冀教版（三起）六下-Unit 1 Sports-Lesson 4 Did You Have Fun -ppt课件-(含教案+素材)--(编号：b00ec).zip
What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of_, a_and some_. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of_, a_and some_. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of_, a_and some_. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. Did You Have Fun? Yesterday, I went to the gym. I played badminton. I can teach you! I think it is easy! We Love Sports! Its six oclock in the evening. Li Ming, Jenny and Danny get home. “Hi, Li Ming! Hi, Jenny! Hello, Danny!” says Mrs. Smith. “ Where did you go today?” “This morning, we went to the store.” says Jenny. “We bought a pair of runners and a T-shirt for Li Ming.” “We bought some ping-pong balls, too.” says Danny. “This afternoon, we went to the gym.” says Li Ming. “We played ping-pong. I taught Jenny to hit the ball!” “I wanted to hit the ball, too. I thought it was easy, but I hurt my hand!” says Danny. “Then we played basketball.” says Jenny. “I taught Li Ming to throw and catch the ball. “He is a good basketball player!” “Did Danny learn to play basketball ,too ?” asks Mrs. Smith. “He wanted to learn, but he thought the ball was too heavy.” says Li Ming. “I played basketball with a ping-pong ball!” says Danny. “Sports are fun! We love sports!” say Jenny, Li Ming and Danny. I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. I taught Li Ming to throw and catch the ball. I think it is easy! I can teach you! We bought a pair of runners and a T-shirt for Li Ming. We bought some ping-pong balls, too. b ought thought taught We Love Sports! Its six oclock in the evening. Li Ming, Jenny and Danny get home. “Hi, Li Ming! Hi, Jenny! Hello, Danny!”says Mrs. Smith. “ Where did you go today?” “This morning, we went to the store.” says Jenny. “We bought a pair of runners and a T-shirt for Li Ming.” “We bought some ping-pong balls, too.” says Danny. “This afternoon, we went to the gym.” says Li Ming. “We played ping-pong. I taught Jenny to hit the ball!” “I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. Ouch!” says Danny. “ Then we played basketball.”says Jenny.“I taught Li Ming to throw and catch the ball. “he is a good basketball player!” “Did Danny learn to play basketball ,too ?” asks Mrs.Smith. “He wanted to learn, but he thought the ball was too heavy.” says Li Ming. “I played basketball with a ping-pong ball!” says Danny. “Sports are fun! We love sports!” say Jenny Li Ming and Danny. Judge. ( )1.In the morning, they went to the store. ( )2.They bought a basketball. ( )3.Li Ming was a good basketball player. ( )4.Danny hurt his arm. ( )5.Danny played basketball with a ping- pong ball. Y N Y N Y We Love Sports! Its six oclock in the evening. Li Ming, Jenny and Danny get home. “Hi, Li Ming! Hi, Jenny! Hello, Danny!”says Mrs. Smith. “ Where did you go today?” “This morning, we went to the store.” says Jenny. “We bought a pair of runners and a T-shirt for Li Ming.” “We bought some ping-pong balls, too.” says Danny. “This afternoon, we went to the gym.” says Li Ming. “We played ping-pong. I taught Jenny to hit the ball!” “I wanted to hit the ball, too. I thought it was easy, but I hurt my hand!” says Danny. “Then we played basketball, too.”says Jenny.