(共23张PPT)
Unit2
Can
you
swim?
Module
1
I
can
run
and
swim
fast.
I
can
fly
high
in
the
sky.
I
can
help
people.
But
I
can't
draw
well.
Name:
Supergirl
Age:
10
years
old
Can
Can't
run
&
swim
fast
fly
high
in
the
sky
draw
well
I
can't
fly.
I
can't
read.
But,
I
can
run.
I
can
jump.
I
can
work
with
my
nose.
I
just
robbed
the
bank.
Nobody
can
catch
me!
Mission
Card
Baddy-dog
robbed
a
bank.
He
can
run
fast.
He
can
jump
high.
Someone
saw
him,
but
no
one
got
his
photo.
Baddy-dog
Wanted
Baddy
dog
robbed
the
bank.
We
should
catch
him.
People
need
our
help!
Good
morning,
everyone.I'm
Supergirl.
Baddy
dog
robbed
the
bank.
We
should
catch
him.
People
need
our
help!
Good
morning,
everyone.I'm
Supergirl.
Supergirl,
I
am
Alice.
I
can
run.
Can
you
run
fast?
Yes,
I
can.
I
can
run
fast
like
a
car.
That's
cool.
Join
us!
It's
easy
to
catch
him!
Supergirl,
I
am
Alice.
I
can
run.
Can
you
run
fast?
Yes,
I
can.
I
can
run
fast
like
a
car.
That's
cool.
Join
us!
It's
easy
to
catch
him!
Supergirl,
I
am
Kitty.
Amazing!
Come
and
help
us!
I
can
_________.
I
can
jump
high
up
to
the
sky.
Hello,
Kitty.
What
can
you
do?
Hello,
Supergirl.
I
am
Joe.
Hello,
Joe.
Can
you
run
fast
like
a
car?
Wonderful!
that's
what
we
need!
I
can't
draw
well.
And
you
can
help
us!
Can
you
jump
high
up
to
the
sky?
Then
what
can
you
do?
That's
great.
Cool!
Let's
go
and
catch
him!
____________
____________
No.
I
can't.
No.
I
can't.
I...I
can
__________.
I...I
can
draw
well.
Baddy-dog
Arrested
1
2
Mission
Card
Hungry-parrot
stole
the
ice
cream.
He
can
fly
high
and
fast.
He
can’t
swim.
He
likes
singing.
Mission
Card
Big-panda
broke
all
the
windows.
He
can
play
baseball
very
well.
He
can’t
run
fast.
He
likes
eating.
Mission
Card
Crazy-ant
ate
a
house.
She
can
eat
the
wood.
She
can’t
run
fast.
She
likes
eating
sweet.
Mission
Card
Angry-kangaroo
hurt
an
old
man.
He
can
run
fast.
He
can’t
fly.
He
likes
skating.
Mission
Card
Fatty-rabbit
stole
the
carrots.
He
can
jump
fast.
He
can’t
swim.
He
likes
reading
books.
Mission
Card
Hungry-parrot
stole
the
ice
cream.
He
can
fly
high
and
fast.
He
can’t
swim.
He
likes
singing.
Catch
him!
Mission
Card
Crazy-ant
ate
a
house.
She
can
eat
the
wood.
She
can’t
run
fast.
She
likes
eating
sweet.
Catch
her!
Mission
Card
Angry-kangaroo
hurt
an
old
man.
He
can
run
fast.
He
can’t
fly.
He
likes
skating.
Catch
him!
Mission
Card
Big-panda
broke
all
the
windows.
He
can
play
baseball
very
well.
He
can’t
run
fast.
He
likes
eating.
Catch
him!
Mission
Card
Fatty-rabbit
stole
the
carrots.
She
can
jump
fast.
She
can’t
swim.
She
likes
reading
books.
Catch
her!
Many
hands
make
light
work.
Kitty
Alice
Joe
Homework
Listen
and
read
the
dialogue.
2.
Do
the
survey.
See
you!学段及科目
小学英语
授课教师
时间
课题及课时
4AM1U2
Can
you
swim?
教材版本
深圳牛津
学校名称
授课地点
学情
分析
课标
要求
学习内容
这单元所涉及的词汇和句型是之前所学知识的螺旋式升级。
核心句型：What
can
you
do?
Can
you
…?
What
can
she/he
do?
Can
she/he
…?
教材中首次出现了完整回答：Yes,
I
can.
/
No,
I
can’t.
核心词汇：fast,
jump,
write,
run,
fly,
draw.
