一位學(xué)生迅速表演出相應(yīng)的動(dòng)作。六對(duì)學(xué)生表演完之后，全班一起評(píng)選出配合最默契的一對(duì)學(xué)生，獎(jiǎng)勵(lì)他們“最佳拍檔”的稱號(hào)。)
4. Lead-in.
(1) Shw sme pictures f different kinds f activities, such as wash clthes, play the pipa, draw cartns, d sme kung fu and s n. (出示課件) Pint t these pictures ne by ne and ask students t answer the questin “Can yu…?” Students may answer “Yes.” r “N.” fr each questin. Ask students t guess what the teacher can d. After students answer, the teacher says “Yes, I can…/N, I can’t…”
(2) After saying “N, I can’t d any kung fu.”, ask students t answer the questin “Can yu d any kung fu?” Invite several students t stand up and answer this questin accrding t their real situatins. Lead them t say the sentences “Yes, I can d sme kung fu. / N, I can’t d any kung fu.”
T: Hw abut this by? (課件出示: Mike的圖片) Let’s g and have a lk!
Teaching purpse②
通過(guò)問(wèn)題引導(dǎo)學(xué)生在聽(tīng)錄音之前先預(yù)測(cè)聽(tīng)力答案，聽(tīng)時(shí)抓住關(guān)鍵信息，培養(yǎng)學(xué)生的聽(tīng)力技巧，同時(shí)讓學(xué)生對(duì)新句型有所感知。
Step 2: Presentatin
1. Let’s try.②
(1) Shw the picture and the questin f “Let’s try”. (出示課件)
T: Wh is this by?
Ss: He is Mike.
T: Wnderful! (Thumb up at the same time.)
Ask students t read the questin n the PPT. Let students guess the answer. Lead students t say the sentences “Yes, he can d sme kung fu. /N, he can’t d any kung fu.”
(2) Play the recrding f “Let’s try”. (出示課件) Let students try t get the key infrmatin like these: It’s kung fu tday. It’s cl but I can’t d it.
(3) Then play the recrding f “Let’s try” again.（出示課件）Let students listen and tick the right answer.
Teaching purpse③
通過(guò)對(duì)聽(tīng)力部分進(jìn)行延伸，進(jìn)入對(duì)話部分的學(xué)習(xí)，銜接自然巧妙。在學(xué)生閱讀的同時(shí)，抓住合適的時(shí)機(jī)講解重點(diǎn)詞匯和句型，使學(xué)生更容易理解整個(gè)對(duì)話的內(nèi)容。
(4) Check the answer tgether. Present the listening material and ask students t read it t help students understand this sectin. (出示課件)
2. Let’s talk.③
(1) Present the chart belw n the PPT.
Ask the questins “Can Zhang Peng / Mike d any kung fu?” Accrding t the listening f “Let’s try”, lead students t answer tgether “Zhang Peng can d sme kung fu. Mike can’t d any kung fu.”
Draw a tick and a crss in the crrespnding psitins in the chart.
Pint t the names f Jhn and Oliver and ask “Can Jhn d any kung fu? Hw abut Oliver?” Ask students t guess the answers.
(2) Play the vide f “Let’s talk”. (出示課件) Let students watch the vide t get the answers.
Shw the answers. (出示課件) Check the answers tgether. Ask the questins again. Lead students t say “Yes, he can. / N, he can’t.”
(3) Shw the chart belw.
Use this chart t help students distinguish the meanings and the usages f “sme” and “any”. Stress that “sme” is used in psitive sentences and “any” is used in interrgative r negative sentences. Stress the wrd “nt” in red clur. Write dwn “can’t = can nt” n the blackbard.
(4) Shw the first picture f “Let’s talk”. (出示課件) Ask students t bserve the picture carefully and answer the questin “Wh are they?” They may say “They are Sarah, Amy, Jhn, Oliver and…”
Ask three questins: ①Wh is this man? ②What’s his jb? ③What d they have tday?
Then play the vide f the first part f “Let’s talk”. (出示課件)
Let three students answer the questins. Lead students t say “The man is Mr Ma. He is a PE teacher. They have PE tday.”
T: Mr Ma says, “Tday we’ll learn sme kung fu.” Nw we knw what they will d in the PE class. Hw abut ur English class tday? D yu knw what we will learn next?
Lead students t say “We’ll learn English sngs /…” Write dwn the wrd “l(fā)earn” n the blackbard. Lead students t read like this: learn, learn, learn, learn sme kung fu, learn English sngs…
Pint t Jhn and ask “Can Jhn d any kung fu?” This time, students can easily answer the questin. They may say “Yes, he can.” Thumb up and write dwn the sentence patterns “—Can yu d any kung fu? —Yes, I can.” n the blackbard. Lead students t read the sentence patterns three times.
(5) Shw the secnd picture f “Let’s talk”. (出示課件) Ask students t watch the vide f the secnd part. (出示課件) And let students try t answer the questins “Can Oliver d any kung fu? What can Mr Ma d fr him?”
