(共16张PPT)
Module
6
Unit
1
You
can
play
basketball
well.
ride
a
bike
play
table
tennis
run
fast
Quick
Response.
(快速反应)
play
football
play
basketball
row
a
boat
swim
Can
you…？
Yes
,
I
can.
(√)
No
,
I
can’t.
(×)
Pair
work(两人练习)
I
can
…well.
You
can
…
well.
A
guessing
game（猜一猜）.
Listen
and
answer:
What
can
Lingling
do?
Listen,
read
and
underline
your
difficult
words.
(听音跟读、划记难点)
1.Do
you
want
to
play
basketball
?
2.Can
you
catch
the
ball
?
3.Not
very
well
.
Play
“
Big
Wolf”
to
learn
the
difficult
words.(玩游戏“大灰狼”，学习难点)
But
you
can
jump
really
high
!
That’s
true
.
Learn
the
difficult
words
in
the
context
(在上下文中学习单词).
真实的
…can/can’t__
well
.
That’s
true
.
(√)
That’s
not
true
.
(×)
Listen
and
judge(听音判断).
Read
and
answer
.
1.Can
Lingling
jump
high?
2.Can
Lingling
play
basketball
well?
Act
the
dialogue
in
groups.
(分组表演对话.)
loudly
大声地
Emotionally
有感情地
Fluently
流利地
Make
a
survey
and
write
×or
√(做调查划√或
×):Can
you…well?
jump
high
play
football
play
the
drums
play
the
pipa…
√
can
.Module
6
Unit
1
You
can
play
basketball
well
.
教学内容?:外语教学与研究出版社
《新标准英语（一年级起点）第九册》
Module
6
Unit
1
教学时数?：本模块共4课时，本课为第1课时，40分钟上完。
学情分析：教学对象为5年级学生，他们对英语保持着良好的学习兴趣，具有一定的英语口语表达和英语思维能力。以前学过句型“Can
you……？Yes，I
can.
/No
I
can’t.
I
can
….You
can
…”，有一定的知识基础。
教学策略：针对小学生喜欢生动有趣的课堂的这一特点，我运用了游戏教学法、全身反应法来激发学生的学习兴趣，帮助学生学习语言；新课标强调培养学生用英语交流和做事情的能力，所以我使用了交际教学法、任务型教学法，引导学生们大胆交流、积极实践，合作创新完成调查任务。
教学准备：教材
课件
卡片
光碟
Teaching
Aims：
Knowledge
Aims：1、To
let
the
Ss
learn,
grasp
the
new
words“well，true”
and
the
key
structures“Can
you……?Yes,
I
can.
/
No,
I
can’t.
I
can
…well
.You
can
…well.”
2、To
learn
and
say
the
new
dialogue
at
P22.
Ability
Aims：1、To
get
the
Ss
to
talk
about
the
strength
and
weakness
of
their
own
and
others.
2.
To
get
the
Ss
to
use
the
language
to
communicate
freely.
3.
To
cultivate
the
Ss’
listening,
speaking,
reading
and
writing
abilities.
Emotion
Aims:
To
make
the
Ss
be
interested
in
English
and
work
hard.
To
make
the
Ss
communicate
with
others
actively.
Key
Points:
To
grasp
the
new
words,
structures
and
dialogue;
To
talk
about
the
strength
and
weakness
of
their
own
and
others.
Difficult
points
：To
act
the
dialogue,
use
the
language
to
communicate
freely
and
finish
the
task
of
“make
a
survey
about
your
friends’
strength”.
教学环节
教师活动
学生活动
对学生学习过程的观察和考查以及设计意图
Step1
Revision1.
(CAI)
T:
Let’s
have
a
“Quick
Response”.
2.Let’s
listen,
say
and
act：Play
football/Jump
high…
Ss
read
the
verbs。Ss
answer
“I
can
…”and
mime
the
actions.
在宽松、活泼、和谐的教学氛围中，学生兴趣盎然地复习旧知，争先恐后地认读动词词组、理解并快速反应。
Step2
Presentation
1.
T:
I
see.
You
can
play
football/jump
high…Can
you
play
table
tennis/…?2.
(CAI)T:
What
can
I
do?
Please
guess
with“Can
you……?”Do
pair
work,
please.3.
T:Hello.
Can
you
catch
the
ball?
Can
you
play
basketball?
Act
it
Please.
Oh,
You
can
play
basketball
well.4.
(CAI)Let’s
play
a
guessing
game.
You
act
what
you
can
do
well,
others
guess
like
this:
You
can…well.
Then
you
judge
and
say:
Yes
/No.I
can
/can’t…well.
S
learn
to
say
“Yes
,
I
can
./No,
I
can’t
.
”Ss
guess
what
T
can
do
with
“
Can
you……？”Then
they
ask
and
answer
in
pairs
and
act.
One
student
answer
and
does
the
action
.Ss
learn
the
new
word“well”.
Let
them
read
“tell
sell
well”
and
sum
up
the
pronunciation
and
writing
rules.
Then
they
say“I
can…well”and
act
one
by
one.
Ss
play
the
guessing
game.
师生交流，自然地引入重点句型。以学生为主体，进行师生问答、小组问答、两人问答，运用句型进行真实的交流。学法指导：让学生读“tell
sell
well”，观察并归纳单词的相同发音，有利于学生的记忆，提高了语音教学的效率。学生说、演、猜，音形义相互结合，学得快乐、有效。
Step3
Dialogue
Learning
1.
