1、沪教版（五四制）（2024）小学一年级上册英语Unit9Yes, I can!教案（共2课时） 一、教学目标 （一）知识目标1. 学生能听懂、会说、认读单词：sing（唱歌），dance（跳舞），draw（画画），read（阅读），write（写字），swim（游泳）。2. 学生能理解并运用句型“Can you.?”（你能吗？）及其肯定回答“Yes, I can.”（是的，我能。）和否定回答“No, I cant.”（不，我不能。）进行关于能力的问答交流。 （二）能力目标1. 通过各种课堂活动和练习，培养学生的听、说、读、写能力，使学生能够准确认读和书写所学单词，熟练运用所学句型进行对话。2.
2、 鼓励学生积极参与课堂互动，提高学生的口语表达能力和语言运用能力，让学生能够在实际生活场景中运用英语询问他人的能力并表达自己的能力。3. 培养学生的观察能力、模仿能力和创新思维能力，引导学生通过观察图片、动作等方式理解单词和句型的含义，并能够在学习过程中发挥自己的想象力，创造出与所学内容相关的对话或情景。 （三）情感目标1. 激发学生学习英语的兴趣和积极性，让学生在轻松愉快的氛围中学习英语，培养学生的自信心和勇于尝试的精神，使学生敢于用英语表达自己的想法和能力。2. 通过小组合作和交流活动，培养学生的团队合作精神和合作能力，让学生学会相互帮助、相互鼓励，共同完成学习任务，体验合作学习的乐趣和成
3、功的喜悦。3. 引导学生关注自己和他人的能力，培养学生的自我认知能力和对他人的尊重与欣赏，让学生明白每个人都有自己的优点和特长，同时也鼓励学生不断努力学习和提高自己的能力。 二、教学重难点 （一）教学重点1. 掌握单词sing，dance，draw，read，write，swim的发音和拼写。2. 熟练运用句型“Can you.?”“Yes, I can.”“No, I cant.”进行能力的询问和回答。 （二）教学难点1. 帮助学生理解和正确运用“Can you.?”句型进行提问，注意语调的变化以及在不同语境中的灵活运用。2. 引导学生在实际情境中自然、流畅地运用所学句型进行交流，并且能够根
4、据实际情况准确地回答“Yes, I can.”或“No, I cant.”，同时能够简单说明原因。 三、教学过程 （一）第一课时 1. Warming-up1. GreetingsT: Hello, boys and girls. Nice to see you again. How are you today?Ss: Hello, teacher. Im fine, thank you. And you?T: Im very well too. Are you ready for our English class?Ss: Yes!设计意图：通过日常问候，拉近师生距离，营造轻松和谐的课堂氛围
5、，为课堂教学做好准备，同时激发学生的学习热情和积极性。2. Sing a songT: Lets start our class with a lovely song. Do you know the “If Youre Happy and You Know It” song? Lets sing it together and do the actions.（播放歌曲视频，师生一起跟着唱并做相应的动作，如拍手、跺脚、点头等）If youre happy and you know it, clap your hands. (clap clap)If youre happy and you kn
6、ow it, clap your hands. (clap clap)If youre happy and you know it, and you really want to show it,If youre happy and you know it, clap your hands. (clap clap).设计意图：以一首欢快的歌曲导入新课，既可以活跃课堂气氛，又能让学生在轻松愉快的氛围中放松心情，为接下来的学习做好准备。同时，歌曲中的动作也可以帮助学生更好地理解和记忆歌词中的词汇和句型，为新知识的学习做好铺垫。 2. Presentation1. Learn the words(1
7、) SingT: Now, boys and girls, listen carefully. What am I doing?（教师清唱几句简单的歌曲，如“Twinkle, Twinkle, Little Star”）Yes, Im singing.（展示单词“sing”的卡片并板书“sing”）Read after me, “sing”.（教师示范发音，注意“i”的发音，学生跟读）Ss: Sing.T: Who can sing a song for us?（鼓励学生举手站起来唱歌）S1: (stands up and sings a short song)T: Very good! Yo
8、u can sing well. We can say “He/She can sing.”（引导学生用“He/She can sing.”来描述同学的唱歌能力）设计意图：通过教师的亲身示范和邀请学生唱歌的方式，让学生直观地感受“sing”的含义，加深学生对单词的记忆和理解。同时，及时引导学生用所学句型描述他人的能力，培养学生的语言运用能力和观察能力。(2) DanceT: Look at me again.（教师播放一段简单的舞蹈音乐，然后跳几个简单的舞蹈动作）What am I doing now? Yes, Im dancing.（展示单词“dance”的卡片并板书“dance”）Say
9、 “dance”.（教师示范发音，学生跟读）Ss: Dance.T: Can you dance like me?（让学生跟着音乐和教师一起尝试跳舞）The students dance with the teacher.T: Great! You all can dance. We can say “I can dance.” Who wants to come to the front and show us your dancing skills?（邀请学生到讲台前展示舞蹈）S2: (comes to the front and dances)T: Wow, you are a good
10、 dancer. We can say “She/He can dance very well.”设计意图：利用音乐和舞蹈动作来教授“dance”单词，激发学生的学习兴趣和参与度。让学生亲自参与跳舞活动，能够更好地体验单词的含义，同时通过让学生展示舞蹈并进行描述，提高学生的自信心和口语表达能力。(3) DrawT: Now, I have a piece of paper and a pencil. What am I going to do?（教师在纸上画一个简单的图形，如一个太阳）Look, Im drawing.（展示单词“draw”的卡片并板书“draw”）This is “draw”
