外研版（一起）一年级下册Module 2-Unit 2 The toy car is under the bed.-教案、教学设计-部级优课-(配套课件编号：70c37).doc

1、1 Module2Location Provider： Analysis of teaching material: This teaching part is the 4th part of Module 2, New Standard Students Book 2.The function of this part is talking about location. The key content is depicting the location of objects. Theoretical bases of this design: This class is designed

2、to guide SS to talk about the location. During this class, SS will be activated and encouraged to participate in the English tasks by cooperating with partners in order to experience the happiness and cultivate self-confidence in learning English. Vocabulary: where (wheres=where is), in, on, under,

3、toy, hat, bed, bear Sentence Structures: 1. Wheres the toy car? 2. Its in/ on/ under the desk. 3. The toy car is under the bed. Analysis of SS: SS in Grade 1, they have learned the words about location-in/ on/ under before. They can ask and answer the location about one object in the English book .

4、Unit Target 1. Can listen, speak and read the words in the vocabulary correctly. 2. Can use sentence structures correctly. 3. Can ask about location. 4. Master the pronunciation of some words. 5. Can make a short passage with partners fluently and finish the questions. 6. Improve pupilslistening, sp

5、eaking and reading through the activities in the classroom. 7. Help pupils solve the problems and help others. 8. Be willing to participate in English activities and cooperate with others. Unit Focus: 1.Master words about location and sentence structures. 2. Can ask about location. 3. Can master and

6、 use the key sentence: The _ is in/ on/ under the _, in our daily life. Unit Difficulties 2 1.Can make a short passage/ dialogue with partners. 2. Can help others and solve the problem. 3. Can use the sentence patterns in our daily life. Hours Arrangement The fourth period The 4th Period Learning po

7、ints： 1.Learn words: where (wheres=where is), in, on, under, toy, hat, bed, bear 2. Help pupils use structures of “Wheres the _?, “The _isin/ on/ under the _.”. Methods: 1. TPR(T)2. CommunicativeApproach (T) 3. Task-based teaching(T)4. Cooperative learning approach (Ss) Teaching Aids： Pictures, CAI,

8、 cards, SStask material Learning Steps I. Warmer/Revision 1. Sing an English song with actions. 【Purpose: Ss sing the song to cheer up and have a revision. 】 （老师利用 module1 学习的歌曲，一方面复习了介词 on, 另一方面调动了孩 子学习英语的兴趣，调动了学习气氛。 ） 2. Duty Report. ( BD: on/ in/ under) （从孩子成长方面考虑，从小培养他们的自信，落落大方的气质，能够用所学 习的知识，自己组

9、织语言，将句子形成段落， 自信的在大家面前展示自己。 在学习过程中不但会说，还会提问，提问也可以增加其他孩子参与的兴趣， 让他们更加仔细的欣赏别人，学习别人的优点。评价孩子时，注意说明评价 原则，让每个孩子心中清楚。 ） 【Purpose: Have a revision about Module2.And cultivate self-confidence in learning English. 】 II. The presentation of the new material 1.Our friend Daming is very sad, he cant find his toys.

10、 Where are they? 2. Show three questions: 3 Wheres the bear? Wheres the kite? Wheres the toy car? 【Purpose: Consolidate the key words by the guessing game.】 3. With the questions, Look at the CAI, listen and try to find the answers. 4. Read follow the tape 【Purpose: Practise their listening and read

11、ing. Imitate the pronunciation and tone.】 5.Write the key sentence on the BB. 【Purpose: The presentation of the sentence patterns. 】 (以好朋友 Daming 找不到自己玩具，引出本课内容， 让孩子们带着问题， 回到文本的学习中，带着问题，找到问题的答案，解决问题。从学习中获得快 乐。 另一方面回归文本，模仿文本的语音语调，本身就是英语学习的重点， 让每个孩子在基础学习时，就树立良好的语音语调。 ) III. Drills Show a cartoon scene

12、. 1. Task1: Lets sing and dance. Sing the song with actions. ( Extended words: by, make some sentences.) 【 Purpose: Consolidate the key words with this song and show them a extended word-by.】 （以卡通动画故事的形式贯穿本课的活动设计， 在歌曲中主要复习了主要 的单词 on, in, under,歌曲同时也活跃了课堂气氛。在歌曲学习中，出现 了一个新单词 by, 老师通过 body language，让孩子

13、们体会单词的意思， 并试着用新词造句。 ） 2. Task 2: Read and do. There are six sentences.According to the sentences, stick the objects with right place in the house. The cat is in the box. The pen is in the bag. 4 The book is on the desk. The toy car is under the bed. The schoolbag is under the desk. 【Purpose: Ss prac

14、tise to have a good reading and good understanding.】 （主句型的练习，通过读一读，摆一摆的游戏，让孩子们理解句子，复述 句子，完成摆放的任务后，从而获得学习的自信和快乐。 ） 3. Task 3: Design your beautiful classroom. Group work. Four in one group. Cut the magazines, design a room for your group. Talk about the room . Talk about the location. Try to make a s

15、hort passage. Like this: Look! This is our classroom. The _is on the _. The _is under the _. The _ is in the _. We like our classroom. At last, show your classroom to the classmates. Talk about your room. 【Purpose: SS will be activated and encouraged to participate in the English tasks by cooperatin

16、g with partners in order to experience the happiness and cultivate self-confidence in learning English. Ss solve the problem in our daily life.】 （ 教学活动设计通过小组合作形式训练语言表达，一方面培养了学生 团队合作精神，一方面也是将语言运用到孩子们的实际生活中去，通 过设计我们美丽的教室，在活动设计中，让孩子带着情感去想，去学， 去展示，最终展示出孩子们共同理想的教室。 ） IV. Practice Lets play a game. Find t

17、he difference. There are two pictures, find the difference. Two students in one group, discuss together. Wheres the _? In Picture1, the _ is on the _. In Picture2, the _ is under the _. (Extended words: in front of, behind) 5 【Purpose: Learn and play games. During this game, SS will be activated and

18、 encouraged to participate in the English tasks. 】 （最后设计一个孩子们非常喜欢的游戏， 考眼力找不同， 在游戏中训练了 孩子们的语言表达。 在这一环节中我们要求孩子们在同桌合作时， 通过 问答对话的形式， 让孩们达到语言实际情景性的训练， 通过交流，运 用语言。 ） V. Consolidation Form a good habit. Keep the room clean. Keep the classroom clean. Tidy the room, we like tidy rooms . We dont like messy ro

19、oms. 【Purpose: We should develop the studentsability, form a good habit.】 （提倡教育孩子，合理规划房间，教室，让我们身边的教室房间更加干净 整洁，爱我们的家，爱我们的班级，爱我们的学校， 达到情感升华。 ） VI. Homework 1. Talk about your room with the sentence “The _ is on/ in/ under the _.” 2. Read the story-Wheres Bob? 【Purpose: SS can consolidate and practise

20、what they learnt and try to learn English from daily life in more ways.】 VII. Blackboard Design Module 2Location the toy car? Wheresthe bear? the kite? The toy car The bearis under the bed. The kite _ _ The pencil is in the schoolbag. The schoolbag is under the desk. The toy car is under the bed. The book is on the desk. The cat is in the box. The bear is on the chair. VIII. Reflection after Teaching