Lesson 6 A Famous Football Player教学设计实例

冀教版 六年级下册

Lesson 6

A Famous Football Player

唐山市丰润区迎宾路小学

亢贵贤

教学背景分析

教学内容分析：本课为冀教版六年级下册第一单元第六课。第一单元主要围绕有关运动的话题展开。本课讲的是贝利成长为“一代球王”的故事，与单元主题相关联。

学习者分析：本课的教学对象是小学六年级的学生，这些学生从三年级开始学习英语，已经掌握了一些英语基础知识，有了一定的自主学习的能力。本课的故事内容不长，有一些词汇没有学过，但是可以联系上下文猜测词义，不影响学生理解故事。

教学目标

知识与技能目标

1. 能在教师的帮助和图片的提示下读懂本课故事。

2. 能在图片和关键词的提示下讲述故事。

学习策略目标

1. 学生尝试阅读英语故事。

2. 积极运用所学英语进行表达和交流。

3. 对所学内容能主动预习。

情感态度目标

1. 学生敢于开口，表达中不怕出错误。

2. 体会球王贝利的精神，初步感悟“爱好出勤奋，勤奋出人才”的道理。

教学重难点

教学重点：能在图片和老师的帮助下读懂故事。

教学难点：能在图片和关键词的提示下讲述故事。

教学准备：多媒体、图片、词条

教学过程

I. Class Opening 1. Greeting

T: Hello, boys and girls. S: Hello, Miss Li. T: Nice to see you. S: Nice to see you, too. 2、值日生报告

（设计意图：通过值日生报告的形式，可以培养学生的英语表达能力，同时也为课题的倒入做了铺垫，让学生快速带入到英语课堂学习中。）

II. Story Step 1: Pre-reading T: All of you did a good job. Now let’s watch a short movie about a sport.

（巴西世界杯精彩射门集锦）

T: What sport is it? Ss: Football. T: Yes. The movie shows us a special football game, FIFA World Cup. Follow me, please. Ss: FIFA World Cup. T: Do you like football? Ss: Yes. /No. T: Who is your favourite football player? Ss: ... T: Why？

Ss: Because ... （设计意图：以视频的形式展现巴西世界杯的精彩瞬间，抓住学生的眼球，吸引学生的注意力，同时也为本课提供了一定的足球方面的文化素材，也为题目的导出做了很好的铺垫。）

Step 2: While-reading 1.

T: Good work. Today we’ll learn a story about a famous football player. T: Look, what can you see? S1: I can see a boy.

S2: I can see a bottle. T: Yes. It’s a kind of bottle. We call it “can.”

T: The boy plays with the can, also he plays with the bottles and boxes. Why? Now read Part 1 and underline the answer. 屏幕显示Question: Why did the boy use boxes and bottles as footballs? （教学方法：采用让学生朗读的教学策略，这样可以使学生保持高度的注意力，唤起他们的感知和想象力，增强学生对词汇和语言结构的记忆，又增强了学生的语感）

T: Who can read the question? T: Have you got the answer? Ss: Yes. S1: He liked to play football very much, but his parents couldn’t buy him a football. T: Who can say it again? S2: ... T: This time, read together.（贴词条play football）

T: Why couldn’t his parents buy him a football?

S:s Because he was from a very poor family. T: Read together, a very poor family.（贴词条）

（设计意图：通过预测的形式发散学生的思维，引导学生继续学习故事的欲望。）

2.

T: Look here, what was the boy playing with? Ss: Football. T: Who gave him the football? Listen.（播放Part （设计意图：听录音为学生提供地道的语音、语调，问题可以检测学生的听力理解水平。）

T: Who gave him the football? Ss: The coach. T: Yes. Look here. He is a coach. What’s the meaning of coach? 2音频）

听音后回答

Ss: 教练。 T: Yes. Who can read it? Ss: Coach. T: This line, one by one to read it. Ss: Coach ... T: Now I’ll show you some other pictures. Look! What’s he/she?

He/She is a ______.

