1、WillWill youyou taketake youryour kite?kite? 教学设计教学设计 1语言知识目标 【功能】询问和回答周六计划。 【语法】 全体学生能运用： Will you take your -tomorrow? 及其回答 Yes ,I will. /No , I wont. I will take - 【词汇】全体学生能理解： take fly picnic why not？ because 等单词 【语音】感知自然拼读的技巧。 教学目标 2语言技能目标 【听】全体学生能听懂：Will you take your ball/kite? Yes ,I will. /
2、No ,I wont. I will take - 【说】全体学生能说：Will you take your ball/kite? Yes ,I will. /No ,I wont. I will take - 【读】全体学生能朗读课文，培养标准的语音，语调。 【写】全体学生能抄写自选词汇。 3. 情感态度目标 1）在参与活动的过程中，学习与他人交流，增强与人交际的能力。 2）通过引导学生参与游戏、表演对话等丰富多彩的教学活动，营造轻松愉快的教学氛围，培养 学生的学习兴趣和热爱大自然的情怀。 4.学习策略目标 1）通过带着问题看动画、听录音，学会捕捉文中重要信息的技巧。 2）通过分角色朗读、分
3、角色表演和评选健康食者等活动，增强对所学英语的体验，形成正确的 交际策略。 教学目标教学目标 教学过程教学过程 Step 1:歌曲热身，谈话导入歌曲热身，谈话导入 1.T: T: boys and girls. Lets sing a song together. Do they like Saturday ?Why? S: They can play. T: ok, Do you like Saturday? S:Yes. T:Tomorrow is Saturday. What will you do?S: I will T: On Saturday, we can do lots of
4、interesting things. But first we should make a plan, right? After this class, I believe you can make a good plan for your Saturday.【设计意图】这个活动贴近学生 生活，学生比较喜欢，固然参与热情高，另外，欢快的歌曲能使学生精神放松，近而调整学 生情绪，减轻学生学习焦虑，更重要的是引出 What will they do? I will.句型。 为下一步的教 学导入奠定了基础。 ） Step 2: 呈现文本，学习新知呈现文本，学习新知 (1).学习 Part I T:
5、 What can you see? S: birds and cats. T: Theyre sitting on the tree, right? Guess, how will they leave the tree? Lets look, listen and judge. （课件：第一幅图）橙鸟 I will fly. () 白猫 I will fly,too. () 引导学生读判断内容，同时学习 fly. (词卡，板书)Lets say and do together. 2. 观看课文动画。 3. 做判断。橙鸟 I will fly. ( V) 白猫 I will fly, too
6、. ( X)If the cat can fly or not? 4. Listen, point and say. (1) T:齐读 This time lets listen, point and repeat. Pay attention to your pronunciation and intonation. Look! Who can read well. （2）分排齐读练习。Lets practice in lines. 1.2.3.4 5.(黄猫飞图) T: Do you like the cat? Ss: No. T: Why not? （卡片晃一下）你为什么不喜欢啊？用汉语
7、说明理由。 情感渗透 T：So before you do sth, make sure you can do it. 量力而行。 【设计意图】通过飞猫的故事，让孩子懂得做事要实事求是，量力而行。 Step 3:Text learning 学习第二部分文本 1.T: Look at this picture, what can you see in this picture? Look at their face, they are.Why are they so happy? Because Dad said (课件呈现问题) (爸爸头像)On Saturday, were going to
8、 have a _. A.sports dayB. picnicC. party 【设计意图】引导学生在问题的引领下，初步感知课文。通过带着问题看动画、听录音，学习捕 捉文中重要信息的技巧。 2.看课文动画。 3.订正答案 课件学习“picnic”(词卡板书) 4. picnic have a picnic We re going to have a picnic.On Saturday we re going to have a picnic. （每个词组读 3 遍并挑生读。 ）学生看板书分角色整体机械操练这三组问答句。 【设计意图】 从最初的师问生答逐渐过渡到学生根据提示问答到最后学生完全
9、独立问答。 这种搭 建支架式的学习方式， 学习的任务逐渐由教师转移给学生自己， 有效地培养了学生的自主学习能 力。 T: And also we can say: Were going to have a picnic on Saturday. (第二遍动画，分段学习) 1.（播放 1-3 图） （1）T: They are going to have a picnic on Saturday. What will Amy take tomorrow? Lets listen again and answer the questions. Listen and answer the quest
10、ions. Will Amy take a kite tomorrow? Will Amy take a ball tomorrow? （2）学习 take (cake-lake-take) 读完后，T; Whats the meaning of “take”? I take my phone every day. （3）观看课文动画。 回答问题：No, she wont.(课件呈现答案) T:How does Sam ask Amy. Amy，Will you take your kite? 生回答，同时师板书目标语句。 T: And then? S: Will you take your
11、ball? (板书) T: Do you know how does Amy answer? Ss: No, I wont. （操练 1）T: Now, you are Sam, and Im Amy. Lets ask and answer together. 贴 Sam and Amy 头 像。 Ss: Will you take your kite? T：No， I wont. Ss: Will you take your ball? T：No， I wont. (操练 2) T: This time Group1.2 will be Sam, 3.4 will be Amy. (操练
12、3) Lets practice in pairs. Whod like to try? You two. (操练 4) Lets play a guessing game. Im going to have a party. Do you know “party”? I will take something for the party. Guess. What will I take? Please use these sentence pattern “Will you take?” Then I will answer “Yes, I will./No, I wont.” No.1 s
13、th about ball. Whod like to guess? (学生猜，老师答) No.2 sth about food. Whod like to come here? （老师告诉一生答案，该生回答 yes, no） No.3 sth about fruit. Volunteers? Come here, please.(找 3 个学生上来背对屏幕猜。其他学生回答 yes/no) 2. （播放 4-6 图） （1）T: Amy wont take her kite and her ball tomorrow. Why not? 学习 Why not? y-why, 板书 Why no
14、t? Because (2) 播放动画 4-6 （3）订正答案（课件出现 tomorrow is Friday.） (4) 指着板书或课件强化。 1.T: This time , lets listen, point and repeat. Pay attention to your pronunciation and intonation. Lets see who can imitate very well. 学生展示朗读课文 【设计意图】通过跟读、模仿，培养学生自然规范的语音，语调。为其有效地口语交际打下良好 的基础。 学习“Great！ ” “so”T: Pay attention t
15、o this word. 2.T: Boys and girls, please practice the dialog by yourselves. Later, let s read the dialog in roles. 2 分钟 自己练习。然后分角色朗读。 3.（集体分角色读）Lets read the dialog in roles. Im dad. Boys will be Sam. Girls will be Amy. 4. （集体分角色读）个人分角色读。 Step 4:Task completion. 任务完成。 T: Boys and girls ,I think all
16、of you did a very good job. Saturday is coming. What will you do? Boys and girls, Please take out this paper. Lets make our Saturday plan and then talk about it in groups. Time is limited. Who can come to the front. 【设计意图】培养了学生的自主学习能力，在谈论的同时学习如何与他人交流，增强了与人交际 的能力。 Step 5:、总结板书 What have you learned today? Step6: Homework. 1. Listen to the dialog and read it. 2. Make a good Saturday plan and work on it.
