Content

I can play basketball (Fun time & Song time)

Teacher

卞映月

一、教学目标

1. 通过听、说、读的方式，能从音、形、义的角度掌握4个运动类词汇，并初步学习使用相关短语表达及简单句的运用，了解更多的体育运动。

2. 通过情景的创设，学生能理解并运用can的句型，能初步进行有意义交际。

3. 学生能唱歌曲I can skate and I can jump。

4. 通过情境体验和多元互动，培养学生的综合语用能力，提升学生思维品质。

二、制定依据

1. 教材分析

本课是四年级新教材(上册)第四单元的第二教时，课型定位为词汇、句型课。本单元以“I can play basketball”为主题，谈论各种运动。本单元教材的核心内容是学会有关运动、活动的单词句型，主要学习如何询问他人是否会做某项运动，能在一定的情景中正确使用“Can … ?”“… can/can’t ….”句型进行交谈,并能把所学单词句型运用到日常生活中去。在第一课时story time的学习中，已经掌握了一些球类运动的表达，对重点句型I can … . Can you … ? 及其应答也已经初步掌握。但句子相对简单，构不成真正的交际。因此本课除了进一步复习巩固第一课时的球类运动及相关句型外，重点从音形义掌握运动类单词jump、swim、skate。句型方面重点突破can和can’t。由于这些单词学习难度不大，而且在实际生活中run和jump不存在不会的情况，而swim和skate则存在。基于生活实际，本课词汇教学的另一重点就是结合副词来丰富学生在运动方面的表达。通过创设情景，让学生运用单词、句型在情景中交流。词句相结合，在学习新词的过程中结合不同梯度的句型让学生在情境中多说、多用，在生生互动中获取信息，梳理整合信息，在学中用，用中学。最后survey中进行真实的交际，运用本课重点句型介绍自己、介绍他人，形成小语段输出。

2. 学生分析

【现状分析】本班共有44 位学生，大部分孩子对英语学习有很大的兴趣，并乐于开口表达，学习的主动性较强。少部分孩子(尤其是男生)缺乏自信，不太爱举手发言。另外，本班绝大部分的孩子都有良好的英语学习习惯，但在接受能力方面存在一些的差异，因此在日常教学时容易出现“替代”现象。

【知识基础】学生通过一年多的英语学习，已经具有简单交流的能力，并能理解老师常用的课堂指令用语，但语言基础相对比较薄弱。在之前的教学中，教师重点培养学生准确发音，提高听说能力和词汇理解与记忆的方法，学生对语音拼读规则已有了初步的了解，尤其是辅音字母的发音，为单词教学做了很好的铺垫。学生在第一课时story time的学习中，已经掌握了一些球类运动的表达，对重点句型Can you … ? 及其应答也已经初步掌握，词汇方面run是三年级的四会单词，因此本课的重点词汇有运动类单词jump、swim、skate。由于这些单词学习难度不大，而且在实际生活中run和jump不存在不会的情况，因此本课词汇教学的另一重点就是结合副词来丰富学生在运动方面的表达。句型方面重点突破can和can’t。词句相结合，在学习新词的过程中结合不同梯度的句型让学生在情境中多说、多用。

Teaching Procedure

State

Teacher’s  activity

Learner’s activity

Purpose

Step1

Pre-task preparation

T: Let’s begin our class.  Today, I’m your new English teacher. This is my Name Card. My name is Vicky. Hello，boys and girls！

I’m 42 years old. I have some hobbies. I like singing. And I can sing well. (Listen唱两句) Do you like this song?

Let’s sing together. OK？

Clap your hands.

You can sing well too. What’s the song about? It’s about … .

Yes. Sports are fun and good for our health. So I like doing sports too. And I often go to the sports club. 板书

Ss: Hello, Vicky.

Yes.

