1、Unit 9 I can fly. 一、 教学目标 1、知识与技能目标（1）能听懂、会说常用动词jump、swim、run、fly、walk.（2）能听懂、会说句型I can,并能在实际情景中运用。(3)能用所学的单词和句子进行简单会话交流。2、过程与方法 （1）通过语音模仿,听音做动作,录音跟读,听音回答问题等活动培养学生良好的语感,能正确流利地朗读课文以及用英语思维的能力。3、情感态度与价值观（1）通过学习本课，学会与人交朋友。（2）通过对话表演和情景交际,激发学生学习英语的兴趣。二、学情分析:本节课教学对象为四年级的小学生,他们活泼、好动、爱说、爱表现,乐于参与课堂教学。他们对英语不再陌
2、生,经过三年多的英语学习他们对英语有较浓的兴趣,也有一定的英语基础。然而这个阶段学生的英语实际应用能力是非常有限的,这也就促使他们十分渴望能用英语解决日常生活中的实际问题,在实践中提高自己的英语水平。所以作为教师要通过直观的活动吸引学生,激发他们学习的兴趣,让学生在真实的情景中去学习语言、运用言。让学生在感知、体验和参与中获取知识,形成能力。而且,学生具有强烈的集体荣誉感,能够按要求在小组内合作,完成课堂活动,但由于个性、智力、成长环境及学习习惯的影响,他们在学习能力方面也存在着一定差异,小组合作学习时一定要注意发挥小组长的领头人作用并保护学困生的自尊心。三、教学重点、难点教学重点:1.能听、
3、说、读、写四会单词:run jump swim fly walk。2.能理解、会用句型What can you do? I can fly.并能在情景中正确运用。教学难点:1.掌握情态动词can 的用法。 2.walk like a duck的读音和方法。 四、教学过程 Step1 .Warming up.1、GreetingsT: OK ,lets begin our class .Stand up ,please .Good morning ,everyone ! Ss: Good morning ,teacher .T: How are you today?Ss: Im fine ,th
4、ank you.T: Nice to see you.Ss: Nice to see you. too.2、Sing a song：Old MacDonald had a farm.(课件出示歌曲)Step2.ReviewT: (承接上一部分歌曲提出问题)“What animals can you see?” Ss: I can see T: Oh ,you are so clever. In the world , there are so manyanimals. They are our friends. we must be friendly to them. Do you like
5、animals?Ss: Yes ,I do.(设计意图:在新课前,播放学生喜爱的动物视频,意在激发学生学习英语的兴趣,通过观看并回答问题,复习动物词汇,文本课新知识的学习,也为拓展练习中的表演环节埋下伏笔。)Step3.Presentation and Practice（一）Words1. 教学单词fly及句型“What can you do? I can fly. T: Today I bring you some animals friends. 教师课件展示 :九只展翅飞翔的小鸟。 (播放课件)T: Now, look! What are these?S: They are birds.
6、T: How many birds ? Now lets count together ,ok?S: Nine.T: Today well learn Unit 9 I can fly.(板书，领读) T: Look ,the bird can fly. Fly, fly, fly.(戴上小鸟头饰)Im a bird ,I can fly.(把头饰递给学生) What can you do?S:（戴上小鸟头饰模仿小鸟回答) I can fly. ( 教师板书并指导学生书写,有时间可以让一个同学到黑板前面写,其他同学在练习本写。师巡视指导。) 操练 :What can you do? I can
7、 fly. (学生同桌互问,并汇报交流,分组加分。)拓展词组:fly like a bird.学生在小组内操练,并做到互问互答。)2.T:Now I have a riddle ,listen to me carefully? OK?Ss: OK.T:It is an animal ,its small and its white ,it has a short tail 、two longears and two red eyes。(设计意图:动物玩偶学生看得见,摸得着,可以从感觉上给学生留下深刻的印象,加深学生的记忆,激发学习兴趣。)Ss: Its a rabbit.T: What can
8、 the rabbit do?Ss: It can jump. T:The rabbit can jump.(Teacher show the new word: jump.)Read and practice it .(注意单词读音,尤其要强调J/ u两个字母的发音。)(设计意图:把含有u字母的单词依次出现,让学生寻找规律,便于学生记忆。同时,在教学中渗透音标知识与规律的总结,便于学生养成良好的语音素养。)T: What can you do?Ss: I can jump .(学生做动作,其他学生变模仿,边读单词-教师适时板书-学生练习书写,写完读一遍就坐好。)拓展词组:jump like
