小学英语二年级下册一年级起点外研社 40页

Module1‎ Unit1‎ ‎　一， 教学目标：‎ ‎　　1． 能听、说、读、天气类单词sun, sunny, rain, rainy, snow, snowy, wind, windy。‎ ‎　　2．掌握日常交际用语：What’s the weather like today? It’s….‎ ‎　　What’s the weather like in Beijing/Shanghai…? It’s….‎ ‎　　What’s the weather like on Monday/Tuesday…? On Monday, it’s….‎ ‎　　3．了解大自然关于气象学方面的一些常识，培养学生爱科学的思想感情。‎ ‎　　二， 教学内容重难点分析：‎ ‎　　本课的教学重点是通过各种形式（听，说，读，写，画，游等等），让学生掌握并运用 ‎　　有关天气的词汇及日常交际用语。‎ ‎　　三，教学过程：‎ ‎　　Part 1.Free talk and motivation:‎ ‎　　T/S: Good morning boys and girls./Miss Jin.‎ ‎　　T: What day is it today?‎ ‎　　Ss: Today is….‎ ‎　　T: Is it hot?‎ ‎　　Ss:No,it isn’t.‎ ‎　　T:Ok,we can say the weather is not hot,it’s very cold. Follow me, weather(write the word on the blackboard ,repeat the word several times)‎ ‎　　Part 2.Presentation:‎ ‎　　T:Today,Amy and Sam come to the park,lisen to the radio,find out what’s the weather like in this story?(lisen the tape,write the title on the blackboard )‎ ‎　　T: So what’s the weather like in this story ?‎ ‎　　Ss: It’s sunny. (write the word on the blackboard .Point to the sentence one by one,)‎ T: Can you draw a picture about sunny? ( let a S to draw a picture on the blackboard )[‎ ‎　T:Ok,very good! Follow me,sunny.( repeat the word several times)‎ ‎　　T:Can you find out another word about weather?‎ ‎　　Ss:It’s windy.(Teach other word just as above)‎ ‎　　T:Anthers?‎ ‎　　Ss:It’s raining”.‎ ‎　　T:Is it really raining? Get the answer and explain why?‎ ‎　　Ss:…‎ ‎　　T:Read it after me”rain”! (Teach the word just as above)‎ ‎　　Part 3.Practice:‎ ‎　　Review the words.(升降调，one by one)‎ ‎　　T:Open your book,turn to 3,listen and say!(listen the tape)‎ ‎　　Choose several pairs to act it out.‎ ‎　　Part4.Consolidation:‎ ‎　　T: Look at these tools.(Draw some pictures on the blackboard:umbrella ,gloves , hat)what can you imagine? What will you think about?‎ ‎　　For example: An umbrella, when do we need an umbrella? When it is rainy, we need an umbrella.‎ ‎　　T:Ok!Today,we learned diffierent weather,sunny,rain,windy.After class, make dialogues with your partners or students .‎ ‎　　Part5.blackboard design：‎ ‎　　What’s the weather like today?‎ ‎　　It’s sunny. sunny ‎　　It’s windy. Windy ‎　　It’s raining”. rain Unit2‎ ‎　一、教学目标：‎ ‎　　认知目标：‎ ‎　　1. What do you like doing in summer? I like swimming ‎　　2. weather, like, sunny, windy, rain, come on, here, snow ‎　　能力目标：使学生能简单谈论喜好。‎ ‎　　二、教学重难点：‎ ‎　　使学生通过练习句子：What’s the weather like? It’s hot.‎ ‎　　What do you like doing in summer? I like swimming.‎ ‎　　三、教学技术：‎ ‎　　语言座、与本课相关的单词卡片和张贴画。‎ ‎　　四、教学过程：‎ ‎　　Ⅰ.Class Opening ‎　　1. Greetings.‎ ‎　　2. 1 Go over the story by listening and repeating.‎ ‎　　2 Look and say.‎ ‎　　课件依次出示表示天气的图片，进行师生、生生之间的问答练习。‎ ‎　　What’s the weather like? It’s…‎ ‎　　Ⅱ.Main Activities for Teaching and Learning.‎ ‎　　【任务呈现】‎ ‎　　1 Feedback of the homework.‎ ‎　　请同学出示上次的调查作业，首先两人一组比较调查结果。 