Module6 模块整体教案
模块教材分析
本模块通过设计Amy和Sam询问Lingling擅长的事情，帮助Lingling加入足球队的情景，展开对含有情态动词can的陈述句及一般疑问句用法的学习，然后过渡到运用一般过去时来陈述他人过去能做的事情。第一单元主要通过创设情景引出话题，并进入重点语言知识的学习，运用词组catch the ball well/ run fast/jump high/play football well/pass the ball well 操练一般疑问句Can you/he/she ...?及陈述句：I/he/she can … 第二单元则主要表达第三人称单数过去能做的事情，初步掌握动词is, are, run, play, jump, swim的过去式形式was, were, ran, played, jumped, swam，并学习四个辅音音素的发音规则，其主要句型是: In the past, he ran very fast. He jumped high and swam very fast. The elephant played basketball really well.
模块教学目标
☆知识目标
1. 能听、说、读、写Unit 1 Activity 1 & Activity 3 &Activity 4和Unit 2 Activity 3中的词组及句子。21cnjy.com
2. 能听、说、认、读Unit 1 Activity 2和Unit 2 Activity 6 &-Activity 7中的句子。
3. 能朗读和理解Unit 2 Activity 1 & Activity 2中的句子。
4. 能理解并会唱、演Unit 2 Activity 5中的chant.
5. 能够认、读Unit 2 Activity 4中的音标及例词。
☆能力目标
1. 能够理解和正确运用含有情态动词can的陈述句和一般疑问句来谈论能力。
2. 能对他人过去会做的事情进行简单的描述。
3. 能利用四个辅音字母及字母组合的发音规律记忆单词。
4. 能听懂、会演唱chant并逐步增强语音、语感。
☆情感、策略和文化目标
1. 学生能在学习中体验到参与、合作、竞争的乐趣。
2. 能利用所学句型对自我和他人进行简单的评价、肯定和鼓励，而且使英语学习的过程成为帮助学生肯定自己或他人的能力、积极与他人合作、养成和谐、健康向上的品格过程。21世纪教育网
3. 全体学生能保持热爱运动、热爱生活的积极生活态度。
模块课时划分
第一课时：
Unit 1 Activity 1 Look, listen and say.
Activity 2 Listen, read and act out.
第二课时：
Unit 1 Activity 3 Listen and say.
Activity 4 Practice.
Unit 2 Activity 5 Listen and say. Then chant.
第三课时：
Unit 2 Activity 1 Look, listen and say.
Activity 2 Listen and read.
Activity 3 Look and write. Then say.
第四课时：
Unit 2 Activity 4 Listen and repeat.
Activity 6 Do and say.
Activity 7 Do and say.
语法提示
1. 情态动词can的意义和用法：
? 表示能力，意思为“能，会”。
? 表示许可，意思是“可以”。
? 表示推测，意为“可能，会”，主要用于否定句和疑问句中。
? 表示惊讶，通常用于疑问句、否定句和惊叹句中。
注意：从理论上说，could是can的过去式，但在某些场合中，could可用来代替can，表示现在的情况，只是语气较can委婉，此时，若用could来提问题，回答时，应该用can，而不用could. 如：21教育网
Could you answer me a question? 你能回答我一个问题吗？
Yes, I can./ No, I can’t 好的。/不行。
2. 一般过去时
（1）一般过去时表示过去某个时间发生的动作或存在的状态，常和表示过去的时间状语连用，一般过去时也表示过去经常或反复发生的动作。
（2）动词过去式变化规则：
? 一般在动词末尾加-ed，如：jump—jumped play—played.
? 结尾是 e 加-d，如：live—lived.
? 末尾只有一个元音字母和一个辅音字母的重读闭音节，应双写末尾的辅音字母，再加-ed，如：drop—dropped.21·cn·jy·com
? 以“辅音宇母+ y”结尾的，变y为i，再加ed，如：study—studied.