Ask tw students t stand up and answer the questins. Lead students t say “N, he can’t d any kung fu. Mr Ma can help him.”
Write dwn the sentence “N, I can’t.” n the blackbard. Lead students t read the whle sentence patterns.
Take ut the card f “N prblem.”
T: Oliver can’t play any kung fu. S Mr Ma says, “N prblem. I can help yu.” If we can help thers, we can say “N prblem. I can help yu.” Nw I need yur help. Can yu help me put this card n the blackbard?
Lead students t say “N prblem. I can help yu.” Invite the mst active student t put up the card n the blackbard. After that, thumb up and say “Wnderful! Thank yu!” Write dwn the wrd “wnderful” n the blackbard. Tell students that “wnderful” means “Great! Very very gd.” Then lead students t read the sentences and the wrd several times.
Teaching purpse④
訓(xùn)練學(xué)生按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能夠進(jìn)行角色扮演。讓學(xué)生運(yùn)用所學(xué)的知識(shí)完成連鎖問(wèn)答，幫助學(xué)生鞏固本節(jié)課的關(guān)鍵句型。
Step 3: Practice④
1. Practice the dialgues.
(1) Play the recrding f “Let’s talk”. (出示課件) Ask students t read the dialgues sentence by sentence after the recrding.
(2) Let students practice the dialgues in grups.
(3) Ask several grups t rle-play the dialgues. The grup that des a gd jb can get tw stickers.
2. Can yu d it?
(1) Shw the wrd and the phrases in “Can yu d it?” (出示課件) Lead students t read them. Encurage students t write mre wrds r phrases in their bks, such as dance, play the pipa, play ftball, make a cake, draw cartns and s n.
(2) Shw the pictures f “Can yu d it?”（出示課件）Divide students int several grups. Let them ask and answer in a chain as the children d in the pictures. Every questin can be used nly nce.
(3) Make a mdel with sme students:
T: Can yu sing English sngs?
S1: Yes, I can. Can yu ck?
S2: N, I can’t. Can yu d any kung fu?
S3: N, I can’t…
…
(4) Ask tw r three grups t shw their wrk. Each student in these grups can get a sticker.
Step 4: Cnslidatin & Extensin⑤
“Lk fr a jb”
Teaching purpse⑤
拓展部分為學(xué)生創(chuàng)設(shè)一個(gè)模擬的應(yīng)聘場(chǎng)景來(lái)運(yùn)用所學(xué)語(yǔ)言，既能鞏固本課時(shí)的重點(diǎn)詞匯及句型，也能激發(fā)學(xué)生不斷提高自己、完善自我的決心。
(活動(dòng)說(shuō)明:準(zhǔn)備六張招聘信息卡和若干張應(yīng)聘信息卡，應(yīng)聘信息卡數(shù)量根據(jù)學(xué)生人數(shù)而定。將學(xué)生分為六組，老師將裁剪好的招聘信息卡發(fā)給每個(gè)組的組長(zhǎng)，其他同學(xué)得到應(yīng)聘信息卡。拿到招聘信息卡的學(xué)生作為招聘者坐到教室前排，應(yīng)聘者填好自己的應(yīng)聘信息卡，走到前面來(lái)找工作。招聘者向應(yīng)聘者提問(wèn) “Can yu…?”，應(yīng)聘者根據(jù)自己的資料作出回答。找出每輪中最先找到工作的學(xué)生，給予一定的獎(jiǎng)勵(lì)。)
招聘信息卡內(nèi)容參考(共六張，每個(gè)小組組長(zhǎng)只能拿到一張):
應(yīng)聘信息卡內(nèi)容參考（若干張，一人只能拿到一張）:
?板書設(shè)計(jì)
?作業(yè)設(shè)計(jì)
1. Practice the dialgues.
2. D the exercises.
?教學(xué)反思
1. 整個(gè)教學(xué)設(shè)計(jì)堅(jiān)持以教師為主導(dǎo)，以學(xué)生為主體，以活動(dòng)為主線，引導(dǎo)學(xué)生自主探究，培養(yǎng)學(xué)生的學(xué)習(xí)能力。
2. 在聽(tīng)力活動(dòng)和學(xué)習(xí)對(duì)話之前，都讓學(xué)生對(duì)所學(xué)內(nèi)容進(jìn)行了預(yù)測(cè)。給出問(wèn)題，讓學(xué)生帶著問(wèn)題去聽(tīng)聽(tīng)力、閱讀對(duì)話，使學(xué)生的學(xué)習(xí)目的明確。
3. 本課時(shí)各環(huán)節(jié)的設(shè)計(jì)循序漸進(jìn)，環(huán)環(huán)相扣，讓學(xué)生們很自然地跟隨節(jié)奏，掌握新知。
4. 為學(xué)生創(chuàng)設(shè)真實(shí)的場(chǎng)景，讓學(xué)生在真實(shí)的場(chǎng)景里運(yùn)用并體會(huì)所學(xué)的詞匯和句型。
5. 板書簡(jiǎn)潔清晰，重點(diǎn)突出，一目了然。
?Teaching Cntents & Teaching Aims
Let’s try
·Be able t predict the dialgue befre listening with the help f pictures. Be able t grasp the key infrmatin in the prcess f listening, understand the dialgue and imprve their listening abilities.
