Unit 1 You can play basketball well 教案

Module
6
Unit
1
You
can
play
basketball
well
教案
1教学目标
Function:
Assessing
oneself
Target
Language:
Can
you…
Yes,
I
can.
/
No,
I
can’t.
You
can…well.
Vocabulary:
well,
true,
Expression:
catch
the
ball,
jump
really
high,
That’s
true
2学情分析
五年级英语在小学英语教学中起着承上启下的作用,既是四年级的衍生又是六年级的铺垫。我们的学生虽然已有两年的英语学习经验,但还有以下一些问题需要解决。
一、存在的问题
1、学习兴趣不是很高,部分学生甚至有厌恶感,同时,许多学生还是为学习而学习,谈不上兴趣问题;
2、回家不会学习,无正确的学习方法,不知如何看书.学习态度谈不上十分端正,回家以后巩固时间很少,且缺乏有效的巩固手段,练的机会明显不足。
3、部分学生学习的目的性不是很强,导致学习习惯不好,学习无明确的计划,有作业就写,无作业就玩。老师布置的作业不能按时完成。作为语言性学科,听与读是非常关键的环节,而大多数学生这一点做的不好,这在听力测试时表现的尤为明显。
二、影响学情的阻抗因素
1、家庭原因:部分家庭的家长在子女的教育方面缺乏有效的方法,有的只是简单的满足;有些家长本身的素质不是很高,同时一些思想给子女的学习造成了负面影响;父母的教育尺度不统一,他们当中没几个会说英语的,自己都不会,就更无从怎么去教自己的孩子了.这样就让孩子有空可钻,或者让他们无所适从;一些家长简单粗暴的教育方法让子女学会了撒谎,抵赖等不良习惯。
2、自身原因:学习习惯不佳,无合理的学习计划,不会合理安排时间;学习的自觉性不够,作业不能很好完成甚至有偷工减料的情况,学习任务只是局限于书面作业,不会自学;有些学生有较强的自卑心理,课堂上参与活动不积极或者干脆只做听众或观众;学习的心态调整不到位,合理有效的学习方法没找到,学习效率不高。课程难度增加以后,学生的方法没能及时跟上,心理压力较大,但没有合适的途径解压;自信心明显不足而且学习动力不足的迹象也已经显现,学生的攀比不是表现在学习上争先,而是落在了其他方面。
3重点难点
Sentences:
Can
you…
Yes,
I
can./
No,
I
can’t.
I
can….
You
can
…well.
Words:
well,
true
4教学过程
Knowledge:
Function:
Assessing
oneself
Target
Language:
Can
you…
Yes,
I
can.
/
No,
I
can’t.
You
can…well.
Vocabulary:
well,
true,
Expression:
catch
the
ball,
jump
really
high,
That’s
true.
4.1.2学时重点
Sentences:
Can
you…
Yes,
I
can./
No,
I
can’t.
I
can….
You
can
…well.
Words:
well,
true
4.1.3学时难点
Sentences:
Can
you…
Yes,
I
can./
No,
I
can’t.
I
can….
You
can
…well.
Words:
well,
true
4.1.4教学活动
活动1【讲授】教学过程
I
Warm
up
Step
1.
Greeting:
Hello,
I’m
Miss
Zheng.
Step
2.
Sing
a
song.
(Hello!
教师边唱边跟学生打招呼)
Step
3.
Say
a
chant
and
do
the
actions:
Bounce
the
ball.
(设计意图:课前用简单的英语及歌曲进行交流,拉近学生与教师之间的距离。The
chant
:Bounce
the
ball为学生热热身,为下面的教学作铺垫。)
Ⅱ
Lead
in
T
:
Can
you
swim
/run
/jump
/
fly
(请学生在回答的同时做动作)出示并引导学生回答
:Yes,
I
can.
/
No,
I
can’t.教师即时评价学生T:
Oh,
You
can
speak
English
very
well.
你们的英语说的真好!
(设计意图:温故而知新,通过提问,让学生回忆起句型Can
you… 及其回答方式,为接下来的教学奠定基础。)
Ⅲ
New
Step
1.
T
:
Do
you
want
to
play
basketball
引导学生回答Yes,
I
do.(要让学生大声地回答出来,这是课文句子。)
T:Do
you
know
Yao
Ming
He
can
play
basketball
very
well.
Why
Let’s
have
a
look.让我们看看姚明为什么能够打好篮球
课件出示:
He
can
run
fast.
He
can
jump
really
high.
He
can
catch
the
ball
very
well.
If
you
want
to
play
basketball
well
,
you
must
run
fast
,
jump
high
and
catch
the
ball
well.如果你想打好篮球你也必须跑得快,跳得高,接球好。Can
you
run
fast
Can
you
jump
high
Can
you
catch
the
ball
well
Step
2.
First,
let
me
see
who
can
run
fast
in
your
class
首先,让我看看你们班谁能跑得快。Who
can
run
fast
Let’s
run.(先让两名学生跟老师跑,从哪出发,怎么跑,跑到哪,让学生明白,然后选4名学生站到教室后面跑。)
出示Can
you
run
fast
并分别提问这4名学生,尽量让学生提问(S1老师问,S2,S3全班问,S4个别问,在比赛的过程中一边跑一边让全班学生提问Can
you
run
fast )
比赛结束后提问获胜者:T:
Can
you
run
fast
in
your
class
S:
Yes,
I
can.
T:
Yes,
you
can
run
fast
in
your
class.
