Unit 1 You can play football well.
第二课时
课时内容
3.Listen and say.& 4.Practise.
课时分析
本课时为第六模块第一单元的第2课时，学习Unit 1 Activities 3&4。本节课主要是对上节课学习的重点句型和词汇进行复习与巩固，让学生能够灵活运用所学词汇和句型谈论某人能做的事情。课文内容主要是围绕玲玲想要参加足球队这一话题展开，围绕学生喜欢的“体育项目”这一主题，引出相关的动词及动词短语，学习如何表扬、评价、肯定与鼓励他人。教授对象为五年级学生，学生已经学过用I/You can…表达自己擅长的事情,为本节课的学习奠定基础，也为接下来第二单元的学习做好铺垫，因此，本课在整个教材中起呈上启下的关键作用。
教学对象是五年级学生，他们有两年的英语学习基础，积累了一定量的词汇和句型，比如在本课出现的词汇：high、jump等，句型Can you…？都已经在第三册英语书学过了。Can you…？又是这些学生最喜欢、学得最好的句型之一。这些，都为学好本课做好了铺垫。上课的学生既活泼好动，学习氛围又比较好，绝大部分学生对英语的学习兴趣浓厚。他们表现欲望很强，而且对单词的掌握能力及口语表达能力都比较好。因此，这节课操作起来应该比较轻松。
课时目标
（1）能够听、说、读、写词组run fast, pass the ball well, catch the ball well, jump high, play football well并正确运用。
（2）能听懂会说关于运动与能力方面的短语run fast,jump high,catch the ball well,pass the ball, play football well, jump high。
（3）掌握句型“—Can＋主语＋动词原形(＋其他＋well)？—Yes，主语＋can./No，主语＋can’t.”和“主语＋can＋动词原形(＋其他＋well)”。
（4）能够用所学词汇和句型谈论某人能做的事情。
（5）在教师的指导下完成课堂活动。
（6）能够听懂Listen and say的内容并逐步培养语音、语感。
课时重难点
1.重点
（1）熟悉活动四会词组，并将这些词组灵活运用到对话中。
（2）运用情态动词can陈述自己的能力并询问他人的能力。
2.难点
陈述自己不能做的事情，并简单说明原因。
教学准备
多媒体课件、图片、听磁带、情景教学法、角色扮演法
教学过程
Step 1 Warm up
师生相互问候，用日常英语进行对话。
T：Good morning，boys and girls.
Ss：Good morning，teacher!
T：Last lesson we learned about what Lingling can do.So what can she do？(教师引导学生回答上一节课相关的问题)
Ss：Lingling can jump really high.She is good at basketball.And she can catch the ball well.
T：Very good！Lingling can play football well.
【设计意图】通过师生日常对话，将话题自然地过渡到教材话题，并复习了上一课时所学内容，为本课时的学习打下基础。
Step 2 Presentation
Activity 3
·教材意图
此活动通过情景对话，呈现了句型“Can＋主语＋动词原形(＋其他＋well)？”让学生学会用英语询问对方是否会做某事并回答。
·教学建议
(1)教师让学生观察这两幅图，初步感知对话内容。
(2)教师要求学生和同桌先成对朗读，自己试着理解对话内容。然后教师在黑板上板书问题：Can the girl run fast？Can she pass the ball well
(3)教师带着全班同学一起理解对话，然后询问学生黑板上的问题，实现从“I can...”到“She can...”的人称转换，并抽选学生回答黑板上的问题。教师注意引导学生得出正确答案。
(4)教师抽选几组学生，表演对话。
Step 3 Practise
1．Activity 4
(1)教师带领学生一起朗读课文中的词组，并适当讲解。
(2)教师将学生分成四人一组，每组推选出一名组长。学生在组内说一说自己的特长，组长负责记录组员的特长。教师注意鼓励学生运用更多的动词(词组)来表述自己的特长，领域也不仅仅局限于运动。
(3)教师邀请几个小组上台，每个组员都说一说自己的特长，最后组长汇报组员的优势和特长。看一看哪个小组的表述最准确、最流利。
示例：
S1：I can run fast.
S2：I can sing well.
S3：I can play football well.
S4(组长)：I can dance well.S1 can run fast.S2 can sing well.S3 can play football well.
2．“句子接龙”活动
教师将全班同学根据座位分为四列，每列为一组。教师给每列首名学生说一个句子，要求该学生把句子传给第二名学生。每组第二名学生重复这个句子并加上自己的一个长处传给第三名学生。第三名学生重复第二名学生的句子并加上自己的长处传给第四名学生。以此类推，看看哪一个小组传递的句子最正确最长。
示例：
S1：I can catch the ball well.