·Be able t perceive the new sentence patterns aurally and cmplete the listening task.
Let’s talk
·Be able t understand the main idea f the dialgues.
·Be able t read the dialgues accrding t the right intnatin, prnunciatin and sense grup, and act them ut.
·Be able t use the sentence patterns “—Can —Yes, I can./N, I can’t.” in situatins t
ask if the ther persn can d smething and then answer.
·Be able t use the key sentence patterns t ask and answer in a chain.
·Be able t use the functinal sentence“Tday we’ll learn sme kung fu.”in situatins.
?Teaching Pririties
·Be able t understand the main idea f the dialgues, and be able t read the dialgues accrding t the right intnatin, prnunciatin and sense grup.
·Be able t use the key sentence patterns “—Can yu…? —Yes, I can./N, I can’t.” t ask if the
ther persn can d smething and then answer.
?Teaching Difficulties
·Be able t use the key sentence patterns t ask if the ther persn can d smething and then answer in real situatins.
?Teaching Prcedures
Teaching Stages
Teacher’ s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
Greetings.
Each activity f the warm-up sessin helps students effectively review the key vcabulary and sentence patterns learned befre. Gradually shw the key sentence patterns f this lessn. Let students naturally knw the theme f this lessn in a relaxing and pleasant way.
2. Enjy the sng—What can yu d?
Enjy the sng—What can yu d?
3. Play a game: The best partner.
Play the game: The best partner. One student says the sentences, and the ther ne des the actins.
4. Lead-in.
(1) Shw sme pictures and ask questins. Ask students t guess what the teacher can d.
(2) Ask students t answer the questin “Can yu d any kung fu?” Lead them t say “Yes, I can d sme kung fu. / N, I can’t d any kung fu.”
(1) Answer the questins accrding t real situatins. Guess what the teacher can d.
(2) Answer the questin accrding t their real situatins and say the sentences.
Presentatin
1. Let’s try.
(1) Ask students t read the questin and guess the answer.
(2) Play the recrding f “Let’s try”.
(3) Play the recrding f “Let’s try” again.
(4) Check the answer tgether. Present the listening material.
(1) Read the questin and guess the answer.
(2) Listen and try t get the key infrmatin.
(3) Listen and tick the right answer.
(4) Check the answer tgether. Read the listening material.
Lead students t predict the answer befre listening t the recrding. Help students perceive the key sentence patterns and develp their listening skills.
2. Let’s talk.
(1) Shw the chart. Ask the questins “Can Zhang Peng/Mike d any kung fu?” Draw a tick and a crss in the crrespnding psitins in the chart. Ask questins abut Jhn and Oliver.
(2) Play the vide f “Let’s talk”.
Shw and check the answers. Lead students t say “Yes, he can. / N, he can’t.”
(3) Help students distinguish
“sme” and “any”.
(4) Teach the first sectin f
“Let’s talk”.
(5) Teach the secnd sectin f “Let’s talk”.
(1) Answer the questins.
(2) Watch the vide t get the answers. Check the answers and say sentences.
(3) Learn and distinguish the wrds “sme” and “any”.
(4) Learn the first sectin f “Let’s talk”.
(5) Learn the secnd sectin f “Let’s talk”.
By extending the listening sectin, begin the dialgue sectin. The transitin is natural and clever. While students are reading, grasp the right time t explain the key vcabulary and sentence patterns, s that students can understand the whle dialgue mre easily.
Practice
1. Practice the dialgues.
(1) Play the recrding and ask students t read the dialgues after the recrding.
(2) Let students practice the dialgues in grups.
(3) Ask several grups t rle-play the dialgues.
(1) Read the dialgues after the recrding.
(2) Practice in grups.
(3) Rle-play the dialgues.
Train students t read the dialgues accrding t the right sense grup, prnunciatin and intnatin, and enable them t rle-play.
2. Can yu d it?
(1) Lead students t read the wrd and the phrases and write mre wrds r phrases.
(2) Shw the pictures. Let students ask and answer in a chain.
(3) Make a mdel with sme students.
(4) Ask tw r three grups t shw their wrk.
(1) Read and write mre wrds r phrases in their bks.
(2) Ask and answer in a chain as the children d in the pictures.
(3) Watch and learn.
(4) Shw their wrk.
Help students cnslidate the key sentence patterns f this lessn by using what they have learned t cmplete the task.
Cnslidatin
&
Extensin
“Lk fr a jb”
Prepare sme infrmatin cards. Explain the rules f the game.
Simulate the recruitment scene f the talent market. Lk fr a jb.
Create a situatin fr students t use what they have learned. Help students cnslidate the vcabulary and the sentence patterns f this lessn. Inspire students’ determinatin t imprve themselves.
Hmewrk
1. Practice the dialgues.
2. D the exercises.

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