第六课时 B Read and write C Story time
教学内容：B Read and Write C Story time
教学目标：a. Enable the students to listen, say, read and write the following sentences: Can you make the bed? No, I can’t. Can you use a computer? Yes, I can.
b、Enable the students to listen 、say、and read the sentence: I can play chess.
c、养成讲究卫生、热爱劳动的好习惯，培养乐于助人的优秀品质。
教学重点: The four skilled sentences: Can you .. ? Yes, I can.\ No, I can’t.
教学难点： Be able to use the patterns flexibly in life .
教学准备：1.本单元的单词卡片和人物图片。2. 带有个性特征的名人图片。3.本课时的教学挂图。 4. 录音机和磁带。
教学过程：
Step1: Preparation
1. Let’s chant. (PEP Book5 P44)
Dog, dog, what can you do ? I can run after you…
2. Free-talk .
a.
What day is it today?
What do you have today?
Who is your English teacher?
What’s she like?
Is she helpful? …
T: Are you helpful at home (point at the CAI. )
What can you do? I can … …
sw_ _p the floor c_ _ k the meals cl_ _n the bedroom.
…
b、Ask and Answer.（教师先演示，然后同学间对话）
---- Are you helpful at home?
----Sure.
----What can you do?
----I can …
Step2:Pre-reading
1. 通过图片引出robot. 教师可先请请学生来做介绍。教师提问。T: What can you say to the robot? 请3-4人说一说。
2. T: Can Robot …让学生回答：Yes, he can./No, he can’t.
Step3:In—reading
1. General reading. 教师呈现本课时教材图片，向学生提出问题说：“Can Robot use a computer?” 让学生带着问题快速读对话，然后请学生解答问题。
2. Detailed reading. 让学生仔细阅读课文，然后回答问题
T: What can Robot do?
学生可先自己阅读，然后小组讨论答案。
3. Read and write.
Read again, fill in the blanks. 学生在课本上写出答案。核对答案。教师
写四个句子。学生在练习本上仿写句子。
4. Listen to the tape
提醒学生注意单词的发音，模仿语音语调。
5. 要求学生大声朗读培养朗读能力、增强语感。朗读练习采用先自主练习,然后小组合作，最后个别展示的方式。
Step4: Post—reading:
1. 学生分角色读对话。(分组、 男女生、同桌)
2. 几组学生戴头饰进行对话表演。
3. Group work：“Who is Super girl \Super boy?”
a. 请学生自己阅读以下文章：
Super girl
My name is super girl. I’m only six years old, but I’m very strong. At home, I always help my mother. I can sweep the floor, cook the meals and do the dishes. Doing housework is my favorite. At school, I’m a good student. I can read English. I can play football. I like using a computer. You see, I’m little, but I’m smart. Am I super? What about you?
b. 教师根据以上短文提几个问题。
c. 先在小组里讨论，推选出一位Super boy /Super girl.（最会干家务或最有才艺的），然后到全班面前交流。
Step5: Progress
1.Summary:Read and write four-skilled sentences together。
2. Do exercises.
3.Homework:抄写四会句子五遍，并和自己的小搭档创编一组对话。
板书设计： Unit 4 B Read and write
Can you make the bed? No, I can’t.
Can you use a computer? Yes, I can.
, , , , 点：句子“Are you helpful at home？”以及在实际情景中正确运用所学对话。
教学准备：1.教师准备本课时所需的人物图片和上一节课的单词卡。
2. 老师准备录音机和磁带。
3.学生准备朋友或家人的照片。
教学过程：
Step1: Preparation
1. let’s chant.
2. T: Wow, the animals can do many things in the zoo .What about you at school?
What can you do at school?
S1: I can sweep the floor.
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
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sweep the floor |
cook the meals |
water the flowers |
wash the window |
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2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
|
name |
sweep the floor |
cook the meals |
water the flowers |
wash the window |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
第六课时 B Read and write C Story time
教学内容：B Read and Write C Story time
教学目标：a. Enable the students to listen, say, read and write the following sentences: Can you make the bed? No, I can’t. Can you use a computer? Yes, I can.
b、Enable the students to listen 、say、and read the sentence: I can play chess.
c、养成讲究卫生、热爱劳动的好习惯，培养乐于助人的优秀品质。
教学重点: The four skilled sentences: Can you .. ? Yes, I can.\ No, I can’t.
教学难点： Be able to use the patterns flexibly in life .
