Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Enjoythesong—Whatcanyoudo?(出示課件)3.Playagame:Thebestpartner.(游戲說明:全班分為六個小組，每個小組隨機抽選兩位學生上講臺參加游戲。一位學生用“Ican…”說一句話，另一位學生迅速表演出相應的動作。六對學生表演完之后，全班一起評選出配合最默契的一對學生，獎勵他們“最佳拍檔”的稱號。)4.Lead-in.(1)Showsomepicturesofdifferentkindsofactivities,suchaswashclothes,playthepipa,drawcartoons,dosomekungfuandsoon.(出示課件)Pointtothesepicturesonebyoneandaskstudentstoanswerthequestion“Canyou…?”Studentsmayanswer“Yes.”or“No.”foreachquestion.Askstudentstoguesswhattheteachercando.Afterstudentsanswer,theteachersays“Yes,Ican…/No,Ican’t…”(2)Aftersaying“No,Ican’tdoanykungfu.”,askstudentstoanswerthequestion“Canyoudoanykungfu?”Inviteseveralstudentstostandupandanswerthisquestionaccordingtotheirrealsituations.Leadthemtosaythesentences“Yes,Icandosomekungfu./No,Ican’tdoanykungfu.”T:Howaboutthisboy?(課件出示:Mike的圖片)Let’sgoandhavealook!Teachingpurpose②Teachingpurpose②通過問題引導學生在聽錄音之前先預測聽力答案，聽時抓住關鍵信息，培養學生的聽力技巧，同時讓學生對新句型有所感知。1.Let’stry.②(1)Showthepictureandthequestionof“Let’stry”.(出示課件)T:Whoisthisboy?Ss:HeisMike.T:Wonderful!(Thumbupatthesametime.)AskstudentstoreadthequestiononthePPT.Letstudentsguesstheanswer.Leadstudentstosaythesentences“Yes,hecandosomekungfu./No,hecan’tdoanykungfu.”(2)Playtherecordingof“Let’stry”.(出示課件)Letstudentstrytogetthekeyinformationlikethese:It’skungfutoday.It’scoolbutIcan’tdoit.(3)Thenplaytherecordingof“Let’stry”again.（出示課件）Letstudentslistenandticktherightanswer.Teachingpurpose③通過對聽力部分進行延伸，進入對話部分的學習，銜接自然巧妙。在學生閱讀的同時，抓住合適的時機講解重點詞匯和句型，使學生更容易理解整個對話的內容。(4)Checktheanswertogether.Presentthelisteningmaterialandaskstudentstoreadittohelpstudentsunderstandthissection.(Teachingpurpose③通過對聽力部分進行延伸，進入對話部分的學習，銜接自然巧妙。在學生閱讀的同時，抓住合適的時機講解重點詞匯和句型，使學生更容易理解整個對話的內容。2.Let’stalk.③(1)PresentthechartbelowonthePPT.Askthequestions“CanZhangPeng/Mikedoanykungfu?”Accordingtothelisteningof“Let’stry”,leadstudentstoanswertogether“ZhangPengcandosomekungfu.Mikecan’tdoanykungfu.”Drawatickandacrossinthecorrespondingpositionsinthechart.PointtothenamesofJohnandOliverandask“CanJohndoanykungfu?HowaboutOliver?”Askstudentstoguesstheanswers.(2)Playthevideoof“Let’stalk”.(出示課件)Letstudentswatchthevideotogettheanswers.Showtheanswers.(出示課件)Checktheanswerstogether.Askthequestionsagain.Leadstudentstosay“Yes,hecan./No,hecan’t.”(3)Showthechartbelow.Usethischarttohelpstudentsdistinguishthemeaningsandtheusagesof“some”and“any”.Stressthat“some”isusedinpositivesentencesand“any”isusedininterrogativeornegativesentences.Stresstheword“not”inredcolour.Writedown“can’t=cannot”ontheblackboard.(4)Showthefirstpictureof“Let’stalk”.(出示課件)Askstudentstoobservethepicturecarefullyandanswerthequestion“Whoarethey?”Theymaysay“TheyareSarah,Amy,John,Oliverand…”Askthreequestions:①Whoisthisman?②What’shisjob?③Whatdotheyhavetoday?Thenplaythevideoofthefirstpartof“Let’stalk”.(出示課件)Letthreestudentsanswerthequestions.Leadstudentstosay“ThemanisMrMa.HeisaPEteacher.TheyhavePEtoday.”T:MrMasays,“Todaywe’lllearnsomekungfu.”NowweknowwhattheywilldointhePEclass.HowaboutourEnglishclasstoday?Doyouknowwhatwewilllearnnext?Leadstudentstosay“We’lllearnEnglishsongs/…”Writedowntheword“learn”ontheblackboard.Leadstudentstoreadlikethis:learn,learn,learn,learnsomekungfu,learnEnglishsongs…PointtoJohnandask“CanJohndoanykungfu?”Thistime,studentscaneasilyanswerthequestion.Theymaysay“Yes,hecan.”Thumbupandwritedownthesentencepatterns“—Canyoudoanykungfu?