（设计意图：通过不同的图片呈现coach，让学生在图片中理解其含义，形象、直观。）

T: Why did the coach give him a football? Can you find the answer? （屏幕出示问题Why did the coach give the boy a football?）

Ss: Because he thought that the boy would be a good player. T: Read together. Ss: ... 3.

T: Good work! And from then on, the boy played football harder. At Christmas time, he wanted to do something for the coach. What do people do at Christmas? S: Give gifts, go shopping, put up Christmas tree... T: What did the boy do? Read Part 3 silently and find the answer. （教学方法：让学生“默读”，更能让他们沉浸在文本中，用心去感悟、揣摩文本，默读不只是了解课文写了什么，怎么写，有什么疑问，它还唤起了学生的独特联想、体验、认知，成为对课文的艺术再创造，带有浓厚的阅读主体的个性色彩。让学生带着问题默读故事，也有助于培养学生自主学习的能力。）

Read and choose. What did he do for the coach at Christmas time? A: He bought a Christmas gift.

B: He dug a hole for the Christmas tree. T: Which one is right? S: B. T: Yes. He dug a hole for the Christmas tree. T: Here, dug is the past tense of dig.（屏幕显示dig.）Follow me, dig. Dig, dig, dig. (教师做动作）What’s the meaning?

Ss: 挖。

T: Why did he dig a hole? Could he buy a Christmas gift? Ss: No. T: He was from a very poor family.（指着词条说）

T: What did he say? Ss: I can’t buy you a Christmas gift. But I can dig a hole for your Christmas tree. T: How did the coach feel? Ss: He was very happy. T: What did he say? Ss: This is the best Christmas gift. T: Now you are the coach. Who can say it? S1: ... T: Was the coach very happy? Who wants to try again? S2: ... T: Now role-play. One is the boy, the other is the coach. Work in pairs. （设计意图：角色扮演可以发挥学生的主体活跃课堂气氛，激起学生的兴趣。）

1.T: Wonderful. What would the coach do and what would happen next? Please 作用，

read Part 4 and find the answer. （教学方法：教师采用让学生寻读的方法，也称查读法，它是指从阅读材料中迅速查出所需信息有目的的一种阅读方法，它带有明确目的性，可以用这种方法迅速找到答案。）

Q1: What did the coach do? Q2: What happened in 1958? Check the answer. Q1: The coach asked the boy to be a player on his football team. Q2: The boy and his team won the World Cup. T: Yes. He was famous around the world. T: Well, boys and girls. I find the video of 1958 World Cup. Do you want to watch? S: Yes. T: Now I’ll show you.（播放1958年世界杯（设计意图：通过贝利第一次夺得世界杯的视贝利的风采，体会贝利的精神。）

T: In 1958, how old was the boy? S: He was 17. T: Yes, he was only 17. How old are you now? Ss: I’m 11/12 years old.

T: Five or six years later, you will be 17. At that time, you are studying in high school. The boy won the World Cup when he was 17. So he was very very great! 5. T: Now do you know who the boy is? S: 贝利。

T: Yes. He is Pele—the world famous football player. And he is called “the king of football.”

T: Now read the story by yourselves. Then let’s do an exercise: match 视频）

频，让学生领略

the pictures and the sentences. （设计意图：通过自读故事，使学生对球王贝利有一个整体的了解和认识，同时为接下来的活动做铺垫。）

Step 3: Post-reading 2. Match the pictures and the sentences. 3.Tell the story. T: This time, let’s retell the story in groups of four. You can look at the keywords on the blackboard. Eg: pic 1, The boy liked to play football very much. He was from a very poor family, so he used boxes and bottles as his footballs. Clear? （设计意图：通过不同的形式检测学生对故事大意的理解程度。描述故事

可以培养学生的语言组织能力和团队合作意识。）

4. T: What can you learn from Pele? In English or Chinese. S: ... T: Good!

T: Try to find your interest, work hard and have a grateful heart, you will achieve success. Maybe you will be next Pele. We know there are many players in the world, they have their own stories.

Homework

板书设计

Lesson 6 A Famous Football Player