This dog can help him

題材內容：Amy和Lingling在看關于狗對人類的幫助的電視節目，節目里介紹了狗能做的事。

教學目標： 語言知識目標：

功能：用can 和can’t講述做得到或做不到的事。

語法：鞏固can和can’t的一般現在時。This man is blind. His dog can help him. Can Fifi help the blind people？ No， he can’t. He only wants to play.

詞匯：聽：能在聽錄音的過程中從語句中辨別出如下單詞：blind / useful / show /presenter 說：能在句子中正確使用如下單詞：blind / useful / show /presenter 讀：能在圖片提示下、跟著錄音在語句中正確朗讀出下列單詞blind / useful / show /presenter 寫：能抄寫、選擇或根據拼讀規則補全單詞：blind / useful / show /

語言技能目標：聽：能聽懂課文活動1的關于狗對人類的幫助的內容。如：This man is blind. His dog can help him. Can Fifi help the blind people？ No， he can’t. He only wants to play. 說：會用can和can’t表達做得到或做不到的事。 讀：1.能朗讀Unit1活動1和活動3中的句子；2.能在短文的閱讀中找出can和can’t的相關信息。 寫：能用can和can’t進行選詞填空，如：Can Fifi help the blind people？ Yes， he can. / No， he can’t.等

學習策略：1.在講述做得到或做不到的事中，能對can和can’t的相關信息引起關注，并與相應的情境進行聯想；；2.能積極運用所學的英語知識描述做得到或做不到的事；3.培養學生復習、預習功課的習慣。 文化意識：了解在英國人的生活中，狗是重要組成部分，對社區起了很大的幫助。導盲犬對人類的幫助非常大。 情感態度：培養孩子們要熱愛關心動物、幫助動物的情感。

教學目標：Teaching Aims 1.Knowledge target：（1）Function：Talk about animals： What they can do and cannot do？（2）Grammatical： （a）Can use “can” and “can’t” to say sth. about the things you can do and you cannot do. （b）Can know about how dogs and other animals help people and try to introduce the things they do to others （c）Can fill in the blanks with “can” and “can’t” correctly.

2. Language skill target：（1） Words：

Listen and say： blind / useful/ show/ presenter

Listen， read and say： blind / useful/ show/ presenter

Listen， read， say and write： blind / useful/ show

（2） Sentences：Listen， read and say： This man is blind. His dog can help him. / Can Fifi help the blind people？ / No， he can’t. He only wants to play.

Listen， read， say and fill in the blanks with “can， can’t”：

Can Fifi help the blind people？ No， he can’t.

3. Study tactics：（1） Use “can” and “can’t” to describe things you can do and you cnnot do. （2） To know what animals can do and cannot do.

4. Sensibility：（1） Love animals， know well about their abilities.（2） Love English， can talk about animals with others in English.

教學重難點Teaching Difficulty Focus 1. Look， listen and say the words： blind / useful/ show/ presenter 2. Look， listen and say the sentences： This man is blind. His dog can help him. Can Fifi help the blind people？ No， he can’t. He only wants to play.

Difficult points：1. Pronounce the words： useful， show， blind， presenter 2.Ask and answer the questions： Can…？ Yes，…can./ No，…can’t.

教學方法：Teaching Method group work， pair work， TPR， guessing game， look and say

教學準備Teaching Preparation 1. Make some word cards.2. Make a courseware about this module.3. Write some sentences on the blackboard.4. Use CD—ROM about this lesson.

