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英语资源
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4上 Unit4 I can play basketball(period1)

2016-01-07    点击数:974    作者:徐欢
 

目标预设:

1.    能听、说、读、写单词jump, skate, swim及词组play basketball.

2.    能听、说、读、写句型Can you/he/she…?及其回答Yes, I/he/she can. No, I/he/she can’t. 并尝试运用这些句型来了解朋友和家人能做得活动。

3.    能通过看视频、阅读等学习方式来掌握Story time, 能用正确的语音语调朗读课文,并进行表演。

4.    三会掌握赞美词cool, nice, great及鼓励语Have a try.

5.    鼓励学生多运动。明白别人遇到难题时要学会鼓励,自己遇到难题要勇于尝试。

教学重、难点:

教学重点:        

1.    能听、说、读、写单词jump, skate, swim及词组play basketball.

2.    能听、说、读、写句型Can you/he/she…?及其回答Yes, I/he/she can. No, I/he/she can’t. 并尝试运用这些句型来了解朋友和家人能做得活动。

3. 能通过看视频、阅读等学习方式来初步掌握Story time, 然后进行配音。

教学难点:

1.    能听、说、读、写句型Can you/he/she…?及其回答Yes, I/he/she can. No, I/he/she can’t. 并尝试运用这些句型来了解朋友和家人能做得活动。

2.    能通过看视频、阅读等学习方式来掌握Story time, 能用正确的语音语调朗读课文,并进行表演。

 

Step1 Warm up

1.    Greetings.

2.    Learning aims:

I can name some sports and activities.

I can use “Can you/he/she …?” to ask question.

I can read and dub story time.

3.Play a game --- Act and guess

A.出示如上图转盘,师先示范,转盘转到sing,做唱歌样。

引导学生猜测并问S1: Can you sing?  T: Yes, I can.

出示句型Can you …? Yes, I can. 板书并教学。

B.师转盘转到skate,做溜冰状。

S2Can you dance?   T: No, I can’t. I can skate.

出示No, I can’t. 板书并教学。

CTI can skate.         

出示图片skate(make, grape),板书并教学。

D.邀请学生上台转转盘,并做动作,其余学生猜。在这过程中教学swim(six),jump(run),并板书。并复习句型Can you …? Yes, I can. / No, I can’t.

4. Do a survey.

   A T: Now it’s your time to know what can your friends do. Please do a survey.

Name

jump

run

skate

swim

sing

dance

 

Step2 Presentation

1.    Teach “Can… ? Yes, he/ she can. No, he/ she can’t.”

A. 承接上面的调查,T: Can Jack skate?

引导学生回答,S1: Yes, he can. / No, he can’t.

出示句型Can… ? Yes, he can. / No, he can’t. 板书并教学。

                 T: Can Zoe swim?

引导学生回答,S2: Yes, she can. / No, she can’t.

出示回答 Yes, she can. / No, she can’t. 板书并教学。

   B. Work in pairs.

      学生运用调查的表格,结合新授句型Can… ? Yes, he/ she can. No, he/ she can’t.对话,并反馈。

在反馈的过程中教师运用cool, nice, great进行评价,并邀请其他同学采用这些词进行评价。

2. 教学play basketball, very well

   A. T: You really did a good job. I am going to give you a prize. Let’s

watch a video. (PPT 播放姚明NBA打篮球的视频)

      TWho’s he?

      Ss: He’s Yao Ming.

      T: What can he do?

      S: He can play basketball.

      PPT呈现篮球图  新授basket + ball = basketball   play basketball

由两个或更多个词合成一个词的

现象叫复合词,又称合成词。如:

basket + ball = basketball

foot + ball = football (教学)

ice + cream = ice cream

pencil + case = pencil case

T + shirt = T-shirt

Learning tip:

B. TYao Ming can

play basketball. And he can play basketball very well. He is a good player. (出示very well ,教学)

区分goodwell:

good:形容词,形容事物好或人好,如:a good boy

well: 副词,形容做事做得好,如:play basketball well, swim well

      Learning tip:

       

 

 

3. 揭题。

T: I can play basketball too. Today we learn Unit4 I can play basketball. (出示课题,学生朗读,板书)

4. 进入文本。

   A. Look and answer.

PPT 出示文本图片 T: Who are they?

                       S: They’re Wang Bing, Mike and Liu Tao.

T: Where are they?
Ss: They are in the playground.
T: What do they want to play together?
Ss: They want to play basketball.

   B. Let’s ask.

T: You’re clever. Now please look at their face. What do you think of them? Can you ask any questions? (学生自主提问)

S1: Can Wang Bing play basketball?

S2: Can Mike play basketball?

                  

C. Watch and answer.

     T: So can Wang Bing play basketball?

S: Yes, he can.

出示第一幅图片及文字加以清晰证明,学生跟录音模仿朗读。

T: Can Mike play basketball?

S: Yes, he can. He can play basketball very well.

T: Good. He can play basketball very well.

出示第二幅图片及文字加以清晰证明,学生跟录音模仿朗读。

T: But can Liu Tao play basketball?

S: Yes, he can.

T: Is he/ she right?

  D. Read and find.

     T: Can Liu Tao play basketball at first(开始)?

S: No, he can’t.

出示第三幅图片及文字加以清晰证明,学生跟录音模仿朗读。

T: Can Liu Tao play basketball at last(最后)?

S: Yes, he can.

出示第四幅图片及文字加以清晰证明,学生跟录音模仿朗读。

E. 情感教育    

   T: What do you learn from Wang Bing and Mike?

   Ss: 我们要学会鼓励别人。

   T: What can we say?

   Ss: Have a try. (教学并板书)

   T: What can we learn from Liu Tao?

   Ss: 当我们遇到难题,我们要用于尝试。

   T: Yes, we should have a try. Because having a try makes us successful.

F. Let’s imitate.

   T: We have known the main idea of the story. It’s time to read this story. Pay attention to the pronunciation, intonation and stress. (学生跟着录音模仿朗读)

G. Let’s read.

   T: You can choose one way to read.

1.    Read in four. 2. Read by yourself. 3. Read in roles.

H. Do the dubbing.

   Who is the best dubber?

1. 顺利读完。

2. 顺利读完,注意升调,降调和重读。

3. 顺利读完,注意升调,降调和重读,能跟上视频速度。

 

 

Step3 Consolidation

1.    Make our own stories.(结合之前的调查表,创作我们自己的故事)

T: This is Wang Bing, Mike, Liu Tao’s story. Now it’s time to make our own stories.

I can ____

A: Can you ____, ____?

B: Yes, I ____.

A: Nice.

A: Can ____ ____?

B: Yes, ____ ____.

____ can ____ very well. Look!

A: Cool.

C: What about you, ____?

  ____ you ____?

A: No, I ____.

BC: Have a try, ____.

A: Yeah! ____ ____ ____.

BC: Great!


 

 

师先作示范。T: Please work in three, and make your stories.

2.    Show the stories.

3.    Make a book.

师将学生们的故事装订起来,合成一本故事书。

4.    How many stars can you get?

I can name some sports and activities.  

I can use “Can you/he/she …?” to ask question.

I can read and dub story time.

Step4 Homework

1.    Know what your parents can do.

2.    Tell your stories to your friends and parents.

3.    Copy the new words 3 times.