S2：I can catch the ball well and run fast.
S3：I can catch the ball well，run fast and...
...
Step 4 Consolidation and extension
教师要求学生三人一组表演Activity 2中的对话，全面复习本单元所学的单词和句型，并用句型“主语＋can＋动词原形(＋其他＋well)”造句，不少于五句话。
Step 5 Homework
1. 运用句型Can you ... 询问父母能做什么事。
2. 把父母能做的事情试着写下来。
板书设计
Module 6 Unit 1 You can play football well.—Can＋主语＋动词原形(＋其他＋well) —Yes，主语＋can./No，主语＋can’t.主语＋can＋动词原形(＋其他＋well)．
课堂作业
一、选择恰当的词补全下列句子。
goalkeeper， fans， well， think， really
1. He is a good footballer(足球运动员). He plays football ____.
2. I ____ you are right.
3. Sam wants to be a good _____.
4. This storybook is ____ interesting.
5. The singer has lots of ____.
二、根据所给图片提示补全下列对话。
1. —Can you sing well, Maomao
—Yes, ____ ____.
2. —Can Amy be a good goalkeeper
—Yes, I ____ she can do that ____.
3. —Can he ____ ____
—Yes, he can.
4. —Can they ____ ____ well
—Yes, they can.
5. —Can Ma Xiaoming jump high
—No, ____ ____.
三、连词成句。
1. your fan I'm first (. )
__________________________________________________________________
2. is Chinese She good at (. )
__________________________________________________________________
3. a he Can kite fly ( )
__________________________________________________________________
4. high really You jump can (. )
__________________________________________________________________
5. well I do think can I that (. )
__________________________________________________________________
四、根据对话内容判断正（T）误（F）。
Sam: Hi, Ben. Are you interested in basketball
Ben: Yes, I am . But I don’t play well.
Sam: Can you jump high
Ben: Yes, I can.
Sam: Can you pass the ball well
Ben: Not very well.
Sam: Do you want to join our team
Ben: Yes, I do. I want to be a good goalkeeper.
Sam: I think you can do that well.
Ben: Thank you.
（ ）1. Ben is interested in basketball.
（ ）2. Sam can jump high.
（ ）3. Sam passes the ball not very wall.
（ ）4. Ben doesn’t want to join Sam’s team.
（ ）5. Ben wants to be a goalkeeper.
Answers:
一、1. well 2. think 3. goalkeeper 4. really 5. fans
二、1. I can 2. think，well 3. run fast 4. play football 5. he can't
三、1. I'm your first fan.
2. She is good at Chinese.
3. Can he fly a kite
4. You can jump really high.
5. I think I can do that well.
四、1. T 2. F 3. T 4.F 5.TUnit 1 You can play football well.
第一课时
课时内容
1.Look, listen and say.& 2.Listen, read and act out.
课时分析
该单元本课时的教学内容是新标准英语（三年级起点）第五册Module 6 Unit 1 You can play football well.本课主要是以足球为话题展开的对话，由Lingling想成为一名足球运动员引出作为一名足球运动员所应该具备的素质，在对话过程中运用目标语句I/You can...well.对Lingling能力的肯定，并帮助她成为a fantastic goalkeeper。通过丰富多彩、形式活泼的各种教学活动使学生理解课文，学会用“I/ You can…well.”来肯定自己和他人。本课时是外研版三起点五年级上册第六模块第一单元第一课时。本课围绕学生喜欢的“体育项目”这一主题，引出相关的动词及动词短语。主要语言结构为：Can you jump high Yes, I can. / No, I can't.通过学习，培养学生学会欣赏和鼓励他人的良好品质。
本课时包括Look, listen and say.和Listen, read and act out.两个板块。Look, listen and say.呈现了一个运动会的情景。此情境贴近学生的实际生活，然后结合say更能激发学生学习英语的兴趣。Listen, read and act out.板块是一个综合性的语用活动。Amy,Lingling, Sam等一起参加运动会的现场，运动会特别精彩你们参加过运动会吗？一起来说一说吧。
课时目标
（1）能够听、说、读、写单词can, play, run, pass, jump, catch, well.
（2）能够听懂问句Can you ... 并做出正确的回答：Yes, I can /No, I can’t.及表达You can …句型。
课时重难点
1.重点
（1）can在陈述句和一般疑问句中的用法。
（2）课文中表示play football well的一些动词短语。
2.难点
准确运用can来肯定他人或自己的能力以及理解课文内容。
教学准备
多媒体课件、卡片、情景教学法、游戏法、角色扮演法
教学过程
Step 1 Warm-up
1. Greetings.
T: Hello, children. Do you like sports
Ss: Yes, I do. /No, I don’t.
