Story time第二课时教学设计

Unit4 I can play basketball The first period 无锡市查桥实验小学

包健华

教学目标：

1、理解故事，学会谈论运动话题。

2、

能听懂、会说、会读、会写句型I can … Can you …? Yes, I can./ No, I can’t.

3、

能听懂、会说、会读、会写单词basketball 4、能听懂、会说、会读单词well, can’t, have a try, 重点难点：

教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下表演课文内容。

教学难点：能初步运用本课所学的词汇和日常用语谈论运动话题。

课前准备：

PPT课件、课课练

教学过程：

Step1 Warm up Game1 Quick respond T: What are they? S: They are verbs. T: I say you do. (设计意图：游戏1，帮助学生复习已学动词，通过做动作，感知行为动词的具体含义，归纳、提炼，有助于学生区分这一重要词性，为以后相关句型与时态的深入学习奠定基础)

Game2 Judge 如果你觉得可以这样做：Yes, I can. 如果你觉得不能这样做：No, I can’t.

(Teach :

Yes, I can.

No, I can’t)

1. Can you eat in the dining room? 2. Can you talk in the library? 3. Can you run in the playground? 4. Can you sleep in class? 5. Can you play table tennis in the classroom? (设计意图：游戏2，复现第三单元can的句型，同时感知can的语义功能，意会can不仅能够表示一种能力，还可以用来表达能够发生的事，通过辨析，学生集中操练了can句型的两种答句，对比can与can’t的不同读音，解决教学难点。)

Game3 Guess

1. 出示一个圆形，What ball is it? T: Can you play table tennis? S: …

(s-s) 2. T: Here’s a magic box. I put the ball in the box. What is it now?

S: …

(learn: football

play football) T: Can you play football? S: …

(s-s) (同法教学basketball) (设计意图：游戏3，通过猜测游戏激发学生的学习兴趣，把第三、第四单元中出现的球类运动归纳到一起，看图猜测的直观学习使学生印象深刻，以旧带新促使学生掌握play一词和球类运动的固定搭配，归纳整理又帮助学生将所学知识建立纵向联系，同时教学时做到词不离句，将球类运动的动词词组运用到can的句型中，三个游戏有梯度地把动词和can的句型逐步复习并不断深入，使教学效果更佳。)

3.揭题Unit4 I can play basketball.

T: Some of you can play football, some of you can play basketball. Today we’ll learn Unit4 I can play basketball. Step2 Story time 1 Watch and answer Who can play basketball? (生答，师贴人物头像) (设计意图：整体推进故事，基于标题I can play basketball提出质疑Who can play basketball?学生通过看动画，把握文章大意，抓住关键线索和脉络，使学生学习文本更加有条理。)

2 Read and find 1) T: Who plays basketball best? Which picture tells you? Please read and find. S: Picture2 Learn picture 2 Find the key sentence. Listen and repeat. 2) T: Who plays basketball better? How do you know?

S: Picture1 3) T: How about Liu Tao?

S: At first, he ____________

T: Look at the picture. Can Liu Tao play basketball?

S: No, he can’t.

Learn picture 3 (What about=How about) Listen and repeat. 4) T: Later, can he play basketball?

S: Later, he ____________

T: At first, Liu Tao can’t play basketball. Later, he can play basketball. So if you can’t do something. Don’t be shy. You can try more times.

(设计意图：文章主人公Mike，Liu Tao, Wang Bing三人都会打篮球，只是三人情况各不相同，Mike能够打得很好，Wang Bing是会打篮球，而Liu Tao起先不会，通过同伴的鼓励和尝试之后，学会了打篮球。仔细地分析了教材，将故事教学处理成为主人公比拼的方式，Who plays basketball best? Who plays basketball better? How about Liu Tao? 学生根据所提问题，自主寻找相关图片，获取重要信息，培养了学生的阅读能力。对三、四两幅图的教学，引导学生根据自己的理解，尝试运用语言At first, he ... Later, he … 帮助学生打开思维的大门，促使学生在语言学习时能够做到学中用，用中学。)

3. Read

1) Try to repeat

2) Read by yourselves

3) Who can be little teacher?

4) Dub

5) Act

(设计意图：各种读的方式帮助学生感受英语朗读的魅力，鼓励学生做小老师，带领同学朗读，增强学生朗读英语的自信，同时也增加了学生朗读英语的内驱力，使他们能更自觉地利用课后和在家空余时间朗读，促使学生主动听课文录音，并高要求、高标准地模仿语音语调。) 4. Summary (

)1.当你想知道对方会不会踢足球时，你可以问：

a Do you have any footballs?

b Can you play football? (

)2.当你鼓励对方尝试一下时，你可以说：

a Have a try.

b Have a look.

(

)3.当你告诉别人你游泳很好时，你可以说：

a I can swim.

b I can swim very well. (设计意图：课堂小结，帮助学生掌握课文重点，复现主要句型，也能够查漏补缺，增强学生的辨析能力。同时也是一次较好的答题指导，帮助学生养成做题前，要仔细读题，并圈出关键词的好习惯，提高作业正确率。) 5. 完成课课练

Step3 Homework 1. Listen and read the story, try to recite it. 2. Act the story. 3.Preview Fun time and sound time 板书设计: Unit4 I can play basketball Can you play basketball?

Yes, I can. No, I can’t.

can play basketball very well can’t

→ Have a try. → can

can play basketball

(设计意图：教学故事时，采用主人公比一比的方式展开，故板书设计也采用领奖台的形状设计，使学生更加直观地掌握故事梗概，思维导图式的板书使学生理解文本更加清晰。)