语音侧重于[?]的发音。
学情
现状
学生已掌握部分动词词汇，如draw,
sing,
read
,fly,
ride等。
能用句子表达自己能做什么，也能询问别人的能力。
如：
What
can
you
do?
I
can
….
Can
you…?
Yes.
/
No.
学习
目标
知识
技能
理解对话文本。
学生能使用fast,
high,well等副词完善语言。
如：Can
you
run
fast
like
a
car
?
结合旧知，能熟练使用句型询问他人的能力，并描述自己的特长。
如：What
can
you
do?
I
can
jump
high
up
to
the
sky.
过程方法
通过创设的情景和对话文本的学习，能够掌握并理解使用核心词汇fast,
high,
well。
通过熟练操作，能理解并使用核心句型，What
can
you
do
?
Can
you
…?
并能使用Yes,
I
can.
/
No,
I
can’t.
完整回答。
情感
态度
通过情景的创设，文本的输入，启发学生，明白在团队中，应当尊重团队中的每一个人，乐于分享合作，发挥每个人的长处。
通过课堂中小组合作中的互动，学会体谅他人。
教学
策略
重点
难点
重点：1.在语境下熟练地使用核心句型提问和形容自己的特长。
结合旧知，丰富语言。
如：Can
you
run
fast?
I
can
run
fast.
What
can
you
do?
I
can
jump
high
up
to
the
sky.
2.能用使用句型Yes,
I
can.
/
No,
I
can’t.
完整回答。
3.
能在对话中体会人物情感，体验团队合作的意义。
难点：1.区分can
和
can’t
的发音。
2.结合情景，自主熟练地使用核心句型交流.
方式方法
通过营造Supergirl抓Baddy-dog的情景，让学生主动参与课堂，主动表达。
通过听，说，提取信息，小组讨论，小组展示，小组评价等方式，发展学生逻辑思维
能力，团队合作能力。开拓他们的创新思维。
媒体
技术
通过PPT，巧妙将学生带入情境中。
音频让课堂更真实。
单元整体设计流程
文本再构1
本课时教学过程
步骤
内容
师生活动
意图
Warm-up
Riddles.
Guess
who
are
they.
T：What
can
you
do?
S:
I
can
swim/run...
T:
Listen
and
guess,
Who
is
she
/
he
?
S:
She
is
a
Super
woman.
---图1
S：He
is
a
dog.
A
bad
dog.
---
图2
T：Supergirl
wants
to
catch
the
Baddy-dog.
But
it’s
hard
to
find
him.
(Because
No
one
got
his
photo.)---
图3
旧知复现
引出新知
为对话文本铺垫
Presentation
&
Practice
1
Supergirl
came
to
school.
Listen,
answer
and
role
play.
（
分句推进，揣摩情感，
模仿语气
。）
T:
When
you
see
others
at
the
first
time,
what
would
you
say?
S:
Nice
to
meet
you.
/
Hi...
T:
What
happened?
S:
Baddy
dog
robbed
the
bank.
T:
What
should
we
do?
S:
We
should
catch
him.
People
need
our
help!
培养学生日常交际礼仪。
营造情景
激趣
调动学生
板书主体语句。
Presentation
&
Practice
2
Supergirl与Alice的对话。
Listen,
answer
and
role
play.
句句推进，解决核心语句。
（教师引导学习对话）
如：
Can
you
...
?
I
can
run
fast
like
a
car.
关注Yes,
I
can.发音
了解用Yes,
I
can.
完整回答
体验人物情感。
最后整体听读，并role
play.
T:
Who
is
she?
What
can
she
do?
S:
She
is
Alice.
She
can
run.
T:
Can
you
run
fast?
S:
Yes,
I
can.
T:
How
about
Supergirl?
S:
She
can
run
fast
like
a
car.
T:
It’s
easy
to
catch
him.
That’s
cool.
S:
That’s
amazing
/
great...
句句推进
扎实语句
初步体验
人物情感
激发生活已知，将对话融入生活。
Presentation
&
Practice
3
Supergirl与Kitty的对话。
根据左边的云朵图片，让学生推测Kitty能做什么。
（半开放式学习体验对话）
（整体听读后，指出Alice和Kitty是有Super
power,
为课堂最后的输出与情感升华做铺垫。
)
T:
Who
is
she?
S:
She
is
Kitty.
T:
Guess,
what
can
she
do?
S:
She
can
fly
in
the
sky./
She
can
drive
a
plane....
T:
Listen
and
role
play.
T：Can
you
run
fast
like
a
car?