OK. Sing the song 《I can skate and I can jump》

Ss: sports

课前以Name Card的形式自我介绍与学生拉近距离，也为后面为Fun time中的人物制作名片作铺垫,创设sports club情境。歌曲热身，激发学生的学习兴趣，使学生轻松地快速进入英语学习状态，同时初步感知本课要学的运动类单词和句型。

Step2

While-task procedure

1. 1. T: Look! Our friends are in the sports club too.

2. Guess: What club do they join? Why?

3. Nice! Let’s review the story time according to your mind map. Whose turn?

2.Well done! In the ball games club, we can play basketball.板书 What other ball games can we play? We can play … .

板书球类运动

Look at these words, what’s the same part?

T: Right. They all have the word

ball.

3. Look, there are some other clubs, let’s go and have a look. OK?

①T: Oh, it’s a running club.

Can you spell run? 板书

Look, they can run fast. 板书

So they can run fast, what about you?

Look, the girl says: I can run like a horse. What about you?

Excellent!

②Let’s go on. It’s a jumping club.

T: Listen! “jump”  

j_mp   What’s missing?

Look at the boys. Can they jump well?

How do you know?

He/One can jump high.

He/The other can jump far. 板书

Model:

I can jump… What about you?

Please talk to your partners like this 

③T: Now, we are in the swimming club. Listen “swim” 

sw_m  What’s missing? 板书

Look at the children, they can swim … .                well板书

T: Can you swim?

Do you want to know me? You can ask me.

T: No, I can’t.

Do a report (make a model)

①I can’t swim. But he/she can swim.

②I can’t swim. He/She can’t swim either.       句子板书

Please ask and answer like this (PPT/板书Can you …?)

then try to say sth. about you two:

I … . He/She … .

Who wants to say sth. about you and your partner?

④ T: Now, let’s go to the skating club. Listen “skate” 

sk_t_  What’s missing?

Look, they can skate …

Please ask and answer in pairs then try to say sth. about you two.

Ready, go!

3.Consolidation

You can talk about sports. Now, it’s time for chant. Follow me！

Another one

You can choose one you like to make a new chant. Ready, go!

4.Fun time

T: You did a great job! Look, here  comes three new friends, they all like sports, so they want to join the sports club too.

1) Read and make

T: Here’s their self-introduction.

First, work in two, read P26 quickly.

Then, choose one of them to help make his/her Name Card on this paper.

Clear? Ready, go!

2) Ask and answer

Let’s ask and answer according to the Name Card?

What questions can we ask?

反馈一组

Let’s begin.

3) Think and say

①T: We know sth. about them. Now, let’s think.

What clubs can they join? And why?

But can he/she join the … club?

Why?

1) He can practice more in the club. Because practice makes perfect.

2) Although he can’t …, he can have a try. Maybe he can …, just like Liu Tao.

So he/she can go to the … or … .

②Let’s discuss in groups of four.

How can we choose a club?

Please try to speak in English, but if you can’t, you can speak in Chinese. Ready, go!

Let’s make a summary:

①If we can do sth, we can go to the club and practice more. So we can do it better.

②If we can’t do sth, we can have a try. Maybe we can do it well.

③If we like sth, we can also go to the club as a hobby.

Basketball club.

Because they can play basketball.

S1: I am. Come to the front and retell the story.

Ss: We can play…

Ss: …

OK.

Yes, R-u-n, run.

Ss read “run fast”

I can/can’t run fast.

I can run like a …

S: Listen and try to spell

Ss: Yes!

Ss: jump high/far

S1: I can/can’t …

A: I can jump … What about you?

B: I can/can’t jump … .

S: Listen and try to spell “swim” 

Ss: swim well / fast

S1: Yes, I can. / No, I can’t.

S1: Can you swim?/ What about you?

S1: Can you swim?

S2: Yes, I can. 

/ No, I can’t.

Ss:

① I can swim … , He/ she can swim, too.② I can swim, but he/she can’t swim.

③I can’t … . He/She can’t ... either.

Listen and try to spell “skate” 

skate well/ fast

S1: Can you skate?