9、a rabbit.(学生在小组内操练,并做到互问互表演。)( 设计意图:激发学生的兴趣,通过可爱在的动物玩偶,唤起学生记忆,为新课中的交际活动做充分的准备。)3、run (播放课件)T: Now, Please listen carefully .Guess ,who is it? Ss:(listen)Its a horse. T: Yes ,its a horse .What can the horse do?Ss:跑T:The horse can run. Run, run, run. 单词卡片学习runT: I can run .Can you run?Ss: Yes, I can.T
10、: Run, please! Ss :run.T：Run like a horse.（边做动作边读），学生跟做。Practice: What can you do? I can run. Can you run? Yes, I can.(教师与学生一起做动作,慢跑,快跑,像马一样跑)拓展词组:run like a horse.4、 swim(播放课件)T: Now, I have another riddle. Guess, who is it? Ss:(Guess)T: Yes, its a fish. The fish can swim. Swim, swim, swim. 单词卡片学习s
11、wim.T: I can swim .Can you swim?Ss: Yes, I can. T: Swim, please! Ss :swim.T:Good,swim like a fish.(边说边做动作)5. walk (播放课件)T:Guess, whats the robot doing?Ss :走。T:Walk . The robot can walk. Walk, walk, walk. 单词卡片学习walk.T: I can walk. Can you walk?Ss: Yes, I can.T: Walk, please! Ss :walk.T:The robot can
12、walk ,what animals can walk ,do you know?Ss :Pigduck.T:Good,walk like a duck.(边说边做动作)Ss :跟做动作。6、Have a test.（学生拿出小考卷，然后教师核对答案）7、Play a game .师生共同练习拓展的词组:walk like a cat /walk like a duck. /Swim like a fish/ run like a horse/ jump like a rabbit./ jump like a rabbit. (设计意图:单词用多种方式呈现,激发学生学习兴趣,将单词,放到真实的
13、情境中结合句子学习,有利于学生对新单词的理解,在操练环节,注重用句子交流,培养学生使用英语在能力,教学效果好。)1).The teacher give the order and the students do the actions.2).Let some children go out and do the actions ,then the other children give the order.(设计意图:通过游戏和真实情境的创设,在小组中让孩子们快乐的运用和记忆词组,突破本节课教学难点。)（二）Dialogue:T: Boys and girls ,you are so clev
14、er. Spring is coming. Many animals are running out to enjoy the beautiful spring .Theyre going to have a skill race .What can they do? Now lets listen .1、Read after the tape.2、Read by yourself.3、 Answer the questions.（课件出示问题。）4、Open the book and read the dialogue with their partner，then find some st
15、udents read the dialogue.(设计意图:重视多元智能教学理论,充分调动学生的各种感觉器官,本环节侧重于学生听、说技能的训练。充分满足了孩子的展示的欲望,在回答问题后,让学生能快速的抓住课文主要内容,同时也对展示的学生做出相应的评价。)5、Make up a new dialogue. 教师带上头饰，运用句型What can you do? 询问其他学生。学生根据自己带的头饰回答：Im a.,I can.学生在小组里活动，戴自制头饰，边表演边说：Im a dog. I can run. 以小组的形式展示。（设计意图：课前学生亲手制作了自己喜欢的小动物头饰，上课的时候用学生的
16、积极性很高。结合小学生好动的年龄特征，设计此活动，为学生创设了较为真实的交际情境。）Step 3: ConsolidationT: Ok.You did a good job. In this class, we have learnt many knowledge, now Ill test you. (课件出示图片让学生选择)Ss: Answer. (设计意图:通过测试的方式让学生总结学到的知识, 训练学生的表达能力,)Steps5: Homework:1、 Listen to the tape and read the dialogue after the tape three times.2、 Tell your good friends or your parents what you can do.(设计意图:既有基本知识的训练,又能设计开放型的作业,让孩子在生活中运用所学知识。) 板书设计 Unit 9 I can flyWhat can you do? fly . jump . I can swim . run .walk (设计意图:把课文主题图再现在黑板上,设计生动形象,便于学生把握课文内容, 有利于学生理解和记忆本节课的知识点。)
