《英语》（四年级上册）Unit4IcanplaybasketballFuntime,Soundtime&SongtimeTeachingaimsandlearningobjectives教学目标1.能听懂、会读、会说有关“运动”的词汇；2.能听懂、会读、会说、会用can句型询问对方或他人的运动能力；3.能自主阅读趣味小短文，获取信息；4.能听懂，学唱歌曲；5.能了解辅音字母f在单词中的发音；Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点：对词汇和句型学习与运用；教学难点：根据所询问的对象正确运用Canyou…?Canhe/she…?Teachingprocedures教学过程Step1Greeting&Warmup1.GreetingT:Classbegins!S:Standup.T:Goodmorning,boysandgirls!S:Goodmorning,MrLi.T:Sitdown,please.2.WarmupT:I’mthesupercoachatthesuperkidsschool.Welcomeback.What’sfortoday?WehaveRevisiontime,Funtime,Wordstime,Songtime,Soundtime,Surveytime.Areyouready?Doyouremembertheslogan?S:Ican!Itry!I’msuper.T:Great!First,Happyrevisiontime.CanyoureciteStorytime?教师带领学生一起背诵课文内容。\nT:Youcanreciteit.Youaresuperkids.Canyouact?Whowantstoactitout?Let’swelcome.(学生表演课文内容)Step2Revisionandpresentation1.Game:Brainstorm.T:Now,Iknowyoucanreciteandyoucanact.Ithinkwefinished“Revisiontime”.Next,Let’sgoto“Wordstime”.Whatwordsarewegoingtosay?Youknowourtopictodayis“Sports”.Canyounamesomesports?Nowlet’shavebrainstorm.Iwillgiveyoufivesecondstoprepareforit.Forexample,run.S:Climb,playfootball,playbasketball…2.LearnthenewwordsT:HereIhavesomenamesofsports.Canyousaythem?(PPT出现新授词汇)S:Run.Jump.Swim.Skate.T:Canyouskate?(老师带领学生一起学习单词)S:Yes,Ican.T:Really?Canyouactitforus?S:(做溜冰动作)T:Morewordsforyou.(PPT出现新授词汇)S:Playfootball.Playbasketball.Playtabletennis.T:Cool.I’msureyoucansaythesewords.Canyouplayagame?Pleasesaythewordswhenyouseethewords.Pleaseclapyourhandswhenyouseethesupercoach.Areyouready?Go!3.SentencedrillT:Canyoutrytoaskandanswer?Canyourun?S:Yes,Ican.T:Askandanswerinpairs.Trytoaskmorequestions.Canyourun/jump/swim…?学生两人一组，利用Canyou…?相互问答。Step3SongtimeT:Somuchfor“Wordstime”.Nowlet’sgoonto“Songtime”.Thisisthesongofthesuperkidsclub.Trytosingit.\nS:(学生试着演唱歌曲)T:Youcansing.Let’strytosingittogether.S:Singitinpairs.T:Canyousingnow?Canyousinglikethis?Facetoface,clapyourhandsinpairsandsing.Step4Funtime1.AsksomequestionsT:Good.Youcansingthesongofsuperkidsclub.That’sgreat.Nowlet’sgotoFuntime.Whatfunisit?Takealook.Answermyquestions.Canheskate?Canherun?Doyouknow?S:No.T:Youdon’tknow.Butlet’sreadsomethingforfun.Afterthat,youwillknow.OK?Thethreechildren,whoarethey?Whatcantheydo?Let’sreadandcircleinourbooks.It’sreallyfun.S:学生阅读书上P26Funtime的内容T:Haveyoufinished?Afterreading,let’sgettheirinformation.Who’stheboyinagreenT-shirt?Howoldishe?Whatcanhedo?Whatcan’thedo?S:He’sTom.He’s11.Hecanplayfootball.Hecan’tplaybasketball.T:Howaboutthisgirl?S:SheisLucy.She’snine.Shecanplaytabletennis.Shecan’tswim.S:He’sPeter.He’sfour.Hecanrunandswim.Hecan’tplayfootball.学生根据PPT上的个人信息表，复述文中人物信息。2.Game:GoodmemoryT:Now,let’sreaditagain.Thistime,Iwillcheckyourmemory.Iwillaskyouquestionsaboutthem.Answermyquestionsquickly.Firstone,Tom.T:CanTomplaybasketball?S:No,hecan’t.T:Canheplayfootball?S:Yes,hecan.T:Thisone,canLucyplaytabletennis?\nS:Yes,shecan.T:CanLucyswim?S:No,shecan’t.T:Thisone,canPeterrun?S:Yes,hecan.T:Canhejump?S:Yes,hecan.T:Canheplayfootball?S:No,hecan’t.T:Now,thistime,askandanswerinpairs.CanTom/Lucy/Peter…?