1、Module 2 Unit 2 Im drawing a picture. The 1stperiod Analysis of teaching material: This teaching part is the 1st part of unit2 in Module 2, New Standard Students Book 4.The function of this part is talking about present actions/activities. The key content is the present continuous tense, esp. in 1st
2、person, to talk about or describe ones present actions. Theoretical bases of this design: This class is designed to guide SS to have a general application of the key language to talk about the activities one is doing by presenting their colourful life. During this class, SS will be activated and enc
3、ouraged to participate in the English tasks by cooperating with partners in order to experience the happiness and cultivate self-confidence in learning English. Analysis of SS: SS in class 1, Grade 2 have partially understood the present continuous tense, and they can describe actions using: “Hes/Sh
4、esing.” But they lack of knowledge of present participles in pronunciation and how to ask others present actions. Moreover, they are quiet in class, so more activations should be given to cheer them up to participate in the class. Objectives： By learning this class, SS can 1. understand and use the
5、key phrases: write-writing a letter, draw-drawing a picture, colour-colouring the picture, and use the target language: “Im Hes/Shes” to talk about and or describe ones present actions. 2. read and retell the key text in teams, and cooperate to rewrite and sing a new song. 3. be willing to participa
6、te in English activities and cooperate with others. Focus: 1. SS can read the text in fluency and perform the Beckys story in team work. 2. SS can master and use the key phrases to describe present actions in daily life. 3. SS can use the key language: Im doing to talk about or describe ones present
7、 actions. Difficulties: In the practice, SS are expected to 1. use the key information to retell Beckys actions using the key language in teams. 2. work in teams efficiently to recreate a new song and give a presentation. Methods: Teaching：Content-based instruction Learning：Cooperative learning appr
8、oach Aids： T: CAI, pictures, cards, SStask material SS: headwear, poster/pic Procedures： Step I. Warmer-up2 1. Lets sing a song: Are you sleeping? 2. Look and say图片文件 1 Eg: -What are you doing?-Im ing. -Whats she/he doing?-Hes/ Shes ing. (reading a book, walking, watching TV, singing a song, playing
9、 with snow, playing football, playing the piano, running, skipping, taking pictures. ) SS look at the pics of their daily life, talk about them to review the ing phrases learnt. (老师组织学生通过集体问答和个别问答的方式复习所学的 ing 短语，同时在口 头复习句型：-Whats she/he doing?-Hes/ Shes ing.并呈现本节课的口语句 型：-What are you doing? -Im ing.
