外研版（一起）二年级下册Module 4-Unit 1 What are you doing -ppt课件-(含教案+视频)-市级优课-(编号：e13fc).zip

A: Whats he doing? B: Hes Ask and answer. A: Whats she doing? B: Shes Ask and answer. A: Are you doing your homework? B: Yes, I am. No, Im not. Pairwor k. Module 4 Unit 1 What are you doing? Listen and say.Im listening to music. Im talking to you. talktalkin g talking to Im talking to you. What are you doing? Im reading a newspaper. Im playing football. Im drinking. drinkdrinkin g Look and say. Choose and say. 1 1 2 2 3 3 5 5 6 6 A:What are you doing? B: Im What are you doing? Im talking. What are you doing? Im drinking. What are you doing? Im dancing. Lets chant. Is he dancing? Look, listen and say. 1.Whats Lingling doing? 2.What are they talking? （他们正在谈论什么？） Lingling is calling Amy. “Whats that noise? ” Look, listen and say. nois e A: Hello. B: Hello. A: Nice to see you. B: Nice to see you , too. A: Are you? B: Yes, I am. / No, Im not. A: What are you doing? B: Im Pairwor k. 1. Guess(同桌间猜一猜) 2. Show（PK赛，将赢的作 品 贴到黑板上，进行展示） Activity guide(活动指 南） We can draw a picture to keep the best moments. （我们可以通过画画来留住最美好的瞬间。）（我们可以通过画画来留住最美好的瞬间。） 1.Read the text for 3times. (指读、点读3遍。P20) 2.Recite the words.(第23-25个) 3.在纸上画出自己和自己的朋友或者家 人正在做某件事情。 4.App. Homework 谢谢观看！谢谢观看！ Thank you! 英语 学科 二 年级教学设计 模块4单元主题 Unit 1 What are you doing? 教学目标 Knowledge goal: 1. Students can grasp some key words, such as call, noise, drink and talk. 2. Students can grasp the present progressive tense. Ability goal: Students can be capable of talking about present experience. Emotion goal: 1. Students can taste the happiness of communicating in English. 2. Students can build confidence towards expressing. 3. Students can be active and cooperative in team work, enjoy the sense of achievement in cooperation. 教学内容 Words: call, noise, drink, talk Structures: be + v. ing Sentence pattern: - What are you doing？ -Im 教学重难点 Key points: 1. Students can grasp the key words. 2. Students can have the knowledge of the present progressive. 3. Students can grasp the structure of present progressive tense “be + v. ing”. Difficult points: 1. Students can use the present progressive “be + v. ing ” 2. Students can have the ability to talk about the present progressive tense. 教学过程 【Pre-task preparation】 warm up 1. Sing a song 2.Greeting T: Class begins. Ss: Stand up. T: Good morning, boys and girls. Ss: Good morning, teacher. T: How are you? Ss: Im fine. Thank you. And you? T: Im fine, too. Whats the weather like today? Ss: Its sunny and cold. T: Sit down, please. Ss: Sit down. 设计意图设计意图 歌曲热身，用节奏 欢快的英文歌曲第 一时激发学生的学 习热情，消除学生 的紧张感，将学生 带入课堂。 3.Revision (1) Free talk -Whats he/she doing? -Hes/Shes. (2)Pairwork - Are you.? - Yes, I am. / No, Im not. 【While-task procedures】 1.Lead in Sing a song in Page12. “Im listening to the radio. Im reading a book. Im writing a letter. Come here and look. Im talking to you. Im doing my homework. Are you doing it, too?” Lead in the key sentence “Im talking to you.” Then learn the new word. talk talking t-a-l-k talk Let students to make sentences with “.talking to.”