小学英语牛津译林版四年级上册Unit 4 I can play basketball第一课时教案

这是一份小学英语牛津译林版四年级上册Unit 4 I can play basketball第一课时教案，共7页。
Teaching cntents 教学内容
1. 学生阅读理解故事内容。
2. 学生在理解的基础上表演故事。
3. 学生在表演的基础上，适当拓展改编故事为小短剧并进行表演。
Teaching key pints and difficult pints 教学重点和难点
教学重点：1. 从整体上阅读故事并理解。
2. 语音语调正确地朗读对话，表演故事。
教学难点：学生能够阅读理解故事内容。
Teaching prcedures 教学过程
Step 1 Greeting & Warm up
1. Greeting
T: Hell, bys and girls.
S: Hell …
T: Nice t meet yu.
S: Nice t meet yu, t
T: Gd. Tday I’m very happy. Are yu happy t?
S: Yes.
T: Great!
2. Play a game (Get t knw each ther)
T: First, let’s play a game—Listen, read and judge. Lk at the rules. Please say “Yeah, Yeah, Yeah” if yu think it is true. Say “N, N, N” if yu think it is false. Gt it?
S: Yes.
T: Gd. Here we g. It’s abut me. Ready? G.
I can run. I can sing. I can swim. I can dance. I can fly.
I can speak English. I can play basketball.
(老师带着学生边说边做动作：run, sing, swim, dance, fly等。)
S: Yeah, Yeah, Yeah./N, N, N.
【设计意图：让学生初步感知句型I can …，带动学生在课堂开始时的学习热情，也为下一步学习进行铺垫。】
Step 2 Presentatin
T: Nw, yu knw smething abut me. I can speak English. I can sing and dance. I can play basketball. Lk, this is me. And I am wrking fr the Super Kids Club. Yu knw super kids? Fllw me. Super Kids Club. (PPT出现Super Kids Club)
S: Super Kids Club.
T: I’m the cach at the Super Kids Club. Wuld yu like t jin this Super Kids Club?
S: Yes.
T: OK, I see yu want t be super kids. But first, yu need t finish sme tasks. Can yu play sprts? We have Sprts time tday. Can yu read? We have Stry time tday. Can yu act? We have Shw time tday. When yu finish Sprts time, Stry time and Shw time, yu can be Super Kids. Are yu ready? (教师带领学生了解本课需要完成的任务，以及完成任务后获得的奖励)
S: Yes.
T: OK. First, let’s g t Sprts time. Befre that, this is the slgan f Super Kids Club. Fllw me, I can! I try! I’m super! (教师引导学生说出口号，并配上动作)
S: I can! I try! I’m super!
T: Let’s g t Sprts time. What sprts are we ging t play? Take a lk.
S: Basketball.
T: Can yu play basketball?
(教师拿出小篮球及球框实物，鼓励学生亲自感受投篮乐趣)
S1: Yes, I can.
T: Shw us, please.
S1: Lk! (学生拿起篮球，对准球框投篮)
T: Cl!/Nice!/Great!
T: Can yu play basketball?
S2: N, I can’t.
T: It’s OK. Have a try.
T: Cl!/Nice!/Great!
【设计意图：任务型教学与学生活动相结合，明确学习目标，同时加以篮球实物，直观教学，鼓励学生在玩中学，激发学习动力与学习兴趣。】
Step 3 Stry time
1. Sprts time
a. Ask and answer
T: Can yu play basketball?
S: Yes, I can./N, I can’t.
T: Nw, I need yu t ask and answer in pairs. (两人一组，操练本课句型)
(反馈时，扩大操练密度，让学生拿着篮球，边玩边说句型)
【设计意图：引导学生进一步掌握句型。】
2. Read the stry (Stry time)
a. Lk and talk
T: OK. Nw I’m sure yu can play basketball. I think we finish Sprts time. Let’s g t Stry time. What stry are we ging t read? First, there are three bys. Wh are they? (PPT出示课文图片，教师带领学生观察图片并展开讨论)
S: Mike, Wang Bing and Liu Ta.
T: Where are they?
S: They are in the playgrund.
T: What d they want t play?
S: They want t play basketball.
T: Gd! Lk at Liu Ta’s face. What d yu think? Try t ask sme questins.
S1: Can Liu Ta play basketball?
T: I wnder s.
S2: Can Wang Bing play basketball?
T: Yes, f curse.
S: Can Mike play basketball?
T: I think s.
【设计意图：引导学生通过课文图片，发现有用信息，整理课文要素。】
b. Watch and answer
T: With these three questins, let’s watch a funny cartn. Here we g.
(播放课文动画后核对答案)
T: Nw can yu answer these questins? N.1, Can Wang Bing play basketball?
S: Yes, he can. Wang Bing can play basketball. (教师板书这个句子)
T: N.2, Can Mike play basketball?
S: Yes, he can.
T: Mike can play basketball. And he can play very well. (板书)
Can Liu Ta play basketball?
S1 N, he can’t.
