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D Duty Report welcome Selina. Module4 Unit1 What are you doing? 1. Who are they ? 2. Where are they ? 3.What are Lingling and Amy doing ? 4.What are they talking about? Worksheet Lingling is calling Amy. Are you ? So, What are you ? Whats that noise? Oh, That noise! Its Tom! Whats he doing? Hes with his train. Whats that noise? Are you ? No, Im not. No, Im not eating. Im to you. Whats that noise? Whats he doing ? Oh, thats noise, Its Tom. Hes with his train. drinking eating doing talking playing playing drinking talking eating doing Hi, Amy.Hi, Lingling. 1. 4 students in a group 2. Choose role (10s)0) 3. Practice (2 min) 4. Act out. Role-play Hi, this is Amy speaking. Who is that? Hi, Amy, this is Lingling. 1.Repeat text to your parents. 2.Call your good friend or Cherry. Thank you! 20122012 新标准英语新标准英语课程教学设计课程教学设计 授课教材:(一年级起点)二年级下册授课教材:(一年级起点)二年级下册 授课内容授课内容 :Module:Module 4 4 UnitUnit 1 1 WhatWhat areare youyou doing?doing? 授课年级:授课年级:GradeGrade 2 2 Class7Class7 授课类型:会话课授课类型:会话课 第一课时第一课时 M4U1 What are you doing? 一、一、主题主题 Theme 人与自我:好朋友相互打电话生活场景。 二、二、语篇语篇 Discourse 本课是对话,旨在帮助学生在语境中学习语言。 三、三、文本分析文本分析 Module 4 Unit 1 What are they doing? 是新标准英语(一年级起点 外 研社)二年级下册第四模块第一单元的学习内容。课文情境是 Lingling 给 Amy 打电话,听到电话里传来了噪音,就问 Amy 正在做什么,Amy 半开玩笑 似的说正在和她说话呢。Lingling 又问听到的噪音是什么,Amy 才告诉她是自 己的弟 Tom 正在玩火车呢。 四、四、学情分析学情分析 学生已经接触并深入学习英语将近一年半年时间,他们在听说读等基本语 言技能方面有了一定的累积,绝大多数学生能够使用所学语言表达自己的想法, 并养成了一定的良好行为习惯和学习英语的方法,此外,在第二模块和第三模 块中,他们也已经接触并学习了 Are you doing something? 及 Im doing something 用法,掌握了多种句型,因此本模块在语言上主要是特殊疑问句 What are you doing? 的学习和运用。所以在 Warm up 的时候也是采用了以旧 知导入的新知的方法。 五、五、指导思想指导思想 本课通过任务型活动教学途径,运用整体教学模式,倡导体验参与的学习 方式,遵循快乐教学的原则,使学生在相对真实、完整的语境中接触、体验、 理解语言;引导学生观察故事中的人、物、环境;在故事学习中,从学生的生 活经验出发,培养学习策略和文化意识的发展,发展学生听说读等综合语言运 用能力。 六、教学目标六、教学目标 本模块计划用四课时完成,每个单元本模块计划用四课时完成,每个单元 2 课时。课时。 1. Language Knowledge 语言语言知识知识 a.功能:询问正在发生的事情: b. 语音:全体学生能够运用: What are you doing? c词汇:全体学生能够在课文打电话的视频及教师讲解下, 理解并运用本课打电话情境出现的词汇:call, noise, drink, talk, play; d 语法:能够在情境中通过特殊疑问句 what are you doing? 对未知进行询 问,并用 Im 进行回答。 2.Language Skills 语言技能语言技能 a.学生能用英语在电话场景中对未知的动作加以提问。 b.能够用正确的语音、语调朗读对话,并根据相应内容加以肢体动作, 能够在教师的指导下进行分角色朗读并进行小组表演。 3.Cultural Awareness 文化意识文化意识 能够感知“call, talk”,猜测同伴在干什么,并用特殊疑问句进行提问。 4.Affective Attitude 情感态度情感态度 敢于开口,表达中不怕出错误,乐于感知并积极尝试使用英语。 5.Learning strategies 学习策略学习策略 能够在词语与相应事物之间建立联想,建立图片与所学单词之间的记忆链 接。 3、教学重点、难点 1. Important Points 教学重点教学重点 a. words:call, talk, noise, drink. b. sentences expressions: What are you doing? I m talking to you. Whats he doing? He s playing with his train. 2. Difficult Points 教学难点教学难点 a.能够在打电话情境中对同伴正在进行的动作进行提问。 b.能够正确对自己及别人正在进行的动作进行回答。 3. Teaching methods 教学方法教学方法 情景教学法,PPP 教学模式,TPR 儿童英语教学。 4 Teaching Preparation 教学准备教学准备 自制 PPT,课本配套 CD,课文相关词汇卡片等。 七、学习活动七、学习活动 八、教学流程八、教学流程 八、八、Teaching Procedures 教学过程教学过程 教学步骤教师活动学生活动设计意图时间 每节课前都会 Warm-up( Lead -in ) 1. Sing a song-Im listening to music. 