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Students can learn to encourage and praise others.
Media, PPT, cards, pictures, some props and so on.教学重、难点1.Key points.
Students will be able to listen, speak, read and write new words: smart, count.
Students will be able to listen, speak, read and new phrases and sentences: very well, a little, not…at all
Can you count them for me? Can Ann dance or draw? She can dance. She can do it a little/very well and so on.
2. Difficult point.
a. Students can communicate with others using the key vocabulary and sentences learned in this class.
b. Students can use the sentences “Can you..or...? I can do it a little/very well. I can’t do it at all. ” to talk about ability and inability.
情境教学过程设计Teaching Procedures
Step1 Warming up
1. Greetings.
[设计意图]:通过师生简单的问候,创设轻松的课堂氛围。
Step2 Leading-in
1. Perform magic tricks. Play the piano. Sing an English song.
T: (Miss chen will give the students surprise.) Last class, all of you want to know something about me.Today I will show you what I can do or can’t do. You see, I can perform magic tricks very well. I can’t play the piano at all. I can sing an English song a little. So, what about you? Can you sing an English song?
2. Present the title: Unit7 Topic2 Can you sing an English song? Section B
[设计意图]通过教师展示自己所拥有的才艺能力, 介绍变魔术是自己擅长的才艺，压根不会谈钢琴，英文歌曲只会唱一点点等,引出本课的课题. 教师以自己个人所掌握的能力情况为实例给孩子创设了一个很真实贴近生活的情境,极大的拉近了师生距离，激发了孩子学习英语的兴趣。
3. Present and teach students new phrase “very well, …a little, and not…at all”. T: I can perform magic tricks very well. I can sing an English song a little. I can’t play the piano at all...
[设计意图]通过教师展示个人所拥有的才艺情况，引入表示不同程度的词组very well, …a little, and not…at all的教学。词组与句型相结合。词不离句。如此别具新意的导入，既活跃了课堂氛围，为学生创设了一个轻松的学习环境，又让学生整体感知这些表示不同程度的词组，为新知识的进一步学习做了很好的铺垫。教师自身的现场才艺展示表演，启发引导学生自主去学习，深刻理解新词组的意思等，最终自己会理解并能够用词组自己造句，自信的给全班同学介绍自己所拥有的才艺能力情况，极大的激发了孩子的主观能动性。核心素养的渗透，发挥的淋漓尽致。
Step3 Presentation
1. Ask the students: Can you sing an English song? What can you do ? Can you tell me somthiing about yourself?...
2. Perform magic tricks again.(Conjure up a parrot by magic.) Teach students new word “smart”.
3. Listen to the video. Give students two questions. Teach students new word “count”. All of you have done a very good job. Do you want to know something about Polly? Can Polly speak English? Can Polly count one…? Listen to the video, just listen.
4. Listen and check what Polly can do. Students do the task. Students can answer the questions by using “can ” and “can’t” for ability and inability.
5.Watch and imitate the passage. Teach students phrases : take …to, count sth for sb. Pay attention to the pronunciation. Learn new words and sentences again.
6. Play games . Dubbing (趣配音)
7.Make up conversations in textbooks. Students do the task.
8.Listen to the conversations, number the pictures and complete the tables. Students do the task.
9. Role play. Make your own dialogue.(根据本课所学自编创意对话)
[设计意图]①给孩子足够的空间自由发挥,尽最大可能的描述自己所拥有的个人才艺能力情况,培养孩子能够大胆开口说的能力，是英语学科核心素养教育的体现。同时也让孩子初步感知下如何使用“I can …very well, I can…a little, I can’ t…at all.”本课的新句型。②通过再次魔术表演，变出一只聪明可爱的朋友“Polly”，自然引出本课新单词“smart”的教授。极富创意的教学方式，极大的激发了学生的学习兴趣。③第一遍,带着教师的提问泛听课文, 掌握通篇大意，有助于培养孩子通篇理解课文的能力和听课文捕捉重要信息的能力。仅仅只是听,不看, 孩子在一定程度上也进行了听力训练。词不离句，新单词“count”的教授方法也是让学生秒懂。④第二遍,带着教师的提问再次精听课文内容 .完成表格的选择作答, 在选择作答的过程中学习用can /can’t来表达他人拥有的能力情况，练习本课的教学重难点知识。⑤第三遍,观看并精听课文内容 . 回归文本，做到句不离篇。通过跟读，模仿，感受纯正的语音语调，培养良好的语感。教师用肢体语言给学生讲解，学生在轻松有趣的氛围巩固所学新知识。（在②③④⑤步骤的教学中，利用课件、图片、肢体动作等多方法教学单词及句型,避免了枯燥的重读,让学生动起来。引导学生尝试拼读新单词,注意培养学生自主拼读能力。用肢体动作让学生去猜测单词，启发引导学生自主去学习，理解新单词的意思等，最终自己会理解并能够掌握新单词的读法和运用等，极大的激发了孩子的主观能动性。核心素养的渗透，发挥的淋漓尽致。）⑥通过有趣“趣配音”游戏，学生们跃跃欲试，进行思考，不仅激发了学生的思维，调动了学生的主观能动性，还极大的活跃了课堂教学氛围，以“趣”激发学生，使学生“乐在学中，学在乐中”，帮助学生树立自信心和获得成功感。⑦回归课文二人一组做对话，让学生快速的有条理的巩固刚学的知识（新单词和新句型）,加强对新知识的记忆。激发学生的思维，能把课本新单词和新句型灵活运用于对话上，做到举一反三。为接下来的书写英语小短文展示埋下很好的伏笔。起到承上启下的作用。情感教育也自然渗透到对话中。⑧及时有效的听力训练题，能更好的把听说读写结合一起。是对前面所学知识的一个实战训练，恰到好处。9⑦根据本课所学自编创意对话，课堂提供小道具，对于学生进行自编对话更是景上添花。学生自主思考创新，借助小道具和自己的小伙伴一起完成有创意的对话，融入表演艺术，对话成了一场表演，这是核心素养下培养学生创新能力的体现。情感教育自然渗透。