教师板书What’s the weather like in ______? It’s …然后进行问答练习。‎ ‎　　2 Introduce Activity Two.‎ ‎　　今天我们去一个美丽的地方,如果我们想知道这个地方的天气，应该怎么问呢？（擦去板书中的in_____换为 here,即What’s the weather like here? ）Let’s listen to the introduction.‎ ‎　　【任务准备】‎ ‎　　1 Complete Activity One and Two.‎ ‎　　① Listen to the dialogue in Activity One.‎ ‎　　② “What’s the difference between the two pictures.”‎ ‎　　Learn to say “summer” and “winter”‎ ‎　　③ Add “in summer” and “in winter ” to the question “What’s the weather like here?”‎ And get the students answer the questions Module2‎ Unit1‎ 活动目的 ‎　　Warm up ‎　　（启动）‎ ‎　　1. Sing a song. It‘s raining.‎ ‎　　2. Greetings.‎ ‎　　T： Good morning！ What day is it today？ What’s the weather like？‎ ‎　　Ss： It‘s...‎ ‎　　3. Review the old words that are relative to today’s lesson.(Family members and activities.)‎ ‎　　T： Brother.(Choose one word from one topic. Anyone is OK.)‎ ‎　　Ss： sister， mother....(Say the words that are relative to the theme as many as they can.)‎ ‎　　通过唱歌、与学生亲切问候活跃课堂气氛，根据歌曲内容将学生分为SUNNY与WINDY开展竞争与互动活动。‎ ‎　　围绕主题说单词活动对本课相关内容进行有效复习，激活学生的英语思维，为新任务活动的展开做好铺垫。‎ ‎　　Presentation（任务呈现）‎ ‎　　1. Listen to the sound， and guess what is happening.‎ ‎　　Record some sounds before class， such as the sounds from the radio， someone is talking or reading and so on.‎ ‎　　T： What can you hear？ You can say it in Chinese.‎ ‎　　Ss： 我听到有人在.......‎ ‎　　2. Show them the corresponding pictures and describe them.‎ ‎　　T： This is.......‎ ‎　　She‘s or He’s doing STH. (Describe the pictures.)‎ ‎　　3. Present the task.‎ ‎　　T： Can you tell us what is happening in your pictures？ 我们共同学习后，一会就来个配解说词大赛！‎ ‎　　Now， let‘s learn from Daming and see how he do as a commentator .‎ ‎　　多种感官参与活动加深了学生对重点语句含义的理解。帮助学生对be + doing 结构与其所表达含义之间建立联系 ‎　通过先声音后画面再听图片介绍的过程让学生完整感受新知，自然呈现本课运用任务，促使信息差的产生，同时导入课文，驱动学生的求知欲。‎ ‎　　Preparation ‎　　（任务准备）‎ ‎　　1. Listen， point and repeat. (Using the CD-ROM and the cassette.)‎ ‎　　Ss read the text after the tape with the books open. (Remind them to point to the corresponding sentences.)‎ ‎　　2. Work in pairs. Then try to act the text out.‎ ‎　　3. Copy the actions. S1 does the actions from the sentence cards he sees. The other Ss guess ‎ what he or she is doing.‎ ‎　　Ss： She / He is doing STH.‎ ‎　　Then encourage the others to take S1’s role.‎ ‎　　4. Let‘s watch TV. Look at the pictures on the television.(CAI)， and guess what is showing on TV？ What is he/ she doing？ Then the teacher show them the pictures with sentences.‎ ‎　　5. Good Drawer. Give each pair two different pictures. Listen and draw. (The teacher must give the example first.)‎ ‎　　S1： This is a....... She / He is doing STH.‎ ‎　　S2： Draw the picture according to what he/she says.‎ ‎　　Switch the role. Then compare them with the given pictures. Who is better？‎ ‎　　再次巩固学习基本语句。为避免文盲英语的出现，夯实对单词和句子的识认能力训练。‎ ‎　　猜谜游戏使学生对目标语句进行了扩展、延伸及运用。