PEP英语五年级 Unit 4 A Read & Write说课稿

 PEP 5 Unit 4 A Read & Write（说课稿）

I’m going to talk about PEP Book 5 Unit 4 Part A Read and Write. First of all, I will talk about it in 6 aspects, that is to say, analysis of teaching materials, teaching aims, teaching importance and difficulties, teaching method and learning method, teaching and learning tools and the last but not the least, teaching procedures.
Analysis of teaching materials:
This lesson mainly includes two sections. In section 1, it mainly deals with five four-skill sentences “What can you do? / I can sweep the floor. / I can cook the meals. / I can water the flowers.” and the three-skill sentences “ Mother Goat is ill. We can help her. Just do it.” In so doing, the students can inquire about what kind of housework the others can do. It can get them have a better understanding of what they have learned and put their theory into practice as well. In section 2, there is a game. It mainly deals with the questions “ Can you ….?” and the answers “ Yes, I can. / No, I can’t.” The students are interested in such kind of chants. This lesson summarizes what we have learned in Part A.
Teaching aims: Knowledge aims, ability aims and emotion aims.
1. Knowledge aims:
1) Enable the Ss to listen, speak, read and write the four-skill sentences: What can you do? I can sweep the floor. I can cook the meals. I can water the flowers.
2) Enable the Ss to listen, speak and read the sentences: Mother Goat is ill. We can help her. Just do it.
3) Get the Ss listen and understand the dialogue and then try to say it.
2. Ability aims:
1) Enable the Ss to inquire about what kind of housework the others can do.
2) Train the students’ spirits of cooperation and self-independence.
3) Improve the students’ ability of listening, speaking, reading and writing, especially the reading and writing abilities.
3. Emotion aims:
1) Train the sound habits of doing housework.
2) Help the students train the spirits of helping others and helping each others.
Teaching importance and difficulties:
Enable the Ss to listen, speak, read and write the four-skill sentences: What can you do? I can sweep the floor. I can cook the meals. I can water the flowers.
The difficult points are the correct spelling of the four-skill sentences and the three-skill sentences as the above mentioned.
Teaching methods:
I mainly use the widespread teaching method “TBL”, i.e., task-basked teaching method. I utilize pictures, and situations to help Ss get a better understanding, to motivate Ss’ interests. It is useful for Ss to have a good command of knowledge. In order to fulfill the tasks, I design various kinds of activities: making a survey, having a competition, having an interview, guessing and chanting and so on.
Learning methods:
Ss make full use of their sense organs to learn English. They study positively by taking an active part in playing, singing and guessing.
Teaching and learning tools:
In this lesson, a recorder, tapes, CAI and pictures will be needed..
Teaching steps and the intentions of design:
I’m going to talk about it in four steps: Warm-up, presentation & practice, consolidation and extension and homework.
Step 1 Warm-up
In this step, there are two steps. Fist T and SS have free talks followed by a chant. It’s as follows: Eg: “ Dog, dog, what can you do?”
I ask the student by the way like this: Chen Jie, Chen Jie, what can you do? The student answers: I can sweep the floor. At this time, I ask the student to spell the phrase and then write it on the blackboard. The others are written in the same way.
[purpose]: The purpose of this step is to create a sound and delight atmosphere to draw the Ss’ attention.
Step 2: Presentation & Practice
In this part, I separate it into three parts. In part 1, four-skill sentences will be learned. In part 2, three-skill sentences will be learned. In part 3, the dialogue will be learned.
Part 1: I’ll teach the four-skill sentences: What can you do? I can cook the meals. I can sweep the floor. I can water the flowers! At the beginning of the presentation, I show five pictures with the help of CAI: sweep the floor, cook the meals, clean the bedroom, water the flowers. I say: What can you do? The student answers: I can…. After the students’ answering, I write it “ I can…” on the board before the phrases to give the students a clear understanding. Then I’ll present “ What can you do?” and write it on the board. In order to drill the sentence, I divide it into four groups. Each group stands for one word. A little game will be played. I say “ can”, the group standing for “can” stand up and spell the word “ can, C-A-N”. The other words are studied as the above mentioned.