教学准备：1.本单元的单词卡片和人物图片。2. 带有个性特征的名人图片。3.本课时的教学挂图。 4. 录音机和磁带。
教学过程：
Step1: Preparation
1. Let’s chant. (PEP Book5 P44)
Dog, dog, what can you do ? I can run after you…
2. Free-talk .
a.
What day is it today?
What do you have today?
Who is your English teacher?
What’s she like?
Is she helpful? …
T: Are you helpful at home (point at the CAI. )
What can you do? I can … …
sw_ _p the floor c_ _ k the meals cl_ _n the bedroom.
…
b、Ask and Answer.（教师先演示，然后同学间对话）
---- Are you helpful at home?
----Sure.
----What can you do?
----I can …
Step2:Pre-reading
1. 通过图片引出robot. 教师可先请请学生来做介绍。教师提问。T: What can you say to the robot? 请3-4人说一说。
2. T: Can Robot …让学生回答：Yes, he can./No, he can’t.
Step3:In—reading
1. General reading. 教师呈现本课时教材图片，向学生提出问题说：“Can Robot use a computer?” 让学生带着问题快速读对话，然后请学生解答问题。
2. Detailed reading. 让学生仔细阅读课文，然后回答问题
T: What can Robot do?
学生可先自己阅读，然后小组讨论答案。
3. Read and write.
Read again, fill in the blanks. 学生在课本上写出答案。核对答案。教师
写四个句子。学生在练习本上仿写句子。
4. Listen to the tape
提醒学生注意单词的发音，模仿语音语调。
5. 要求学生大声朗读培养朗读能力、增强语感。朗读练习采用先自主练习,然后小组合作，最后个别展示的方式。
Step4: Post—reading:
1. 学生分角色读对话。(分组、 男女生、同桌)
2. 几组学生戴头饰进行对话表演。
3. Group work：“Who is Super girl \Super boy?”
a. 请学生自己阅读以下文章：
Super girl
My name is super girl. I’m only six years old, but I’m very strong. At home, I always help my mother. I can sweep the floor, cook the meals and do the dishes. Doing housework is my favorite. At school, I’m a good student. I can read English. I can play football. I like using a computer. You see, I’m little, but I’m smart. Am I super? What about you?
b. 教师根据以上短文提几个问题。
c. 先在小组里讨论，推选出一位Super boy /Super girl.（最会干家务或最有才艺的），然后到全班面前交流。
Step5: Progress
1.Summary:Read and write four-skilled sentences together。
2. Do exercises.
3.Homework:抄写四会句子五遍，并和自己的小搭档创编一组对话。
板书设计： Unit 4 B Read and write
Can you make the bed? No, I can’t.
Can you use a computer? Yes, I can.
, , , , 点：句子“Are you helpful at home？”以及在实际情景中正确运用所学对话。
教学准备：1.教师准备本课时所需的人物图片和上一节课的单词卡。
2. 老师准备录音机和磁带。
3.学生准备朋友或家人的照片。
教学过程：
Step1: Preparation
1. let’s chant.
2. T: Wow, the animals can do many things in the zoo .What about you at school?
What can you do at school?
S1: I can sweep t, he floor.
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
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name |
sweep the floor |
cook the meals |
water the flowers |
wash the window |
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2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
|
name |
sweep the floor |
cook the meals |
water the flowers |
wash the window |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
第六课时 B Read and write C Story time
教学内容：B Read and Write C Story time
教学目标：a. Enable the students to listen, say, read and write the following sentences: Can you make the bed? No, I can’t. Can you use a computer? Yes, I can.
b、Enable the students to listen 、say、and read the sentence: I can play chess.
c、养成讲究卫生、热爱劳动的好习惯，培养乐于助人的优秀品质。
教学重点: The four skilled sentences: Can you .. ? Yes, I can.\ No, I can’t.
教学难点： Be able to use the patterns flexibly in life .
教学准备：1.本单元的单词卡片和人物图片。2. 带有个性特征的名人图片。3.本课时的教学挂图。 4. 录音机和磁带。
教学过程：
Step1: Preparation
1. Let’s chant. (PEP Book5 P44)
Dog, dog, what can you do ? I can run after you…
2. Free-talk .
a.
What day is it today?
What do you have today?
Who is your English teacher?
What’s she like?
Is she helpful? …（明知故问）
T: Are you helpful at home (point at the CAI. )
What can you do? I can … …
sw_ _p the floor c_ _ k the meals cl_ _n the bedroom.
…
b、Ask and Answer.（教师先演示，然后同学间对话）
---- Are you helpful at home?
----Sure.
----What can you do?