.Then write and spell the word “talking” on the blackboard. 2.Look and learn Make a dialogue according to pictures. -What are you doing? -Im talking to you. -What are you doing? -Im running. -What are you doing? -Im drinking. Learn the new word. drink-drinking d-r-i-n-k drink Let students to make sentences with “.drinking.”. Then write and spell the word “drinking” on the blackboard. 3.Practice 通过知识的回顾,复 习单数第三人称现 在进行时态的特殊 疑问句及其答语。 新知导入部分，用 歌曲Im listening to the radio.结合教师编 的动作来复习旧知 和引入新知，消除 学生的紧张感，吸 引学生注意力，快 速、自然地进入本 节课的学习内容。 引出本节课的核心 词汇“talk” 。 学生用talking to来做句子，鼓 励学生独立思考， 培养学生思维能力。 呈现核心对话句型， 学生首次感知句型 模式。 用drinking做句 子， Im drinking water. Im drinking cola. Im drinking juice. 教师随之提问哪一 个是最好的？喝水 是最好的，所以要 多喝水。思想教育， 情感升华。 (1)Choose and say -What are you doing? -Im . (2)Chant together -What are you doing? -Im singing. -What are you doing? - Im dancing. . (3)Pairwork Practice the dialogue with their neighbours. -What are you doing? -Im . Let students be familiar with the sentence pattern. Try to make a summary about the present progressive. 4.Listen, look and learn (video) (1)Look at the first picture on Page 20. List two questions. The first question：“Whats Lingling doing?”. - Whats Lingling doing? -Lingling is calling Amy. Learn the new words . call-calling c-a-l-l call Let students to make sentences with “.calling.”. Then write and spell the word “calling” on the blackboard. (2)The second question:“What are they talking?” Watch the video, then answer the second question. Theyre talking about “Whats that noise?” (3)Read out together. (4)Translate. (5)Follow the video to read the passage. (6)Students read the passage by themselves. 【Post-task activities】 1.Team work Play a guessing game. Activity guide(活动指南） (1)Guess(同桌间猜一猜) (2) Show（3min PK 赛，将赢的作品贴到黑板上，进 操练句型，采用猜 一猜、对话、小歌 谣的形式，举一反 三进行操练，巩固 句型。猜一猜、对 话具有趣味性，小 歌谣朗朗上口，便 于记忆。 在操练过后，学生 熟练掌握的基础上 进行归纳、总结， 帮助学生学生理清 知识点。 带着问题看第 20 页 课文视频，感知课 文，再经过大声跟 读、翻译、再次跟 读、自读过程，使 学生对知识点掌握 的更加扎实。在跟 读过程中提示学生 注意模仿视频中的 语音语调，学生加 入肢体语言，带有 感情色彩的表演， 激发学生学习兴趣， 培养学生的语言能 力和文化意识。 角色表演，创设真 实情境，锻炼语音 语调，培养团队合 作的意识，使学生 行展示） 2.The Sublimation of Emotion Do you like your pictures? We can draw a picture to keep the best moments. （我们可以通过画画来留住最美好的瞬间。 ） 3.Homework (1)Read the text for 3times. (指读、点读课文 3 遍。 ) (2)Recite the words.(talk, drink, call) (3)在纸上画出自己和自己的朋友或家人一起正在做 某件事情。 在真实情境中巩固 本节课所学的知识， 做到举一反三，不 拘泥于课本。 包括 2 个环节： 首先同桌间拿出自 己画好的小画，进 行猜一猜游戏，猜 一猜图画中对方学 生正在干什么，来 熟悉句型。然后进 入第二环节，3 分 钟内，学生走出座 位，在班级范围内 做猜一猜的游戏， 赢得的图画，直接 粘贴到黑板上对应 小组的位置，到时 间后根据赢得的数 量进行小组评价。 这个活动调动学生 的积极性，发展学 生思维能力，培养 学生语言能力。面 向全体学生，全班 学生在真实情境中 使用英语，实现英 语的语用性。 情感目标中展示黑 板上粘贴好的学生 作品，增强学生自 信心，鼓励学生用 画笔留下生活中最 美好的瞬间。 作业包括：读课文 来巩固课上学习的 知识；留画画的作 业，画出自己和自 己的朋友或家人一 起正在做某件事情， 下节课课上汇报， A: Hello. B: Hello. A: Nice to see you. B: Nice to see you , too. A: Are you? B: Yes, I am. / No, Im not. A: What are you doing? B: Im 4.Goodbye song Class is over. 将课上学习延伸到 课后。 板书 (+5 ) 1 2 3 4 5 6 7 8