? 不规则动词的过去式：do—did，run—ran, have—had, swim—swam 等。
Module 6 Unit 1 You can play football well
第1课时导学案
一、教学内容
外研版小学英语五年级上册第六模块第1课时Unit1 Activities 1—2。
二、教学目标
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。21世纪教育网
三、教学重难点
重点：学习含有情态动词can的陈述句和一般疑问句及其回答。
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。
四、自主学习
1. 读一读下列单词，并把对应的词组连线。
run play first jump football good21教育网
high fast fan football goalkeeper team21·cn·jy·com
2. 你会读下面的句子吗？
(1) Can he play basketball?
(2) Oh, he can play it well!
(3) Lingling, do you want to be in our football team?21cnjy.com
(4) Can you run fast?
(5) You’re very good at basketball.
五、探究学习
1. 听课文中Activity 2的录音，判断下列句子的正(T)误(F)。
(1) Lingling can run fast. ( )
(2) She can jump really high! ( )
(3) She can’t catch the ball. ( )
(4) She can be a fantastic goalkeeper. ( )
2．跟读对话，填空。
Amy: Lingling, do you want to be in our football team?www.21-cn-jy.com
Lingling: Yes, I do. But I don’t play well.
Amy: Can you run fast?
Lingling: No, I can’t.
Amy: Can you pass the ball well?
Lingling: Not very well.
Amy: But you can jump really high! You’re very good at basketball.
Lingling: Yes, I am.
Lingling wants to be in Amy’s team, she can’t fast. She pass the ball well. But she can really high! She very good at basketball.
六、课堂检测
1. 补全单词。
w _ nt f tball pl r_ n p ss
j _ mp c _ tch g d goalk per2·1·c·n·j·y
2. 按要求完成句子。
(1) Can you run fast? (作肯定回答）
, I .
(2) Were you good at basketball? (作肯定回答）
, I .
(3) I can do that well.（变成否定句）
I do that well.
(4) play, football, Lingling, well, can (.) （连词成句）
(5) Lingling is a fantastic goalkeeper.（变成一般疑问句)
七、课时小结
1．这节课我的收获是：
2．这节课我的不足是：
Module 6 Unit 1 You can play football well
第1课时教案
一、教学内容
外研版小学英语五年级上册第六模块第1课时Unit1 Activities 1—2。
二、教学目标
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。21·世纪*教育网
三、教学重难点
重点：学习含有情态动词can的陈述句和一般疑问句及其回答。
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。
四、教学准备
1. 单词卡片。
2. 音频。
3. PPT课件。
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.21*cnjy*com
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 winner. Come on, OK?【21cnj*y.co*m】
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。【21教育名师】
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）21*教*育*名*师
（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 ...?” 21-cnjy*com
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）www.21-cn-jy.com
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.www-2-1-cnjy-com
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。【21·世纪·教育·网】
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!【21教育】
【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 out2·1·c·n·j·y
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。21教育网
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。21cnjy.com
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.21世纪教育网
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。 21·cn·jy·com
Step 6 Homework
1. Listen to the text and imitate it
2. Finish the survey and write down the sentences.2-1-c-n-j-y
六、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.
七、回顾总结
询问他人的能力用句型：Can you ... well? 肯定回答：Yes, I can.否定回答：No, I can’t. 陈述某人的能力可以说: You/I can ... 注意：can后面接动词原形。
Module 6 Unit 1 You can play football well
第2课时导学案
一、教学内容
外研版小学英语五年级上册第六模块第2课时Unit1 Activities 3—4 & Unit2 Activity 5。www.21-cn-jy.com
二、教学目标
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。 2·1·c·n·j·y
2．能够听懂chant内容并逐步培养语音、语感。
三、教学重难点
重点：运用情态动词can 陈述自己的能力和询问他人。
难点：陈述自己不能做的事情，并简单说明原因。
四、自主学习
1. 读一读下列组。
catch the ball well run fast jump high
pass the ball well best of all climb up
2. 读一读下列单词。
run pass catch jump play do
五、探究学习
1. 翻译下列句子。
(1) Can you run fast? 21世纪教育网
(2) Yes, I can /No, I can’t.
