2 Can you swim -ppt课件-(含教案)-市级公开课-沪教版四年级上册英语(编号：b0036).zip

Unit2: Can you swim?Unit2: Can you swim?Unit2: Can you swim?Unit2: Can you swim? 沪教2011课标版三英语学科四年级上册 Step1: Lets Sing Step2: Lets Learn Step1: Lets Practice Step1: Lets Play Teaching Steps: Step1: Lets Sing Answer the questions: 0 1 0 2 0 3 0 4 What can do? Module 4 The world around us 2 Module 1 Getting to know you Oxford English Can you swim? Period 1Period 1 Step2: Lets Learn What can supergirl do? What cannot supergirl do? Supergirl can run fast.Supergirl can swim. Supergirl can fly.Supergirl cannot draw. What can Alice /Kitty do? Supergirl is great! She can swim. Can you swim, Alice? Yes, I can. Can you swim, Kitty? No, I cant . What can you do? I can draw. Chant He can . He can draw. He can draw a picture. She can read. She can . She can read a book. She can write. She can write. She can A, B, C. She can swim. She can . She can swim very well. He can . He can jump. He can jump very high. draw write jump fly run Step3: Lets practice Do a survey:S1:Can you? S2:Yes, I can./ No, I cant. draw swim jump run write S1:What can do? S2:He/She can . Make a dialogue S1:Look! can . Can you ? S2:Yes, I can./ No, I cant. But I can . Step4: Lets play Guessing games: Hello! I am small and brown. I have a long tail. I can jump. I can climb up the tree. But I cannot swim. I like bananas. Who am I? Are you a ? Guessing games: Hi! I am big . I am black and white. I can run fast. But I cannot fly in the sky. I like grass. Are you a ? Guessing games: Hi! I am _(big/small/thin/fat) . I am _(color). I can _. I cannot _. I like _(food). Can you ? Are you a ? Can you swim 教学设计 一、教学目标： 认知内容： 1、巩固运用跟能力方面有关的词汇。 2、能理解并熟练运用本 课时的重点句型“What can heshe do? SheHe can.”以及“Can heshe? Yes, heshe can. No, heshe cant”，为第三课时做铺垫。 3、能够根据人 称不同讨论他人的能力。 能力要求： 学生能够利用本单元重点词句进行合 作、交流所学，讨论心中的 super star。 情感态度： 通过本单元的学习教 育学生互相欣赏，互相学习。 二、制定依据： 1.内容分析 本课是牛津小学英语4A Unit 2 Can you swim, 教学重点是关 于能力话题的句型 “She can swim. Can you swim?”，由于 “Can you?”已经在 2A unit4 重点学习过，所以本节课结合 Listen and say 板块和 Ask and answer 板块主要教授学生如何通过 “What can heshe do? SheHe can. 以及“Can heshe? Yes, heshe can. No, heshe cant”这两个句型询问关于 第三方的能力。本单元的重点单词除 jump 之外在二年级学生已经熟练掌握， 在第一课时，已经运用旧句型“What can you do? I can.”实现了单元单词的教 学和巩固。学生在二年级上册 2A Module 1 Unit4 Can you swim 中已经初步学 习了句型 Can you?，并且会用“Yes, I can”和“No, I cant ”做出回答。本节课 是第二课时，在对第一课时巩固的基础上，进一步融合二年级所学词句知识进 行提升，要求学生在熟练运用新句型的基础上，融合单元新词进一步提高英语 运用交流能力。第二课时集中“Listen and say”以及“Ask and answer”两个板块， 主要引导学生运用这两个句型讨论他人的能力，其中“Can heshe? Yes, heshe can. No, heshe cant” 这个结构的教授对第三课时的教学有预 热功效。2.学生实际 四年级的孩子对于这个单元已有了一定的知识储备，对 于关乎能力的话题也很熟悉，二班的大部分学生对英语对话学习很有兴趣，也 喜欢对对话文本稍加变化。但是运用第三人称的特殊疑问句并做出合理的回答 对于四年级的部分学生来说还是一个挑战，第三人称的一般疑问句句型 “Can heshe? Yes, heshe can. No, heshe cant”还需要教师不断地通过有 效方式强化训练。同时，孩子的交流合作能力、倾听习惯等都是要老师启发并 训练的。 3.困难分析 部分学生容易把第三人称介绍他人能力的句型 “SheHe can”容易和第一人称介绍句型 “I can”混淆；一般疑问句中的人称 转换对于大部分学生来说学生也是一个很大的挑战；学生在对话合作上缺乏一 定的合作意识，倾听习惯还有待加强. 三、教 学 过 程 ： Step 1: Warming up Greeting and sing a song: What can you do? Greeting and sing the song. 开头以关于能力的歌曲导入，营造轻松愉快的 氛围，复习部分动词。 S tep 2: Revision and lead in Free talk. Ask ss to talk about What they can do with sentences: What ca n you do? I can. Teacher guides ss to say more sentences like “I can and ” and asks ss to answer the question “Can you?” Free talk Answer teachers question. 激活旧知，链接新知。 Step 3: Presentation 1. Lead in a super star and guide ss to guess. 2Guide ss to listen to a dialogue and present the question: What can she do? 3. Ask one student the question and see whether ss understand the struc ture. Write down the structure and emphasize the change from “you” to “she”. Guide ss to practice the structure among grou ps and pairs. 4. Ask some ss to do actions. Guide boys and girls to ask and answer with “What can heshe do? HeShe can.” 5. Guide ss to guess the question: Can she Ss try to answer teachers question. Listen to the dialogue. Answer teachers question and pay attention to the change. Practice the structure. ask and answer between boys and girls with the key structure. Learn how to answer the 引入学生喜爱的明星偶像，激发学生学习兴趣。 利用对话让学生初步 感受 What can she do? 这个句型，让学生带着问题思考。 利用板书引导学生注意人称变化以及回答方式。 多种形式操练句型，引 导学生强化理解句型结构。