1、SixteenSixteen goinggoing on on seventeenseventeen Favorite song Module 3 Unit 2The sun is shining.The sun is shining.Were reading books.The sun is shining.Were visiting the animals.The sun is shining.Were reading books.It is raining.The sun is shining.Were reading books.Were visiting the animals.We
2、re having a picnic.The sun is shining.Were reading books.Were visiting the animals.It is raining.The sun is shining.Were reading books.Were visiting the animals.It is raining.Were having a picnic.The birds are flying away.The sun is shining.Were reading books.Were visiting the animals.It is raining.
3、Were having a picnic.The birds are flying away.Were buying fruit.The sun is shining.Were reading books.Were visiting the animals.It is raining.Were having a picnic.The birds are flying away.Were buying fruit.The ducks are eating sandwiches.The sun is shining.Were reading books.Were visiting the anim
4、als.It is raining.Were having a picnic.The birds are flying away.Were buying fruit.The ducks are eating our sandwiches.Were taking photos.The sun is shining.Were reading books.Were visiting the animals.It is raining.Were having a picnic.The birds are flying away.Were buying fruit.The ducks are eatin
5、g our sandwiches.Were taking photos.The dog is running.The sun is shining.Were reading books.Were visiting the animals.It is raining.Were having a picnic.The birds are flying away.Were buying fruit.The ducks are eating our sandwiches.Were taking photos.The dog is running. Lets watch Why the dog is c
6、rying?Because the bird is taking the dogs bone away.Lead in1. Whats the weather like ?2. What are the animals doing in the photos? Text learningWhats the difference between “in the tree” or “on the tree”?Text learning后跑到树后跑到树上的用上的用 in in in the tree从树上长从树上长出来的用出来的用 onon on the tree1.The flowers are
7、_the tree.2. The panda is _ the tree.3. The koala is _ the tree.4. The peaches are _ the tree.Lets do some exercises.oninonininoninonPractice1.Whats the weather like?2.What are the animals doing in the photos? Text learningLets read. Text learningLets act. Text learningLets retell. Text learning找规律找
8、规律GroupworkThe sun is shining.The birds are singing.It is starting to rain.The birds are flying away.It is raining.The ducks are eating our sandwiches.GroupworkThe sun is shining.The birds are singing.It is starting to rain.The birds are flying away.It is raining.The ducks are eating our sandwiches.
9、找规律找规律1.In this photo, we _ (run).2.Look ! The duck _(eat) our food.3._you _(dance) now? 4. Listen! She _(read) books.5. They _(watch) TV last night. is eatingdancingare runningis readingwatchedArePracticeGuess where it is?Practice in the zooPracticeBrain storm- Where is it? in the parkPracticeBrain
10、 storm- Where is it? at the libraryPracticeBrain storm- Where is it? in the supermarketPracticeBrain storm- Where is it? at the schoolPracticeBrain storm- Where is it? at homePracticeBrain storm- Where is it? at the cinemaPracticeBrain storm- Where is it? at the restaurantPracticeBrain storm- Where
11、is it? at the airportPracticeBrain storm- Where is it? Lets talk about our photos. Production ProductionLast week, my son went toa park.The park is beautiful.In this photo,he is playing with the sand.He is very happy.In this photo, the sun is shining.He is running quickly.WhenWhereWhats the weather
12、like?What bedoing?How Lets write about our photos. ProductionSummaryHomework1.Retell the text beautifully.2.Correct your article.Homework1.教学目标教学目标语言知识目标：语言知识目标：1） 功能： 用现在进行时“be doing”描述图片2 ）语法：全班学生能正确运用: The sun is shining./ be doing3） 词汇：全体学生能理解、运用 shine cry4）进一步强化语音语调，关注学生模仿能力,初步达到语调达意。语言技能目标：语言技