----I can …
Step2:Pre-reading
1. 通过图片引出robot. 教师可先请请学生来做介绍。教师提问。T: What can you say to the robot? 请3-4人说一说。（浪费时间）
2. T: Can Robot …让学生回答：Yes, he can./No, he can’t.
Step3:In—reading
1. General reading. 教师呈现本课时教材图片，向学生提出问题说：“Can Robot use a computer?” 让学生带着问题快速读对话，然后请学生解答问题。
2. Detailed reading. 让学生仔细阅读课文，然后回答问题
T: What can Robot do?
学生可先自己阅读，然后小组讨论答案。
3. Read and write.
Read again, fill in the blanks. 学生在课本上写出答案。核对答案。教师
写四个句子。学生在练习本上仿写句子。
4. Listen to the tape
提醒学生注意单词的发音，模仿语音语调。
5. 要求学生大声朗读培养朗读能力、增强语感。朗读练习采用先自主练习,然后小组合作，最后个别展示的方式。
Step4: Post—reading:
1. 学生分角色读对话。(分组、 男女生、同桌)
2. 几组学生戴头饰进行对话表演。
3. Group work：“Who is Super girl \Super boy?”
a. 请学生自己阅读以下文章：
Super girl
My name is super girl. I’m only six years old, but I’m very strong. At home, I always help my mother. I can sweep the floor, cook the meals and do the dishes. Doing housework is my favorite. At school, I’m a good student. I can read English. I can play football. I like using a computer. You see, I’m little, but I’m smart. Am I super? What about you?
b. 教师根据以上短文提几个问题。
c. 先在小组里讨论，推选出一位Super boy /Super girl.（最会干家务或最有才艺的），然后到全班面前交流。
Step5: Progress
1.Summary:Read and write four-skilled sentences together。
2. Do exercises.
3.Homework:抄写四会句子五遍，并和自己的小搭档创编一组对话。
板书设计： Unit 4 B Read and write
Can you make the bed? No, I can’t.
Can you use a computer? Yes, I can.
, , , , 点：句子“Are you helpful at home？”以及在实际情景中正确运用所学对话。
教学准备：1.教师准备本课时所需的人物图片和上一节课的单词卡。
2. 老师准备录音机和磁带。
3.学生准备朋友或家人的照片。
教学过程：
Step1: Preparation
1. let’s chant.
2. T: Wow, the animals can do many things in the zoo .What about you at school?
What can you do at school?
S1: I can sweep the floor.
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
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sweep the floor |
cook the meals |
water the flowers |
wash the window |
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2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
|
name |
sweep the floor |
cook the meals |
water the flowers |
wash the window |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
第六课时 B Read and write C Story time
教学内容：B Read and Write C Story time
教学目标：a. Enable the students to listen, say, read and write the following sentences: Can you make the bed? No, I can’t. Can you use a computer? Yes, I can.
b、Enable the students to listen 、say、and read the sentence: I can play chess.
c、养成讲究卫生、热爱劳动的好习惯，培养乐于助人的优秀品质。
教学重点: The four skilled sentences: Can you .. ? Yes, I can.\ No, I can’t.
教学难点： Be able to use the patterns flexibly in life .
教学准备：1.本单元的单词卡片和人物图片。2. 带有个性特征的名人图片。3.本课时的教学挂图。 4. 录音机和磁带。
教学过程：
Step1: Preparation
1. Let’s chant. (PEP Book5 P44)
Dog, dog, what can you do ? I can run after you…
2. Free-talk .
a.
What day is it today?
What do you have today?
Who is your English teacher?
What’s she like?
Is she helpful? …
T: Are you helpful at home (point at the CAI. )
What can you do? I can … …
sw_ _p the floor c_ _ k the meals cl_ _n the bedroom.
…
b、Ask and Answer.（教师先演示，然后同学间对话）
---- Are you helpful at home?
----Sure.
----What can you do?
----I can …
Step2:Pre-reading
1. 通过图片引出robot. 教师可先请请学生来做介绍。教师提问。T: What can you say to the robot? 请3-4人说一说。
2. T: Can Robot …让学生回答：Yes, he can./No, he can’t.
Step3:In—reading
1. General reading. 教师呈现本课时教材图片，向学生提出问题说：“Can Robot use a computer?” 让学生带着问题快速读对话，然后请学生解答问题。
2. Detailed reading. 让学生仔细阅读课文，然后回答问题
T: What can Robot do?