“I taught Li Ming to throw and catch the ball. “He is a good basketball player!” “Did Danny learn to play basketball ,too ?” asks Mrs.Smith. “He wanted to learn, but he thought the ball was too heavy.” says Li Ming. “I played basketball with a ping-pong ball!” says Danny. “Sports are fun! We love sports!” say Jenny, Li Ming and Danny. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of _, a_ and some_ _. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of _, a_ and some_ _. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. store runnersT-shirt ping-pong gym ping-pong basketball balls I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. I taught Li Ming to throw and catch the ball. I think it is easy! I can teach you! We bought a pair of runners and a T-shirt for Li Ming. We bought some ping-pong balls, too. I think it is easy! I can teach you! I bought I taught my friend to I thought it was a 3. I think it is fun. I want to buy a kite. Winni 1. Mickey, I can teach you. 2. Vinnis day Yesterday was Sunday. Vinni wanted to play sports. In the morning, he went to the store. He a kite. In the afternoon, he went to the park with Mickey. He Mickey to fly the kite. They were very happy . At 6:00 in the evening, Vinni got home. He was tired, but he it was fun. Look at the pictures, choose one to tell a story with “bought”, “taught” and “thought”. Swimsuit Swim cap Swim glasses Swimming pool Vinnis day Yesterday was Sunday. Vinni wanted to play sports. In the morning, he went to the store. He a kite. In the afternoon, he went to the park with Mickey. He Mickey to fly the kite. They were very happy . At 6:00 in the evening, Vinni got home. He was tired, but he it was fun. Lesson 4: Did you have fun?（教学设计）（教学设计） The analysis of students 小学是英语学习的起始年级小学是英语学习的起始年级,教给学生正确的学习方法教给学生正确的学习方法,为他们创造一个良好的开为他们创造一个良好的开 始始,是非常有必要的是非常有必要的. 他们喜欢故事他们喜欢故事,勇于探索，勇于探索，并且已经具备在图片的帮助下读并且已经具备在图片的帮助下读 懂小故事的能力，懂小故事的能力，但是对于一些阅读策略和技巧还存在欠缺但是对于一些阅读策略和技巧还存在欠缺。 Teaching material analysis 我根据这一课的内容进行了教材改编。因为从课文的形式来看，单纯的对话不完我根据这一课的内容进行了教材改编。因为从课文的形式来看，单纯的对话不完 全属于语篇，而且通过对学习者的分析，语篇更适合小学高年级的学生。本文是全属于语篇，而且通过对学习者的分析，语篇更适合小学高年级的学生。本文是 一篇过去时的语篇，包括三个生词，长度适中。学生已学过一些过去时知识，教一篇过去时的语篇，包括三个生词，长度适中。学生已学过一些过去时知识，教 材难度与学生现有水平相匹配。材难度与学生现有水平相匹配。 Aims on the knowledge and abilities 知识与技能目标知识与技能目标 (1) Training and development of the students ability of reading comprehension. (2) To develop Ss abilities of listening , speaking, reading and writing. (3) To foster Ss abilities of communication. Aims on the strategies 学习策略目标学习策略目标 (1) Students learn the strategies of cooperation. (2) Students learn how to use reading strategies，such as used in this class: Prediction, scanning and word guessing, skimming, summarize etc. Teaching aims Aims on the emotion 情感态度目标情感态度目标 (1) To cultivate students love sports. (2) To develop their keen interest in English. Difficult points(1) Guide students to read silently. (2) To cultivate students ability of word guessing according to the context. Teaching procedures Teachers activitiesStudents activitiespurposes Step 1. Class Opening Greeting To greet students kindly. 用亲切、随和的语言用亲切、随和的语言 与学生拉近距离。与学生拉近距离。 Step 2. Pre- reading Lead in the topic: What did you do, yesterday? Talk about “What did you do?” 用用老师的个人信息引老师的个人信息引 出与课文有关的话题讨论。出与课文有关的话题讨论。 为学生阅读语篇做好心理为学生阅读语篇做好心理 准备和知识准备。准备和知识准备。 