Class 1 Textbook p.44教学设计及说课稿

Unit 6: Can You Play Soccer?

Period 1

下东营小学

乔静静

一、Teaching Objectives:

1. Knowledge objectives:

①

Students can listen,speak,read and write the words and phrases: soccer ,soccer ball,soccer shoes, play soccer ○2Sentence structures：What’s this/that?

It’s a/an… What are they? They’re … Can you…? Sure(Yes),I can./No,I can’t.

2. Ability objectives: (1) To develop Ss’ abilities of listening , speaking , reading, and writing .

(2) To train the Ss’ ability of working in groups. (3) To foster Ss’ abilities of communication and their innovation.

3. Focus of the lesson:

1.学生能够听懂并会询问单数和复数物品。2.能听懂并询问他人能够做的事。

4.Predicted area of difficulty: 1. 学生能够正确区分和使用可数名词的单复数，并能进行问答。

2. 学生能够正确区分和使用短语：play+ 球类; play +the+乐器。

二、Teaching methods: Task-based teaching approach, TPR, Situational language teaching,

三、Teaching aids: some pictures, a soccer ball, tape 四、课前录制微视频

情境教学，让微视频更显趣味性

本节微视频的主要内容是询问别人是否会做一件事情以及它的回答。微课的设计也要注意情景,我设计了Micky想要寻找一些会踢球的小伙伴这一情景主线带领学生学习。让学生在寻找小伙伴的情境中体会学习Can you…?的用法。

五、课堂教学

Teaching Procedures：

Step I : Greetings and assessment introduction 【设计意图：介绍评价方式并以此贯穿全课，通过此评价方式激发学生的学习兴趣。】

Step II: Check up 1.

1.Sing a song. 【歌曲既能检测学生对微课所学的掌握又能激发学生的学习兴趣】

2.Show your robot. T: Yesterday I let you make a robot. Who wants to be a robot? Team1 Who is the robot?Team 2 you can interview the robot. S1: Can you swim? S2: Yes,I can. …

T:Who can say more things about the robot? S: I’m a robot. I can play soccer. I can sing a song, too. I can sing very well.Do you like me? 【设计意图:检测学生对Can you…?是否掌握.同时拔高好学生,可以描述他所设计的机器人,输出更多的语言。】

Step III: Learn the new knowledge. 1. Watch and learn T:Look at my robot.What can my robot do? S1: It can play soccer. 【设计意图：在情景中讲授play soccer】

2. Look and say S1:What’s this/that?

S2:It’s a soccer ball.

T:What are they?

S:They’re soccer balls/shoes.

【设计意图：教师借助实物讲授soccer ball/shoes】

3. Look at the pictures and practice in pairs.

T:What’s this/that?

Ss:It’s a/an…

T:What are they?

S:They’re…

【设计意图：同桌对话，帮助学生运用句型，从而达到巩固句型的目的。】

4. Know more balls. Look at the screen to know basketball ，football,volleyball…

play basketball /football/volleyball…

And let the students sum up the knowledge about play+ 球类; play +the+乐器。

【设计意图：为学生提供更多的球类相关词汇，扩充知识量。同时让学生自己区分球类及乐器短语的区别，从而扎实掌握。】

5.Dialogue. T: Try to learn more skills. And my friend Tom wants to learn more. But look at Tom. What’s wrong with him?

S: He’s sad.

T: Why is he sad? S: He can’t play soccer.

T: Who wants to be Tom? (Find a student to make a dialogue.) 【设计意图：创编的对话中包含了本课的重点知识，让学生在语境中理解运用。小组合作的学习方式能让学生在同伴互助中提高自我，同时也扩大了学生交流面，能让更多的学生参与到课堂中，实现语言学习的实践性。】

6.Come to the text. Listen and follow. 6. Do the exercise.

1. 看图补全句子。2.连词成句

7.Who is the winner today? All of you did a good job today. I want to tell you :Life lies in movement. Do more exercise as much as possible. StepIV: Homework. 1.替换划线处各仿写2个句子：

I can play soccer.

I can’t play baseball. 2.替换划线处仿写一组对话：

A: What are they?

B: They’re soccer shoes.

A: Can you play soccer?

B: Sure, I can. / No, I can’t.

六、Blackboard design Unit 6 Can You Play Soccer? What’s that? It’s a soccer ball.

What are they? They’re soccer shoes.

Can you play soccer? Yes,I can./No,I can’t.

七、Teaching reflection: 根据本课的重点句型，我选择录制Can you … ?的用法。让学生随着Micky寻找踢球小伙伴的情景，体会句型的用法,在短短几分钟的微课中我通过大量的例句帮助学生形成语感,最后进行知识点的总结,学生就更加明白了Can you … ?的用法。而接下来的课堂回收部分我通过设计如下两种不同形式的课堂活动来检测学生对微课的学习效果，

1、Sing a song!2、Robot show.我感觉学生对微课的学习掌握很好。紧接着处理了课文中没有处理的教学内容，我觉得比较满意的内容有：充分利用多媒体等现代教学手段，在课堂上创设相对真实的生活情景，让学生身临其境的理解语言的功能。让语言与生活紧密结合。同时进行一定量的语言拓展和知识拓展。

教学气氛轻松，把孩子们的被动学习变成了主动学习过程，学生都自愿学习。但是.由于一堂课的时间有限，放给学生的时间还不够多，小组活动中，不能让每个学生尝试到更多的角色扮演。今后的教学应该给学生更多的表达空间与时间。