1、冀教版冀教版六年级下册六年级下册 Lesson 6A Famous Football Player 教学背景分析教学背景分析 教学教学内容分析内容分析： 本课为冀教版六年级下册第一单元第六课。 第一单元主要围绕有 关运动的话题展开。本课讲的是贝利成长为“一代球王”的故事，与单元主题相 关联。 学习者分析学习者分析： 本课的教学对象是小学六年级的学生，这些学生从三年级开始学习 英语，已经掌握了一些英语基础知识，由于有了一定的自主学习的能力。本课的 故事内容不长，有一些词汇没有学过，但是可以联系上下文猜测词义，不影响学 生理解故事， 本课导入部分播放一个有关 “徐州马拉松冠军多布杰” 的一个视频，
2、 虽然与本课没有直接联系，但都属于运动方面的内容，以“喜欢什么运动”展开 话题， 再说多布杰是本课授课班级多数学生的老乡，他获得徐州马拉松冠军这一 事迹大家有目共睹，如此一来大大提高学生们的注意力，为本课学习起到积极作 用，为进一步引入本课课题有良好的铺垫作用，紧接着播放“1958 年贝利与他 的队员夺得世界杯”的精彩一幕，为本课认识有了更深入的理解。 教学目标教学目标 知识知识与与技能技能目标目标 1. 能在教师的帮助和图片的提示下读懂本课故事。 2. 能在图片和关键词的提示下讲述故事。 学习策略学习策略目标目标 1 积极运用所学英语进行表达和交流。 2. 学生尝试阅读英语故事。 情感态度情
3、感态度目标目标 1. 学生敢于开口，表达中不怕出错误。 2. 体会球王贝利的精神，初步感悟“爱好出勤奋，勤奋出人才”的道理。 教学重难点教学重难点 教学重点教学重点：能在图片和老师的帮助下读懂故事。 教学难点教学难点：能在图片和关键词的提示下讲述故事。 教学准备：教学准备：多媒体、图片、词条 教学过程教学过程 I. Class Opening 1. Greeting T: Hello, boys and girls. S: Hello, Mrs Qu Zhen T: Nice to see you. S: Nice to see you, too. 2. Play a game: do and
4、 guess. T: First, lets play a game: do and guess. I need one volunteer. Who wants to come here? You do, others guess. （词条： run,play football/basketball/ping-pong/badminton） T: What did he/she do? S: He/She played . （设计意图：课前师生亲切的问候可以拉近师生之间的距离，游戏可以复习动词 的过去式，同时将学生快速带入到英语课堂中。 ） II. Story Step 1: Pre-rea
5、ding T:All of you did a good job. Now lets watch a short movie about a sport. （徐州国际马拉松冠军多布杰的视频） T: What sport is it? Ss: Marathon race. T:Yes. The movie shows us a special long distance race. T: Who is he? Do you know? Ss: Yes. /No. He is Duo Bu Jie . /No T: Wonderful . He is a Chinese player. He is
6、 fromTibet Lhasa Dazi Country. He is famous for Xuzou international Marathon. T: He is the pride of the our China, Tibetan and Dazi. （设计意图：以视频的形式展现徐州国际马拉松冠军多布杰的精彩瞬间，由于多 布杰是本次授课班级多数学生的老乡，如此以来抓住学生的眼球，吸引学生的注 意力，大大提高学生对本课的学习兴趣。 ） T: Now lets watch a short movie about a sport again. （有关贝利与他的队员获得世界杯的事迹） T
7、: What sport is it? Ss: football T:Yes. T: Do you know? Who is he? Wonderful . Today well learn a story about a famous football player. （设计意图：以视频的形式展现有关贝利与他的队员获得世界杯的精彩一幕，让 学生领略贝利的风采，体会贝利的精神。为本课理解有了很好的铺垫作用，如此 以来学生理解本课有一定的辅助作用。 ） Step 2: While-reading 1. T: Good work. Today well learn a story about a
8、famous football player. T: Look, what can you see? S1: I can see a boy. S2: I can see a bottle. T:Yes. Its a kind of bottle. T: The boy plays with the bottles and boxes. Why? Now read Part 1 and underline the answer. 屏幕显示 Question: Why did the boy use boxes and bottles as footballs? T: Who can read
9、the question? T: Have you got the answer? Ss: Yes. S1: He liked to play football very much, but his parents couldnt buy him a football. T: Who can say it again? S2: . T: This time, read together.（板书play football） T: Why couldnt his parents buy him a football? S:s Because he was from a very poor fami
10、ly. T: Read together,(板书a very poor family） （设计意图：通过预测的形式发散学生的思维，引导学生继续学习故事的欲望。 ） 2.T: Look here, what was the boy playing with? Ss: Football. T: Who gave him the football?（解析课文第二部分内容） （设计意图：解析课文为学生提供未知信息，解析后回答问题可以检测学生的听 力理解水平。 ） T: Who gave him the football? Ss: The coach. T:Yes. Look here. He is a