培养学生用英语进行发散思维的能力。‎ ‎　　多媒体课件在此有效恰当的辅助了教学。‎ ‎　　通过说、听、画活动培养学生的语言基本技能；将知识内化为能力；情境的灵活设置培养了学生用英语思维的能力。‎ ‎　　Production ‎　　（任务完成）‎ ‎　　1. Work in small groups. Describe the pictures or photos to your group members.‎ ‎　　Ss： This is....... She’s / He‘s doing STH.‎ ‎　　2. Competition. Who is the best commentator？‎ ‎　　Each group takes turns to come to the front and show their works.‎ ‎　　3. Choose the best commentator group with Ss together.‎ ‎　　4. Sum up： What have we learned today？‎ ‎　　Do you have any questions about today’s lesson？‎ ‎　　在描述图片的过程中实现了学以致用。‎ ‎　　在小组合作中互学、互助，增大了信息交流量，体验了团队合作精神。‎ ‎　　在评价与质疑中充分发挥学生的主体作用。‎ ‎　　Homework ‎　　（课后作业）‎ 给你的爸爸、妈妈当一回英语解说员，介绍你搜集的图片、照片或广告画中的人在做什么。‎ Unit2‎ ‎　Title ‎　　Book 4 Module 2‎ ‎　　Unit 1 She’s listening to the radio.‎ ‎　　Teaching contents:‎ ‎　　He’s/She’s doing.‎ ‎　　Teaching aims:‎ ‎　　知识目标:‎ ‎　　A. Get students to grasp a new dialogue and some new words ‎　　B. let students grasp the words: singing reading listening playing watching ‎　　能力目标:‎ ‎　　A.Talk about on_going activities ‎　　B.Pay attention to the usage of family members ‎　　情感目标:通过学习课文培养会谈论他人正在进行的活动.‎ ‎　　Main points:‎ ‎　　Help students grasp the key sentences：‎ ‎　　He’s/She’s doing.‎ ‎　　Difficult points:‎ ‎　　Enable students to use the drills fluently and correctly.‎ ‎　　Teaching aids:‎ ‎　　CD-Rom ,some cards ‎　　tape recorder stickers ect.‎ ‎　　Teaching steps ‎　　Teacher’s Activity ‎　　Students’ Activity ‎　　Re-‎ ‎　　preparation ‎　　1. Sing a song. It’s raining.‎ ‎　　2. Greetings.‎ ‎　　T: Good morning! What day is it today? What’s the weather like?‎ ‎　　3. Review the old words that are relative to today’s lesson.(Family members and activities.)‎ ‎　　1. Listen to the sound, and guess what is happening.‎ ‎　　Record some sounds before class, such as the sounds from the radio, someone is talking or reading and so on.‎ ‎　　T: What can you hear?‎ ‎　　T: This is…….‎ ‎　　She’s or He’s doing STH. (Describe the pictures.)‎ ‎　　3. Present the task.‎ ‎　　T: Can you tell us what is happening in your pictures?‎ ‎　　Now, let’s learn from Daming and see how he do as a commentator ‎　　Listen, point and repeat. (Using the CD-ROM and the ‎　　Sing together.‎ ‎　　Greeting.‎ ‎　　It’s ….‎ ‎　　Mother father brother sister ‎　　And get the students answer the questions.‎ ‎　　Show them the corresponding pictures and describe them.‎ ‎　　Work in pairs. Then try to act the text out.‎ ‎　　Ss read the text after the tape with the books open. (Remind them to point to the corresponding sentences.)‎ ‎　　Practice in different ways and then ask them to find the answer.‎ ‎　　Find out sentences about the activity,then practice.‎ ‎　　Read the text line by line, explain when necessary.‎ ‎ cassette.)‎ ‎　　Copy the actions. S1 does the actions from the sentence cards he sees. The other Ss guess what he or she is doing.‎ ‎　　Ss: She / He is doing STH.