10、使学生通过简单的人称转化，能听懂会说 这个会话句型。) 【Purpose: SS sing a song to cheer up and say to review and get ready for the new lesson.】 Step II. Presentation10 1. Look and learn. 图片文件 2 Keys sentences： -, what are you doing? - Im drawing a picture/. Key phrases：drawing a picture, colouring the picture, write-writing
11、a letter (通过分享同学和老师的图片学习关键句型和短语，并在问答过程中检查学生对 两组句型的理解和应用：-Whats she/he doing?-Hes/ Shes ing./ -What are you doing? -Im ing.和对三个词组的发音掌握。同时让学生认真观察图片，辨 别 drawing 和 colouring，writing 和 writing a letter，做到准确和灵活应用。老师 在黑板上呈现句型和 ing 三组短语。) 【Purpose: SS understand the meaning of the key phrases by looking at
12、the pics. And they can percept the change in form and pronunciation between verbs and participles.】 2. Draw and say -Group work Keys： -, what are you doing? - Im drawing a picture/. - Im colouring the picture/ - Im writing/ writing a letter/ SS work in group of 4 to draw, colour, write and share, us
13、ing the target language to talk about their activities. (在学习关键词句的过程中，老师引导学生自己在任务纸上 drawing，colouring， writing，让学生体验这三种活动，与四人小组同伴分享自己的作品，通过问答练 习，这个过程中鼓励学生衍生出更多具象的词组：drawing a flower/ panda， colouring the tree/ house等。留给学生一定的应英语交流和思维时间。) 3. Clap and chant 1 Draw, drawing, drawing, drawing a picture Co
14、lour, colouring, colouring, colouring the picture Write, writing, writing, writing a letter 【Purpose: SS chant together to consolidate the key phrases in pronunciation.】 Step III. Practice15 1. Listen and understand 4 Qs for SS before listening: A: Whos the girl? B: How old is she? C: Whos the frien
15、d? D: Whats she doing? SS listen to the text one time and try to answer the first 3 Qs. And listen again to answer the 4thQ. SSanswers are checked orally. 【 Purpose: SS listen and understand the text, and get the key information for comprehension.】 2. Lets listen and read -Pair work SS listen to the
16、 tape and follow, pay attention to the pronunciation and imitate the intonation. Then they work in pairs to read the text and check each others reading in turns. 【Purpose: SS work in pairs to have a good reading of the text.】 3. Role play -Pair work Hello, Im Becky. Im SS role-play Becky to retell t
17、he text in 1stperson perspective. They can role play and retell in pairs. Afew are asked to present. 【Purpose: SS can have a good application of the text by experiencing the roles the task.】 (Practice环节，整体回归文本，首先通过看图，呈现问题，听音，引导学生完成 课文理解任务。之后通过听读模仿，指导学生达成基本的语音语调。然后，学生 角色扮演 Becky， 进一步体验课文传达的内容， 学会怎样完整
18、地介绍自己的活动， 完成文本的学习。) Step IV. Consolidation 1. Lets share and say -Pair work Eg:Hello! Becky. Im Im _. This is my He/She is _. Do you like it? 【Purpose: SS can apply the key language structure to talk about and share their own daily activities with partners to experience the use of English in life.】
19、（双人合作分享自己和家人的活动图片，练习如何完整的介绍，分享和交流：开 始有问候，最后有互动。活动前老师给出自己的示范和合作指令，帮助学生完成 口语任务。邀请个别同学做 presentation。 ） 2. Lets sing SS sing the song on p12 to relax and prepare for the next task. 3. Rewrite and show -Group work SS work in teams to substitute some lyrics in the song for their own daily activities to w