11、. Read it.（教师示范发音，学生跟读）Ss: Draw.T: Do you like to draw? What can you draw?（让学生举手回答自己喜欢画的东西）S3: I like to draw flowers.S4: I can draw animals.T: Very good. You can draw many beautiful things. We can say “I can draw.”（引导学生用“I can draw.”来表达自己的绘画能力）设计意图：通过教师的现场绘画示范，引出“draw”单词，让学生直观地看到绘画的过程，理解单词的含义。与学生的互
12、动交流，了解学生的绘画兴趣和能力，鼓励学生用英语表达自己的特长，培养学生的语言表达能力和自我认知能力。(4) ReadT: Look at this book.（教师拿起一本书，做出阅读的样子）What am I doing? Im reading.（展示单词“read”的卡片并板书“read”）Say “read”.（教师示范发音，注意“ea”的组合发音，学生跟读）Ss: Read.T: Do you like to read books? What kind of books do you like to read?（引导学生用中文回答自己喜欢的书籍类型，然后教师用简单的英语帮助他们表达，
13、如“storybook”“picture book”等）S5: I like to read storybooks.T: So you can say “I like to read storybooks. I can read.”（引导学生用英语表达自己的阅读爱好和能力）设计意图：借助实物书进行“read”单词的教学，让学生联系实际生活中的阅读行为理解单词。通过询问学生的阅读喜好，拓展学生的词汇量，并引导学生用英语表达自己的阅读习惯和能力，提高学生的语言运用能力和跨文化交流意识。(5) WriteT: Now, I have a pen and a notebook. What am I d
14、oing?（教师在笔记本上写几个简单的字母或单词）Im writing.（展示单词“write”的卡片并板书“write”）Read “write”.（教师示范发音，学生跟读）Ss: Write.T: Can you write your name?（让学生在纸上写下自己的名字）Yes, you can write. We can say “I can write my name.” What else can you write?（引导学生思考并回答自己还能写什么）S6: I can write numbers.S7: I can write some English words.T: Gr
15、eat! You are all good at writing.设计意图：通过教师的书写示范和让学生实际书写自己的名字等活动，教授“write”单词，让学生在实践中感受书写的过程，理解单词的含义。鼓励学生分享自己还能写的内容，培养学生的思维能力和语言表达能力，同时增强学生对自己书写能力的自信心。(6) SwimT: Look at this picture.（展示一张游泳的图片）What are they doing? They are swimming.（展示单词“swim”的卡片并板书“swim”）The sound of “swim” is like /swm/. Say it aft
16、er me.（教师示范发音，注意“i”的短音发音，学生跟读）Ss: Swim.T: Can you swim?（询问学生是否会游泳）Some students may answer yes and some may answer no.T: If you can swim, thats great. If you cant swim, its okay. We can learn in the future. We can say “I can swim.” or “I cant swim.”（引导学生用所学句型表达自己的游泳能力）设计意图：通过展示图片来教授“swim”单词，让学生直观地看到
17、游泳的场景，理解单词的含义。询问学生的游泳能力并引导学生用相应句型回答，使学生能够在实际情境中运用所学句型，同时也让学生了解到自己的能力状况和学习方向。2. Practice the words(1) Game: Flashcard RelayDivide the students into two teams. The teacher shows a flashcard of a word (such as “sing”, “dance”, “draw”, “read”, “write”, or “swim”) to the first student of each team. The s
18、tudent needs to read the word aloud and then do the corresponding action. After that, the student passes the flashcard to the next student in the team. The team that finishes first and correctly wins the round. For example, when the student sees the flashcard “dance”, he/she reads “dance” and then d
19、oes a simple dance move before passing the card to the next student.This game can be repeated several times with different words to reinforce the students understanding and memory of the words and their associated actions.设计意图：通过闪卡接力游戏，让学生在快速认读单词和做出相应动作的过程中巩固所学的单词，提高学生的反应能力和对单词的认读能力。同时，团队竞赛的形式可以激发学生
