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1、四上 Unit 4 I can play basketball (Period1)一、教学内容：Story time二、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
2、积极的方式参加运动。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，小篮球，小篮球框，板书，头饰五、教学过程：Step 1. Pre-reading 1. Enjoy the song: I can skate and I can jump2. Greetings. 3. Play a game: Follow me. Students do the action and say the words after the teacher.4. Learn: basketball, play basketball T: Look, I ha
3、ve a basketball. (实物展示) Drill: basketball, play basketball5. Learn: I can play basketball. Can you play basketball? Yes, I can. No, I cant.(1) T: I can play basketball. Look! (师投篮演示) See? Can you play basketball? If you can, you can say: Yes, I can. If you cant play, you can say: No, I cant. (2) Ask
4、 and answer T: Hi, little boy. Can you play basketball?S: Yes, I can. / No, I cant. T: Wow! Cool/ Nice/ Great/Wonderful! Its OK. Have a try! (3) CheckT: Can play basketball?S: Yes, he/she can. No, he/she cant. Step 2. While-reading1. 过渡：Boys and girls, some of you can play basketball. Some of you ca
5、nt play basketball. How about our old friends? (呈现P24第二幅图) T: Who are they? Where are they? Look at Mike. Can he play basketball? S: Yes, he can. T: I think he can play basketball very well. (Drill: very well) T: Do you have any questions about LT and WB?(引导学生自主提问) S: Can Liu Tao / Wang Bing play ba
6、sketball?2. Watch the cartoon and answer.3. Read pic3,4 and check. T: Can LT play basketball? T: At first, LT doesnt think he can play basketball. But after he had a try, he can play basketball in fact. He is just not confident. Step 3.Post-reading1. Read after the tape. 2. Read in roles.3. Dub for
7、the story.4. Act out the story. work in groups of 3 and act out the story. 5. Do a survey. T: Now they want to have a match with you. Do you want to have a PK with them? But I dont know who can play basketball well in our class. So lets do a survey OK? Rules（规则）： 1. 6 人一小组，选出一名组长负责记录和汇报。2.组内成员轮流问答，组
8、长在相应方框中打“”。参考句型：A: Hi, . Can you play basketball? B: Yes, I can. (OK) C: Yes, I can play basketball very well. (very well) D: No, I cant. 2. 组长汇报调查结果。参考句型：and can play basketball. and can play basketball very well. cant play basketball.总结：I know in this group can play basketball well. Then lets have
9、 a basketball match with them after class. OK? 6. Try to learn T: I know some of you can play basketball. But some of you cant. But never mind, I believe that if you never give up, always have a try. You can play basketball one day. OK? (Drill , 加动作)7. Assign homework.(1) Listen and read the story ,
10、try to recite it.一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。(2) Work in groups of 3, make a new dialogue with Liu Tao, Wang Bing and Mike and act i
11、t out.板书设计： Unit 4 I can play basketball家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗诵儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读能力提高很快。死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,
12、它恰是提高学生语文水平的重要前提和基础。教后反思：本节课是四上Unit4 I can play basketball Story time的新授教学课。执教老师根据四年级学生活泼好动的特点，结合本课重点句型I can Can you? Yes, I can./No, I cant.精心设计了各种体验性的活动，利用歌曲、Chant、打篮球游戏、表演、调查等活动让学生在玩中学、在学中玩。课堂中特别注重对学生课文朗读的指导和学生思维的训练，努力提高学生综合语言的运用能力，并注重培养学生自信、勇于尝试的良好品质。学生学得轻松、愉快。但最后时间没有控制好，调查时组长的汇报只有做到一组，没能检查其余组内学生打篮球的情况，在今后的教学中要合理分配各教学环节的时间、提高课堂教学效率。第 4 页
