1、1 教教 材材 内内 容容 简简 析析 题材题材 AmyAmy 跟跟 SamSam 建议做蛋糕建议做蛋糕，爸爸妈妈先后推门进来问他们正在干什么爸爸妈妈先后推门进来问他们正在干什么，并请他们并请他们 保持安静。可他们声音太大了，父母亲不让他们做，让他们回房。进房后保持安静。可他们声音太大了，父母亲不让他们做，让他们回房。进房后AmyAmy吹笛吹笛， SamSam打鼓，吵得父母只好同意他们继续做蛋糕。打鼓，吵得父母只好同意他们继续做蛋糕。 主题主题活动活动 语言语言 功能功能 询问和描述自己或他们正在做什么询问和描述自己或他们正在做什么 教学教学 内容内容 词汇词汇make , cake, ide
2、a, instead 句型句型 What are you doing? Were making a cake. Please be quite! Im working. 语法语法 教教 学学 目目 标标 知识知识 目标目标 见上见上“教学内容教学内容”分析的各项内容分析的各项内容 语言语言 技能技能 目标目标 词汇词汇能听懂、会说、会认读能听懂、会说、会认读“教学内容教学内容”所述词汇所述词汇 句句型型能听懂、会说、会认读能听懂、会说、会认读“教学内容教学内容”所述句型。所述句型。 语语言言 功能功能 能借助图片、文字和练习对文本有初步了解，能运用现在进行时谈论、询能借助图片、文字和练习对文本
3、有初步了解，能运用现在进行时谈论、询 问和描述自己或他人正在做什么。问和描述自己或他人正在做什么。 学习学习 策略策略 为了让学生能够自主有效的学习，教师坚持为了让学生能够自主有效的学习，教师坚持“兴趣第一兴趣第一”的原则，通过设计主题的原则，通过设计主题 人物，把激发学生兴趣的活动贯穿于教学环节的始终，让学生在用中学，在学中用。人物，把激发学生兴趣的活动贯穿于教学环节的始终，让学生在用中学，在学中用。 情感情感 通过一系列趣味活动培养学生积极主动使用语言的情感。通过一系列趣味活动培养学生积极主动使用语言的情感。 学生分析学生分析 三年级的学生经过二年级一年的训练三年级的学生经过二年级一年的训
4、练，对现在进行时并不陌生对现在进行时并不陌生，并且已具备了一定并且已具备了一定 的听说读写能力，思维活跃，乐于开口。的听说读写能力，思维活跃，乐于开口。 教具教具PPT, flash cards, pictures, CD-Rom 教法教法 任务型教学模式任务型教学模式 板书板书 What are you doing?Please be quiet! Im_4321 Were_ 2 教教 学学 过过 程程 Pre-task Step I. Warming Up 1. Greeting. T: Class begins, stand up, please. Good morning, class
5、. Ss: Good morning, Ms Ji. T: How are you today? Ss: Im fine, thank you. And you? T: Im fine, too. 2. Chant T: Firstly, Lets chant together. Clap your hands, please. (2B, M4U2, Activity 2) Very good, each group gets one point. (设计意图：以歌导入，为学生营造学习英语的氛围) Step II. Leading In 1. Game: Memory game T: Now,
6、 look at the screen, please. Herere some pictures. Look, picture No.1, what is he/she doing? Ss: He/She is singing/running/swimming/eating/shipping T: Good, Lets play a memory game. Please remember them in half a minute. Then tell me what is missing. (Half a minute later) T: Time is up. Are you read
7、y? OK, here we go. (Show some of these pictures) What is missing? S1: Skipping. T: Yes, she is skipping. Read after me. (设计意图：用有趣的游戏激活现在进行时的词组，为后面学习做准备。) 2. Task Presentation. T: In this class, were going to play a card game. Now follow me, Lets study a new module. Try your best to be the winner. (设
8、计意图：让学生明确本节课所要完成的任务，使学生在任务的驱动下能 有目标地学习语言知识和进行技能训练。) 3. Lead In The New Topic (Play the song”Make a cake”) T: Now, Lets listen to a song. Listen carefully. 3 教教 学学 过过 程程 Whats this? Ss: Its a cake. T: Yes, now read after me. Cake/Ck, cake/c-a k-e/cake. (Show a PPT) Read it together. Make a cake. Ss:
9、Make a cake. (Practice it one by one, group by group) T: Good! So what else can you make? S1: Make a bike/ hamburger/ kite. (设计意图：用歌曲导入本节课课题”make a cake”) Step III. Presentation. 1. T: Do you like cakes? Ss: Yes! T: Your friends Amy and Sam like it, too! (出示Amy和Sam的头饰) T: Look at the screen. Are the
10、y happy? Ss: Yes, they are. T: Why? Why they are so happy? What are they doing? Now, bring this question, listen to the text. After listening, tell me: What are they doing? Sh, please be quiet. (T writes it on the blackboard) (设计意图： 让学生带着问题听课文，把握文章主旨) 2. (After playing the CD-rom) T: Who got the ans
11、wer? S1: Make a cake. T: Maybe you can say: Theyre making a cake! (PPT) So Amy and Sam are happy. Theyre making a cake. Class, is it a good idea for Sam and Amy? (Show the flash card-idea ) Ss: Yes. T: (Teach the new word-idea) i-d-e-a, idea. Yes, it is a good idea for Sam and Amy. But is it a good
12、idea for Ms Smart and Mr Smart? (出示头饰帮助理解) T: Who got the answer? S1: Make a cake. 4 教教 学学 过过 程程 T: Maybe you can say: Theyre making a cake! (PPT) So Amy and Sam are happy. Theyre making a cake. Class, is it a good idea for Sam and Amy? (Show the flash card-idea ) Ss: Yes. T: (Teach the new word-ide