20、的团队合作精神和竞争意识，增加学习的趣味性和互动性。(2) Word Association GameThe teacher says a word related to an activity (for example, “music”), and the students need to quickly think of and say the word we learned that is related to it (in this case, “sing”). Then the teacher can ask the students to explain why they thin
21、k the two words are related. For another example, if the teacher says “paper”, the students can say “draw” or “write”.This game helps students to make connections between the new words and their related concepts, and also improves their thinking and language association skills.设计意图：利用单词联想游戏，帮助学生加深对所
22、学单词的理解和记忆，培养学生的思维能力和词汇联想能力。让学生解释单词之间的关联，能够锻炼学生的语言表达能力和逻辑思维能力，同时也让学生更好地理解单词在不同语境中的运用。 3. Text learning1. Listen and watchOpen the multimedia courseware and play the video of a short dialogue between two students.A: Hi, Lisa. Can you sing?B: Yes, I can. I can sing many songs.A: Thats great. Can you da
23、nce too?B: No, I cant. But I can draw. I like to draw pictures.A: Oh, really? I cant draw well. But I can read and write.The students listen and watch carefully, and try to understand the context.设计意图：通过播放与能力相关的对话视频，让学生初步感知教材中的语言内容，了解如何用英语询问他人的能力和表达自己的能力，培养学生的听力和理解能力。2. Listen and repeatPlay the dia
24、logue again sentence by sentence. The students listen and repeat, paying attention to the pronunciation and intonation.T: Now, listen and repeat after the video. Pay attention to how they say it.A: Hi, Lisa. Can you sing?Ss: Hi, Lisa. Can you sing?.After repeating several times, ask individual stude
25、nts to repeat a sentence to check their pronunciation.设计意图：逐句跟读对话，让学生模仿正确的发音和语调，提高学生的口语表达能力。同时，检查个别学生的发音，及时纠正错误，确保学生的发音准确。3. Explain the textT: Look at the dialogue. A asks B “Can you sing?” and B answers “Yes, I can.” or “No, I cant.” When we want to know if someone can do something, we use the sen
26、tence “Can you.?” And when we can do it, we say “Yes, I can.” If we cant, we say “No, I cant.” And then we can also say something more, like B says “I can draw.” Do you understand?Ss: Yes.T: Now, lets practice this dialogue with our partners. You can ask and answer about the things we learned today,
27、 like singing, dancing, drawing, reading, writing, and swimming.设计意图：对对话进行详细讲解，帮助学生理解对话的含义和重点句型的用法。让学生与同伴进行对话练习，并围绕所学的能力相关单词进行提问和回答，使学生能够将所学知识与实际情境相结合，提高语言运用能力。 4. Practice1. Pair workThe students work in pairs. One student asks the other student “Can you.?” using the words we learned (sing, dance,
28、draw, read, write, swim), and the other student answers “Yes, I can.” or “No, I cant.” and then gives a reason if possible. For example:A: Can you dance?B: Yes, I can. I learned dancing in a dance class.A: Can you swim?B: No, I cant. Im a little afraid of water.Then they switch roles and continue th
29、e conversation.The teacher walks around the classroom and listens to the students conversations, providing help and guidance if needed.设计意图：通过两两合作练习，让学生在实际情境中运用所学的句型进行交流，增强学生的口语表达能力和人际交往能力。让学生给出回答的原因，可以培养学生的语言表达能力和思维能力，同时教师的巡视和指导可以及时帮助学生解决问题，确保活动的顺利进行。2. Group Activity: Talent ShowDivide the student
