年段

三、四

上课教师

赵冰

时间

10.17

地点

四（2）

课题

I can play basketball

组长

吴程程

本年段课标解读：

新课标在教学方法的选择上体现了百花齐放、百家争鸣的特点。教学有法，教无定法，经过十多年的实践，英语教学方法得到了很大的发展，英语老师们在课堂教学中更趋理性，课标只要给出统一的目标即可，这样既保证了教学效果，又给老师们提供了更大的空间，去展示自己独特的教学风格。在保持原有教学方法的同时，强调了新教学方法的多样性和创造性。

本课的中心问题

Can Wang Bing play basketball?Can Mike play basketball?

教学设计

Unit 4 I can play basketball

(Period 1 Story time)

Teaching objectives:

1. After listening, watching and reading, students can understand the story.

2. By listening and reading, students can recognize and read the words about sports: jump, skate, swim and play basketball, and students can use the sentence pattern: “Can you/he/she..?.” “Yes, I/he can. No, I/he/she can’t.”

3. Through the story, students can be aware of the importance of being confident.

Teaching procedures:

Step 1 Lead in (Pre-reading)

1. Enjoy a song: I can skate and I can jump.

   Answer: what sports do you hear? (to teach new words: swim, skate, and jump)

2. Brain storming: what other sports do you know?

(to know more words about sports and learn a new word--basketball, and present the sentence: “Can you/he/she..?.” “Yes, I/he can. No, I/he/she can’t.”)

Step 2 While reading

1. Present the situation: three of our friends are talking about basketball.

2. Listen and tick: who are in the story?

 Wang Bing(  √   ) Yang Ling（     ）Mike （   √   ）        Gao  Shan （     ） Su Hai（        ） Liu Tao （ √   ）

3. Watch and answer: Can Wang Bing play basketball?

                Can Mike play basketball?

                Can Liu Tao play basketball, too?

4. Read P 1 & 2 to find out who plays basketball better and how do you know?(to direct students how to read)

5. Read P 3& 4 and answer: Can Liu Tao play basketball at first(首先)?

                        A.Yes, he can.         B. No, he can’t.

                       Can Liu Tao play basketball at last(最后)?

                       A. Yes, he can.         B. No, he can’t.
  And how do you know?(to direct students how to read.)

6. Think about why Liu Tao can play basketball at last. (to know the importance of being confident.)

7. Summary--let’s fill:

 Wang Bing ___can___play basketball. Mike can play   ___basketball____very well. Liu Tao thinks he __can’t ____ play basketball  at  first, but he __can____   _play_____basketball  at  last.

Step 3 Post-reading

1. Let’s imitate. (pay attention to the pronunciation and intonation )

2. Let’s read (groups of 3)---choose one way to read: read in roles; read after one; read together.

3. Act it out.

Summary the usage of the new sentences pattern:

 a. A:Can  you ____________?

   B: ________, I ________.   Look!

   A: Great!/Nice!/Cool!

 b. A: Can  you ____________?

   B:  ________, I ________  .

   A: Have a try!

   B:Great!/Nice!/Cool!

4. Practice using the new sentence pattern.

Step 4: Homework

      1. Read after the tape for 4 times.

      2. Try to recite the new words.

研讨记录

赵冰：本节课我重新定位了教学目标：单词basketball, football, jump, skate, swim不变；句型则在原来的基础上去掉了Can they..? Yes, they can./No, they can’t.的教学，只需要学生了解即可，重点掌握句型Can you…? Yes, I can./No, I can’t. Can he/she…? Yes, he/she can. No, he/she can’t. 在总结完句型后，让学生以同桌为单位操练了句型Can you…? Yes, I can./No, I can’t.然后，通过完成Task 1来巩固句型Can he/she…? Yes, he/she can. No, he/she can’t. 但校对答案的方式还欠考虑，基础较薄弱的同学不太理解。本节课词句教学环节时间把握尚可，所以在课文表演时给学生展示的时间较前两次充裕，学生积极性也较高。

吴程程：赵教师在单词学习环节利用brainstorm的方法，引导学生进行回忆，思考，自己来说说球类单词，这充分体现了生本教育的理念。学生会的可以互相教，学生会的教师可以不教。教师在学生学习之后，再进行音标的指导学习，进一步体现了教师的作用。

顾丹丹：赵老师在教学句型时，利用球类实物，让学生问问，答答，做做，非常生动，激发学生的学习兴趣。课文学习环节赵老师进行指导自主学，如设计表格，让学生在文中找出人物，会做和不会做的事情。然后进行交流讨论。在讨论时，引导学生说出课文中的依据，再进一步学习句型。

陶慧敏：赵老师导入部分设计非常好，能很快激发学生的学习兴趣，也紧扣本课主题，并且赵老师本课准备充分，可以看出赵老师花了很多心思，语言表达和教学环节设计很出色，课容量适中，结构紧凑，达成了预定的教学目标。

研讨照片