1、Unit 2 Part B Lets try & lets talk 教学设计教学设计 一、教学目标一、教学目标 知识与能力目标：知识与能力目标： 1、能够在图片和教师的帮助下理解对话大意。 2、能够按照正确的语音、语调及意群朗读对话，并能进行角色表演。 3、能够听、说、读、写，并在情景中运用句型 Was it interesting? What did you do last weekend? Did you.? 谈论周末做过的事情。 4、能够在语境中理解生词 magazine, better, faster 的意思，并能正确发音。 5、能够运用所学句型谈论自己或者他人周末的生活。 情感态度
2、与价值观情感态度与价值观： 培养学生合理计划周末活动的意识。 二、教学重点和难点二、教学重点和难点 教学重点教学重点: 理解对话内容，学会询问他人或描述自己周末做过的事情。 教学难点教学难点： 能够在情境中恰当运用句型： Was it interesting? What did you do last weekend?Did you.?谈论周末做过的事情。 三、三、教学环节教学环节 Step 1 Pre-tasks: 1.Greetings and devide groups. （设计意图：师生自由对话，营造轻松的学习气氛，分组并说明奖励规则， 将对话中的生词 better, faster 作
3、为评价标准，在老师重复的口头评价过程中，突 破生词。 ） 2 Lets chant. “Clap, clap, clap your hands. Have, have, have. Had, had, had. See, see, see. Saw, saw, saw.” （设计意图：chant 朗朗上口，在轻松愉悦的气氛中复习单词的过去式。 ） 3 Magic Eyes （设计意图：在游戏中复习过去式的动词词组， 为下面的语言输出做铺垫。 ） 4.T: I had a busy weekend. What did I do last weekend? Can you guess? You c
4、an use “Did you.?” (设计意图：学生利用句型 “Did you？”猜测老师上个周末的活动，既 能激励学生的学习兴趣，又能让学生利用相关词汇和句型进行语言热身。 在猜测 的过程中也自然导入 magazine，分解了难点，为文本的呈现扫清了知识障碍.) 5 T： This is my weekend. I washed my clothes, cleaned my room, went to the park, saw a film and read a film magazine. I had a busy but nice weekend. How about John? W
5、as his weekend busy? What did he do? （设计意图：总结我的周末活动，激活本节课的话题 last weekend, 并自然过渡 到 Johns weekend, 进行 Lets try 部分。 ） 6. T: Did John sleep last weekend? Did he read a new film magazine? Can you guess? Wu Yifan is asking John about last weekend. Are they going to meet Amy together? （设计意图：教师出示任务和人物图片，介绍
6、听力活动背景,通过老师的引导， 培养学生听前预测的意识，并为呈现对话做铺垫。 ） Step 2 Step 2 WhileWhile- -taskstasks 1. Task1: Watch and answer 完成 Lets try 后，教师出示对话图片：Look, John meets Amy at the bus stop. Where is John going? What is he going to buy? Please watch and answer. (设计意图：通过图片了解对话的背景，并观看视频，初步了解对话大意。) 2. Task 2: Read and fill T:
7、 John is going to buy a film magazine. Did he read a film magazine last weekend? What did he do last weekend? What did Amy do last weekend? Please read by yourself and fill in the table. （设计意图：以表格的形式出示对话的核心问题，学生自读对话找关键信息 并划线，培养学生捕捉关键信息的能力及良好的学习习惯。 ） 3. Task 3: Listen and repeat （设计意图：通过模仿跟读文本，给学生进行适
8、当的学法指导，提示学生注 意语音语调和连读，培养学生良好的朗读习惯。学生通过参与 role-play 进一步 内化语言，也体会到学中用的乐趣。 ） Step 3 Step 3 PostPost- -taskstasks Whose weekend was more interesting ? 比一比谁的周末更有趣 T: John stayed at home all weekend and slept last weekend. Amy read a film magazine. How about you? How was your weekend? Was it interesting?
9、教师总结对话中 John 和 Amy 的周末活动后，自然过度到学生的周末，在 与个别学生交流示范后，让学生四人一组做调查，并汇报，比一比谁的周末更有 趣，教师可提供示范和语言支架，如： A: How was your weekend? Was it interesting? B: Yes. A: Did you.? B: Yes, I did./ No, I didnt. A: Did you.? B；Yes, I did./ No, I didnt. A: Did you.? B: Yes, I did./ No, I didnt. A: What did you do? B: I 可以这样汇报：可以这样汇报： A_ B_ C_- D_ I think _s weekend was more interesting. (设计意图：老师先于个别学生对话，并为 PPT 展示，为学生的调查采访搭建 语言支架。 在对话中实现了语言的输出， 并在比较中水到渠成的进行情感教育 If you make a better plan, you can have a more interesting and meaningful weekned. 培养学生合理计划周末活动的意识。)