11、 coach. Whats the meaning of coach? Ss: 教练。 （设计意图：通过不同的图片呈现 coach，让学生在图片中理解其含义，形象、 直观。 ） T: Why did thecoachgive hima football? Can you find the answer? （屏幕出示问题 Why did the coach give the boy afootball?） Ss: Because he thought that the boy would be （板书板书a good player） T: Read together. Ss: . 2. T: G
12、ood work!And from then on, the boy played football harder.At Christmas time, he wanted to do something for the coach. What do people do at Christmas? S: Give gifts, go shopping, put up Christmas tree. T: What did the boy do? Read Part 3 silently and find the answer. （设计意图：让学生带着问题默读故事，有助于培养学生自主学习的能力。
13、 ） Read and choose. What did he do for the coach（板书板书at Christmas time）? A: He bought a Christmas gift. B: He （板书（板书dug a hole）for the Christmas tree. T: Which one is right? S: B. T:Yes. He dug a hole for the Christmas tree. T: Here, dug is the past tense of dig.（屏幕显示 dug a hole.）Follow me. dug a ho
14、le. (教师做动作）Whats the meaning? Ss: 挖洞。 T: Why did he dig a hole? Could he buy a Christmas gift? Ss: No. T: He was from a very poor family.（指着词条说） T: What did he say? Ss: I cant buy you a Christmas gift. But I can dig a hole for your Christmas tree. T: How did the coach feel? Ss: He was very happy. T:
15、 What did he say? Ss: This is the best Christmas gift. T: Now you are the coach. Who can say it? S1: . T: Was the coach very happy? Who wants to try again? S2: . T: Now role-play. One is the boy, the other is the coach. Work in pairs. （设计意图：角色扮演可以发挥学生的主体作用，活跃课堂气氛，激起学生的兴 趣。 ） 4. T: Wonderful. What wo
16、uld the coach do and what would happen next? Please read Part 4 and find the answer. Q1: What did the coach do? Q2: What happened in 1958? Check the answer. Q1: The coach asked the boy to be a player on his football team. Q2: The boy and his team won the World Cup. T:Yes. He was famous around the wo
17、rld. T:（板书 In 1958）, how old was the boy? S: He was 17. T:Yes, he was only 17. How old are you now? Ss: Im 11/12 years old. T: Five or six years later, you will be 17. At that time, you are studying in high school. The boy （板书won the World Cup）when he was 17. So he was very very great! 5. T: Now do
18、you know who the boy is? S: 贝利。 T:Yes. He is Pelethe world famous football player.And he is called （板书“Pele the king of football.”） Then lets do an exercise: match the pictures and the sentences. （设计意图：通过自读故事，使学生对球王贝利有一个整体的了解和认识，同时 为接下来的活动做铺垫。 ） Step 3: Post-reading 1. Match the pictures and the sen
19、tences. 2. Tell the story. T: This time, lets retell the story in groups of four. You can look at the keywords on the blackboard. Eg: pic 1, The boy liked to play football very much. He was from a very poor family, so he used boxes and bottles as his footballs. Clear? （设计意图：通过不同的形式检测学生对故事大意的理解程度。描述故
20、事 可以培养学生的语言组织能力和团队合作意识。 ） 3. T: What can you learn from Pele? In English or Chinese. S: . T: Good! T: Try to find your interest, work hard and have a grateful heart, you will achieve success. Maybe you will be next Pele. We know there are many players in the world, they have their own stories. Homework 板书设计板书设计 Lesson 6AFamous Football Player