(CAI)
T:
Now
please
look
at
Lingling.
What
can
she
do
?Listen
and
answer.2.
(CAI)
T:
Please
listen,
read
and
underline
the
difficult
words.
Let’s
play
“
Big
Wolf”.
(CAI)
Look
at
the
context:
“But
you
can
jump
really
high
!
That’s
true
.”
What
does
“true”
mean?
Look
at
the
famous
people
on
the
screen,
listen,
judge
and
act:
That’s
(not)
true.
eg.
T:
Liu
Xiang
can
jump
high….3.
(CAI)
Read
and
answer。
4.Can
you
act
the
dialogue?
Ss
listen
and
answer
what
Lingling
can
do；Ss
listen,
read
and
underline
their
difficult
words
。After
that,Ss
play
“
Big
Wolf”
to
learn
the
difficult
words.Ss
practise
“That’s
true.”four
by
four.They
look
at
the
famous
people
on
the
screen,
listen,
judge
and
act:
That’s
(not)
true.
Then
one
pupil
acts
as
a
teacher
and
others
judge.
Ss
read
the
dialogue
and
answer.：Can
Lingling
jump
high?
Can
Lingling
play
basketball
well?Ss
act
the
dialogue
in
threes.
播放课件中的光碟让学生听课文，层层递进地完成任务，使学生养成良好的听的习惯；学生玩着游戏“
Big
Wolf”，不知不觉就学好了课文中的难句，真正做到了“边学边玩，边玩边学”.对新单词true的教学，注重“词不离句，句不离境，边学边用，边用边演”，启发学生运用新旧句型进行发散思维和灵活运用。按课件中的要求带着问题齐读课文，培养良好的朗读习惯和理解能力。
Step4
TaskT:
We’re
going
to
make
a
survey
about
your
friends’
strength
and
specialities.
Can
you
help
me?
Let’s
make
an
example.
Others
listen
and
answer
what
he
can
do（well）.Summary.
One
student
makes
an
example
with
T.Then
they
make
up
dialogues
in
groups.At
last
they
act
the
dialogues.
Others
listen
and
answer:
___can_______.Ss
who
act
well
in
class
can
get
stickers
after
class.
在课件的帮助下，依据课程的总体目标并结合教学内容，创造性地设计了任务型教学活动，吸引和组织他们积极运用所学知识进行交际，合作创新，完成调查任务。采用形成性评价，奖励贴纸。
《Module
6
Unit
1
You
can
play
basketball
well》教学小结：
在教学过程中，我充分有效地利用现代教育技术，创设了良好的语言环境，创设了讲解、操练和运用英语的情景以及充分的语言实践机会，较好地辅助了这堂课的教学，培养了学生的口语表达能力、交际能力、思维能力与合作创新意识。整堂课，学生们积极参与，大胆表达，学习效率特别高。
《Module
6
Unit
1
You
can
play
basketball
well》教学反思：
本课的教学设计充分体现了新课标的精神，有效利用了现代教育技术，注重激发和培养学生学习英语的兴趣，注重培养学生的口语表达能力和综合运用英语进行合作创新的能力。下面主要谈谈两个教学亮点：
一、教学活动趣味化
新课标强调小学英语教学要根据小学生学习的特点，创建活动课为主的教学模式，教学重点是培养学生用语言进行交流的能力，要充分利用教学资源，采用听、做、说、唱、玩、演的方式，鼓励学生积极参与、大胆表达，侧重提高小学生对语言的感受和初步用英语进行听、说、唱、演的能力。本节课我努力营造民主和谐的教学氛围，采用一场激烈的比赛，一个多彩的活动，一个有趣的游戏等教学活动，寓教于乐，激发学生的学习兴趣和发散思维，把学生的学习热情推向更高的境界。如复习旧知时，利用课件中的比赛“Quick
Response”和游戏“听音做动作”，激励学生快速认读动词词组，为新课的学习做好铺垫；引入新知时，在课件的帮助下，学生非常自然轻松地运用着重点句型进行交流、表演和猜测活动；学习课文时，充分利用光碟，创设了良好的语言环境，学生扎扎实实、层层递进地学着教材文本，培养了良好的听说、朗读习惯，同时游戏“Big
Wolf”也让学生感受到了学习英语的乐趣。
二、教学方法多样化。
小学生具有模仿力、表现欲强的特点，然而他们注意不集中，不鼓喜欢单调的重复和机械的训练，因此，我遵循了语言的规律，采用综合的教学方法，如交际法、体验法、情景法、任务型教学法等，使英语教学活动切实有效。在如学习“well”时，我运用体验型的教学法，课前先打听到了胡问之擅长打篮球，上课时先问他：“Can
you
catch
the
ball/play
basketball？”再请他表演打篮球并引出新句型“You
can
play
baskeball
well”学生边说边演，真正做到了在做中学，在学中做;在学新词“true”时，我运用了情景法，先通过课件呈现上下文和图片创设的情境，帮助学生理解，再借助课件中的名人生活照片提供的情景，灵活运用“true”，然后让学生发散思维，运用新旧句型进行生生交流；
在学习重点句型“Can
you……？Yes，I
can。No，can’t
”时，我采用了交际法，引导学生大胆地与老师、同学进行了真实的交流；学完课文后，通过课件展示了一个任务型教学活动，让学生小组合作，灵活运用新旧知识，进行交流创新，学生的思维得到了激活，综合运用语言的能力得到了发展。
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