Show the pictures of the text. Through the questions guiding students to predict the text. 同时启动评价机制，同时启动评价机制， 并将评价机制持续整节课并将评价机制持续整节课 的教学活动。的教学活动。 Look at the pictures carefully, in the teachers guidance, guess the content of the text. 引导学生通过图片预引导学生通过图片预 测课文内容，测课文内容，培养学生培养学生 “预测预测”的阅读策略，让的阅读策略，让 学生自然进入阅读状态，学生自然进入阅读状态， 同时引起学生的阅读兴趣。同时引起学生的阅读兴趣。 Step3. While-reading 1. listening Task: 教师绘声绘色的为学教师绘声绘色的为学 生讲故事，从语言上去感生讲故事，从语言上去感 Listen. . Then according the information of the text to order the three pictures. Teacher tells the story about the text to the students. Students listen to the story with their books closed. Then they need to order the pictures on the time line. 染学生，让学生进入文本染学生，让学生进入文本 意境。通过学生按故事顺意境。通过学生按故事顺 序来重新排列图片，帮助序来重新排列图片，帮助 学生了解故事大意。学生了解故事大意。 2.scanning Task： Read the text scilently and quickly by themselves. Then find the sentences for each picture. Students finish the task by themselves. First discuss their answers in the groups, and then discuss them in the class. 让学生学习寻读这一让学生学习寻读这一 阅读策略，在文章里为图阅读策略，在文章里为图 片找出合适的文字信息。片找出合适的文字信息。 培养学生运用寻读方法快培养学生运用寻读方法快 速找到文章关键词及重要速找到文章关键词及重要 语句的能力。语句的能力。 3.word guessing Task: Read the text again, and guess the meaning of the new words from the context and the pictures. Through looking, and thinking, try to guess the meaning of words. As the three new words there are similarities in the tone and form, to learn the three new words of sound, form and meaning through the observation and comparison by themselves. 有意识的培养学生在有意识的培养学生在 阅读时能根据阅读材料的阅读时能根据阅读材料的 上下文和情景去推测、理上下文和情景去推测、理 解生词的含义解生词的含义”。 鼓励学生阅读时大胆鼓励学生阅读时大胆 猜词，这对培养学生的阅猜词，这对培养学生的阅 读习惯和阅读能力有很大读习惯和阅读能力有很大 帮助。帮助。 对于新词字音和字形对于新词字音和字形 的掌握则通过观察和分析的掌握则通过观察和分析 引导学生自学。引导学生自学。 4. read aloud Task： Require students to read the text loudly. Then show some sentences about the text, let the student judgment. Students read their books loudly and clearly, and then judge some sentences about the text. 朗读是生理活动向心朗读是生理活动向心 理活动的转化，即理活动的转化，即“内化内化” 。有助于学生英语思维能。有助于学生英语思维能 力的培养，同时有助于提力的培养，同时有助于提 高学生的英语语感和初步高学生的英语语感和初步 感受课文中的意群，逐步感受课文中的意群，逐步 养成按意群去阅读的习惯养成按意群去阅读的习惯 最终提高阅读水平。最终提高阅读水平。 5.skimming Task: Read the text again. In this step the students are required to read the text 略读课文之后搜集信息略读课文之后搜集信息 是学生语言内化后的一种是学生语言内化后的一种 输出。通过这种形式，使输出。通过这种形式，使 Then fill in the blanks.quickly. Fill in the blanks with their partners. 学生获得学习英语的成就学生获得学习英语的成就 感，同时能训练他们通过感，同时能训练他们通过 略读找出文章大意的能力。略读找出文章大意的能力。 Step 4. Post-reading复述课文复述课文 Task: Students retell the story with the pictures. 展示本节课的评价结果，展示本节课的评价结果， 让学生体验学习的成就感让学生体验学习的成就感, 点明文章主旨。点明文章主旨。 Students retell the story in their groups and class. 复述课文是训练学生复述课文是训练学生 运用运用“总结总结”这种阅读策这种阅读策 略的好方法。有助于提高略的好方法。有助于提高 学生综合运用语言的能力。学生综合运用语言的能力。 Step 5 Homework Show Vinnis Story to the students. Homework: Read the story and tell the story. Students finish the task by themselves. 小学阅读能力的提高小学阅读能力的提高 虽然主要依靠课内语篇教虽然主要依靠课内语篇教 学，但不能仅仅满足与此。学，但不能仅仅满足与此。 本课的阅读拓展训练本课的阅读拓展训练 不但能促进学生英语阅读不但能促进学生英语阅读 理解能力的提高，还能有理解能力的提高，还能有 效促进学生英语综合技能效促进学生英语综合技能 的发展。更有助于发散学的发展。更有助于发散学 生思维，培养学习兴趣。生思维，培养学习兴趣。 板书设计板书设计 I think it is easy! I can teach you! I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. I taught Li Ming to throw and catch the ball. We bought a pair of runners and a T- shirt for Li Ming. We bought some ping-pong balls, too.