—Yes,Ican.”ontheblackboard.Leadstudentstoreadthesentencepatternsthreetimes.(5)Showthesecondpictureof“Let’stalk”.(出示課件)Askstudentstowatchthevideoofthesecondpart.(出示課件)Andletstudentstrytoanswerthequestions“CanOliverdoanykungfu?WhatcanMrMadoforhim?”Asktwostudentstostandupandanswerthequestions.Leadstudentstosay“No,hecan’tdoanykungfu.MrMacanhelphim.”Writedownthesentence“No,Ican’t.”ontheblackboard.Leadstudentstoreadthewholesentencepatterns.Takeoutthecardof“Noproblem.”T:Olivercan’tplayanykungfu.SoMrMasays,“Noproblem.Icanhelpyou.”Ifwecanhelpothers,wecansay“Noproblem.Icanhelpyou.”NowIneedyourhelp.Canyouhelpmeputthiscardontheblackboard?Leadstudentstosay“Noproblem.Icanhelpyou.”Invitethemostactivestudenttoputupthecardontheblackboard.Afterthat,thumbupandsay“Wonderful!Thankyou!”Writedowntheword“wonderful”ontheblackboard.Tellstudentsthat“wonderful”means“Great!Veryverygood.”Thenleadstudentstoreadthesentencesandthewordseveraltimes.Teachingpurpose④訓練學生按照正確的語音、語調及意群朗讀對話，并能夠進行角色扮演。讓學生運用所學的知識完成連鎖問答，幫助學生鞏固本節課的關鍵句型。Teachingpurpose④訓練學生按照正確的語音、語調及意群朗讀對話，并能夠進行角色扮演。讓學生運用所學的知識完成連鎖問答，幫助學生鞏固本節課的關鍵句型。1.Practicethedialogues.(1)Playtherecordingof“Let’stalk”.(出示課件)Askstudentstoreadthedialoguessentencebysentenceaftertherecording.(2)Letstudentspracticethedialoguesingroups.(3)Askseveralgroupstorole-playthedialogues.Thegroupthatdoesagoodjobcangettwostickers.2.Canyoudoit?(1)Showthewordandthephrasesin“Canyoudoit?”(出示課件)Leadstudentstoreadthem.Encouragestudentstowritemorewordsorphrasesintheirbooks,suchasdance,playthepipa,playfootball,makeacake,drawcartoonsandsoon.(2)Showthepicturesof“Canyoudoit?”（出示課件）Dividestudentsintoseveralgroups.Letthemaskandanswerinachainasthechildrendointhepictures.Everyquestioncanbeusedonlyonce.(3)Makeamodelwithsomestudents:T:CanyousingEnglishsongs?S1:Yes,Ican.Canyoucook?S2:No,Ican’t.Canyoudoanykungfu?S3:No,Ican’t……(4)Asktwoorthreegroupstoshowtheirwork.Eachstudentinthesegroupscangetasticker.Step4:Consolidation&Extension⑤“Lookforajob”Teachingpurpose⑤拓展部分為學生創設一個模擬的應聘場景來運用所學語言，既能鞏固本課時的重點詞匯及句型，也能激發學生不斷提高自己、完善自我的決心。(活動說明:準備六張招聘信息卡和若干張應聘信息卡，應聘信息卡數量根據學生人數而定。將學生分為六組，老師將裁剪好的招聘信息卡發給每個組的組長，其他同學得到應聘信息卡。拿到招聘信息卡的學生作為招聘者坐到教室前排，應聘者填好自己的應聘信息卡，走到前面來找工作。招聘者向應聘者提問“Canyou…?Teachingpurpose⑤拓展部分為學生創設一個模擬的應聘場景來運用所學語言，既能鞏固本課時的重點詞匯及句型，也能激發學生不斷提高自己、完善自我的決心。招聘信息卡內容參考(共六張，每個小組組長只能拿到一張):應聘信息卡內容參考（若干張，一人只能拿到一張）:?板書設計?作業設計1.Practicethedialogues.2.Dotheexercises.(見“狀元成才路”系列叢書《創優作業100分》或《狀元作業本》對應課時作業)?教學反思1.整個教學設計堅持以教師為主導，以學生為主體，以活動為主線，引導學生自主探究，培養學生的學習能力。2.在聽力活動和學習對話之前，都讓學生對所學內容進行了預測。給出問題，讓學生帶著問題去聽聽力、閱讀對話，使學生的學習目的明確。3.本課時各環節的設計循序漸進，環環相扣，讓學生們很自然地跟隨節奏，掌握新知。4.為學生創設真實的場景，讓學生在真實的場景里運用并體會所學的詞匯和句型。5.板書簡潔清晰，重點突出，一目了然。?TeachingContents&TeachingAimsLet’stry·Beabletopredictthedialoguebeforelisteningwiththehelpofpictures.Beabletograspthekeyinformationintheprocessoflistening,understandthedialogueandimprovetheirlisteningabilities.