教学过程
教学环节
教师活动
预设学生行为
设计意图
Step1 Greetings
Step2 Warming-up
Step3 Lead-in
Step4 Presentation
Step5 Practice
Step2 Warming-up
Step3 Lead-in
Step4 Presentation
Step5 Practice
Step6 Text learning
Step7 Summary
Step8 Homework
T: Boys and girls，do you like sports? I like sports, too. I like swimming .And I can swim fast.Well,which sport do you like best?
T:Boys and girls, look at this man, who is he? He is a good basketball player. So he can play basketball. Can you play basketball?
T: Today, we’ll come to a new lesson about sports. Please read after me.
1.教学run fast
(1)(出示运动员赛跑的图片)T: Look at this picture! What are they doing? They are running. They can run fast. (师做跑步动作)
(2)出示单词卡片并教读,并分男、女生读。
(3)Say and do the chant: run, run, run, I can run fast.
(4)教学Can you…?并用笑脸和哭脸表示Yes, I can. / No, I can’t.
2.用同样的方法教学jump high
3.教学jump far
(1)(出示运动员跳远图片)T: Look at this boy. Can he jump high? He can jump far.呈现单词卡片教读,并分小组读。
(2)(师做跳远动作)T:I can’t jump far. Can you jump far?(老师根据学生回答，从中选择两位作为下一环节参赛选手)
(3)Make a competition for the long jump.
(4)比赛结束,宣布结果,对获胜的学生表示祝贺"You're the winner."
4.教学 ride fast
(1)(师做骑自行车状)T: Today, I go to school by bike. I can ride a bike. I can ride fast. Can you ride fast?
(2)出示单词卡片教读,并开小火车读。(3)Say and do the chant: ride, ride, ride, I can
ride fast. 5.Play a game:比比,划划,猜猜
1.Work in pairs:调查四位同学各自所具备的能力,并用表格记录
2.Ask and answer:四组学生可自行选择图片和表情进行对话
T: Today, Daming, Sam, Amy and Lingling have a competition in the park. Now, let’s see who the winner is.
1.Listen to the tape, and answer four questions:
(1)Who can run fast?
(2)Who can jump high?
(3)Who can jump far?
(4)Who can ride fast?
2. Follow the T to repeat.
T: Let’s sing the song of “Two Tigers”.
Ss: Yes, I like sports. I like swimming, skipping, playing football...
Ss:He is Yaoming.
Ss: Yes, I can.
学生跟读课文标题
Ss: They are running.
学生跟读词组run fast,后边说边做动作：run, run run, I can run fast.
学生学习并跟读句型时,随教师做面部表情
Ss: No, he can’t.
学生一齐称赞冠军同学"You're the winner."
由一学生做动作，其余学生抢答短语
生生操练句型“Can you…?“Yes, I can.”“No,Ican’t.”并展示调查结果
学生根据自己的情况,自由发挥
Ss
1)Sam can run fast.
1)Sam can run fast.(2)Sam can jump high.
(3)Sam can jump far.
(4)Daming can ride fast.
Can you run fast?
Can you ride fast?
Yes, I can. Yes, I can.
Can you jump high?
Can you jump far?
No, I can’t. No, I can’t.
1. Listen to the tape and read the text.
2. Do a survey about abilities.
围绕“sports”这一话题发散学生思维，调动学生的记忆。用“I like…”句型谈论喜爱的运动，温习了已学知识
以姚明这一学生熟知的体育明星为切入点引入新知，激发他们的学习兴趣，同时将未知的语言点以提问形式呈现，让学生初步感知和体验，为接下的学习奠定基础
通过运用肢体动作、比赛、自编chant等教学手段，活化了教单词的形式，避免枯燥地单一操练，使课堂充满趣味性，充分调动了学生的积极性。在掌握词组的基础上又自然过渡到句型的学习，让学生全方位多方面地掌握教学内容
把语篇中的句子融入情境中，更便于学生领会
让学生自由对话和利用图片让他们进行练习，鼓励学生通过体验、实践、合作等方式，达到巩固所学、熟能生巧的目的
运用任务型教学模式，让学生熟悉并理解本课教学内容，注重听、说、读相结合，训练学生的综合语言能力
将本课的重点句型巧妙地借由歌曲唱出，琅琅上口，便于记忆。这样既活跃了课堂，又达到了获得语言能力发展的目的
板书设计（需要一直留在黑板上主板书）
Module6 Abilities
Unit1 Can you run fast?
Can you…?
run fast jump high
ride fast jump far
Yes, I can. No, I can’t.