(学生操练句型CanTom/Lucy/Peter…?)T:Now,closeyourbooks.Let’shaveamemorycheck.Wearegoingtohaveamatch.TeamOne,TeamTwo,askquestions.TeamThree,TeamFour,answerquestions.OK?3.Task:IntroductionT:Next,thesethreekidswanttobeinSuperKidsClub,too.Buttheyneedtointroducethemselves.Canyouactandsaylikethis?Forexample,hi,I’mPeter.Ican….CanIjoinSuperKidsClub?(学生操练后，带着头饰反馈，加动作和表情)Step5SoundtimeT:Good,youhelpthemjoinSuperKidsClub.Thankyou!AfterFuntime,wearegoingtoSoundtime.Butfirst,takealook.WhatcanTomdo?S:Hecanplayfootball.T:Herearehisfourotherbrothers.Theyareveryhappy,becausetheyarewaitingforhisfather.Whatdoeshisfatherhave?S:Hehasfivefootballs.T:Herewehaveachant.Fatherhasfivefootballsforhisfivefunnyboys.Let’sreadit.S:Fatherhasfivefootballsforhisfivefunnyboys.T:Let’slistentothetape.Trytofollowit.\nS:Fatherhasfivefootballsforhisfivefunnyboys.T:Canwechantlikethis?(教师可以让学生快读、慢读和击掌读)S:Fatherhasfivefootballsforhisfivefunnyboys.T:Youcanchant.Canyouread?Saythewordstogether.S:Afternoon.Breakfast.Family.Father.Football.T:Now,lookhere,inallthewords,theyhavethesameletter“f”.Right?Ithasthesamepronunciationinallthewords,itispronounced/f/.Trytoreaditthewordsagain.S:Afternoon.Breakfast.Family.Father.Football.T:Canyousaymorewordswiththeletter“f”?Thinkitover.S:Fly/fall/fish/farmer/face/fork/feel/fun…Step6SurveytimeT:Wefinishedthe“Soundtime”.Atlast,let’sgotothe“Surveytime”.Whatdoesitmean?Iwanttoknowwhatyoucando.Lookattheform.Let’stalk.Forexample:What'syourname?Canyouplayfootball?Canyouplaybasketball?Canyou…?Doyouunderstand?Step1Let’sdothesurveyinpairs.Canyou…?Yes,Ican.No,Ican’t.Step2Askforinformationaboutothers.Canhe…?Canshe…?Step3Ineedyoutoreportingroupsoffour.Whenthecaptainreports,theothersdotheaction.Homework家庭作业1.ReadFuntime.2.Singthesongandtrytomakeanewone.3.Discusstheresultsofthesurveyingroupsandchooseonetobethecandidatefor“SuperStar”.Teachingaids教学准备(含板书设计)教学准备：人物卡片、头饰、篮球、球框、多媒体课件。板书设计：Unit4Icanplaybasketball.\nCanyou…?Yes,Ican.No,Ican’t.Canhe/she…?Yes,he/shecan.No,he/shecan’t.\说课【Revisiontime】首先，教师在Revisiontime设计了两个步骤复习活动：1.Canyouremember?尝试背诵；2.Canyouactitout?表演对话。这两个活动的设计意图在于引领学生复习上一节课所学的Storytime，同时也是学生运用语言表演对话进行有效语言输出的过程。【Wordstime】之后的Wordstime环节有四个教学活动：1.Brainstorm学生进行头脑风暴，说出已知的相关sports的词汇；2.Learnthewords教师在学生头脑风暴后集中呈现课本中的词汇，学生又集中学习；3.Quickrespond集中操练后，学生通过TPR游戏巩固所学的词汇；4.Askandanswer巩固对词汇的学习后，学生进行半控制性的句型练习，即询问对方的运动能力。以上四个小的教学活动前后相连，旨在集中呈现教学词汇并创设情境呈现教学句型。【Songtime】完成了词汇和句型的学习后，来到了Songtime歌曲板块。这里设计了两个步骤的活动，1.Listenandfollow听歌曲跟唱；2.Singwithactions唱歌曲配动作。本板块的活动设计目的在于听歌学唱，体验英语学习的快乐并在此基础上通过歌唱巩固词汇和句型。【Funtime】\n课本中Funtime板块的解读为——学生对课本中有趣的文字编排进行自主阅读，以获得相关的信息。基于“有趣”的出发点，教师设计了以下三个前后相连的活动。1.Readandcircle学生们通过快速默读，了解文本中提到的三个小朋友的主要信息，对学生们在进行信息的有效输入；2.Askandanswer用“小组互相发问挑战”的方式围绕第三人称信息进行句型操练；3.Actandsay创设情景，即请学生扮演期中的一个人物，进行现场申请进入俱乐部的演说，以培养学生综合语言运用的能力。【Soundtime】在完成了Funtime的阅读后，又自然地过渡到Soundtime,这一板块的设计意图在于学生通过朗读、诵读来感受字母f在单词中的发音，从而初步形成一定的语音知识和语感。基于这样的解读，教师设计以下3个步骤的活动：1.Listenandrepeat听录音，大声跟读；2.Chant有节奏地进行诵读；3.Thinkandsay思考并说出更多的含有字母f的单词。【Surveytime】在完成了以上5个挑战任务后，最后的Surveytime,需要说明的是本环节的任务并没有出现在课本上的某一个板块，而是对教材的一个创造性的开发和利用。本环节的教学设计分为两个步骤：1.Dothesurvey即学生使用目标语句型在小组进行调查，获取他人的能力方面的信息。2.Reporttheresults在学生们完成了小组内的信息调查后，由组长使用目标语进行口头性的汇报，同时组员同步进行动作展示。前后相连的两个教学活动设计主旨在于培养学生使用目标语句型进行调查，获取他人的信息的能力，以及组织语言，汇报调查结果的能力，体现语用功能。在结束前，跟大家分享自己对于本节课的几个“关注”：关注完整的情境创设；设置具备趣味性和可操作的学习活动或任务；关注学生自主学习，小组合作学习的体验；关注学生对语言的综合运用和能力的提升。