【设计意图：帮助学生整体感知课文。】
c. Watch and chse
T: What d yu think? Let’s watch again and chse.
T: Can Liu Ta play basketball at first (首先)?
S: N, he can’t.
T: Can Liu Ta play basketball at last (最后)?
S: Yes, he can.
T: Liu Ta can’t play basketball at first. But he can play basketball at last. (板书)
Nw, yu gt the main idea f this stry. Let’s say it tgether.
S: Wang Bing can play basketball.
Mike can play basketball. And he can play very well.
Liu Ta can’t play basketball at first. But he can play basketball at last.
(通过板书这些句子，帮助学生掌握课文大意)
【设计意图：引导学生关注课文中的细节信息。】
d. Listen and repeat (听录音，重复句子后跟读课文，鼓励学生模仿语音语调)
【设计意图：通过精读课文句子，模仿语音语调，理解文中人物的心理与情感变化。】
e. Read alud in rles (三人一组，分角色朗读课文内容)
【设计意图：引导学生进一步理解掌握课文中的句子和词汇。】
Step 4 Cnslidatin
1. Act the stry
T: Yu really did a gd jb in this stry time. It’s Shw time fr yu. Can yu act the stry? Prepare it int grups f three. Then cme t the blackbard and act it ut. (教师组织学生三人一组，表演课文)
【设计意图：表演课文是帮助学生复习、巩固课文的最佳方式，学生带着头饰，利用所学，将故事内容进行脱稿表演是对自身能力的又一次提高。】
2. Make a shrt play and act it ut
T: I knw yu can act the stry very well. Nw I’ll give yu a big challenge. Lk here. Can yu make a shrt play? This time, yu need t wrk in grups f fur. Make a shrt play with the stry. I think ne f yu can be the narratr, and the ther three can be actrs. I als give yu sme tips. (四人一组，将课文改编成短剧的形式，旁白一人，演员三人，教师给出开头与结尾的提示，以供参考)
T: Excellent, bys and girls. Wnderful jbs yu did tday. I can see yu can play, yu can read and yu can act. Nw yu are Super kids!
S: Yeah!
【设计意图：将课文改编成短剧的形式，对学生提出更高要求，期待通过创新、合作，共同将这节课所学内容以自己的方式演绎出来，学生有话可说，有话想说，课堂气氛再次升至高点。】
Hmewrk 家庭作业
1. Listen and read the stry. Try t recite it.
2. Act the stry in grups.
Teaching aids 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： Unit 4 I can play basketball
can play basketball.
can play basketball well.
can’t play basketball at first.
can play basketball at last.
Wang Bing
Mike
Liu Ta
说课
一、整体情景创设
在进入实际教学流程介绍前，我想先和老师们分享一下我对本节课的一个整体情境的创设——Super Kids Club（超级儿童俱乐部）。学生们必须像游戏闯关一样完成三个任务时间段里的任务，即Sprts time, Stry time, Shw time，才能顺利成为俱乐部会员。
二、教学流程与设计意图
下面，我们来简要回顾一下实际教学环节中的活动设计：
Pre-reading 阅读前
在阅读前阶段，我设计了两个层次递进的活动。首先我利用和学生的信息差，设计了listen and judge这个游戏，学生通过听音判断了解我作为老师的个人信息，进而得知我是一位超级儿童俱乐部的教练；进而萌发了想成为俱乐部的成员的意愿，之后了解了入选俱乐部的条件，即完成下面三个任务。下面自然进入第一个任务——Sprts time，在此，我通过自然交流了解到学生是否会打篮球，并安排现场投篮的展示。
这样的设计意图着眼点在于：1创设整体情境；2. 激发兴趣和积极性；3. 导入相关话题——sprts；4. 渗透句型教学I can …为后文的学习做好铺垫。
While-reading 阅读中
阅读前的热身后，我们的学习进入重要的主体部分：阅读中阶段。本阶段中，我设计了以下5个前后相连的活动：
1. Lk and talk 学生看图了解故事背景，并激起对文本的猜测；
2. Watch and answer 学生带着问题和预测观看卡通，了解故事整体信息；
3. Watch and chse了解大意后，学生再次观看卡通，进行细节信息的选择；
以上三个设计的核心在于“阅读并理解故事”。在理解后，为了更有效地加强语言的输入，我又设计了以下两个朗读活动。
4. Listen and repeat 听录音跟读，强调模仿，重在培养正确的优美的语音语调；
5. Read alud in rles 分角色朗读，强调理解性整体性朗读，重在培养语感。
以上五个紧密联系的活动设计的目的是有效地进行语言输入。
Pst-reading阅读后
阅读后阶段，通常我们认为是语言输出阶段。考虑到四年级学生爱表演的年龄特征，所以首先我设计了两个层面的活动：
1. Act the stry 学生围绕课本表演；
2. Make a shrt play and act it ut 学生将课本对话改编成一个有头有尾的小剧本并表演。
这样的设计可以巩固对文本的学习也为学生使用目标语进行综合性语言输出创设平台。