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《Can you run fast?》教学实录及评析

执教教师：王林林

单位：山铝一小

教学内容：外语教学与研究出版社出版小学英语三年级起点第三册Module 6 Unit 1

一、教材分析:

教学目标

1.知识目标:

(1).单词短语: 熟练的听说认读 run fast, jump high, jump far , ride fast .

(2)句型: 熟练掌握句型Can you run fast/jump high/ride fast?

              Yes, I can./No, I can’t.

2.能力目标:

让学生能用can来表示自己或者他人的能力.

3.情感目标:

通过活动参与, 使学生能认识到自己和别人的能力,培养自强自立的信心.

教学重难点: 

1).动词短语的认读和应用. run fast   jump high   jump far    ride fast              

3、 can you….?句型的扩展应用以及正确回答.

教具准备：

1、教学录音带；      2、光碟CD-ROM       3、单词卡片.

4、PPT和flash课件.   5、活动用的玩具和.奥运项目图画,福娃贴画

二、教学过程:

(一). Warming up热身.

T: What’s the date of the Beijing Olympic Games?

Ss: 2008. Augest 8^th

T: say the  items  of  the  Olympic Games

( speak in Chinese or English)

show some pictures of items of  the  Olympic Games  on the TV

T:  can you read? do the actions.

play football ,  play basketball,  swim,  run ,   jump,   ride

let’s read these phrases and do the actions

期间,老师快速拍手说短语,让学生跟上节奏,.run run run fast , jump jump high, ride  ride  ride fast…

[教学评析] 通过询问奥运会时间, 展示奥运福娃图示的奥运项目,让学生通过互动,练习以前学的动词短语,同时通过互动老师提前呈现fast, high等,让学生提前感知,提高学生兴趣.

 

(二) Presentation and practice.呈现和练习

1. lead in

(1).ask the place of China in the last Olympic Games.

Answer:  The second place

Let them guess :which country will be the first in 2008 Olympic Games.

Answer:   China

China will be the winner (show them the card of winner)

(2).If China wants to be the winner, we must get more gold medals,

What items and who can get gold metals?

Pupils:  Yaoming, Liuxiang, Wangliqin,Yijianlian, Guojingjing,…

Why?

Teacher: Liuxiang can run fast .Yaoming can play basketball…Wangliqin can play pingpang…

 Write “can” on the black board …guess the meaning.

[教学评析] 通过预测2008奥运会中国优势夺金项目,让学生说出有名运动员能做的事情,引出can单词,这样导入自然,和热身环节仅仅相扣,而且为下一步班级小比赛,做好语言上的准备.

2. present the 4 phrase

(1).run fat

Show the card of “run’ and “fast”

(explain the rule of the pronunciation)

Liuxiang can run fast,

Can you run fast?   Yes, I can /No, I can’t

match:

Find 2 pupils to run from the back of the classroom to the front.

Others say the phrase: “run fast” to cheer  for them

Rusult” You can run fast   You can’t run fast,  You are the winner

Give the winner prize

[教学评析]. 通过出示卡片,讲解语音规则让学生练熟run fast, 同时直接反问 Can you…? 学生根据直觉一般回答Yes或者No, 老师进行完整回答操练后,找同学跑步比赛,,可以引出winner单词,而且跑的过程让全班一起说run fast 短语,可以提高全班学生的语言重复度.

(2).jump high

Do you want to be the winner?

The teacher hold a toy (sticks) high, let 2 pupils catch,

Can you jump high? ( All the pupils ask)

You can jump high, you are the winner. You can’t jump high.

(3).jump far.

the teacher point a places to another places to show the meaning of the “far”

Show them cards and practice the sentences:

(4). Ride fast

Let pupils say how to ask: Can you ride fast?

Another match: 2 pupils ride, find out a winner

During the course the match, all the class say: ride fast to cheer.

[教学评析].用同样的方法练习其他的3个短语.练习的时候侧重让学生用can you…? 来帮老师问,增加学生练习机会,同时比赛过程让全班用对应短语来加油,可以活跃气氛,也可以加深学生对短语的理解.

3. 练习板书的4个句子:

Can you run fast?           Yes, I can  No, I can’t

Can you jump high?

Can you jump far?

Can you ride fast?

4..learn the text..课文学习

1. listen to the tape and underline the “can.”

2.let’s watch the Cd-Rom, then answer the questions:

Who can run fast/jump high?   Sam can …..

    Who can jump far?

    Who can ride fast /

3. show the flash, and read follow it.