30、s into groups. Each group takes turns to have a “talent show”. One student in each group comes to the front and shows their talent related to the words we learned (such as singing a song, dancing a short dance, drawing a picture on the blackboard, reading a short passage, writing a few words or sent
31、ences, or pretending to swim). The other students in the group ask “Can you.?” and the student performing answers “Yes, I can.” and then shows their talent. After each students performance, the group members can clap and say some encouraging words.For example:In Group 1, S1 comes to the front.The ot
32、her students in the group: Can you sing?S1: Yes, I can. (Then S1 sings a song.)Group members: Well done! You sing very well.This activity not only practices the language but also allows students to show their talents and build their confidence.设计意图：以小组为单位进行才艺展示活动，既可以让学生在实践中巩固所学的单词和句型，又能为学生提供一个展示自我的平
33、台，培养学生的自信心和表现力。通过小组内的互动和鼓励，增强学生的团队合作精神和集体荣誉感，同时也让学生在轻松愉快的氛围中学习和运用英语。 5. Summary1. Review the words and sentencesT: What have we learned today? Lets review together. We learned some new words about abilities, like “sing”, “dance”, “draw”, “read”, “write”, “swim”. And we also learned a very useful sen
34、tence “Can you.?” to ask about others abilities, and the answers “Yes, I can.” and “No, I cant.”Ss: Yes.T: Lets say the words and sentences again.Ss: Sing, dance. Can you sing? Yes, I can. No, I cant.设计意图：与学生一起回顾本节课所学的重点内容，包括单词和句型，帮助学生梳理知识框架，加深对所学知识的记忆，确保学生对本节课的学习内容有一个清晰的认识。2. Encourage studentsT: Y
35、ou have all done a great job today. You learned new words and sentences and showed your talents. Everyone has their own abilities and strengths. Dont be shy to show what you can do. Keep learning and practicing, and you will be able to do more things. Im proud of you all.设计意图：对学生的学习表现进行肯定和鼓励，增强学生的学习
36、自信心和积极性。同时，引导学生认识到每个人都有自己的能力和优点，鼓励他们勇于展示自己，培养学生的积极向上的心态和自我认同感。通过鼓励学生继续学习和练习，激发学生的学习动力和对未来学习的期待。 6. Homework1. Listen to the dialogue in the textbook and repeat it three times to your parents or family members. Then ask them “Can you.?” (using the words we learned today) and record their answers.设计意图
37、：通过听读作业，巩固学生的听力和口语表达能力，让学生在家庭环境中也能进行英语学习，同时增进学生与家人之间的互动和交流。让学生询问家人的能力并记录答案，进一步强化学生对所学句型的运用能力，同时也让学生了解家人的特长和能力，增强家庭情感。2. Draw a picture of yourself doing something you can do well (like singing, dancing, drawing, etc.) and write a sentence under the picture using “I can.”. For example, if you draw a
38、picture of yourself singing, you can write “I can sing.”设计意图：布置绘画作业，让学生将所学的英语知识与绘画相结合，通过绘制自己擅长的事情并配上相应的英文句子，加深对“Can you.?”和“I can.”句型的理解和记忆，同时培养学生的创造力和动手能力。展示自己的能力也可以增强学生的自信心和学习兴趣。 （二）第二课时 1. Revision1. Word Review Game: Simon Says with Ability ActionsThe teacher plays “Simon Says” with a twist rela
39、ted to the abilities we learned. The teacher gives commands like “Simon says sing like a bird.” “Simon says dance like a butterfly.” “Simon says draw a circle.” “Simon says read a word on the blackboard.” “Simon says write your name in the air.” “Simon says swim like a fish” (students can make swimm
