外研版（一起）五上 Module 6 Unit 1 You can play football well 教案（表格式）

教学基本信息
课题
Module
6Unit
1
课型
新授
年级
五年级
教材
外研社（一起）五年级上册
校本研修课例——Book9
Module6
Unit1教学设计
教学背景分析
学情分析：五年级学生思维活跃，经过四年级的过渡，对英语学习有了一定的学习基础，能够积极参与课堂中的每个活动，初步形成与人合作的习惯。尤其是本课内容，学生的语言已有一定的积累，教师只需要在教学中激发学生的学习兴趣，并把这种兴趣转化为稳定的学习动机，树立自信心，使每位学生能够在课堂上大胆地说英语、用英语，提高综合语言运用能力。本课内容是外研社（一年级起点）五年级上册的Module
6
Unit
1。学生已在三年级系统学习用情态动词can来表达能力和许可，并会运用各种句式。教学内容分析：本课情境是Amy和Sam邀请Lingling一起打篮球，Lingling虽然跑得不快，不过她能够跳得很高，在比赛中表现出色，获得Amy和Sam的称赞。在原有描述能力的基础上，学习运用well,
high描述能力程度。
教学目标
语言知识目标
在语境中学习理解并运用well,
high,
got,
fan。在不同语境中学习体会并学会运用
I
can
jump
high.
I
can
play
……
well.来描述能力程度。感知字母e,
o,
a
以及字母组合-igh在单词well,
got,
fan和high中的发音规律。在情境中理解true,
eighty,
point。在语句中，初步了解good和well的区别。
语言技能目标
运用“can”描述某人能力，进一步学会运用well,
high描述擅长某种能力的程度。学会运用I
can
+v.+
adv.语言结构描述能力程度。
情感态度价值观
乐于感知并积极尝试使用英语，乐于展示自身的特长，学习肯定、欣赏他人，能够自我评价和评价他人。
教学策略
启问激思，建构新旧知识精问促思，明晰文本脉络追问深思，形成语言能力活问延思，拓展运用空间
教学重难点分析
教学重点：灵活运用well,
high,
got,
fan
和I
can
+v.+
adv.描述能力程度。教学难点：引导学生运用”I
can
……”
表达能力和”I
can
……well.”表达能力程度。
教学阶段
教师活动
学生活动
设计意图
时间预设
I.
Preparation1.
Warm
up2.
Review
Greetings:
Hello!
Everyone!Let’s
sing
a
song.
“Can
you
do
it?”
T：In
the
song,
animals
can
do
many,
many
things.
What
about
these
animals?
What
can
they
do?T:
What
can
this
rabbit,
kangaroo
and
monkey
do?
Please
talk
with
your
partners.
Sport:
run
fast(rabbit),
jump
far(kangaroo),
climb
(high),
play
football(tiger),
play
basketball(elephant)Concert:
play
the
piano/pipa/erhu/violin/drum,
sing,
dance
●
T:
There
are
many
activities.
If
you
can
do,
please
stand
up
together
and
say
“I
can
……”
If
you
can’t
do,
just
sit
and
say
“I
can’t……”OK?
T：Can
you
fly
(fast)?
Greetings:
Hello!
Mary.Sing.
Ss:This
_______
can
________.This________
can
________.This
_______
can
__________.This
_______
can
__________.Ss:
______
can
_______.Ss:
I
can
/can’t……Ss:
No,
I
can’t.
★
通过轻松愉快的song，激发学生的学习兴趣，营造学习英语的氛围，创设语言环境，歌词的呈现让学生感知本课的主题是关于“can/can’t”。★三上Module
4，学生已学过“I
can
…”的句型表达，两个情境：动物运动会和音乐会启动学生运用“I
can
…”的相关表达。通过呈现图片加活动，在启动环节设问“What
can
this
____
do?”，激发学生思考，建构新旧知识联系，为本课学习奠定基础。
5’
II.
Presentation1.
Lead
in2.New
teaching
Listen
and
answer.
Listen
and
underline.
Listen
and
repeat.
T:
But
birds
can
fly.
(呈现M6U1-1图片)
Let’s
watch.
So
birds
can
fly
so
____
and
so
____.
Please
follow
it
this
time.T:
Look!
Birds
bring
our
friends.
What
are
they
going
to
do?
(呈现P32图片)T:
In
China,
who
can
play
basketball
well?
Why
can
Yao
Ming
play
basketball
well?(借助图片，给予提示)T:
That’s
true.
Yao
Ming
is
tall.