You
can
have
this.(出示全班并奖励给他一个福娃)
再请4名学生进行一次比赛,并让学生自己提问Can
you
run
fast
Step
3.
Now,
I
want
to
know
who
can
jump
high
in
your
class.
Come
here
and
jump,
please.(选4名跳的学生到讲台前)
跳前出示Can
you
jump
high 让学生自行提问,生生对话。
比赛结束后跟获胜者对话T:
Can
you
jump
really
high
S:
Yes,
I
can.
T:
That’s
true.
You
can
jump
really
high.
(教师引导学生一起用That’s
true.
来评价这名跳得高的学生)
教学
true
真的,确实的
That’s
true.那确实是。(加强操练:全班读——分组读——成排读——个人读)
当别人说你做什么事做得好时,你可以自信的说That’s
true.教师随机评价身边的事物(You
are
very
tall.
Girls,
you
are
very
beautiful.
Boys,
You
are
very
handsome.
Boys
and
girls,
you
are
very
clever.
教师找到刚才跑得快,跳得高的学生,引导学生对他进行评价:You
can
run
fast.
You
can
jump
really
high.
)引导学生们用That’s
true.作答.
再请1组学生跳,并评价他们的情况。
Step
4.
Now,
Let’s
catch
the
ball.
Do
you
remember
this
word
‘catch’
(课件出示一片断让学生回忆起catch.)Catch
the
apple.
Yao
Ming
can
catch
the
ball
very
well.
Can
you
catchthe
ball (教师带领全班熟读)Who
can
catch
the
ball
well (请4名学生做Chain
game)
Pass
the
ball
to
your
classmate.
S1:
Can
you
catch
the
ball
well
T:
Yes,
I
can.
T:
Can
you
catch
the
ball
well
S2:
Yes,
I
can.
S2:
Can
you
catch
the
ball
well
S3:
Yes,
I
can.
S3:
Can
you
catch
the
ball
well
S4:
Yes,
I
can.
传完后教师点评:You
can
catch
the
ball
well.(竖起大拇指)
板书并教学well
(加强操练:全班读——分组读——成排读——个人读)
用手语让学生明白You
can
catch
the
ball
very
well.
well竖起一个大拇指,very
well竖起两个大拇指
板书:very
well.请学生接球并用You
can
catch
the
ball
well.
l和You
can
catch
the
ball
very
well.
Your
mum
can
cook
well.
Your
dad
can
swim
well.
What
can
you
do
well
Tell
me.
I
can
…well
评价提高难度让学生接不住球,教师及时评价
Not
very
well.
You
can’t
catch
the
ball
well.板书并用手势让学生明白
well
–very
well--Not
very
well.
(教师用手势:well竖起一个大拇指,very
well竖起两个大拇指,Not
very
well摇手,well
–very
well--Not
very
well.带手势反复教学生几次让学生明白其中的意思)
Step
5.
Now,
Do
you
know
who
can
play
basketball
well
in
your
class (找到刚才跑得快,跳得高,接球好的学生让同学们对他们进行评价You
can
run
fast.
You
can
jump
really
high.
You
can
catch
the
ball
well.
You
can
play
basketball
well.
Step
6.
Guess,
Can
I
play
basketball
well
Look,
I
can
run
fast
.I
can
jump
high.
I
can
catch
the
ball
well.
Do
you
think
Can
I
play
basketball
well
(指课题让学生回答You
can
play
basketball
well.反复读几次课题)
(设计意图:整个过程设计为在班里寻找篮球运动员,用竞赛和游戏的方式,创设真实的语言情景,让学生乐学。比如组织一次短跑比赛让学生们掌握句型Can
you
run
fast 及其回答,并引导学生用you
can
run
fast.对别人进行评价。接着用跳高比赛的形式教学了Can
you
jump
high 以及单词true和表达方式That’s
true.从中培养学生的自信心,在比赛结束引导学生用You
can
run
fast.
You
can
jump
really
high.对别人进行评价。接下来的Chain
game,让学生学会提问Can
you
catch
the
ball
well 并突破well-
very
well-Not
very
well.这一重点和难点。最后,总结并评价这些学生。You
can
run
fast.
You
can
jump
really
high.
You
can
catch
the
ball
well.
You
can
play
basketball
well.)
Ⅳ
Text
Step
1.
Can
Lingling
play
basketball
well
Look
at
this
questions
and
Listen
carefully.
Step
2.
Read
after
the
tape.
Answer
the
questions.
Step
3.
Open
your
books.
Turn
to
page22.
Read
the
text.听录音,看看玲玲能不能成为一名好的运动员。
Step
4.
操练课文。
Step
5.
课件出示课堂活动用书的问题并让学生回答。
Ⅴ
Knowledge
extendibility
I
have
a
friend.
Let’s
see
what
he
can
do
学生观看关于Gogo的影片
Who
can
tell
me
What
can
Gogo
do 先引导学生用He
can…回答,再让学生独立评价Gogo能做什么:He
can…
(设计意图:采用同学们喜欢的动画片作为本节课的扩展,形象生动,让学生在观看后回答问题既有趣也扩展了知识。)
总结板书
最后总结记分牌
Boys
get____
points.
Girls
get____
points.
XX
can
learn
English
very
well.
为第二单元学习
They
got
thirty
points.
做准备
(设计意图:反馈得分,总结本节课同学们的学习成果,为第二课时They
got
thirty
points.
做准备)