学生可先自己阅读，然后小组讨论答案。
3. Read and write.
Read again, fill in the blanks. 学生在课本上写出答案。核对答案。教师
写四个句子。学生在练习本上仿写句子。
4. Listen to the tape
提醒学生注意单词的发音，模仿语音语调。
5. 要求学生大声朗读培养朗读能力、增强语感。朗读练习采用先自主练习,然后小组合作，最后个别展示的方式。
Step4: Post—reading:
1. 学生分角色读对话。(分组、 男女生、同桌)
2. 几组学生戴头饰进行对话表演。
3. Group work：“Who is Super girl \Super boy?”
a. 请学生自己阅读以下文章：
Super girl
My name is super girl. I’m only six years old, but I’m very strong. At home, I always help my mother. I can sweep the floor, cook the meals and do the dishes. Doing housework is my favorite. At school, I’m a good student. I can read English. I can play football. I like using a computer. You see, I’m little, but I’m smart. Am I super? What about you?
b. 教师根据以上短文提几个问题。
c. 先在小组里讨论，推选出一位Super boy /Super girl.（最会干家务或最有才艺的），然后到全班面前交流。
Step5: Progress
1.Summary:Read and write four-skilled sentences together。
2. Do exercises.
3.Homework:抄写四会句子五遍，并和自己的小搭档创编一组对话。
板书设计： Unit 4 B Read and write
Can you make the bed? No, I can’t.
Can you use a computer? Yes, I can.
, , , , 点：句子“Are you helpful at home？”以及在实际情景中正确运用所学对话。
教学准备：1.教师准备本课时所需的人物图片和上一节课的单词卡。
2. 老师准备录音机和磁带。
3.学生准备朋友或家人的照片。
教学过程：
Step1: Preparation
1. let’s chant.
2. T: Wow, the animals can do many things in the zoo .What about you at school?
What can you do at school?
S1: I can sweep the floor.
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
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name |
sweep the floor |
cook the meals |
water the flowers |
wash the window |
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2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
S2: I can cook the meals.
T: No, you can’t cook the meals at school.
Step2: Presentation
1. What can you do ? I can....
(1).在复习了What can you do at school?的基础上，利用课件引出at home主题再调查学生What can you do at home?引导学生回答。
(2).板书带读
(3).教师示范后同位两人调查。
2. Are you helpful at home? Sure.
做Let’s try,引句型。
You are helpful! Is Mike helpful too?
Listen and tick.
T: Let’s check. What can Mike do?
Ss: Mike can …….
过渡导入：T: Mike is helpful at home. Are you helpful at home?
Ss: Yes. / Sure.
T: Read after
S1: Are you helpful at home?
T: Sure. （带读板书并操练。）
小组操练（开火车）。问全班: Are you helpful at home ?
T: What can you do?
S: I can sweep the floor.
T: Great! You’re helpful!
3. Great! You’re helpful!
T: What can you do?
S3: I can empty the trash.
T: Is he helpful?
引导学生学会表扬。Great! You’re helpful!
Step3: Practice
1. Listen and answer. T: Is Chen Jie helpful at home too?
Now Listen.
T: What can Chen Jie do?
Ss: She can sweep the floor.
She can cook the meals.
2.听录音 Let’s talk，学生逐句跟读。
3. Practice in groups. 小组中两人分角色操练对话
4.学生展示：分角色朗读；表演对话。
Step4: Production
T: You can do much housework. Can you help your mother?
Today is Mother's Day.
What would you say to your mom?
Ss: Happy Mother’s Day!
T: Look! I’m the mother.（戴上Mom的头饰）
Ss: Happy Mother’s Day!
T: Thank you! 拉几个学生出来表演说good boys, good girls
Are you helpful at home?
T: What can you do? （指着劳动工具说）
S: I can ….
S: I can….
T: Now, do it!
Great! You’re helpful!
Who wants to be the mother? Go home.
Group work.
T: Now, it’s time to the play show!
Step5: Progress
1.做本课的一课一练
2. Tell your parents what can you do. Make dialogues with your partner.
3. Help your parents do housework and try to be good boys and good girls.
板书设计： unit4 what can you do?
Are you helpful at home?
What can you do?
I can….You’re helpful!
教学反思：
Unit 4 What Can You Do?
第三课时 A Read and write Let’s play
教学目标
1.能够听、说、读、写句型：What can you do? I can sweep the floor.
2.能够听、说、认读句子：Mother Goat is ill. We can help. Just do it.
3.能够总结字母or, all, pl, pr组合的发音规律，并能朗读Pronunciation 部分的例词。
4.能听懂、理解Story time中的故事。
教学过程
Step 1．Preparation
（l）Let’s sing
① 教师播放歌曲I can help的录音，让学生边听边唱。
② 男女生进行表演唱。
将学过的歌曲反复演唱，在活跃气氛的同时，将旧知像滚雪球一样重复出现，更能加深学生的记忆。
（2）Let’s play “****拍档”.
