Module 6 Unit 1Can you run fast? 教学设计
一、教学目标(teaching aims)
认知目标Knowledge aim:
(1)能听说读写单词:can run fast jump high far ride
(2)能听得懂、会读、会说句型Can you?? Yes, I can / No, I can?t. 1)
(3)学生会用Can you……?Yes,I can\No,I can?t .I?m the winner.来开展调查别人具有某些能力的活动。
能力目标Ability aim:
(1)具有英语一般交流能力,谈论自己和别人是否具有某种能力及询问别人是否具有某种能力并根据别人的询问做出肯定或否定回答。
(2)具有英语直接思维能力,根据自己或他人的能力做出相应的动作。
二、教学重点(main points)
(1)学习掌握本课新词汇:can run fast jump high far ride
(2)学习掌握本课新句型:Can you?? Yes, I can. No, I can?t.
三、教学难点(difficult points)
句型Can you run fast/jump high/jump far /ride fast? Yes ,I can.I?m the winner的导入及灵活运用。
四、教学过程.
Step1、Warm-up:
①Greetings.②Sing a song.(Please stand up)
Step 2、Review
Let?s play“I say you do !”
复习动词及词组: play football play basketball swim row a boat dance 1
ride bikes ,sing , run jump …
Step 3、Presentation.
① 教师出示一个篮球,问what?s this in English ?
引导学生回答it?s a basketball.
T: I can play basketball.can you?(引导学生Yes, I can. / No, I can?t.)
T: Look,boys and girls .Who is he ?(出示姚明的图片) Ss:Yaoming
T:Yes.He can play basketball. (teach new word “can”) show them the card “can”with which a smile face.make several sentences using I can…).
② Now we?re going to play a guessing game. Are you ready?(Play the PPT, a picture of LiuXiang
T: Who?s he? What?s he doing? S:LiuXiang.He is running.
T: Yes, this is LiuXiang. he can run fast.I can run fast,too(板书run fast领读并做动作) Now, I want to know, can you run fast? (板书Can you…?) If you can do it, please nod your head and tell me “Yes, I can.”,if you can?t do it, please shake your head and tell me “No, I can?t.” (出示带有笑脸的Yes, I can和带有哭脸的No, I can?t.)
③ Play the PPT, a picture of YaoMing.
T: Yaoming can play basketball and he can jump high.(板书jump high领读并做动作)I can play basketball and I can jump high ,too.(老师边说边做动作)
Can you jump high?(随意问一名学生)
S1:Yes, I can. I can jump high.(引导其边说边做跳的动作)
T: Can you jump high? (问另一名学生)
S2: Yes, I can. I can jump high.(引导其边说边做跳的动作)
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T: Please jump and see who can jump high.(两名学生跳高比赛,看谁能跳得高。由此引出I am the winner!)
④ 点击课件出示jump fart的图片
T: What?s he doing? S: He is jumping,
T:Yes,he can jump far. (板书jump far领读并做动作) I can?t jump far
Can you jump high?(随意问一名学生)
S1:Yes, I can. I can jump far.(引导其边说边做跳的动作)
T: Can you jump far? (问另一名学生)
S2: Yes, I can. I can jump far.(引导其边说边做跳的动作)
T: Please jump and see who can jump far (两名学生跳远比赛,看谁能跳得远。获胜者说I am the winner!)
⑤ (点击课件出示ride fast的图片)
T: What?s he doing? S: He is riding a bike.
T:Yes,he can ride fast. (板书ride fast领读并做动作)I can ride fast.Can you ride fast? (随意问一名学生, 引导其边说边做跳的动并回答Yes, I can./No, I can?t. ⑥ T:well done .now I do the action and you say the sentences by using “I can …”(do the action ?jump high .jump far. ride fast .run fast .swim …)老师做动作,学生说句子。
Step4、Learn the text.
T: Today, our friends Sam, Amy, Lingling and Daming had a competion, too. Let?s listen to the text, and find out who is the winner. (播放课文动画,第一遍听,第二遍跟读,第三遍分角色读。)
根据书中内容回答问题:
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1、Can Sam run fast? Yes, he can.
No, he can?t
3、Is Lingling the winner? No, she isn?t
4、Who can ride fast? Daming 2、Can Daming jump high?
Step5 Consolidation and extension
①、Pair work(Say and do the actions)
Can you run fast?/jump high?/ride fast ?/jump far?
Yes ,I can./No,I can‘t.
②、Guessing game
根据video中的比赛情况,Guessing who is the winner.
③.Practice ask and answer
④Production Make sentences
Step6 Summary
T: You are all very clever . What have you learnt ? Who can tell me ? This lesson we have learned some new words and the new sentence
“Can you…?Yes, I can /No, I can?t”。
Step7 Homework
Write down what you can do , what you can`t do .
For example :I can swim. I can run fast. I can play basketball.
I can?t play football.
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第二篇:《Module 5 Unit 1 Can you run fast?》评课稿
《Module 5 Unit 1 Can you run fast?》评课稿
万泉中心小学 曾德敏
在本节课中,黄教师为了培养学生的主体意识,让学生积极主动地学习,在整个教学过程中,做到了富有激情、童心和爱心,尊重和发展学生的主体意识和主动精神,努力营造出了一种宽松愉快的学习氛围和和谐民主的师生关系。在开始上课的时候,教师以很好的亲和力带动学生,感染学生。在教学过程中,教师对学生充满信心,用了许多肯定性话语进行评价,如:Good job! Excellent! Very good! 等,还用了很多鼓励的话语,如: Don’t be nerves! It doesn’t matter! Try again! 等等。这都让不同层次的学生尝到了学习的乐趣,体验到了成功的喜悦,为他们主体性的发展创造了良好的条件。
这节课的成功之处有以下几点:
亮点之一在于多媒体教学的使用。多媒体突破了时空的限制,为课堂教学提供了丰富的语言情景和大量的语言信息,有效地激发了学生的兴趣,调动了学生的多种感官参与体验,充分发挥了学生的主观能动性。学生在多媒体课件的演示过程中不断地有新刺激、新发现,兴奋点也不断地产生,学习热情持续不减,获得了语言知识,培养了口语交际能力。另外,利用多媒体辅助教学,增大了教授知识的容量,为学生参与创造了最佳的情景,而且强大的交互性触动学生去主动思维,为他们形成主动学习能力提供了方便。
亮点之二在于教学重点贯穿始终。在任何一个环节,教师都能依据课程的总体目标,结合教学内容,让学生不断听到,看到,说到,想到重点句型的问答。她创造性地设计出了许多贴近学生实际的情景,吸引学生积极参与,让学生不断运用已知,去思考新知。
亮点之三在于注重素质教育。新课程标准明确指出:应该把英语教学与情感教育有机地结合起来,创设各种合作学习的活动。本课采取了小组竞赛的形式,好胜的心理和强大的集体荣誉感促使学生认真地听讲,热烈地发言,积极地参与各种教学。那些好动的学生努力克制自己,坐姿端正,争取得星;还有那些不太爱发言的学生,也在同伴的鼓舞下,举起手来。这也体现了教师平时对学生的个体差异落的关注在了实处,学生能自觉地相互帮助,班级建立了融洽、民主的师生交流氛围。
教师的精彩引导,学生的主动参与,构成了这节精彩的英语课。