‎ ‎　　Then encourage the others to take S1’s role.‎ ‎　　Let’s watch TV. Look at the pictures on the television.(CAI), and guess what is showing on TV? What is he/ she doing? Then the teacher show them the pictures with sentences.‎ ‎　　On ‎　　the ‎　　BB ‎　　Module 2 Unit 1 She’s listening to the radio.‎ ‎　　He’s/She’s listening reading playing ‎　　Title ‎　　Book 4 Module 2‎ ‎　　Unit 2 I’m drawing a picture.‎ ‎　　Teaching contents:‎ ‎　　1. What are you doing ?‎ ‎　　2.I’m ….‎ ‎　　Teaching aims:‎ ‎　　知识目标:‎ ‎　　A. Get students to grasp a new dialogue and some new words ‎　　B. let students grasp the words: writing drawing colouring ‎　　能力目标:‎ ‎　　A.Talk about “I’m doing sth.”‎ ‎　　B.Pay attention to the usage of V+ing ‎　　情感目标:通过学习课文培养会谈论自己正在做某事.‎ ‎　　Main points:‎ ‎　　Help students grasp the key sentences：‎ ‎　　I’m V+ing .‎ ‎　　Difficult points:‎ ‎　　Enable students to use the drills fluently and correctly.‎ ‎　　Teaching aids:‎ ‎　　CD-Rom ,some cards ‎　　tape recorder stickers ect.‎ ‎　　Title ‎　　Book 4 Module 2‎ ‎　　Unit 2 I’m drawing a picture.‎ ‎　　Teaching contents:‎ ‎　　1. What are you doing ?‎ ‎　　2.I’m ….‎ ‎　　Teaching aims:‎ ‎　　知识目标:‎ ‎　　A. Get students to grasp a new dialogue and some new words ‎　　B. let students grasp the words: writing drawing colouring ‎　　能力目标:‎ ‎　　A.Talk about “I’m doing sth.”‎ ‎　　B.Pay attention to the usage of V+ing ‎　　情感目标:通过学习课文培养会谈论自己正在做某事.‎ ‎　　Main points:‎ ‎　　Help students grasp the key sentences：‎ ‎　　I’m V+ing .‎ ‎　　Difficult points:‎ ‎　　Enable students to use the drills fluently and correctly.‎ ‎　　Teaching aids:‎ ‎　　CD-Rom ,some cards ‎　　tape recorder stickers ect.‎ ‎　　Title ‎　　Book 4 Module 2‎ ‎　　Unit 2 I’m drawing a picture.‎ ‎　　Teaching contents:‎ ‎　　1. What are you doing ?‎ ‎　　2.I’m ….‎ ‎　　Teaching aims:‎ ‎　　知识目标:‎ ‎　　A. Get students to grasp a new dialogue and some new words ‎　　B. let students grasp the words: writing drawing colouring ‎　　能力目标:‎ ‎　　A.Talk about “I’m doing sth.”‎ ‎　　B.Pay attention to the usage of V+ing ‎　　情感目标:通过学习课文培养会谈论自己正在做某事.‎ ‎　　Main points:‎ ‎　　Help students grasp the key sentences：‎ ‎　　I’m V+ing .‎ ‎　　Difficult points:‎ ‎　　Enable students to use the drills fluently and correctly.‎ ‎　　Teaching aids:‎ ‎　　CD-Rom ,some cards ‎　　tape recorder stickers ect.‎ ‎　　Teaching steps ‎　　Teacher’s Activity ‎　　Students’ Activity ‎　　Re-‎ ‎　　preparation ‎　　I.Warming up and Revision ‎　　1．Review the words of weather.‎ ‎　　2．Free talk: What do you do at the weekend?‎ ‎　　swim, run, watch TV, sing, dance, read a book, play football/…‎ ‎　　Hot sunny raining cold windy snowing ‎　　And get the students answer the questions.‎ ‎　　Practice in different ways and then ask them to find the ‎, play the flute, listen to music.‎ ‎　　① Listen to the dialogue in Activity One.‎ ‎　　Read the words: listening, reading, writing, playing, talking, doing.