40、ing motions with their arms). If the teacher says a command without “Simon Says”, the students should not do the action. The students who do the wrong action are out of the game. The last student left in the game is the winner.For example:T: Simon says dance like a robot.The students imitate the dan
41、ce movements of a robot.T: Write a letter on the desk. (without saying “Simon Says”)The students should not do the action. If some students do it by mistake, they are out of the game.设计意图：通过“Simon Says”游戏结合能力相关动作的方式，复习上节课所学的单词，增加游戏的趣味性和挑战性，激发学生的学习兴趣和竞争意识。同时，让学生通过实际的动作模仿来巩固对单词的记忆和理解，锻炼学生的听力和反应能力，活跃课堂
42、气氛。2. Dialogue ReviewAsk some pairs of students to come to the front and role-play the dialogue they learned in the last class about asking and answering abilities. They can add some new questions or answers if they want to make the dialogue more interesting.A: Hi, Bob. Can you draw?B: Yes, I can. I
43、 can draw a beautiful flower. Can you read English stories?A: Yes, I can. I like reading very much. And I can also write some short stories.After the role-plays, ask the other students to comment on their performances and correct any mistakes if necessary.设计意图：让学生进行对话复习，检查学生对对话内容的掌握情况，同时培养学生的口语表达能力和
44、表演能力。鼓励学生在对话中添加新内容，提高学生的创新思维和语言运用能力。其他学生的评价和纠错环节可以培养学生的倾听能力和批判性思维能力。 2. Presentation1. Learn to describe abilities in more detailT: Now, lets think about how we can describe our abilities better. For example, if you can sing, you can say “I can sing well.” or “I can sing some English songs very well
45、.” If you can draw, you can say “I can draw beautiful pictures.” or “I can draw animals very vividly.” Lets practice saying these more detailed descriptions.T: (point to a student who said they can dance in the previous class) S1, you said you can dance. Can you say it in a more detailed way?S1: I c
46、an dance very gracefully.T: Very good! Who else can try? If you can swim, how can you describe it?S2: I can swim fast and swim a long distance.T: Excellent! Now, lets practice with our partners. One person says what they can do and the other person helps them to describe it in more detail.设计意图：通过引导学
47、生学习更详细地描述自己的能力，丰富学生的语言表达内容，提高学生的语言运用能力和表达能力。让学生在实际情境中练习，培养学生的合作学习能力和思维能力，同时也让学生更加了解自己的能力特点。2. Practice describing abilities in detail(1) Pair workThe students work in pairs. They take turns to talk about their abilities and describe them in more detail. They can use the sentences “I can. well.” “I c
48、an. very well.” “I can. beautifully.” “I can. vividly.” etc. For example:A: I can play basketball.B: You can say “I can play basketball well.” or “I can play basketball very skillfully.” Try to say it like that.A: Oh, I can play basketball well. And you, what can you do?B: I can draw. I can draw cartoons very vividly.After a few minutes of discussion, each pair can share their best description with the class.设计意图：通过两两合作练习，让学生在实际交流中巩固所学
