Lesson 6 A Famous Football Player优质课一等奖教案

冀教版三年级起点B8 L6

A Famous Football Player教学实录

石家庄市西里小学

李艳

教学分析：

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。

学习内容分析：

本课为冀教版三年级起点第八册第一单元第六课，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。只需要学生理解故事大意即可，而不需要熟读和掌握。

教学目标：

知识技能目标：

1.学生在教师的帮助和图片的提示下读懂本课故事。

2.学生要回答关于本故事的问题。

2.学生在图片和关键词的提示下复述故事。

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: 能在故事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复述故事。

教学准备：多媒体、图片、词条

板书设计：

Lesson 6

A Famous Football Player

play football a very poor family

at Christmas time dug a hole

Pele

a football a coach a good player

the king of football in 1958 won the World Cup

famous

I. Class Opening

Greetings. T: Hello, boys and girls.

S: Hello, Miss Li.

T: Nice to see you. S: Nice to see you, too. II. Story Step 1: Pre-reading

1. Play a game, do and guess. T: First, let’s play a game, do and guess. I need one volunteer. Who wants to

come here? You do, others guess.

词条：play football/basketball/ping-pong/badminton T: What did he/she do? S: He/She played ... 【设计意图：此游戏可以复习动词的过去式，同时将学生快速带入到英语课堂中。】

T: Good job, thank you. We know ping-pong, basketball, badminton and football

are sports. Do you like to watch sports games? S: Yes. T: Now I’ll show you. 2. Watch the video of FIFA World Cup. T: What sport is it?

S: Football. T: Yes. The movie shows us a special football game，FIFA World Cup. Follow

me, please. S: FIFA World Cup. T: Do you like football? S: Yes. /No. T: Who is your favourite football player? S: ... T: Why？

S: 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。】

Step 2: While-reading

1.

T: Good work. Today we’ll learn a story about a famous football player.

Together. S: 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.”

S3: I can see some houses. T: Are the houses new or old? S: They are old. T: The boy plays with the can, also he plays with the boxes and bottles. Why?

Now read part 1and underline the answer. 屏幕显示Question: Why did the boy use boxes and bottles as footballs? T: Who can read the question? T: Have you got the answer? S: 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: 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?

S: Football. T: Who gave him the football? Guess!

S: ... T: Maybe, now listen . (Part 2音频) 【设计意图：猜测可以发散学生的思维，听录音为学生提供地道的语音、语调，听音后回答问题可以检测学生的听力水平。】

T: Who gave him the football? S: The coach. T: Yes. The coach gave him a football. 贴词条a coach

a football T: Look , he is a coach. Who can read it? S: Coach. T: This line, read it one by one. S: 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? S: Because he thought that the boy would be a good player. T: Read together. S: ... 贴词条

a good player 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.

【设计意图：让学生带着问题默读故事，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,did (师做动作）what’s the meaning? S:挖。

T: Why did he dig a hole? Could he buy a Christmas gift? S: No.

T: He was from a very poor family. 指着词条说

T: What did he say? S: “I can’t buy you a Christmas gift.But I can did a hole for your Christmas

tree.”

T: How did the coach feel? S: He was very happy. T: What did he say? S: “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.

T: I’m the coach, who wants to be the boy? T: Now work in pairs. 【设计意图：角色扮演可以发挥学生的主体作用，活跃课堂气氛，激起学生的兴趣，同时让学生体会小男孩和教练的语气和感受。】

4. T: Wonderful. What would the coach do and what would happen next? Please read part 4 and find the answer.

Q1: What did the coach do? Q2: What happened in 1958? Check the answer. S: The coach asked the boy to be a player on his football team. S: 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年世界杯视频

【设计意图：通过贝利第一次夺得世界杯的视频，让学生领略贝利的风采，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? S: I’m 11/12 years old.

T: Five or six years later, you will be 17. At that time, you will be 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.”

6.

T: This is the story. Now let’s watch the video of the story. Then let’s do an

exercise. 【设计意图：通过观看故事视频，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

1. Order and match. T: First, order the pictures, then match the pictures and sentences. Check the answer.

Check the answer. Ss read the sentences together. 【设计意图：四人小组活动，先将图片排序，然后将图片与句子匹配，让学生动手动脑，既培养了学生的团队合作意识，同时为接下来的复述故事打下了基础。】

2. Retell the story. T: This time, let’s retell the story. 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? Please

do it.