He
can
jump
high
and
run
fast.
So
he
can
play
basketball
well.T:
Today
we
learn
Module
6
Unit
1:
You
can
play
basketball
well.
Here
is
our
task
today.
Please
read
together.Here
are
two
basketball
hoops
and
some
basketballs.
When
you
do
well
to
be
winners,
you
get
one
basketball
which
is
equal
to
10
points.
You’re
Group
A.
And
you’re
Group
B.
Am
I
clear?
(讲解评价标准)You’re
great.
Try
your
best.
Are
you
ready?
T:
They’re
going
to
play
basketball.
Please
listen
and
answer.Who
can
play
basketball
well?
Try
to
read
this
word:
tell/sell
—well
Amy
Lingling
Sam
(选择)Please
try
to
say
the
whole
sentence.
T:
Lingling
can
play
basketball
well.
But
she
says……T:
You
did
a
good
job.
Now
please
fill
in
the
blanks
with
“good”
and
“well”.
T:
How
do
you
know
Lingling
can
play
basketball
well?Listen
and
underline.
(Discuss
in
groups—Feedback)T:
Try
to
read
this
word.night,
light,
right
(The
same
part
“-igh”
pronounces
/
a?
/,
so
how
to
pronounce
?)——
highT：Who
can
jump
really
high?(手指板书)(追问)Can
you
jump
high?Really?
Please
stand
up.
Let’s
see
who
can
jump
high.T：Who
can
jump
high?Are
there
any
other
reasons?T:
How
do
we
get
“got”?
T:
How
many
points
did
their
team
get?T:
How
many
points
did
your
group
get?
T:
Now
please
look
at
the
blackboard.
(小总结)Q1:
Can
Lingling
run
fast?Q2:
Can
Lingling
jump
high.
That’s
true.Q3:
How
many
points
did
Lingling
get?T:
Let’s
say
about
Lingling’s
ability.
Please
discuss
in
your
groups.
注：强调can’t应重读，播放录音：But
I
can’t
play
well.But
you
can
jump
really
high.让学生感知。T：Please
listen
and
repeat.
Pay
attention
to
the
pronunciations
and
intonation.Try
to
think
who
is
Lingling’s
fan?Please
read
this
word:
can/
man
—
fan
(强调字母a的发音)T：What
does
Sam
say?T:
Langlang
can
play
the
piano
well.
I’m
Langlang’s
fan.Please
think
super
stars
you
know
or
who
can
do
something
well
in
our
class.
You’re
his/her
fan.T:
You’re
great.
Please
read
by
yourselves
loudly.
Ss:
Birds
can
fly
so
fast
and
so
high.Ss:
Repeat.Ss:
They’re
going
to
play
basketball.
Ss:
Yao
Ming
can
play
basketball
well.
He
is
/
can
……（tall,
jump
high,
run
fast）
Ss:
(齐读)Task：进一步学会运用well,
high描述擅长某种能力的程度。
Ss:
Lingling.Ss:
Lingling
can
play
basketball
well.
(板书)Ss:
But
I
can’t
play
well.Ss:
She
can
draw
well.
Her
picture
is
good.Ss:
She
can
jump
really
high.（板书）
Ss:
Lingling.Yes,
I
can.Ss:
_____
can
jump
high.Ss:
Lingling
got
twenty
points.
Ss:
get的过去式Ss:
They
got
eighty
points.Ss:
(Count)
We
got
……
points.Ss:
No,
she
can’t.Ss:
Yes,
she
can.
She
can
jump
really
high.Ss:
She
got
twenty
points.Ss:
Lingling
can’t
run
fast,
but
she
can
jump
really
high.
Lingling
got
twenty
points.
So
she
can
play
basketball
well.Ss:
Sam
is
Lingling’s
first
fan.Ss:
I’m
your
first
fan._____
can
_______
well.
I’m
his/her
fan.（被称赞的同学回应：
Thank
you!）
★通过观察图片设置开放性问题，有助于促进学生发散思维的发展。★通过提出思考性问题，引发学生思考打好篮球所需要的条件（例如：身高高，跳得高，跑得快等）★
明确学习目标，带着学习任务开启新课之旅。★
契合本课打篮球的主题，设置向篮筐中投球的评价形式，模拟比赛的激烈气氛，激发学生积极参与的热情。★设置选择型问题，难度不大，调动课堂参与度。★学习四会词汇well，并通过设置填空题区别good和well的用法。★设置分析性问题，促进学生全面思考，明晰文本脉络，借此锻炼学生的思维能力。★以旧带新，学习四会词汇high★联系生活实际，让学生实际体验跳得高，以生为本，加深体会和理解。★学习四会词汇got作为get的过去式表达“得到”。★通过追问，由浅入深，联系实际，活学活用。通过层层精心设问，再次深入明晰文本脉络，促进学生逻辑思维能力的发展。★强调fan中字母“a”的发音及其用法。★
通过分享自己的偶像或是发现班级中某方面表现出色的同学，学会欣赏他人，称赞他人。
18’
III.