‎ ‎　　T: What are you doing?‎ ‎　　T: Writing a letter? Please come here and let me have a look.‎ ‎　　Now, what are you doing?‎ ‎　　Show the letter.‎ ‎　　T: Look, what’s this in English?‎ ‎　　Show the picture.‎ ‎　　T: Is it a letter? No, it isn’t. It’s a picture.‎ ‎　　T: I like drawing pictures. Now, what am I doing？‎ ‎　　T: I’m drawing.‎ ‎　　T: I like colour red. I want to colour the girl’s shirt. Now, I’m (colouring).‎ ‎　　Chant ‎　　Drawing, drawing. I’m drawing.‎ ‎　　Colouring, colouring. I’m colouring.‎ ‎　　Writing, writing. I’m writing.‎ ‎　　Text ‎　　1.Point to Becky’s picture. T: Who’s she? What’s she doing?‎ ‎　　What’s the girl’s name?‎ ‎　　How old is she?‎ ‎　　What’s she doing?‎ ‎　　Who’s her friend?‎ ‎　　Where is Fangfang?‎ ‎ answer.‎ ‎　　One student is writing.‎ ‎　　S: I’m writing a letter.‎ ‎　　S: I’m drawing a picture and I’m colouring the picture.‎ ‎　　(It’s a letter.)‎ ‎　　Read the word picture.‎ ‎　　Learn to do and say drawing—drawing a bird/ tree/ book—I’m drawing a picture.‎ ‎　　Learn to do and say colouring—colouring the face/ shirt/ picture—I’m colouring.‎ ‎　　Learn to say the chant and do the actions.‎ ‎　　Listen to the tape.‎ ‎　　Read after the tape.‎ ‎　　Answer the questions.‎ ‎　　On ‎　　the ‎　　Module 2 Unit 2 I’m drawing a picture.‎ ‎　　I’m writing. I’m colouring. I’m drawing.‎ ‎　　BB ‎　　Teaching notes ‎　　本课继续学习巩固现在进行时,对比What's she doing ? what are you doing?及回答.学习歌曲I'm listening to music.效果很好.‎ ‎　　Teaching steps ‎　　Teacher’s Activity ‎　　Students’ Activity ‎　　Re-‎ ‎　　preparation ‎　　I.Warming up and Revision ‎　　1．Review the words of weather.‎ ‎　　2．Free talk: What do you do at the weekend?‎ ‎　　swim, run, watch TV, sing, dance, read a book, play football/…, play the flute, listen to music.‎ ‎　　① Listen to the dialogue in Activity One.‎ ‎　　Read the words: listening, reading, writing, playing, talking, doing.‎ ‎　　T: What are you doing?‎ ‎　　T: Writing a letter? Please come here and let me have a look.‎ ‎　　Now, what are you doing?‎ ‎　　Show the letter.‎ ‎　　T: Look, what’s this in English?‎ ‎　　Show the picture.‎ ‎　　T: Is it a letter? No, it isn’t. It’s a picture.‎ ‎　　T: I like drawing pictures. Now, what am I doing？‎ ‎　　T: I’m drawing.‎ ‎　　T: I like colour red. I want to colour the girl’s shirt. Now, I’m (colouring).‎ ‎　　Chant ‎　　Drawing, drawing. I’m drawing.‎ ‎　　Colouring, colouring. I’m colouring.‎ ‎　　Hot sunny raining cold windy snowing ‎　　And get the students answer the questions.‎ ‎　　Practice in different ways and then ask them to find the answer.‎ ‎　　One student is writing.‎ ‎　　S: I’m writing a letter.‎ ‎　　S: I’m drawing a picture and I’m colouring the picture.‎ ‎　　(It’s a letter.)‎ ‎　　Read the word picture.‎ ‎　　Learn to do and say drawing—drawing a bird/ tree/ book—I’m drawing a picture.‎ ‎　　Learn to do and say colouring—colouring the face/ shirt/ picture—I’m colouring.