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What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of_, a_and some_. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of_, a_and some_. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of_, a_and some_. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. Did You Have Fun? Yesterday, I went to the gym. I played badminton. I can teach you! I think it is easy! We Love Sports! Its six oclock in the evening. Li Ming, Jenny and Danny get home. “Hi, Li Ming! Hi, Jenny! Hello, Danny!” says Mrs. Smith. “ Where did you go today?” “This morning, we went to the store.” says Jenny. “We bought a pair of runners and a T-shirt for Li Ming.” “We bought some ping-pong balls, too.” says Danny. “This afternoon, we went to the gym.” says Li Ming. “We played ping-pong. I taught Jenny to hit the ball!” “I wanted to hit the ball, too. I thought it was easy, but I hurt my hand!” says Danny. “Then we played basketball.” says Jenny. “I taught Li Ming to throw and catch the ball. “He is a good basketball player!” “Did Danny learn to play basketball ,too ?” asks Mrs. Smith. “He wanted to learn, but he thought the ball was too heavy.” says Li Ming. “I played basketball with a ping-pong ball!” says Danny. “Sports are fun! We love sports!” say Jenny, Li Ming and Danny. I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. I taught Li Ming to throw and catch the ball. I think it is easy! I can teach you! We bought a pair of runners and a T-shirt for Li Ming. We bought some ping-pong balls, too. b ought thought taught We Love Sports! Its six oclock in the evening. Li Ming, Jenny and Danny get home. “Hi, Li Ming! Hi, Jenny! Hello, Danny!”says Mrs. Smith. “ Where did you go today?” “This morning, we went to the store.” says Jenny. “We bought a pair of runners and a T-shirt for Li Ming.” “We bought some ping-pong balls, too.” says Danny. “This afternoon, we went to the gym.” says Li Ming. “We played ping-pong. I taught Jenny to hit the ball!” “I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. Ouch!” says Danny. “ Then we played basketball.”says Jenny.“I taught Li Ming to throw and catch the ball. “he is a good basketball player!” “Did Danny learn to play basketball ,too ?” asks Mrs.Smith. “He wanted to learn, but he thought the ball was too heavy.” says Li Ming. “I played basketball with a ping-pong ball!” says Danny. “Sports are fun! We love sports!” say Jenny Li Ming and Danny. Judge. ( )1.In the morning, they went to the store. ( )2.They bought a basketball. ( )3.Li Ming was a good basketball player. ( )4.Danny hurt his arm. ( )5.Danny played basketball with a ping- pong ball. Y N Y N Y We Love Sports! Its six oclock in the evening. Li Ming, Jenny and Danny get home. “Hi, Li Ming! Hi, Jenny! Hello, Danny!”says Mrs. Smith. “ Where did you go today?” “This morning, we went to the store.” says Jenny. “We bought a pair of runners and a T-shirt for Li Ming.” “We bought some ping-pong balls, too.” says Danny. “This afternoon, we went to the gym.” says Li Ming. “We played ping-pong. I taught Jenny to hit the ball!” “I wanted to hit the ball, too. I thought it was easy, but I hurt my hand!” says Danny. “Then we played basketball, too.”says Jenny.