2. Daily Report: My family. ( Selina) Selina will ask others 4questions which is “What is my grandfather doing in the video?” “What is my grandmother doing in the video?” “What is my father doing in the video?” “What is my mother doing in the video?” T: Who else in the video? Whats he doing? 1.Sing toge ther. 2.Listen and watch daily report. 3.Answer questions. 有 1 名同学进 行 daily report,旨在帮 助学生提升综 合语言运用能 力和自信心。 通过与本单 元主题有关 的英语课前 演讲:我的 家人及他们 所正在进行 的活动,自 然引入本课 主题。 通过生生之间 的提问与回答, 让学生感受 和体会表达正 在进行的动作 时所运用的语 言,进一步加 深学生对 “doing ” 3 现在进行时态 的理解和运用 可以通过复习 运用旧知识, 顺利导入新课。 Presentation 1.Watch the video for the first time, and then answer the questions. Q1:Who are in the story? Q2: Where are they? Q3: What are Lingling and Amy doing? Q4: What are they talking about? 2.Watch the video for the second time. Q1:What are they talking about? Q2: Whats that noise? Listen and watch the Video. Understand the content of this story. Get the key information from the video. 1.先让学生看 一遍课文视 频。挖掘故 事背景,如 在故事中有 哪些人物, 在什么地方 等,以旧知 引新知,进 行语言激活。 然后提出更 深层次的问 题,让学生 带着问题学 习,整体感 知课文对话, 整体输入本 课语言信息, 通过视觉听 觉多途径输 7 入。 Practice1.Ss read the words and sentences after the video with TPR. ( all together, teams, lines, rows, boys, girls, groups, deskmates, individual ) 2.Open the books, listen, point and read. 3. Point and read together. 4. Read in roles. T: Tom T1+T2: Lingling T3+T4: Amy 5.Sudents Activity. Finish part 1 on the worksheets. Invite 2 students to read their answers. Read the text and imitate the intonation. practice the key sentences in this lesson. Look and then act out the dialogue together. 1.以“具身教 学理论”为基 础,让孩子 在跟读过程 中 TPR,通 过身体与外 界环境多的 充分互动, 加深语言理 解,模仿录 音语音语调。 2.通过不同形 式的分层次 朗读课文更 好地从整体 上把握故事 脉络,为整 体输出故事 奠定基础。 3.翻书跟读加 深映像,提 高学生的认 读能力。 4.通过思维导 15 图,帮助学 生加深对课 文的印象, 从而达到能 复述课文。 Production 1.Role-play. Game 1: Act the story out. Teacher invites some groups to show their performance. Game 2: Students can make another dialogue by replacing “ eating” “ drinking” “ playing with his train” words. Game 3: T: When we dont know who is calling to us, we can answer the phone: “ Hello, this is . speaking, who is that?” S: Make another call with “Hello, this is .speaking, who is that?”. at the beginning of the dialogue. T: Show a picture to students and ask: “ Is it good to speak loud or make much noise when our family and Enjoy the show. 观看优秀小 组表演,取 长补短。 通过表演, 巩固新知。 通过表演及 教师的提问, 学生主动思 考在别人打 电话得时候 大声吵闹合 适不合适, 从而让学生 明白当别人 在打电话时, 要保持安静 10 friends are talking on the phone? S: No, it is not right. T: We should be quiet and polite when others are talking on the phone. 的道理。 Summary and Homework1.Summary 2.Homework: a .Listen and repeat the text. b.Call your good friends or Cherry with sentences in our text 1 梳理重点 句式,再 次记忆。 2 分层作业, 关注学生 个体差异。 2 Board Design
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