Can
you
jump
high
up
to
the
sky?
S:
No,
I
can’t.
T:
But
Alice
and
Kitty
can.
They
have
super
power.
通过图片启发，使得学生思维得到拓展，让学生结合已知丰富语句。
为课堂输出与总结做铺垫。
Presentation
&
Practice
4
Supergirl与Joe的对话。
（提取关键语句，新知复现）
根据图片，推理出Joe没有超能力。听录音，体会Joe的心情，
并模拟对话。
（关注Joe在回答No,
I
can’t的沮丧的心情。）
通过图片，引出新知
I
can
draw
well.
T：Who
is
he?
S:
He
is
Joe.
T：
Listen.
Can
you
run
fast
like
a
car?
Can
you
jump
high
up
to
the
sky?
T:
Look
at
the
picture,
guess.
Does
he
have
super
power?
S:
No,
he
doesn’t
have.
T:
How
does
Joe
feel?
S:
He
feels
sad.
T:
Listen
and
practise.
Try
to
be
Joe
and
Kitty.
T:
Look
and
tell
me.
What
can
Joe
do?
S:
He
can
draw.
T:
He
can
draw
well.
教师引导学生体验Supergirl兴奋的情感，引导学生思考。
虽然Joe没有超能力，但是他能帮上忙，为什么？
Why
did
she
say
that?
S：Because
Supergirl
can’t
draw
well.
S:
No
one
has
Baddy-dog’s
photo.
Joe
can
help.
对话文本结束，老师陈述结果。
完善整个情景。
Supergirl
and
super
students
catch
the
Baddy-dog.
新知
复现
看图
提信息。
体验情感
呼应开头
问题引入
启发思考
助理解
Practice
&
Role
play
文本整体呈现。
师生示范，生生示范。
小组练习
小组展示
老师示范
师生示范
学生与学生示范
鼓励评价学生做的好和不足的地方。
展示时，提示学生，在展示时，要面对观众。也同时提醒其他同学，当同学在表演或回答时，要学会倾听。
清晰指引
小组合作
Production
&
Summary
拓展活动
Try
to
catch
other
bad
guys.
情感升华
Some
of
you
don’t
have
super
power.
But
you
also
can
help.
Because
we
are
a
team.
Many
hands
make
light
work
教师找一位同学，上台抽取任意一张Mission
card,全班一起完成任务。并结合课堂评价与黑板板书，检测学生掌握新知的情况。（在课中，老师给学生的评价是一张Super
power
card.）
如：
T：Let’s
finish
the
mission
together.
Group
leader
come
and
see
what
they
can
do.
S1:
What
can
you
do?
S2:
I
can
run
fast.
S1:
Can
you
run
fast
like
a
plane?
S2:
Yes,
I
can.
教师适时提问那些没有超能力的孩子，想不想一起完成任务。
T：I
know
some
of
you
don’t
get
the
super
power
card.
But
can
you
help?
S:
Yes,
I
can
.
I
can
draw
well.
So
I
can
draw
a
map.
一举多得
此活动将情感升华与课堂评价想结合，同时检测到了学生掌握本课核心语言的程度。
为下节课铺垫。
作业布置
为下一个课时做好铺垫。
板书
板书作用：
整个对话文本主体与核心语言呈现，为学生role
play环节提供语言支架。
将学生生成的词汇写在黑板，活跃激发学生思维。
为最后的活动输出提供语言支架，体现板书的语用与语义的功能。
教学亮点
情景设置
设置的帮Supergirl抓Baddy-dog的情景，激发学生的兴趣，让学生更好地在会话情境中学习语言，提高课堂教学质量。
文本再构
基于学情分析，原本会话内容对我校学生来说相对简单，缺乏逻辑性。改编后的文本遵循学生的学习规律，分化了重难点。使学生能准确地使用核心语句交流。
教学活动设计
三段会话内容采取不同呈现方式，图文并茂，由易到难。
课堂评价
结合主题设置了Super
power
card.
将它巧妙地与课堂输出相结合。有效地检测了学生是否能主动使用核心语言表达；同时，教师在课堂教学实施中，对学生语言生成即时地追问进行了有效的评价。
作业布置
作业里要完成的survey为下个课时做好了准备。
教学反思
1.
缺少视频直观输入。
2.
由于最后时间有限，并没有给更多的孩子机会表现语言输出。
3.
由于借班上课，无法更全面的关注到每个孩子的学习生成。教师对学生的思维引导不足，导致在最后role
play的环节，学生对语言的生成有所欠缺。