T: What’s your favorite sport (连问3个学生）
S1: I like football/basketball/table tennis/swimming.
T: I will divide you into two teams—Basketball Team and Football Team. If you do well, you can go one step for your team. At the end of class, let’s see which team is the e on, OK
注明：全班分为两大队：Basketball Team and Football Team，表现好的前进一步。
【设计意图】通过师生问候，拉近师生间的距离，营造良好的英语学习氛围；同时，根据小学生争强好胜的特点，引进竞争机制，培养学生的参与意识、合作精神与集体观念。
2. Play a game: Brain storm.
（1）大屏幕出现滚动图片draw pictures, play basketball, run fast, sing, play football, jump high, play the flute, play table tennis，让学生说词组并且做动作。
T: Fantastic. You can do and say them very well. Sit down, please. Look at the two words: fantastic, well. (单词卡片呈现fantastic极好的，well好，not very well不太好，带读几遍并板书）
（2）T: There’re so many things here. Can you tell me what you can do
S1: I can ...
S2: I can ...
老师分别走到多个学生面前说：You can ...
【设计意图】通过头脑风暴激活学生已学过的动词词组，并充分利用图片介绍I can ..，教师转换人称说You can …，初步感知本课句型，为下文的学习做好铺垫。
（3）T: Oh, you can do so many things. What about Miss Chen Can you guess You can ask like this “Can you ... ”
S1: Can you sing the song
T: Yes, I can.
S2: …
【设计意图】通过猜一猜游戏，既活跃课堂气氛，又巩固之前的Can you ... 句型及其回答，为新课的呈现做好准备。
Step 2 Presentation
1. 呈现任务。
T: Well, I can sing. So I want to be in the Music Team. What about you This term we will have four “Interest Groups” in our school: Basketball Team, Football Team, Art Team and Music Team. Do you know what the meaning of “team” is （学习新词team，队、组）At the end of class, let’s do a survey. Let’s see what team you want to be in, OK
【设计意图】运用任务型教学，使学生在明确的任务驱动下积极主动地学习，突出了学生的主体地位和学生的参与意识，有效地激发学生的学习积极性。
2. 进入课本，学习goalkeeper 以及 You can play football well.
T: Our friend Lingling is in England with Sam and Amy now. Let’s listen and watch the flash, then answer the questions. 学生听录音，课件呈现问题：
①What team does Lingling want to be in
②Can she play football well
学生回答第一个问题并找出文中对应的句子。
T: Yes, Lingling wants to be in the football team. What can she be
Ss: …
T: Yes, she can be a good goalkeeper. (学习goalkeeper守门员）
T: Can she play football well
S1: Yes, she can.
T: How do you know
S2: Lingling can catch the ball well.
She can play football well and be a goalkeeper.（教师板书）
T: Well, Lingling can play football well. I can sing well. What can you do well
S1: I can sing well, too.
T：Really Can you sing a song for us （S1唱歌）Oh, you can sing very well
S2: I can play table tennis well.
T: Yes, you can play table tennis well.
【设计意图】通过让学生带着任务观看课文动画视频，使学生初步感知课文内容，培养学生形成良好的学习策略，从文中理解并获取信息。同时，以I can ... well.为框架，将所学知识运用到不同的语言场景中去，使学生不断扩充自己的语言信息量，达到充分运用语言的目的。
3. 学习really, pass 以及 And you can catch the ball well.
T: Well, Lingling is a fantastic goalkeeper, right Please open your books now, let’s read again and answer “What can she do ”（课件呈现问题: What can she do She can ... 同时给出四个选项：A. Run fast. B. Control the ball. C. Jump high. D. Catch the ball well.）
Ss: She can jump high and she can catch the ball well.
T: How do you know
S1: Amy says “But you can jump really high”.（学习really很，非常）
T: Who can read this sentence (一名学生读）
T: Anything else What can she do
S2: She can catch the ball well.（学习catch 接住）
T: How do you know
S3: Sam says “And you can catch the ball well.”
T: Who can read it (一名学生读）
T: Lingling can catch the ball well. How about you Look, What’s this It’s a ball. Can you pass the ball well Can you catch the ball well （重读pass传递，catch 接住）
Ss: Yes, we can.
T: OK, pass the ball and catch the ball, please.
S1: I can pass the ball well.
S2: I can catch the ball well.
S1说：I can pass the ball well. 并将球传给S2，S2说：I can catch the ball well.并把球传给S3，依此类推。
老师集体评I think you can do that well. 如果传递过程中球掉了，老师则说： I don’t think you can do that very well. Cheer up! Try again!