① 将全班分成两组，每组各请一位同学上前，两人即为拍档。
② 一个人说英语，可以是I can help中的任何一句歌词，也可以用I can 随便说一句话，他的拍档在前面做表演，配合得最默契的一对将获得“****拍档”的称号。
在游戏中训练学生的听说，培养他们快速反应的能力.
Step 2. Pre--reading
1. show the picture
T: Look at the picture.
T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
2. 用手捂住喉咙，做疼痛的表情。
T: Oh my throat is ill. Guess?
喉咙疼。我要去看医生，谁帮我做家务？
Who can help me?
S: We can help you .
Step 3. In—reading
1. General reading
播放课件：画面上出现四个小动物，教师提问： What’s this? 学生分别回答。
② 教读他们的名字Zip, Monkey, Zoom, Rabbit，带领学生一一认读。
Read the dialogue silently and choose T or F
(1)The monkey can sweep the floor. ( )
(2)Zip can wash the window. ( )
(3)Rabbit can wash the window. ( )
(4)Zoom can water the flowers. ( )
Discuss the difficult in groups and draw the difficult points.
2. Detailed reading
Read the dialogue loudly, and choose.
(1) Can monkey sweep the floor?
A Yes , he can. B No , he can not.
(2) Can Zip cook the meals?
A Yes , she can. B No , she can not.
(3) Can Rabbit wash the window?
A Yes , she can. B No , she can not.
(4)Can Zoom water the flowers?
A Yes , he can. B No , he can not.
3.Read the dialogue and finish your book
(1)请学生笔头完成练习题，教师予以订正后，再请同学口头提问、回答。
(2) 指导学生进行四会句子的书写。
循序渐进，看—听—读—演—写，使学生掌握四会句型，并能在情景中自然运用。
4.Listen to the tape
让学生听并且跟读，提醒学生注意语音语调。不理解的地方，教师作必要的解释。
5. Read loudly
戴上面具，分角色表演对话。
Step 4. Post —reading
1. make the survey
e.g. T: Are you helpful at home?
S: Sure.
T: What can you do?
S: I can ……
T: Great! You re helpful!
|
name |
sweep the floor |
cook the meals |
water the flowers |
wash the window |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
2. Pronunciation
① 播放C部分pronunciation的录音，让学生仔细听。
② 先请几个同学大声朗读他们会的单词。再听发音，看是否正确，全班一起反复跟读几遍。
③ 如果遇到不会读的单词，可以反复听或老师重复发音。
④ 带领学生总结发音规律后，教师提问：Can you say？请同学试读。
⑤重复以上步骤完成其它单词，注意all的发音，教师可带领学生多听几遍。
⑥ 如果有相关的课件，可进行相关游戏，如拔萝卜，每个单词就是一个萝卜，将它们分别放进篮子or, pl, all, pr中。
（设计目的：让学生通过听、读，从整体上感知不同字母组合的发音规律。）
3．Let’s play (趣味操练)
（1）Game
① 将英文卡片面朝下放在桌上，学生三人一组，两人问第三名同学What can you do?该生翻开一张卡片，根据卡片上的内容回答：I can… 问问题的同学根据实际情况来作出肯定或否定的回答。
② 教师准备卡片放在桌上，内容可多一些，凡是学生接触过的旧单词都可以。将全班分成两组，继续游戏，可多请几人来参与。从小组操练到全班练习，从本课的单词到词组的扩展，游戏也在层层深入。
（设计目的：让学生通过今天所学的知识巩固以前的旧知，更加熟练本课中的重点句型。）
（2）Story time
① 将故事制作成画片，封面是蛇和青蛙。教师提问：What’s this? (It’s a frog. It’s a snake.)
② What can they do?
播放录音，边听录音边看画面，教师再问：What can frog do?
③ 反复观看几遍后，请同学看文字听音跟读。
④ 角色扮演，请同学来表演这个小故事。
Story time照顾到了学生的差异性，教师不要硬性规定。能理解整个故事即可，有能力的同学还可以进行表演。
（设计目的：使本课的学习内容得到升华，让不同层次的学生得到相应的训练。）
Step 5、progress
1、Sum up
总结今天的做学内容
2.Do exercises
3.将今天的故事讲给你的家长或同学听
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交文友，学写作，就到作文批改网！
欢迎，朋友 ｜ 