“I taught Li Ming to throw and catch the ball. “He is a good basketball player!” “Did Danny learn to play basketball ,too ?” asks Mrs.Smith. “He wanted to learn, but he thought the ball was too heavy.” says Li Ming. “I played basketball with a ping-pong ball!” says Danny. “Sports are fun! We love sports!” say Jenny, Li Ming and Danny. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of _, a_ and some_ _. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. What did they do? In the morning, Jenny, Danny and Li Ming went to the_. They bought a pair of _, a_ and some_ _. In the afternoon, they went to the_. Li Ming taught Jenny to play_. Jenny taught Li Ming to play_. store runnersT-shirt ping-pong gym ping-pong basketball balls I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. I taught Li Ming to throw and catch the ball. I think it is easy! I can teach you! We bought a pair of runners and a T-shirt for Li Ming. We bought some ping-pong balls, too. I think it is easy! I can teach you! I bought I taught my friend to I thought it was a 3. I think it is fun. I want to buy a kite. Winni 1. Mickey, I can teach you. 2. Vinnis day Yesterday was Sunday. Vinni wanted to play sports. In the morning, he went to the store. He a kite. In the afternoon, he went to the park with Mickey. He Mickey to fly the kite. They were very happy . At 6:00 in the evening, Vinni got home. He was tired, but he it was fun. Look at the pictures, choose one to tell a story with “bought”, “taught” and “thought”. Swimsuit Swim cap Swim glasses Swimming pool Vinnis day Yesterday was Sunday. Vinni wanted to play sports. In the morning, he went to the store. He a kite. In the afternoon, he went to the park with Mickey. He Mickey to fly the kite. They were very happy . At 6:00 in the evening, Vinni got home. He was tired, but he it was fun. Lesson 4: Did you have fun?（教学设计）（教学设计） The analysis of students 小学是英语学习的起始年级小学是英语学习的起始年级,教给学生正确的学习方法教给学生正确的学习方法,为他们创造一个良好的开为他们创造一个良好的开 始始,是非常有必要的是非常有必要的. 他们喜欢故事他们喜欢故事,勇于探索，勇于探索，并且已经具备在图片的帮助下读并且已经具备在图片的帮助下读 懂小故事的能力，懂小故事的能力，但是对于一些阅读策略和技巧还存在欠缺但是对于一些阅读策略和技巧还存在欠缺。 Teaching material analysis 我根据这一课的内容进行了教材改编。因为从课文的形式来看，单纯的对话不完我根据这一课的内容进行了教材改编。因为从课文的形式来看，单纯的对话不完 全属于语篇，而且通过对学习者的分析，语篇更适合小学高年级的学生。本文是全属于语篇，而且通过对学习者的分析，语篇更适合小学高年级的学生。本文是 一篇过去时的语篇，包括三个生词，长度适中。学生已学过一些过去时知识，教一篇过去时的语篇，包括三个生词，长度适中。学生已学过一些过去时知识，教 材难度与学生现有水平相匹配。材难度与学生现有水平相匹配。 Aims on the knowledge and abilities 知识与技能目标知识与技能目标 (1) Training and development of the students ability of reading comprehension. (2) To develop Ss abilities of listening , speaking, reading and writing. (3) To foster Ss abilities of communication. Aims on the strategies 学习策略目标学习策略目标 (1) Students learn the strategies of cooperation. (2) Students learn how to use reading strategies，such as used in this class: Prediction, scanning and word guessing, skimming, summarize etc. Teaching aims Aims on the emotion 情感态度目标情感态度目标 (1) To cultivate students love sports. (2) To develop their keen interest in English. Difficult points(1) Guide students to read silently. (2) To cultivate students ability of word guessing according to the context. Teaching procedures Teachers activitiesStudents activitiespurposes Step 1. Class Opening Greeting To greet students kindly. 用亲切、随和的语言用亲切、随和的语言 与学生拉近距离。与学生拉近距离。 Step 2. Pre- reading Lead in the topic: What did you do, yesterday? Talk about “What did you do?” 用用老师的个人信息引老师的个人信息引 出与课文有关的话题讨论。出与课文有关的话题讨论。 为学生阅读语篇做好心理为学生阅读语篇做好心理 准备和知识准备。准备和知识准备。 