13、能目标：听：全体学生能听懂：The sun is shining. 说：全体学生能说：The sun is shining.读：全体学生能朗读课文，阅读相关短文。写：全体学生能写出 2-3 个语句来描述图片中正在发生的动作或事情。运用：全体学生能运用已学语言对图片进行描述。学习策略目标：学习策略目标：习惯：养成有效预习的学习习惯；模仿地道的语音语调；尝试用“be doing”形式来描述图片或者照片。交际：积极与他人合作；积极用英语进行交流和表达。文化意识目标文化意识目标：在学习和日常交际中，能初步注意到中外文化异同。情感态度目标：情感态度目标：体会到英语学习的乐趣。2.学情分析：学情分析： 本
14、模块的学习重点是进一步强化复习现在进行时的用法。现在进行时在之前的册次中反复出现，学生较为熟悉，但“be doing”依旧是学习重点,也是易错点。其中 be 动词的变化，现在分词的几种变化，以及二者的不可或缺都需要在本课中在口语表达和书写中进行巩固学习。3 重点难点重点难点教学重点：教学重点： 能运用“be doing”结构的句子描述图片。教学难点：教学难点： 对现在进行时结构“be doing”不可缺失的组成以及现在分词“doing”的在本文中的三种变化形式。4. 教学过程教学过程 导入导入 Preview checking活动活动 11. Sing the favorite English
15、 song Sixteen Going To Seventeen 设计意图：让学生在轻松的氛围下进入本课的学习，营造氛围，调动学生学习热情，引入 Chant。2. 演唱 Chant 设计意图：对本课 The sun is shining.进行初步感知。引出本课学习 The sun is shining.3. Guessing game.学生分两组竞赛，各组分别派出一名学生猜句子（现在进行时） ，猜对且速度快的组加分。调动学生学习兴趣，同时检测预学情况。活动活动 2 Lead in & Text learning1. Lead in观察图片并用现在时回答：-Whats wrong with th
16、e dog?- The dog is crying.-Whats the dog doing? -The dog is crying and running.观看动画 Why is the dog crying?设计意图：通过对话的观看，并运用 Lead in 内容，为两组命名，并介绍评价形式。有效导入大课文的学习。2. Text learningWhats the weather like? What are the animals doing in the photos?通过观看课文 flash，回答问题、师生问答、生生问答的形式，感知课文大意。设计意图：播放大课文 flash，学生通过自
17、主观察第一幅图片引出 in the tree 和 on the tree 的区别。学生再通过观察图片启发后得知如何更好的区分 in the tree 和 on the tree 。课堂练习-设计意图：夯实所学知识。1. The flowers are_the tree. in on2. The panda is_the tree. in on3. The koala is_the tree. in on4. The peaches are _the tree. in on3. Lets read.1) 学生听音、正音并跟读.设计意图：点读笔示范听音正音，模仿原文语音语调。2) 学生用 e-pe
18、n 自主听读课文,然后全班查读。设计意图：充分练习后检测学生自主朗读情况，规范语音语调。4. Lets act.学生在自主组合和练习后，对课文进行创编及演绎。设计意图：与自己的好朋友组合练习表演，更好的与他人合作，并且对课文进行有效的创编。5. Lets retell.老师示范复述后，学生与 Partner 共同练习对三幅图片复述。从两人到独自一人复述，通过动态板书达到初步语言输出的目的。设计意图：分层复述，由两人共同完成到一人完成，动态板书的使用从关键词到直接对图片进行描述性复述，达到语言的初步输出，并鼓励学生对课文的适当创编，达到语言的输出目的。活动活动 3-练习练习 Group work
19、 & Practice1. 找规律-朗读并观察课文中语句，找规律1） The sun is shining.2） The birds are singing.3） It is starting to rain.4） The birds are flying away.5） It is raining.6） The ducks are eating our sandwiches.设计意图：通过朗读与观察启发学生发现本文中复习已学时态-现在进行时，并让学生感知 be+ doing 的结构，引入微课。2. Watch a video about the Present Progressive Ten
20、se通过观看微课对现在进行时的结构“be+ doing”形式 中“be”的变化和“doing”的变化的学习。设计意图：了解进行时的表义功能，及“be” 、 “doing”的几种变化形式、句式结构的复习，并进行课堂练习。3. Practice 1- Lets do some exercises.1） In this photo, we _ (run).2） Look! The duck _(eat) our food.3） _you _(dance) now? 4）Listen! She _(read) books.4） They _(watch) TV last night.设计意图：再现微课
21、中的几种现在进行时的句式结构，帮助学生建构知识框架.Practice 2- Guess where it is.用进行时“be+ doing”结构描述正在发生动作来猜地点。设计意图：让学生更好的掌握“be+ doing”来对图片进行描述，达到语用输出的目的。活动活动 4- Production 1. Lets talk about our photos.用“be+ doing”形式描述自己的图片，并适当加入自我感受。设计意图：综合运用本课所学，介绍自己或他人的图片，谈论图片中正在发生的动作和感受，促进语言综合运用。2. Talk about my photos.老师用“be+ doing”结构
22、描述自己的照片，让学生感知如何更完整的来描述自己的图片。设计意图：通过 When？Where？Whats the weather like? What bedoing? How? 的使用更好让学生能够准确运用“be+ doing”写出对图片的描述，对过去时和现在进行时两个时态更多的练习和巩固，并帮助学生有所拓展，实现模块整合性学习。3. Show your article.展示学生文章。设计意图: 展示学生自主写作内容，将课堂推向高潮。活动活动 5- Summary & Homework1. Sum up what we are learning now?总结本课所学。设计意图：学生自主总结，再次将本课学习重点复现。2. Homework1） Retell the text beautifully. 2） Correct your article.Lets do some exercises.1. In this photo, we _ (run).2. Look! The duck _(eat) our food.3. _you _(dance) now?4. Listen! She _(read) books. 5. They _(watch) TV last night.
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