1、1 Teaching Objectives Language knowledge 1.Can listen, speak and read the new phrases.do tasks/have an English party /act in drama/learn from each other. 2.Can listen , speak and read the sentences. How did you English? We learned English by doing things. We learned from each other. Ability 1.Apply
2、the sentences to the Real situation 2.Can make sentences with work. 3.Can speak out the text in right tone. Emotion Cultivate love for the motherlands great rivers, emotion Key and Difficult points Key points 1. Can listen , speak and read the new phrases and sentences. How did you English? We learn
3、ed English by doing things. We learned from each other. Difficult points 1.Use the words and sentences in real life. 2. Can speak the text in right tone. Teaching methods and studying ways Situaional Language Teaching,Cooperative Learning Method,Action Method Teaching aids PPT Teaching procedure Tea
4、ching designTwo times preparation I. Greetings & Warm-up 1).Free talk T: Good morning, boys and girls. Ss: Good morning. T: Do you like English? Ss:Yes. T:When did you begin to learn English? Ss :We learned English three year ago. 2).Letschant Listen listen listen to English Speak speak speak Englis
5、h Read read read English Write write write English Talk talk talk in English Play play play in English 设计意图：教师通过看似无意的对话设计意图：教师通过看似无意的对话和和chant，将学生的，将学生的 思维步步引进语篇学习中，自然过渡到本课语篇教学内容思维步步引进语篇学习中，自然过渡到本课语篇教学内容 2 中来。中来。 1.Free Talk&lead-in: T: Ok ,boys and girls. We learned English three year ago. Look att
6、his picture and then ask: T:How did we learn English?” Ss:We often sang, danced, chanted and played games. T:What do you do in English class? Ss:We do interested tasks,role play, learned from each other anduse words and sentences to tell stories. 1)lead-in: do tasks/ role play,/learned from each oth
7、er/act in drama have an English party”Help students to understand the meaning of the phrases，And then teach it. 2)Listen and read by themselves. 3)listen to the tape and follow it. 4)Listen to the tape again and repeat. 设计意图：设计意图： 通过师生交流通过师生交流,让学生对课文的主要内容已经让学生对课文的主要内容已经 有所了解也加深了对重点词句的认读有所了解也加深了对重点词句
8、的认读,也为下面深入学习也为下面深入学习 课文作了铺垫课文作了铺垫. 2. Practice 1)Ask and answer. Practice in pairs. 2).Ask a student some questions. Help Ss to understand and learn how to make sentences. Then use the sentence to describe someone. Lead Ss to say and understand “How did you learn English? ” Help Ss to understand and
9、 useit. 3).Practice the sentences. Play a game. 4).Read the key sentences together. 5)Try to practice reading in group. 设计意图：通过创设一个和现实生活相似和教材相符的情设计意图：通过创设一个和现实生活相似和教材相符的情 景，学生通过角色互换，模拟。达到操练新知，巩固新知景，学生通过角色互换，模拟。达到操练新知，巩固新知 的目的。还能激发学生学习的积极性。的目的。还能激发学生学习的积极性。 3.New text 1). Ill show you a flash. After
10、watching video, please answer these questions. Q1:What did you begin to learn English? Q2:How did you learn English? 2).Watch video again。 3 3).Read the text. 4.).Fillthe blank. 设计意图设计意图：通过观赏课文动画的方式通过观赏课文动画的方式,让学生初步了解课文让学生初步了解课文 内容内容,问题式的任务方式问题式的任务方式 型教学不会让学生学无目的型教学不会让学生学无目的,用问用问 题层层剖析课文题层层剖析课文,梳理出课
11、文的脉络梳理出课文的脉络,长此以往学生就可以长此以往学生就可以 摸索出学习课文的方法摸索出学习课文的方法.接着通过课文重点词汇填空接着通过课文重点词汇填空,让学让学 生把知识及得更牢生把知识及得更牢. IIIConsolidation or summary Give student some main phrases and sentences, Role read the dialogue in pairs. 设计意图：学生的语言能力只有在丰富的语言实践活动中设计意图：学生的语言能力只有在丰富的语言实践活动中 才能得以锻炼和提升才能得以锻炼和提升.培养了学生的交际能力培养了学生的交际能力,又
12、把所学的又把所学的 语言运用于交际生活中语言运用于交际生活中. IV. Additional activities&practice Show the phrases, let students to work in groups like this: T:What did you begin to learn English? S:I began to learn English three year ago.-. T:How did you learn English? Ss:We often sang, danced, chanted and played games.Sometimes
13、 we did role play.We used words and sentences to tell stories.We often works in pairs and in groups.We learned from each other. 设计意图设计意图：对话教学活动强化了学生对教学内容的理解：对话教学活动强化了学生对教学内容的理解, 体现了对话教学中的语篇意识体现了对话教学中的语篇意识,有助于学生认知能力的提有助于学生认知能力的提 升和发展升和发展. V、Homework A: 1.Recite the text at home. 2.Recite the four-ski
14、ll words and sentences. 3.Do exercise-book. B:1.Listen and read the phrases and text at home. 2.Recite the four-skill words and sentences. 3.Do exercise-book. 设计意图：设计意图：根据学生能力的差异布置根据学生能力的差异布置分层作业，提高学生分层作业，提高学生 学习英语的自信心。学习英语的自信心。 Blackboard design 4 Feed back Advantages： Disadvantages： Corrective actions：