13、a) i-d-e-a, idea. Yes, it is a good idea for Sam and Amy. But is it a good idea for Ms Smart and Mr Smart? (出示头饰帮助理解) Now listen to the text again, then answer the questions. What is Mr Smart doing? What is Ms Smart doing? (After playing the CD-Rom, stop at picture 2) Ss: Reading and working. T: Yes
14、, but your answers are not good enough. Maybe you can say: Mr Smart / He is reading. Ms Smart / He is working. Now, boys, you are Mr Smart. Girls, youre Ms Smart. Mr Smart, what are you doing? Boys: Im reading. T: Good! Ms Smart, what are you doing? Girls: Im working. T: Good job! (Write this 2 sent
15、ences on the blackboard) (设计意图：通过设置不同的问题帮助学生逐步地理解课文，让学生明确 课文的主要语言结构是在什么语境中使用的) 3. (PPT shows SBs P6 . Picture 5) T: As you know, making a cake is not a good idea for Mr Smart and Ms Smart. Now look! Is Sam / Amy making a cake now? Ss: No, he / she isnt. T: So what are they doing now? Ss: Play the fl
16、ute / drums. T: I think you can do better. Who can have a try? S1: Amy is playing the flute. Sam is playing the drums. T: Right, youre very clever! So, Amy is playing the flute, and Sam is playing the drums Instead. T: As you know, making a cake is not a good idea for Mr Smart and 5 教教 学学 过过 程程 Ms S
17、mart. Now look! Is Sam / Amy making a cake now? Ss: No, he / she isnt. T: So what are they doing now? Ss: Play the flute / drums. T: I think you can do better. Who can have a try? S1: Amy is playing the flute. Sam is playing the drums. T: Right, youre very clever! So, Amy is playing the flute, and S
18、am is playing the drums Instead. (Teach the new word-instead) i-n-s-t-e-a-d, instead. T: Now lets read after the CD-Rom together. Ss:. 4. Mechanical Practise- To drill the important sentences. (出示头饰Amy / Sam) T: Who wants to be Amy / Sam? (Invite 2 students come to the front) T: Class, say hello, Am
19、y / Sam! Ss: Hello, Amy / Sam! T: So, Amy and Sam, tell me: What are you doing? S1& S2: Were making a cake. (用词卡替换making a cake部分) T: What are you doing? Ss: Were reading a book. T: Who wants to be Ms Ji? Try to ask your classmates this question. S1: Class, what are you doing? (Point to the flash ca
20、rd) Ss: Were. (设计意图：用头饰帮助学生理解新语言，以句子替换内容的方式进行现 在进行时的认读，为接下来的活动环节做好准备。) (PPT shows some students photoes) T: Look! Who is she? Ss: 文聪. T: Right. 文聪, tell me , what are you doing? (Point to her photo) S1: Im reading a book. T: Good! Next photo, who is she? Ss: 袁媛. T: Lets ask 袁媛 together. 6 教教 学学 过过 程
21、程 Ss: What are you doing? S2: Im drinking water. T: Look, who are they? Who can ask them? Ss: What are you doing? S3 & S4: Were skipping! (设计意图：用学生日常照片作为素材，贴近学生生活，激发学生兴趣) While-task Step IV 1. Dice Game. (PPT) T: Look at the screen, please. Whats this? Ss: 骰子。 T: Yes, its a dice. (拉起屏幕) Here are 6 p
22、ictures. Picture 1.2.6 现在假设你是图中的人，Lets play a dice game. (Invite a student come to the front) T: Look, here is a dice. Now, lets set up an example. I throw the dice first. 2! Look at the blackboard, 1,2, this picture. Then let me ask you, what are you doing? S1: Im swimming. T: Good, here is a penci
23、l for you. Now its your turn, S1: (Throw the dice) 3! What are you doing T: Im playing football. S1: Right. Heres your pencil. T: Class, is it clear? Now, each pair will have a dice. Lets see which pair can get 6 pencils. (5 minutes later) Who has got 6 pencils? Put your hands up! Very good! You did a great job. (设计意图：用骰子游戏操练现在进行时，同桌之间进行操练，让绝大多 数学生都能参与到完成任务的过程中。) 7 教教 学学 过过 程程 Post-task Step V. Assignment T: Look at the PPT, here is your homework. 1. Copy the new words 2. Read the text for 4-5 times.