【设计意图：复述故事既可以检测学生对故事的理解程度，同时又可以培养学生的语言组织能力。】

3. Expansion. T: What can you learn from Pele? In English or Chinese.

S1: Work had.

S2: Never give up. T: Good!

T: Try to find your interest, work hard and have a greatful 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

T: Now I’ll tell you a story about a ping-pong player. When she was five years

old, she began to learn ping-pong and took part in the national team in 1988.

In her sporting life, she has got the world champion（冠军）eighteen times

and Olympic（奥运）champion four times. Do you know who she is? S: ... T: Yes. She is Dang Yaping. Just like this. So much for today. Thank you very much.Goodbye.

课

后

反

思

成功之处：

1. 基本完成了设定的教学目标，学生能在教师的帮助和图片的提示下读懂故事，能回答关于本故事的问题，最难能可贵的是学生能在图片和关键词的提示下复述故事，而且复述的非常好。

2. 课堂活动形式多样，有work in pair和group work，这样全体学生都能参与到课堂活动中。

3. 两个视频即开始的2014年足球世界杯精彩瞬间和1958年的足球世界杯，吸引了学生的眼球，同时很好地与本课故事内容进行了结合。

4.

读后的拓展环节比较好，即从贝利身上学到了什么？发散了学生的思维，将本课的内容进行了升华，让学生从中体会球王贝利的精神。

不足之处及改进：

在作业环节，我以邓亚萍的故事作为范例，但是看到学生们的反应我就知道可能邓亚萍离他们的生活有点远，如果以他们比较熟悉的运动员来作为范例，效果可能会更好一些。这就提醒我以后在备课的时候应该多从学生的角度出发考虑一些事情。

孙宇点评：

李艳老师提供的课例是一节典型的高年级故事课。李老师对故事课课型的把握到位，教学设计思路清晰，环节流畅，活动多样。现就本次活动的“课堂活动”主题，对李艳老师的课进行如下分析。

读前活动，李艳老师设计了两项活动：1. 游戏“Do and Guess”此项活动设计目的明确，复习了本单元与运动相关的短语，并能让学生在游戏的氛围中快速融入英语课堂。2. 观看巴西世界杯的视频短片。吸引学生注意力，引入本课故事。

读中活动，李艳老师设计的活动相当丰富。比如让学生默读画出答案、听音回答问题、默读选择答案等。同时，李艳老师在学生阅读故事过程中，注意了问题设计的梯度。比如在故事第二段，在没有阅读之前，她先让学生观察插图，提出问题“Who gave the boy a football?”，然后让学生带着这个问题听故事片段。这个问题比较简单，学生在听完一遍之后，可以回答出“The coach gave the boy a football.”

然后，李老师顺带通过“What’s a coach?”这个问题，展示出足球教练和瑜伽教练这两幅图，让学生突破了新词难点。后面还有一个难点词汇dug，李艳老师的设计也很巧妙。在阅读故事过程中，联系上下文并辅以动作演示，让学生轻轻松松就明白了dug a hole的意思，还了解到dug是dig的过去式。当学生理解并会读coach之后，李老师立即抛出问题“Why did the coach give the boy a football?”这样一个问题。这个问题需要学生仔细阅读文本才能找出答案。在读中的活动设计中，李艳老师特别注意了让活动由易到难、层层递进，关注了全体学生。在每讲完故事一部分的时候，李老师将提取的关键词及短语及时贴在黑板上，

并带着学生进行简单复述，这都为了最终学生能够复述整个故事打下了坚实的基础。

读后活动的两个活动设计也相当精彩，这个精彩是从学生身上展示出来的。第一项活动，让学生动手动脑，将图片故事排序，然后与相应的句子进行匹配。第二项活动，复述故事。从学生的课堂反馈中，我们可以看到，李艳老师前期的各项活动确实是成功的。所以，在最后的复述故事环节中，学生才能展示得如此精彩。

综上所述，李艳老师的这节故事课课堂活动设计扎实、高效。注意了每项活动前的教师示范、引领，同时，活动设计能够让全体学生参与，值得我们学习和借鉴。