After practicing the four-skill sentences, I divert the students’ attention to the pictures, such as read books, play football and so on to give them a real situation to ask and answer. Then I will transfer the pictures to the phrasal verbs and sentences. The model is as follows. Eg: What can you do? I can watch TV.
After that, I present five pictures in Let’s Learn in Part A and ask: Wu Yifan, Wu Yifan, what can you do? The student answers “ I can sweep the floor.”. Then I ask by changing the way: What can Wu Yifan do? In so doing, I successfully introduce “ He can…” from “ I can ….”. At last, I integrate the above mentioned into a quite musical chant. It’s as follows: Chen Jie, Chen Jie, what can you do? I can sweep, sweep the floor.
[Purpose] The purpose of this step is to strengthen the students’ ability of listening, speaking, reading and writing. And give them a situation to practise English in the real situation. The knowledge can easily grasped by the way of chanting.
Part 2: I’ll teach the three-skill sentences: Mother Goat is ill. We can help her. Just do it. After the musical chant, I ask the student “ Are you helpful at home? / What can you do? Great! You’re helpful. Practise about three or four groups and then ask them to drill in a group of two.
[Purpose] The purpose of this step is to have the students strength and consolidate the dialogue, develop the ability of communication.
T says “You’re helpful. I’m helpful, too. And I’m fine today. …, …, how are you today?”, the student answers “ Fine, thank you. How are you?” T says “ You’re fine, I’m fine, too. Look at my friend, goat. She’s the baby goat’s mother. So we call her “ Mother Goat”. Is Mother Goat fine?” At this time, the students say “no” by looking at the picture. T summarizes: Yes. Mother Goat is not fine. She’s in bed. She’s ill. Present “ ill” and learn the word. Then present the sentence: Mother Goat is ill. Then ask: Who are they? Are they helpful? Ss figure out the answers to the questions by watching the videos. After that, T put forward the question: Mother Goat is ill. Can you help her? The first student says: I can help her. And then the next two students follow the suit. At this time, T says: S1 can help her. S2 can help her. S3 can help her. So we can help her. It’s presented with CAI. T says: What can you do? S1: I can cook the meals / … T takes this opportunity to present the sentence: Just do it at the right time.
[Purpose] The purpose of this step is to naturally introduce the difficulty step by step.
Part 3: Text learning. Fist I let Ss listen to the tape twice without the books and ask them to read it by themselves. In so doing, the questions are to be answered: Mother Goat is ill. Who are helping her? What can the m / the rabbit / Zoom / Zip do?
[Purpose] The purpose of this step is get Ss have a better understanding by their independent thinking.
Step 3: Practice
1、Read after the tape and role play.
2、Finish the exercises in the textbook.
[Purpose] The purpose of this step is train Ss abilities of listening, speaking, reading and writing, especially reading and writing.
Step 4: Consolidation and extension
In this step, there are two activities: having a survey and a game. First I let Ss have a survey: What can you / your mother/ your father do? In so doing, the sentence pattern of the first person and third person are well practiced. The table is as follows:
Survey: What can … do?
A: What can you do?
B: I can（ ）.
A: What can your mother do?
B: She can（ ）.
A: What can your father do?
B: He can （ ）.

After that, a game will be followed. T Put some cards in connection to the actions on the teacher’s desk, S1 face to the BB, the other Ss ask together: …, …, What can you do？S1: I can…. If the answer is in accordance with the actions of the card, Ss says: Yes, you can. And vice versa.
[Purpose] The purpose of this step is to to apply what they have learned to practice and improve their communicating ability in English as well. It fosters Ss’ consciousness of competition. Ss can have a better understanding of the contents.
Step 5: Homework
1. Listen and read 3 times.
2. Copy the sentences 4 times.
3. Preview P48.
[purpose] Ss can’t keep the learned knowledge in their minds in a long time. So it’s important to assign some homework after class.
At last, I will show my blackboard writing as follows.
Thank you!

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