(3) Can you pass the ball well? 21教育网
(4) I can catch the ball well. 21cnjy.com
(5) I can climb up any wall! 21·cn·jy·com
2. 听录音，尝试跟读Activity 5中的chant.
六、课堂检测
(Talk about you!) 用can说说你能做的3件事。如：I can sing.
七、课时小结
1．这节课我的收获是：
2．这节课我的不足是：
Module 6 Unit 1 You can play football well
第2课时教案
一、教学内容
外研版小学英语五年级上册第六模块第2课时Unit1 Activities 3—4 & Unit2 Activity 5。21·cn·jy·com
二、教学目标
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。 www.21-cn-jy.com
2．能够听懂chant内容并逐步培养语音、语感。
三、教学重难点
重点：运用情态动词can 陈述自己的能力和询问他人。
难点：陈述自己不能做的事情，并简单说明原因。
四、教学准备
1. 单词卡片。
2. 音频。
3. 课件。
五、教学设计
Step 1 Warm-up
1. 多媒体呈现含[?:1]读音的单词，学生快速认读。如：football, all, tall, wall, call, fall, hall, mall, small.21教育网
2. 读读相应的词组和句子：play football, not at all, I’m not tall, climb up any wall, call you, go to the mall; It’s very small. It’s fall. This is a hall.21cnjy.com
3. 逐一呈现Activity 5中的图片。
（1）学生看图片，说说词组。
（2）Listen to the chant and try to follow.
（3）Say the chant and do the actions.
【设计意图】先练习含[?: l]读音的单词，并让学生看单词组词，再成句，进一步出现课本图片，让学生轻松自然地学习chant，循序渐进，符合孩子的认知规律。
Step 2 Presentation
呈现词卡：run fast, play football, pass the ball well, catch the ball well, sing the song well, walk slowly, jump high, speak English，询问学生是否会做这些事。再让学生说说其他同学能做的事情。2·1·c·n·j·y
【设计意图】由问学生会做哪些事，到转述某人能做的事情。巩固了上节课所学的句型。
Step 3 Practice
1. “快速反应”：多媒体快速呈现课本词组图片，学生运用I can …造句。
2. “多多益善”：第一个学生说：I can catch the ball well. 第二个学生说：I can catch the ball well and run fast第三个接着说：can catch the ball well, run fast and…
【设计意图】学生先根据老师提供的词组图片，快速操练句型，再通过“多多益善”游戏拓展思维，操练句型。
Step 4 Consolidation and extension
1. TV reporter(小记者采访）：学生四人—小组，其中一个同学问第二个学生：What can you do? 该同学说：I can … 第二个再问下一个同学：What can you do? 第三个回答：I can …第三个同学再问第四个同学：What can you do? 第四个回答：I can … 每人回答的内容不能一样。 【21·世纪·教育·网】
2. 小调查：由一个同学在上一个环节的基础上，记录下采访的结果。
Activity
Name
Play football
Play basketball
sing
Draw picture
【设计意图】此环节由在小组内大胆问答到练习书写总结，锻炼了学生由听说到书写的归纳能力
3. 完成 Activity 3: Listen and say.
(1) Listen and say the sentences.
(2) Answer the questions:
Can the girl run fast?
Can she pass the ball well?
Can the boy pass the ball well?
(3) Listen again and follow.
【设计意图】由I can …到She /He can …的人称转换练习，承接自然，由易到难。
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。
六、板书设计
Module 6
Unit 1 You can play football well.
Can you/he/she ...?
Yes, I/he/she can.
No, I/he/she can’t …
I/He /She can ...
七、回顾总结
本节课重点让学生操练动词词组，并由上节课的感知句型I Can you …? You can …到重点操练第三人称句型He/She can do sth. 询问Can he/she …? 及其回答。21世纪教育网