4. read the dialogue in groups

5. group match:

Get 2 groups to read the dialogue, one by one , if they finish it, they can say: “we are the winner”

[教学评析] 通过多次的不同形式的听和跟读,培养了学生的语音语调,而且在听时,让学生带着任务去听,学生注意力更集中,最后排火车读课文,可以检查反馈课文的掌握程度,而且让胜利者说I am the winner,这样真个课堂都贯穿着竞赛的性质,而且适时的重复winner单词,加深学生的理解,

 

1)Read together. 齐读板书上的句子.

2)Let pupils practice in pairs

3) let all the pupils ask that 4 sentences each other , if he finish, he can say: I am the winner.让学生全班下位活动起来,相互之间互问4个问题,先问完的回来说I am the winner.

[教学评析] 练习板书句子,加深了学生对课文4个重点句子的理解,而且让全班互相问答,下位动起来,让每个同学都有了说和答的机会,而且带着竞赛的性质,让学生练习了winner.

 

(三.) extent扩展

1.Guessing game :

   The teacher show a flash game on the TV

There are 4 children wants to run, let pupils choice a winner, and say: *** can run fast.

At last, we can see the result and describe it in the word” can”

Flash游戏,4个主人公比赛,让学生猜测winner

2. show their abilities 说自己或者别人的能力.

Let the students show  their abilities,

I can write a letter

I can swim

I can play computer . I can play CS..

[教学评析] 通过flash游戏的猜谜游戏,让学生很感兴趣的练习了can的问句和回答.而且在第二个活动的描述,学生加深了对can表示能力的理解.

(四).test 测验

1.填空:

Can you run___?

Can you jump ___?

Can you jump ___?

Can you ___ fast?

2.choice the answer:

 (1)Can you jump far? Yes, I ___  A, can’t   B.can

     (2)____ you play football?  No, I can’t   A..Can   B.Do

     (3)Can you____ ?   A. swimming  B.swim

[教学评析] 当堂设计贴近课文的练习,可以检测孩子真正学会了多少,,让学生心理有数,同时也让老师及时了解课堂教学效果.

(五).总结,复述课文

1.sum up the text

2.recite the dialogue together

[教学评析] 让学生自己总结本课的重点知识,可以起到复习,梳理巩固课文的作用,同时也可反馈教师本课,课堂效率的高低.

3.rectify the error:

Jump high is not means: high jum

Jump far is not means : long jump

纠正错误: high jump不是跳高   jump far不是跳远,

[教学评析] 此步骤非常关键,前面的导入和活动给学生错觉:觉得jump far是跳远, jump high是跳高,实际上far和high是修饰动作的,这里老师老师一定要用汉语讲清楚,防止学生歪曲词义.

4.song

Make a song use the four sentences

[教学评析] 用歌曲的形式把本课的主要句型唱出来,可以增加学生兴趣,巩固所学知识.

5. Emotion  education:

AD:  liuxiang says:  I can …

[教学评析] 引用刘翔广告语: I can 我能 ….   来呼应课文的重点单词,同时进行情感教育,让学生有自信和奋斗的意识.

(六). writing on blackboard 板书

Can you run fast?          Can you jump high?

Can you jump far?         Can you ride fast?

 Yes, I can  No, I can’t

(七)Homework

1.Make 3 sentences in the word “can”

2. Investigate:

Design a form, write your friends, ”what can/can’t the do”?

[教学评析] 让学生写3个can的句子,可以提高学生书写的能力,让学生设计调查表可以提高他们互相问答的能力, 这2个作业从说和写,2个方面巩固本课的知识.

三..教学反思

  本课通过各种活动让学生练习了can的肯定否定和一般疑问句.

本课设计的环节清晰,过渡自然,通过热身的奥运导入,班级运动比赛,全班互动问答等形式让学生充分练习了can的用法,同时还有flash游戏,能力大比拼活动,让学生对can进行了扩展应用.最后通过反馈测试发现,大部分学生都能读出课文,部分学生还能背出课文,上课参与积极性较高,课文练习充分,知识点掌握的较好,基本达到了教学目标.

本课还存在着部分问题:

(1).活动较多,有时候显得课堂不够规范.

(2).扩展部分,让学生说自己或者别人的能力时候,时间比较近,练习不充分.

(3). Can you…?是疑问句,但是少数学生没有声调的意识.

(4). 老师课堂用语不够简练

(5). 课堂活动的时候没有关注少数差生,应该给他们简单的任务,提高他们的兴趣.