20、ork out a new song, practise and show in teams. （小组合作， 根据本节课的歌曲进行创编， 学生可以根据自己 poster 的内容创编， 也可以表演创编，学会调用自己储存的 ing 词组，完成这个任务。 ） 【Purpose: SS are motivated apply the phrases learnt to work in teams to make and performance a new song, and experience and enjoy the English in music.】 Step V. Summary 1. L
21、ets summarize the key text by retelling. 2. Comment on SSperformance. Step VI. Homework 1. Collect more activities of your school/ day life to make a photo show and write a letter to MZ for sharing. 2. Rewrite a new song and sing to share. 【Purpose: SS can consolidate and practise what they learnt a
22、nd try to learn English from daily life in more ways.】 Blackboard Design Unit 2 Im drawing a picture. 1 【Purpose: This blackboard design provides SS a communicative way to practise the keys. SS can get the key language and content in a context of this class.】 Reflections： 一一、思得：思得： 第一：在教学中，利用学生自身的语言
23、资料或熟悉的教学资源，创设真实的 语言情景，能吸引学生兴趣，顺利展开新课学习。 第二：新旧知识的整合复习或过渡学习，能帮助学生更好的理解新知识，使 新旧知识建立联结，减少学习阻力，也能帮助学生建立语言表达和思维发展的连 贯性，如：Whats he/she doing?Hes/ Shes 和-What are you doing?- I m两个句型的复习和学习。 第三： 在新词组学习中， 引导学生通过自身即时的活动， 如： drawing a picture 和 colouring the picture 体验所学的词组，能有效地创设语境，帮助学生理解词组 含义，发展学生英语思维。 二二、思失：
24、思失： 第一：由于时间原因，没有完成学生小组合作创编新歌和展示的活动，是本 节课的一大失误。 这也反映出在教学设计和实际操作时， 对学生的学情分析不够， 没有做好课堂预设。 第二：由于时间紧张，特别着急每个学生能顺利表达，所以在学生思维和自 主语言过程中，老师有过多的提醒和干预，使学生的失去了课堂的主体地位，也 造成了学生紧张的心理。 -, what are you doing? - Im ing 第三：在板书呈现中，只强调了 drawing，colouring，write-writing 这三个单 独词汇，没有出现完整的词组或句子表达，使它们的学习脱离了语境，没有为学 生提供完整的语句。 第
25、四：在实际课堂中，我还十分缺乏对教育情境中随机应变的细心技能，做 到随机应变应对突发事件或预设外的语言表达， 不能发现和利用学生课堂表现的 闪光点，做出恰当地反馈，或提出明确的全班评价和知识分享，引导学生发散思 维，丰富课堂内容，如：Im drawing a flower. Im drawing a house，这是学生自 身在语言和思维发展的提升，我应该给予一定的引导和激发，让学生有更多精彩 的语言生成。 三三、思效：思效： 第一，本节课教学目标基本完成，学生在听，说，读的能力上有一定提高， 能够应用目标句型和词组表达自己正在做某事，或与同伴讨论正在发生的活动。 第二，学生能够认真听讲，参与
26、到课堂的口语活动中，和老师或同伴合作， 有情景的英语新词组和句型完成会话，并能在跟读和小组朗读的基础上，小组合 作完成复述或介绍 Becky 的练习。 第三，在口语任务中，学生能利用准备好的 poster，应用目标语言，和同伴 分享和讨论生活中自己和他人的日常活动，使英语学习走进日常生活，掌握并运 用语言，同时体验与他们合作学习和分享生活的乐趣。 （四）思改：（四）思改： 再设计与实践这节课，我应从以下五点改进： 第一：我要做好学情分析，关注学生的最近发展区，以学生的角度：知识 和思维，设计教学内容和活动安排，预测学生在老师所创设的语境下可能的会有 的表现， 并以此为依据设计之后活动与任务，
27、做到英语学习和活动的具有科学性， 逻辑性，符合学生语言和逻辑发展需求，同时也保证教学内容的顺利完成。 （教 学修改部分，在本次教学设计中已体现。 ） 第二：时刻谨记学生的主体地位，不仅是在教学设计中，更体现在实际教 学中， 在活动前给予学生明确的指令或示范后， 留给学生自己思考和表达的时间， 让学生完成和体验一个完整句子的思维和表达过程，减少老师的干预，特别是学 生在表达过程在老师的提醒。 第三：谨记英语学习不离语境：在英语课堂的每个环节中：热身导入，新 知学习，活动巩固，总结评价，板书呈现中，都应该搜集和整合资源，利用真实 的材料，为学生的学习和表达创设语境，帮助学生理解知识。 第四：调整活
28、动在内容和安排上的逻辑性和科学性，以及老师在任务前的 明确指令或示范（老师示范，师生合作示范） ，充分考虑活动组织的有效性：本 节课将 Practice 板块中： role play 和 lets retell Becky 的活动， 由四人小组改为 pair work，能加强学生的活动参与度，相互检查，节约时间，更具有效性。在 Consolidation 板块中：Lets share and say：分享照片，分享生活练习中，以双人 合作甚至全班任意合作两位同学的方式完成，也更具有效性和交流性，增加学生 与不同学生交流的机会，也是让学生生活体验的一部分。 第五：关注每一个学生，关注课堂中发生的每件事，关注学生的学习和思考 过程，把课堂真正交给学生，突出学生主体地位，展示老师的评价能力和赏识态 度，发现学生的闪光点，捕捉意料之外的教育事件，将语言教育发展为对学生的 人品、思想的发展，让课堂的精彩发自偶然，储之久远。