·Beabletoperceivethenewsentencepatternsaurallyandcompletethelisteningtask.Let’stalk·Beabletounderstandthemainideaofthedialogues.·Beabletoreadthedialoguesaccordingtotherightintonation,pronunciationandsensegroup,andactthemout.·Beabletousethesentencepatterns“—Canyou...?—Yes,Ican./No,Ican’t.”insituationstoaskiftheotherpersoncandosomethingandthenanswer.·Beabletousethekeysentencepatternstoaskandanswerinachain.·Beabletousethefunctionalsentence“Todaywe’lllearnsomekungfu.”insituations.?TeachingPriorities·Beabletounderstandthemainideaofthedialogues,andbeabletoreadthedialoguesaccordingtotherightintonation,pronunciationandsensegroup.·Beabletousethekeysentencepatterns“—Canyou…?—Yes,Ican./No,Ican’t.”toaskiftheotherpersoncandosomethingandthenanswer.?TeachingDifficulties·Beabletousethekeysentencepatternstoaskiftheotherpersoncandosomethingandthenanswerinrealsituations.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.Greetings.Eachactivityofthewarm-upsessionhelpsstudentseffectivelyreviewthekeyvocabularyandsentencepatternslearnedbefore.Graduallyshowthekeysentencepatternsofthislesson.Letstudentsnaturallyknowthethemeofthislessoninarelaxingandpleasantway.2.Enjoythesong—Whatcanyoudo?Enjoythesong—Whatcanyoudo?3.Playagame:Thebestpartner.Playthegame:Thebestpartner.Onestudentsaysthesentences,andtheotheronedoestheactions.4.Lead-in.(1)Showsomepicturesandaskquestions.Askstudentstoguesswhattheteachercando.(2)Askstudentstoanswerthequestion“Canyoudoanykungfu?”Leadthemtosay“Yes,Icandosomekungfu./No,Ican’tdoanykungfu.”(1)Answerthequestionsaccordingtorealsituations.Guesswhattheteachercando.(2)Answerthequestionaccordingtotheirrealsituationsandsaythesentences.Presentation1.Let’stry.(1)Askstudentstoreadthequestionandguesstheanswer.(2)Playtherecordingof“Let’stry”.(3)Playtherecordingof“Let’stry”again.(4)Checktheanswertogether.Presentthelisteningmaterial.(1)Readthequestionandguesstheanswer.(2)Listenandtrytogetthekeyinformation.(3)Listenandticktherightanswer.(4)Checktheanswertogether.Readthelisteningmaterial.Leadstudentstopredicttheanswerbeforelisteningtotherecording.Helpstudentsperceivethekeysentencepatternsanddeveloptheirlisteningskills.2.Let’stalk.(1)Showthechart.Askthequestions“CanZhangPeng/Mikedoanykungfu?”Drawatickandacrossinthecorrespondingpositionsinthechart.AskquestionsaboutJohnandOliver.(2)Playthevideoof“Let’stalk”.Showandchecktheanswers.Leadstudentstosay“Yes,hecan./No,hecan’t.”(3)Helpstudentsdistinguish“some”and“any”.(4)Teachthefirstsectionof“Let’stalk”.(5)Teachthesecondsectionof“Let’stalk”.(1)Answerthequestions.(2)Watchthevideotogettheanswers.Checktheanswersandsaysentences.(3)Learnanddistinguishthewords“some”and“any”.(4)Learnthefirstsectionof“Let’stalk”.(5)Learnthesecondsectionof“Let’stalk”.Byextendingthelisteningsection,beginthedialoguesection.Thetransitionisnaturalandclever.Whilestudentsarereading,grasptherighttimetoexplainthekeyvocabularyandsentencepatterns,sothatstudentscanunderstandthewholedialoguemoreeasily.Practice1.Practicethedialogues.(1)Playtherecordingandaskstudentstoreadthedialoguesaftertherecording.(2)Letstudentspracticethedialoguesingroups.(3)A