Show the pictures of the text. Through the questions guiding students to predict the text. 同时启动评价机制，同时启动评价机制， 并将评价机制持续整节课并将评价机制持续整节课 的教学活动。的教学活动。 Look at the pictures carefully, in the teachers guidance, guess the content of the text. 引导学生通过图片预引导学生通过图片预 测课文内容，测课文内容，培养学生培养学生 “预测预测”的阅读策略，让的阅读策略，让 学生自然进入阅读状态，学生自然进入阅读状态， 同时引起学生的阅读兴趣。同时引起学生的阅读兴趣。 Step3. While-reading 1. listening Task: 教师绘声绘色的为学教师绘声绘色的为学 生讲故事，从语言上去感生讲故事，从语言上去感 Listen. . Then according the information of the text to order the three pictures. Teacher tells the story about the text to the students. Students listen to the story with their books closed. Then they need to order the pictures on the time line. 染学生，让学生进入文本染学生，让学生进入文本 意境。通过学生按故事顺意境。通过学生按故事顺 序来重新排列图片，帮助序来重新排列图片，帮助 学生了解故事大意。学生了解故事大意。 2.scanning Task： Read the text scilently and quickly by themselves. Then find the sentences for each picture. Students finish the task by themselves. First discuss their answers in the groups, and then discuss them in the class. 让学生学习寻读这一让学生学习寻读这一 阅读策略，在文章里为图阅读策略，在文章里为图 片找出合适的文字信息。片找出合适的文字信息。 培养学生运用寻读方法快培养学生运用寻读方法快 速找到文章关键词及重要速找到文章关键词及重要 语句的能力。语句的能力。 3.word guessing Task: Read the text again, and guess the meaning of the new words from the context and the pictures. Through looking, and thinking, try to guess the meaning of words. As the three new words there are similarities in the tone and form, to learn the three new words of sound, form and meaning through the observation and comparison by themselves. 有意识的培养学生在有意识的培养学生在 阅读时能根据阅读材料的阅读时能根据阅读材料的 上下文和情景去推测、理上下文和情景去推测、理 解生词的含义解生词的含义”。 鼓励学生阅读时大胆鼓励学生阅读时大胆 猜词，这对培养学生的阅猜词，这对培养学生的阅 读习惯和阅读能力有很大读习惯和阅读能力有很大 帮助。帮助。 对于新词字音和字形对于新词字音和字形 的掌握则通过观察和分析的掌握则通过观察和分析 引导学生自学。引导学生自学。 4. read aloud Task： Require students to read the text loudly. Then show some sentences about the text, let the student judgment. Students read their books loudly and clearly, and then judge some sentences about the text. 朗读是生理活动向心朗读是生理活动向心 理活动的转化，即理活动的转化，即“内化内化” 。有助于学生英语思维能。有助于学生英语思维能 力的培养，同时有助于提力的培养，同时有助于提 高学生的英语语感和初步高学生的英语语感和初步 感受课文中的意群，逐步感受课文中的意群，逐步 养成按意群去阅读的习惯养成按意群去阅读的习惯 最终提高阅读水平。最终提高阅读水平。 5.skimming Task: Read the text again. In this step the students are required to read the text 略读课文之后搜集信息略读课文之后搜集信息 是学生语言内化后的一种是学生语言内化后的一种 输出。通过这种形式，使输出。通过这种形式，使 Then fill in the blanks.quickly. Fill in the blanks with their partners. 学生获得学习英语的成就学生获得学习英语的成就 感，同时能训练他们通过感，同时能训练他们通过 略读找出文章大意的能力。略读找出文章大意的能力。 Step 4. Post-reading复述课文复述课文 Task: Students retell the story with the pictures. 展示本节课的评价结果，展示本节课的评价结果， 让学生体验学习的成就感让学生体验学习的成就感, 点明文章主旨。点明文章主旨。 Students retell the story in their groups and class. 复述课文是训练学生复述课文是训练学生 运用运用“总结总结”这种阅读策这种阅读策 略的好方法。有助于提高略的好方法。有助于提高 学生综合运用语言的能力。学生综合运用语言的能力。 Step 5 Homework Show Vinnis Story to the students. Homework: Read the story and tell the story. Students finish the task by themselves. 小学阅读能力的提高小学阅读能力的提高 虽然主要依靠课内语篇教虽然主要依靠课内语篇教 学，但不能仅仅满足与此。学，但不能仅仅满足与此。 本课的阅读拓展训练本课的阅读拓展训练 不但能促进学生英语阅读不但能促进学生英语阅读 理解能力的提高，还能有理解能力的提高，还能有 效促进学生英语综合技能效促进学生英语综合技能 的发展。更有助于发散学的发展。更有助于发散学 生思维，培养学习兴趣。生思维，培养学习兴趣。 板书设计板书设计 I think it is easy! I can teach you! I wanted to hit the ball, too. I thought it is easy, but I hurt my hand. I taught Li Ming to throw and catch the ball. We bought a pair of runners and a T- shirt for Li Ming. We bought some ping-pong balls, too.
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