Practice
Fill
in
the
blanks.Look
and
say.Talent
Competition
T:
(Please
close
your
books.)
Some
words
are
missing.
Can
you
find
them?
Please
take
out
the
paper
and
finish
in
your
groups.
If
you
finish,
stand
up
together
as
quickly
as
you
can.
OK?
Great!
Ten
points
for
your
group.T:
Dear,
everybody,
I
want
to
know
about
you.
“Can
you……
(well/high/fast)?”
(随机找学生作答)Then
do
you
want
to
know
about
me?
You
can
ask
me.
Do
you
want
to
know
about
your
partners?
Here
are
some
activities.
Together.
You
can
also
share
something
else.
Please
share
with
your
partners.
(Pair
work)
T:
Who
wants
to
share
with
us?
You
and
your
partners.T:
You’re
great.
You
can
do
so
many
things.
Let’s
have
a
talent
competition.
Round
1:
(立定跳远)T:
Who
can
jump
far?Please
come
to
the
front.
Show
us.
Are
you
ready?
One,
two,
three,
go!
T：Who
can
talk
about?T：You’re
both
great.
Please
go
back
to
your
seats.Round
2:
(放纸飞机)T：
Who
can
fly
the
paper
plane
high?
T：Can
you
say
something?Round
3:
(画画)
T：Who
can
draw
well?Round
4:
(跳舞)T：Who
can
dance
well?T:
Please
say
something.Round
5:
(弹钢琴)T：Who
can
play
the
piano?Who
can
play
the
piano
well?(请两名学生)T：What
can
you
say?T:
You
can
play
the
piano
so
well.
I’m
your
fan.
Ss:
Fill
in
the
blanks
with
words
in
groups.
Ss:
Yes,
I
can.
No,
I
can’t.
Ss:
-
Can
you
……?T:
-
Yes,
I
can.No,
I
can’t.
But
I
can……Ss:
-
Can
you
……?Ss:
-
Yes,
I
can.No,
I
can’t.
But
I
can……
(well).Ss:
I
can
jump
far.Ss:
____
can
_________.
_____
can
________
far.Ss:
I
can
fly
the
paper
plane
high.Ss:
____
can
_________.
_____
can
________
high.Ss:
I
can
draw
well.Ss:
I
can
dance
well.Ss:
____
can
_________.
_____
can
________
well.Ss:
I
can
play
the
piano.Ss:
I
can
play
the
piano
well.Ss:
____
can
_________.
_____
can
________
well.
★
通过将文中表示程度的副词和交际语设空，加深理解和认知。★
通过不断地设问、追问，设置同桌间互相询问“Can
you
……(well/high/fast)”，运用“can”询问对方擅长某种能力的程度。反馈采取师生、生生间采访问答的方式，引导学生自主提问，提升学生思维水平。打开学生的词汇量，拓展学生的语言思维层面，鼓励学生大胆说出来。★
通过展示技能竞赛活动，在学生展现自我的同时，形成自我表达和评价他人的语言思维能力，使学生间能够产生互相欣赏、互相评价。
10’
IV.
Production
●
How
great
you
are.
Can
you
write
something
about
this
talent
competition?
Please
take
out
the
paper
and
finish
it.Please
share
in
your
groups.
Ss:
______
can
__________.
______
can
_________
(far/high/well).I’m
________
fan.
★
设置Presentation卡,
将自己所思所想巧妙地运用功能句表达出来，拓展语言表达和运用的形式和空间。
6’
V．Summary
and
Homework
Evaluate.T：How
many
points
did
your
group
get?
T:
Now
please
look
at
the
blackboard.
What
did
we
learn
today?
T：I
also
want
to
share
with
you
that
“Everyone
has
his
own
shining
points.”
We
should
learn
each
other.HomeworkOK!
Class
is
over.
Ss：We
got
……
points.
★围绕教学目标，鼓励学生发现闪光点，互相学习，提升自信心。本课的课堂评价语主要为：Great!
/
You’re
great.
/
That’s
true.
1’
6