【设计意图】通过再次听录音选择答案，降低难度，符合不同层次学生的需求。通过传球接球，让学生在真实语境中体会、领悟所学内容，激发学生的学习兴趣，使他们乐于参与课堂。
Step 3 Practice
1. Play a game: What’s missing
T: Well, we’ve known Lingling can play football well. And you did a fantastic job. Now let’s play a game “What’s missing ” Here’re some words. If you know them, please stand up and read them loudly!（点击课件，词汇play, football, basketball team, really, well, fantastic, fast, not very well, pass, catch, high等依次出现，学生集体读两遍后，去掉一个单词问：What’s missing 生说出后再呈现单词）。
2. Say the chant
Can you run fast No, I can’t.
Can you pass the ball Not very well.
Can you jump high Yes, I can.
You can jump really high!
Can you catch the ball Yes, I can.
You can catch the ball very well.
【设计意图】通过设计游戏、节奏欢快的chant等形式的活动，调节课堂气氛，让学生在玩玩、唱唱中强化、巩固新知识，同时为下一环节的新知运用做好准备。
Step 4 Drills
1. Listen, point and repeat the sentences.
2. Read by yourselves. Then I will ask someone to act it out
3. Play in roles.（学生分两组，和老师表演；再三人一小组表演。）
【设计意图】通过听音跟读，让学生模仿语音、语调，培养学生的语感。通过角色扮演，激发学生的好奇心，检测学生的掌握情况，也进一步理解和强化课文内容。
Step 5 Consolidation and extension
1. Talk about the super star you like.
出示姚明、刘翔、足球小子大空翼、孙杨等照片让学生自由讨论。
【设计意图】通过学生熟悉的卡通人物以及明星入手，激发学生的兴趣，活跃课堂气氛，让学生在真实的语境中，运用句型对别人进行评价。
2. Do a survey.
小组成员用：Can you ... Oh, I think you can be in the … team句型，根据本组学生回答为其挑选合适的小组，然后要求学生试着写下来。
Team Name Basketball Team Football Team Music Team Art Team
T: Now please write down the message you’ve got. For example:
can . I think he/she can be in the team.
让学生利用调查的信息填写，然后在全班展示。
【设计意图】任务型教学贯穿始终，利用所学句型调查学生想参加的兴趣小组比较符合学生实际生活，同时将所调查内容加以整理并对别人的能力予以评价，能体现活动设计的层次性。
Step 6 Homework
1.听读课文两遍并复述。
2. 用Can you... /Yes, I can./No, I can't.询问搭档。
板书设计
Module 6 Unit 1 You can play football well.Can he play basketball Oh, he can play it well!Can you ... Yes, I can./No, I can’t.
课堂作业
一、选出与短语相符的图片。
( ) 1. play football ( ) 2. jump high
A. B. A. B.
( ) 3. pass the ball ( ) 4. run fast
A. B. A. B.
( ) 5. a fantastic goalkeeper
A. B.
二、单项选择。
( ) 1. My sister can play basketball ____.
A. best B. well C. good
( ) 2. Do you want ____ in our swimming team
A. to B. to be C. be
( ) 3. I'm very good ____ English.
A. at B. to C. for
( ) 4. Let's go and play ____ football.
A. the B. a C. /
( ) 5. —Can you run fast
—____
A. Yes, I am. B. Thank you. C. Yes, I can.
三、选出与句意相符的图片。
( ) 1. He is a good goalkeeper.
( ) 2. Yao Ming can play basketball well.
( ) 3. This little girl is good at dancing.
( ) 4. Can you jump high
( ) 5. I want to be in your football team.
A. B. C.
D. E.
四、阅读短文，选择正确答案。
Do you like playing football？Do you like Beckham(贝克汉姆)and Messi(梅西)？We only have seven members in our football team.We need three good football players and a goalkeeper.Then you can be in our football team.Join(加入) our football club.Please call Li Ming at 622－3456.
( )1.How many players do they need？
A.One. B.Two. C.Three.
( )2.Beckham is from ________ .
A.China B.England C.Japan
( )3.We have ________ members in our football team.
A.ten B.seven C.nine
( )4.What's the meaning of “football club”？
A.足球队 B.足球迷 C.足球俱乐部
( )5.Please call Li Ming at ________.
A.633－3465 B.622－3456 C.611－2345
Answers:
一、1. A 2. B 3. B 4. A 5. B
二、1. B 2. B 3. A 4. C 5. C
三、1. B 2. D 3. C 4. E 5. A
四、1.C 2.B 3.B 4.C 5.B