教學過程Teaching Procedure Warming up：1. Let’s sing！ （I can’t do it. / Can you play very well？）2. Free talk. T（Show a photo of Ms Zheng.）： Hello， boys and girls. I’m from Fujian Experimental Primary School. Ms Zheng can do many things. Can you guess？ S1： Ms Zheng can cook. S2： Ms Zheng can swim… T： Maybe. But I can’t do all this things in the pictures. I’m sorry.But Ms Zheng likes many things. Guess！ S3： Ms Zheng likes apples. / sports. / animals. T： Great！ You are clever. I like animals. Animals are our good friends. Do you like animals？ Ss： Yes！ T： I have a video about animals. Let’s have a look. What can the animals do？

Presentation and practice：1. Watch the video about animals. （the cat and the parrot） T： In the video， what can the animals co？ S1： The cat can… The parrot can…

2. Task-setting： T： Great！ Today we will talk about special animals and have a circus show. Part A and Part B You should be a nice presenter. You should speak loudly and watch carefully. Be very confident. Do you want to try？ （Show the assessment.） T： You know， in the circus there are so many animals. Dogs， pandas， birds. What’s your favourite animal？ S1： My favourite animal is…T： Can you guess what’s Ms Zheng’s favourite animal？ S2： Dogs！ T： Right！ I like dogs very much because dogs are…（PPT）（clever/ cool/ cute/ helpful）

3. Watch the CD—ROM and chant. （Text Activity 1.） T： There’s a chant about dogs. Let’s chant！ T： Look， there’s a TV show about dogs. Watch carefully and think： How is the dog？ What can the dog do？

4. Watch the CD—ROM about text. （The first 2 sections） T： What’s the matter with the man？ S1： He can’t see. T： He is blind.（Show the word “blind” on the blackboard.）

5. Teach the word “blind”. （1） This man is_________. But he can___________. T： Who wants to come here？ （A student come to the front and be a blind people.） T： This boy can’t see. Who can help him？ T： You are helpful child. What about the dog？ S1： This dog can help the blind people. （Show the sentences” The special dog is______. It can______.” on the blackboard.）

6.Watch a video about some special dogs. T： You know in our daily life some dogs are really special. They can do a lot. They can help a lot. I have a video about special dogs. Do you want to have a look？ Try to remember what can the special dogs do？ T： What can the special dogs do？ Ss： They can play basketball. / carry the basket / open the door / work with the policemen / look after babies / help firemen… T： （Show the pattern cards on the blackboard.） Now let’s try to describe the special dog as a presenter in your group. Let’s see who can talk about it well. Which group want to show？

7. Learn the text about Fifi.T： Look， who is it？ Oh， it’s Fifi. How is Fifi？ Can Fifi help the blind people？ Please watch the CD—ROM and think. （1） Watch the CD—ROM about the text. （Fifi） （2） Ask and answer：How is Fifi？ Can Fifi help the blind people？（Show the card on the blackboard： Fifi is____. He can_______.） （3） Guess： What can Fifi do？ T： In our daily life， many people like to keep dogs as pets at home. They like to play with them. How is Fifi？ What can Fifi do？ Can you guess？ （Two pictures about Fifi.） Ss： Fifi can stand on two legs. / play the piano. T： I want to have a look which pair is the best presenters.

課后反思TeachingReflection

一、理念指導：“精講多學”

從“拽著走”到“放開手”。運用單元整體教學設計理念，從導入動物話題，構建語用框架，讓學生操練語言，初步運用所學，最后在“馬戲團表演”具體的語境中運用語言。

二、教材處理

在研讀教材的過程中，從功能的角度提煉出“special”這個話題，對文本進行了分段處理。讓學生了“special dog”和“pet dog”的區別。以“評選最佳主持人”為任務主線和評價手段，從一開始貫穿到任務的完成，使學習內容語境更為完整、語量更為豐富，邏輯更為清晰。學生得以在鞏固can的句型過程中感知“How can the special dogs help the people？”

三、教學手段

五年級的課不同于三年級初學“can”的單一知識點授課過程。已經上升到從單句描述——語篇輸出的境界。為了最終達到輸出效果，學到課本以外的知識，課堂中我通過“猜一猜各種動物的能力”和觀看微視頻為孩子們提供有關動物的信息資源，支持本課教學目標的完成。每個環節都考慮到了認知規律，語言不斷在反復，語用能力要求由淺入深，循序漸進，旨在讓學生的語言水平得到拓展。