四年级上册英语教案Unit 4 I can play basketball (Period1 Story time)译林版（三起）.doc

1、四上 Unit 4 I can play basketball (Period1 Story time)一、教学目标：1.能听懂、会说、会读日常交际用语及句型I can play basketball . Can you play basketball? Can Mike? 及回答Yes, I/ he can. No, I / he cant.并能初步运用。2.能主动表达Nice！Cool！Great! Very well! Have a try! 夸赞他人或鼓励他人。3.能正确理解Story time故事，用较好的语音语调朗读对话，并尝试表演。4.通过学习故事激发学生对运动的热爱，能用积极的

2、方式参加运动。5.培养学生自信并且勇于尝试的精神。二、教学重点：正确理解故事，并会朗读。三、教学难点：能对句型Can ?作出正确应答。四、教学准备：PPT，篮球，单词卡片五、教学过程：Step 1.Warming up 1. Free talkGet to know each other 2. A game: I can3. You sayT: Now you know me. And I want to know you. You can say like this: I can Step 2.Presentation and practice1. New-teaching: T: Toda

3、y were going to learn Unit 4 I can play basketball. (揭题)Teach: basketball ， basket + ball basketball play basketballI can play basketball.2. Ask and answerDrill the dialogue:A: Can you play basketball?B: Yes, I can. A: Cool!/Nice!/Great!B: No, I cant. A: Have a try!T: After you try, you can do it. S

4、o, heres a slogan for you: I can try! I can do!Step 3: Story time1. Look and talkTalk about the picture to know who, where and what2. Lets ask引导学生通过看图自主提出三个问题3. Watch and answer Q1: Can Wang Bing play basketball? 追问：How do you know? (分句指导读)4. Listen and answerQ2: Can Mike play basketball?T: Can Mike

5、 play basketball? 追问： Is Mike good at playing basketball? 引导学生自主体会very well意思 拓展：Yao Ming, Sun Yang, TF boys(分句指导读)5. Read and answerQ3：Can Liu Tao play basketball?Can Liu Tao play at first? （配图, 引导学生看图，说说理由nervous，confident.）Can Liu Tao play at last?T: At last, he is confident. So he tries and he c

6、an do it! Liu Tao can do it, then we can do it. I can try! I can do! (分句指导模仿读)Step 4: Practice1. Reading time a. read after the videob. choose the way you like to read: read in roles/read after one/read together/2. Acting timeStep 5: Consolidation1. Summary 总结故事内容及归纳所学评价语2. Make a new dialogueT: The

7、 autumn sports meeting is coming. You should choose the best players to attend the meeting. Now do a survey with your partner. Try to find what sports he/she can do and what sports he/she cant do. (要求学生用本节课所学的I can Can you来问问题。)Slogan: I can try! I can do!Step 5：Homework1. Listen and read the story,

8、 try to recite it.2. Act the story in groups. 3. Try to make a new dialogue about the girls. 板书设计： Unit 4 I can play basketballCan ? Nice !WangBingYes,/ NoCool ! Have a try!Great！Good ! Mike LiuTao教学反思： 本课谈论的话题是学生较为感兴趣的运动篮球，因此在课堂教学中，我利用了一个小篮球作为教具，试着让学生们动一动，投投篮来创设整体真实有效的课堂情境。在这个仿真的情境中，学生们更乐于进行语言输出，整个

9、课堂氛围十分活跃，学生们表达的欲望很强烈。故事文本的学习主要围绕三个问题展开，三个问题的处理在设计上则是各有重点。在处理第二个问题very well时，我发现学生常常会出现表达困难，因此才反思出一带而过或只强调中文意思是不够的，所以将教学环节做了调整，充分发挥形与音的作用，先让学生观察图片，Mike潇洒的投篮姿势可以看出very well,再让学生听录音，从cool赞叹的语调中感受very well。最后让他们欣赏姚明，孙杨等的图片，加深对very well的印象。第三个问题是问Liu Tao是否会打篮球。我觉得一开始Liu Tao说：No，I cant.并不能说明他真的不会，可能只是他认为自

10、己不会，所以我让学生观察并思考Liu Tao一开始觉得自己不会打篮球的原因，通过讨论趁机激励学生上课的热情并培养他们勇于尝试的精神。总的来说，学生们本节课的表现很令人惊喜。但在教学过程中也发现了一些问题：1.在进入文本学习的自主提问环节，学生很难准确提出我预设的问题，所以我反思了问题的难度。后来，我尝试进行了一个示范性的提问，给学生一点提示，再慢慢引导学生尝试提问，效果很明显，慢慢地第三个问题就能由学生能准确说出来了。可见，引导在教学中举足轻重。2.对于very well知识点的处理，当我通过图片想要让学生进行语言输出时，学生还是比较迟疑，所以我也在反思对于第一课时的学习来说，此任务是否难度过大，或者可以简单用打星来评判Mike的篮球能力，very well两颗或三颗星，让他们初步了解即可，降低难度。3.最后对话创编环节呈现不够活跃有趣，可能也是设计上存在问题，做完调查是否应该以汇报形式呈现成果，而不是演出来，这样整体的可能逻辑性更强。