（EEC）四年级英语上册 Lesson6 Can You Play Baseball教案（2）.doc

lesson 6 can you play baseball?(part i) 一、教学分析（一）教材分析：本课的内容是小学英语eec教材第四册第六课.本节课是围绕着“棒球”（baseball）这个题材展开多种教学活动的一节课。本节课的重点句型是,“can you play baseball? yes, i can.” 。在以前的课程中我们学过这一句型的运用，但这一课，进一步地加深这一句型的运用和理解。通过对“can you 这一句型的伸展，进一步提高学生听、说、读、交际等综合素质能力。（二）学情分析：本节课的教学对象是开设英语课程一年多的小学四年级学生，他们天真活泼，好奇心强，喜爱并擅长模仿，对英语有着浓厚的学习兴趣，并且这种兴趣能够成为他们主动学习英语的动力。二、教学目标：1 知识目标：通过本节课的学习，使学生知道一些相关词汇，掌握单词gloves, baseball, bat, 及can you-? yes, i can. no, i cant 句式的用法。 2 能力目标：本节课通过小组合作，师生互动，情景描述等形式，让学生能熟练运用所学单词及句式。培养学生自主探究学习的能力,并提高学生语言的实际运用能力。3情感目标：在教学过程中,注重学生的心理变化,努力营造轻松、愉快的学习氛围.帮助学生克服紧张心理,并及时给予学生肯定与鼓励,让其树立自信心。通过小组合作,培养其合作精神,促进学生健康人格的发展,达到人文教育和素质教育的双重目的. 确立教学目标的依据：英语教学大纲规定，通过听、说、读、交际的训练，使学生获得英语基础知识和为初步运用英语的能力，激发学生的学习兴趣，为进一步学习英语打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段小学外语教学的素质教育主要包括思想素质教育、潜在外语能力的培养、非智力因素的培养等三方面。由此，我确立了本节课的教学目标。（或根据英语课标的要求和本节课在教学中的地位，作用以及学生的学习现状，我确立目标如下：）三、重点与难点：重点：学习使用“whats that? thats” “what are they? they are.”难点:“can you ? yes , i can./ no, i cant.”在实际生活中的应用.四教学策略（一）教学方法通过精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。（二）教学手段 为提高教学效率和教学质量，增强直观性，加大课容量，拓宽知识内容，我使用了身体演示、卡片、及录音机为辅助教学手段。 （三）板书设计lesson 6 can you play baseball?bat baseball can you play baseball? gloves-glove yes, i can.五、教学流程：can you play baseball?教学实录一、热身 （warm-up）/grettingt: good morning, everyone! ss: good morning, coco! t: how are you today? ss: fine, thanks. and you? t: im fine, too. what day is it today ? ss: its tuesday. 评：教师通过日常生活用语的问答，自然地创造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。 二、导入 t: (taking some word-cards) now, look at me. whats this? s1: library. t: very good. together, whats this? ss: library. t: well done. but how to spell? ss: library. (then, review the words “ride bike violin piano read ” in the same way. ) t: what do you do after school ? s1: i play the piano. s2: i read an english book. what do you do after school? s3: i ride my bike. (then, ss ask and answer by each other. ) t: ok, class, please ask me . ss: what do you do after school? t: i read an english book. 评：复习环节教师从词汇复习入手，并适宜地将词汇复习扩展到常用句型的复习中来，将二者有机地结合起来，真正做到了英语语言学习的词不离句的认知规律。学生的积极参与，体现了教师驾驭课堂的能力。 三、新授 t: shh look there, (point to the screen of a computer) i play ss: play table-tennis t: great! do you want to know what kind of the ball ken plays ? ss: sure/yes. t: lets study a new lesson-lesson6(1). (blackboard writing) (ss look at the computer about the content of l6(1) t: (t puts some kinds of balls on the wall and points to them) look there, whats that ? ss: its a volleyball. girls: its a basketball. boys: its a football.(table-tennis) ( girls ask and boys answer .) t: (t puts 3 cards on the blackboard and points to one of them, asks) now, look, whats that ? s: bat. t: good. (blackboard writingbat.) read after me, “bat”. ( read it one by one.) together, please spell it . ss: b-a-t, bat. (learn another 2 words “baseball glove” in the same way. ) t: (t takes two gloves) ok. look at me, “one glove” “two gloves” girls: gloves. boys: gloves. t: what are these? ( waving two gloves ) theyre gloves. ( blackboard writing ) 评：新知传授环节，教师给学生一个整体的感知的教学思路，让学生了解学习的全过程及学习的知识，使其能灵活地把握学习的主动权，从而充分体现了素质教育的宗旨。 四、操练 t: (t takes two books or pens of ss) what are they ? ss: theyre books. s1: what are they ? s2: theyre pens. boys: what are they ? girls: theyre desks. ( ss practice the sentences in pairs) 评：教师使用学生日常学习用品对所学新知识进行操练，以旧带新，以新温旧，一举两得。 五、复习巩固 t: (t puts a card on s1s head and let him/ her guess.) ss: what are they ? s1: theyre ss: yes.yes.yes. / no.no.no t: (t takes some things) whats this? ss: its a bat its a baseball t: what are they ? ss: theyre gloves. t: can you play baseball ? ( blackboard writing.) s1: yes, i can. s2: yes, i can. t: wonderful! please show us how to play baseball? ( s1 and s2 do the action) t: please look at the computer screen, lets guess “whats that?” s1: (s1points to a corner of a kind of balls in the computer and ask. whats that ? s2: its a (baseball/football/volleyball/basketball). ss: can you play ? s2: yes, i can . ( and then do the action ) t: can you play _ball ? 六、听音跟读 t: now, open your book to p74 “listen and speak ” 七、结束 t: weve learned so many kinds of balls, so shall we play after class? ss: ok! 评：结束语不但巧妙的复习了所授新知识，同时也体现了师生平等民主的地位，和谐的师生关系。 教学反思： “让孩子们自主的学英语、快乐的说英语”是我整课的设计理念。通过多种游戏的方式来进行对句子的强化练习，在情景中还原于生活，再真实的环境中让学生有思考性的进行口语实践应用。在进行教学活动的同时也发现了很多不足。首先，在学习单词的环节中，因该让学生在感知上有一定的理解与认识，可以通过观察教材，说一说故事的形式来引出要学习的单词，让学生从视觉上了解他们的含义。其次，对于四年级的学生来说在课上要进行适当的“写”的练习，以加强学生的实际应用能力。在教学环节中缺少了这一环节。再者，在最后的环节中是否要加入“学生自行编对话”