Module 6 Unit 1《Can you run fast?》教学设计

及反思

Teaching aims and demands:

1. Knowledge aims:

1.1 Learn the sentences:

--Can you run fast?

--Yes, I can. \ No, I can’t.

1.2 Vocabularies: run, jump, ride, high, far, fast, can

1.3 Enable the Ss to read and act the conversation.

2. Ability aims:

2.1 Enable the Ss to use the knowledge in our life.

2.2 Develop the Ss’ abilities of listening speaking and listening.

3. Emotion aims:

3.1 Foster the Ss’ interest of learning English and their self-confidence.

3.2 Cultivate the Ss’ attitude for English by the chant、games and song…

3.3Let the Ss like to do some sports.

Main points and difficult points:

1. Master and use the vocabularies: run fast, jump high, jump far and ride fast

2.Learn and use :Can you…？Yes, I can. No, I can’t.

3. Identify: can and can’t, run fast and ride fast, jump high and jump far Teaching aids: tape, recorder, pictures, ward cards, chart…

Teaching steps:

1. Warming up

1.1Greetings:

T: Are you ready?

Ss: Yes.

T: Hello, boys and girls. How are you?

Ss: I’m fine, thank you. And you?

T: I’m fine, too. Thank you. Are you feeling happy?

Ss: Yes.

1.2Song and game

(1) Sing: Looking for a friend

(2) Revision: Game ：Teacher says ,the Ss act.

( Then “watch TV” “play football” “play basketball” “sing” “read a book” “take a picture” “swim” “write a letter” “drink soybean milk” “do taijiquan”…)

T: OK. You’re very good.

(Purpose: Well begun, half done. In the way of greetings, song and game, we can form a relaxed and happy English learning surrounding for the Ss. They can review in a excited mood.)

2. Leading in

(1) Chant and do the actions:

Row, row, row, I can row.

Swim, swim, swim, I can swim.

Run, run, run, I can run.

Jump, jump, jump, I can jump.

Ride, ride, ride, I can ride.

(2)Teacher pretends to run and says “run”. Repeat it for several times. Then get the students to listen and say “run”.

T: Can you row /swim / run / jump /ride?

Ss: Yes, I can. \ No, I can’t.

(Write them on the blackboard.)

(3)Ask someone and show the smile face and the fry face. Then act.

(Purpose: This step is easier to form a better situation, stimulate the Ss’ interest and present the new knowledge. They all like joining.)

3. Learning the new phrases and sentences

(1)Then teacher runs fast and says “I can run fast. Can you run fast?”(Show the card.) Have the students listen and repeat. Then let the Ss say twice: Can you run fast? Two Ss compete.

S1 (Winner): Yes, I can. I’m the winner.

S2: No, I can’t.

Ss: You are the winner.

(2)Teach “jump far” “jump high” “ride fast” as the same way.

(3)Point to the words and teach to read.

(Purpose: The Ss like to win at any time. Proper competition can arouse the Ss’ interest and foster the class atmosphere. It will foster not only their sense of cooperation and competition, but also set up their self-confidence.)

4. Practices

(1) Teacher says the phrases, have the students do the actions.

(2) Teacher shows the cards, students say: Can you…? Then teacher nods head, shows the smiles face and says, “Yes, I can.” If teacher shakes head, shows a sad face and answers, “No, I can’t.”

(3)Ask someone

(4)Girls ask, boys answer. Then change.

(5)Have the students find their good friend and ask, “Can you …?”

(Purpose: While playing, the Ss are learning. While learning, they are enjoying)

5. Learning the text

(1)Look at the chart and answer: What are they doing?

(Run fast, jump high, jump far, ride fast)

(2)Listen, point and underline the sentence patterns: Can you…?

(3)Answer: Who is the winner?

(4)Have the students listen and point to the pictures.

(5) Then listen again and repeat.

(6)Play roles.

(Purpose: Let the Ss understand the text and pay attention to their pronunciation and intonation. This step can develop their abilities of listening speaking and reading.)

6. Consolidation

(1) Show the cards: play football, play basketball, play table tennis, swim, run fast, jump high, jump far, ride fast

(2)Game: Choose

The Ss ask, “Can you …?”When teacher walk and stop the front of S1, S1 should choose one card and ask S1’s desk mate: Can you…? The student answers, “Yes, I can.” Or “No, I can’t. They can use the phrases we have learnt before.

(2) Have the students ask from one to another, and then ask the teachers or their parents.

(3) Sing an English song “Can you run fast?” with the melody of “Two tigers”. (Purpose: They can create the conditions of a relaxed and natural atmosphere for the Ss’ drills. On the other hand, they can arouse their performance desire and

participation desire and lead the Ss into a thick English learning atmosphere. Let them consolidate and use the knowledge.)

7. Summary by the blackboard notes

8. Homework

(1)Copy the new words. One word 3 times.

(2)Read the text for 20 minutes.

(3) Be a reporter. Have the students ask their family members, “Can you …?” and write down the result. Report it in the next class.

(Purpose: All of them will help the Ss consolidate the knowledge points of this lesson, and will also improve their abilities of listening, speaking, reading and writing.)

Blackboard design:

Module 6 Abilities

Unit 1 Can you run fast?

G1 G2 G3 G4

Run fast?

-- Can you ride fast? --Yes, I can.

Jump high? No, I can’t.

Jump far?

(Purpose: It is simple and clear.)

Saying the class and rethinking:

本着在英语教学活动中面向全体学生的原则，激发每位学生的学习兴趣和参与活动的意识和能力，培养学生的综合语言运用能力。我结合本课内容，鼓励学生大胆地唱一唱、动一动、猜一猜、说一说、问一问等，激发学生学习英语的兴趣和愿望，使学生通过学习体验荣誉感和成就感，从而树立自信心，实现了学生能用所学语言做事情，在学习的过程中发展语言、思维、交流与合作的能力。

在热身、导入环节，用Song, Game和 Chant,并用“Can you …?”的问句来导入新课让学生感受用“can”表示询问对方能力的方法。在呈现新课时用“Game: What is missing?” “Have a match ”的比赛环节等，引起学生兴趣，能自然引出课题“Can you run fast?”和巩固了重点句子及词组。注重师生间的互动。课文教学中应用了多种方式（看图说，听及画重点句型，听并回答，听指读，角色扮演等）使学生理解并巩固课文，提高听，说，认，读的能力。在最后巩固时设计了游戏及唱英语歌的环节，让学生在熟悉的旋律中增强对本课句型的理解和掌握。并通过家庭作业使学生的学习延续到课外，真正达到学以致用的目的。注重教学内容与学生的生活经验相结合来活化课堂，巧妙使新旧知识发生合理而自然的联系，实现了学以致用的教学目标。学生表现出从被动接受转为主动参与，由让我学转为我要学。

不足之处，如主句型操练时，活动面不够广，还可以多叫一些人进行练习对话。有的人还是怕开口说英语，且学生在can and can’t ,run fast and ride fast ,jump high and jump far等的发音还是不够准确，在此可以渗透音标，让所有学生敢于说，乐于说，说的准。课文教学上，学生虽然理解了，但在读方面还有待加强，可让学生多听，多读或着角色扮演，模仿语音语调等．最后环节还可让学生多玩，多唱一会儿，由于时间来不及，加上班级人数多，只好叫停，在学生兴趣浓厚时

而没时间让他们充分表达，这不能不说是留下美中不足。今后还需不断学习，积累经验，加强自身各方面的能力．

 

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Module 6 Unit1 Can you run fast？教学设计