S2: Yes, I can.

/ No, I can’t.

Ss report

Model：

1) Swim, swim, I can swim. I can swim, like a fish/very fast/well.

2)basketball, basketball, Can you play basketball? Oh，yes! Oh,yes! I  can play basketball. / Oh, no! Oh, no! I can’t play basketball.

Ss choose one to make

a new chant.

Ss read then make the card in pairs.

Ss: What’s…?

      How old …?

      Can … ?

Ss ask and answer in pairs.

… can join …

Because …

Yes. / No. 

Because …

Ss think and discuss in groups.

1.导图式复述故事内容,复习第一课时story time，Spokesman是创学堂特色。

2.开放性问题What other ball games can we play？激活学生的已知,聚类回收生成的球类资源。引导学生通过观察，发现部分球类单词的构词法，培养学生观察能力和归纳能力。

①这一环节的功能在于拓展run的语用功run like a …,run fast。学生在表达run like a…的过程中与旧知动物类单词建立联系，边说边做动作，激发学生的兴趣，在快乐中学习。

②jump一词从音入手，让学生通过听来填空，加深对字形的印象。继续运用上一环节的结构表达I can jump like a …。同时拓展了两种概念的跳，让学生学会表达jump high，jump far。①②两部分帮助学生在情景中用陈述句表达自己会不会某项运动技能。在交流中体会运用too。

③swim的学习同jump，但在同桌交流时先用问答形式Can you … ?获得对方的信息，接着陈述的形式说说同桌两个人的情况。教师在学生的反馈过程中提炼连词but，too, either的用法。与上面的环节比较，这一环节从对话文本转换成了叙述性文本，初步感知理解对话交际的实际意义。

④skate的学习音和形入手，帮助学生有效记忆单词。两人通过问答了解对方的溜冰技能，然后提炼总结两人情况，进一步巩固运用上一环节的叙述性文本，深度理解其语用功能。

3.通过创演儿歌，激发学生的发散性思维和创造能力。两种形式的儿歌让学生选择，既复习巩固了运动类词汇，同时又复习了相关句型及拓展的词汇。

4.

1)&2)通过自主阅读Fun time 培养学生自主学习、提取信息、概括信息的能力，创造性地梳理、整合信息后，由叙述性文本转换成对话性文本，进一步培养学生提出问题解决问题的能力。同时也为下一个环节调查后的反馈作铺垫。

3)让学生思考三位小朋友会加入什么俱乐部？通过推断、辨析等培养学生的批判性思维，引导学生归纳，加入某个俱乐部不仅仅是自己擅长的进行这项运动，也有可能是自己不会这项运动，或者自己喜欢这项运动。

Step3

Post-task

We can do so many things in the sports club, what do you think of the club?

The sports club is looking for new members. Do you want to join with your friends?

1.Great! Let’s finish the Name Card in the envelope.

First，complete your information by yourselves.

Next, you can ask your friend  and complete his/her information.

Finally，try to introduce yourself and your friend. 

Pay attention:

If you can introduce correctly and fluently, you can get 2 stars.

If you can use the new expressions, you can get 3 stars.

Are you clear? Ready, go!

2. Do a report

Great! / Good! /...

Yes.

Ss finish the name card and introduce.

Ss report

通过创设俱乐部招募新成员的情境，让学生完成自己和朋友的简历，学生在获取朋友信息的过程中运用本课新知解决实际问题，根据调查表里的相关信息，学生需梳理、整合信息，形成有意义的语段输出，培养学生的综合语用能力。

Step4

Homework assignment

1. Must do:

Write down your script for the vlog.

2. Choose to do:

Shoot a vlog.

So much for this class.

Goodbye, boys and girls.

作业是课堂综合运用环节的延伸，从口头输出落实到书面表达。创意作业为文稿拍摄视频指向生活，用视频向俱乐部投简历，进一步培养学生热爱运动的积极向上的情感。

Boardnotes