module6canyourunfast.doc

Module 6 Abilities Unit 1 Can you run fast ?I .Teaching contentModule 6 Unit 1 Can you run fast?II.Teaching aims:1.Knowledge aims:To enable the Ss to understand and use these structures in real situations.“Can you ?/Yes,I can.I can /No,I cant.I cant ”.2.Abilities aims:To develop Ss ability of listening and speaking;To train the Ss ability of working in groups;To foster Ss abilities of communication and their innovation.3.Emotion aims:To foster Ssconsciousness of good co-operation;To develop Ss interest in English.III.Key-points of this lesson:1.New words and phrases:run fast、 jump high、 jump far、 ride fast.2.New structure: Can you ?/Yes,I can.I can /No,I cant.I cant ”IV.Difficult points:Pronunciation about “run fast 、ride fast”.V.Teaching preparation:tape-recorder 、 cards.VI.Teaching steps:一.WarmSs:Say the chant:make a cake T:Hello,boys and girls.How are you?The weather becomes cold,在季节交替之际，容易感冒，你都怎样来预防感冒呢？Ss:Do exercises二.Presentation1.T:Look,heres some sports projects ,can you do it?If you can do it, you can say: Yes,I can.I can If you cant do it you can say: No,I cant.I cant T:Teach structures: Yes,I can.I can /No,I cant.I cant ”Ss:Learn to say by different way.(clap hands)T&Ss:T show cards and ask:Can you ?Ss answer:Yes, /No,2.T:Here are four projects: run fast、 jump high、 jump far、 ride fast.这些是什么活动呢？Lets learn.Ss:Learn to say phares:(read them one by one,practise in groups.)T:在这四项活动中有我会做和不会做的，你想知道Miss Zhu 最擅长这四项中的哪一项吗？怎样询问？教授: Can you ?Ss:Ask:T:Answer.问一问你的同桌，会哪几个项目？Ss:Ask and answer.T:出示更多短语：有些同学可能不擅长运动，那让我们来欣赏欣赏他们其他方面的才能吧。Ss:Ask and answer.3.T我们的同学果然是各有其能,瞧,Sam and his friends也展开了激烈的比赛,Lets see,who is the winner ?Ss:Listen to the tape.T:提出问题Ss:Read the text in groups and then answer the question.三.SummaryT:sum up:be able to use structure: Can you ?/Yes,I can.I can /No,I cant.I cant ”VII.Homework:Read the text.Do the exercise book.名师点评：齐学伟老师执教的这节课的话题是：Can you run fast ?在本节课教学过程中，教师能贯彻以学生为中心的原则，尽可能发挥学生的主体作用，让学生真正地去感受知识，体验知识，积极参与，努力实践。本节课主要体现以下几个特点：1、在教学活动中，教师做到关注学生，关注过程，关注方式，关注成效，注意自己的角色转换，给学生足够的时间去交流。让学生去讨论，有自由发展的空间，取得较好的教学效果。教师具有较好的课堂调控能力和教学能力，能根据学生的实际水平灵活地组织教学。学生活动安排有层次，结构设计比较理，训练内容有梯度。教师不仅关注学生从不会到会的学习过程，更为重视对学生大量信息的输入。通过机械性操练、有意义的操练活动，达到与人交往中灵活运用语言的最终目的。2、教师教学