‎ ‎　　Learn to say the chant and do the actions.‎ ‎　　Listen to the tape.‎ ‎　　Read after the tape.‎ ‎　　Answer the questions.‎ ‎　　Writing, writing. I’m writing.‎ ‎　　Text ‎　　1.Point to Becky’s picture. T: Who’s she? What’s she doing?‎ ‎　　What’s the girl’s name?‎ ‎　　How old is she?‎ ‎　　What’s she doing?‎ ‎　　Who’s her friend?‎ ‎　　Where is Fangfang?‎ ‎　　On ‎　　the ‎　　BB ‎　　Module 2 Unit 2 I’m drawing a picture.‎ ‎　　I’m writing. I’m colouring. I’m drawing.‎ ‎　　Teaching notes ‎　　本课继续学习巩固现在进行时,对比What's she doing ? what are you doing?及回答.学习歌曲I'm listening to music.效果很好.‎ ‎　　Teaching steps ‎　　Teacher’s Activity ‎　　Students’ Activity ‎　　Re-‎ ‎　　preparation ‎　　I.Warming up and Revision ‎　　1．Review the words of weather.‎ ‎　　2．Free talk: What do you do at the weekend?‎ ‎　　swim, run, watch TV, sing, dance, read a book, play football/…, play the flute, listen to music.‎ ‎　　① Listen to the dialogue in Activity One.‎ ‎　　Read the words: listening, reading, writing, playing, talking, doing.‎ ‎　　T: What are you doing?‎ ‎　　T: Writing a letter? Please come here and let me have a look.‎ ‎　　Now, what are you doing?‎ ‎　　Show the letter.‎ ‎　　T: Look, what’s this in English?‎ ‎　　Hot sunny raining cold windy snowing ‎　　And get the students answer the questions.‎ ‎　　Practice in different ways and then ask them to find the answer.‎ ‎　　One student is writing.‎ ‎　　S: I’m writing a letter.‎ ‎　　S: I’m drawing a picture and I’m colouring the picture.‎ ‎　　(It’s a letter.)‎ ‎　　Read the word picture.‎ ‎　　Learn to do and say drawing—drawing a bird/ tree/ book—I’m drawing a picture.‎ ‎　　Learn to do and say colouring—colouring the face/‎ ‎　　Show the picture.‎ ‎　　T: Is it a letter? No, it isn’t. It’s a picture.‎ ‎　　T: I like drawing pictures. Now, what am I doing？‎ ‎　　T: I’m drawing.‎ ‎　　T: I like colour red. I want to colour the girl’s shirt. Now, I’m (colouring).‎ ‎　　Chant ‎　　Drawing, drawing. I’m drawing.‎ ‎　　Colouring, colouring. I’m colouring.‎ ‎　　Writing, writing. I’m writing.‎ ‎　　Text ‎　　1.Point to Becky’s picture. T: Who’s she? What’s she doing?‎ ‎　　What’s the girl’s name?‎ ‎　　How old is she?‎ ‎　　What’s she doing?‎ ‎　　Who’s her friend?‎ ‎　　Where is Fangfang?‎ ‎ shirt/ picture—I’m colouring.‎ ‎　　Learn to say the chant and do the actions.‎ ‎　　Listen to the tape.‎ ‎　　Read after the tape.‎ ‎　　Answer the questions.‎ ‎　　On ‎　　the ‎　　BB ‎　　Module 2 Unit 2 I’m drawing a picture.‎ ‎　　I’m writing. I’m colouring. I’m drawing.‎ ‎　　Teaching notes ‎　　本课继续学习巩固现在进行时,对比What's she doing ? what are you doing?及回答.学习歌曲I'm listening to music.效果很好.‎ Module3‎ Unit1‎ Teaching Aims:‎ ‎　　1.Grasp the phrases: tidying the room; doing the homework; birthday card.‎ ‎　　2.Grasp the sentences:‎ ‎　　(1)Sam isn’t tidying his homework.‎ ‎　　(2)Is he doing his homework?‎ ‎　　Yes, he is/No, he isn’t.‎ ‎　　The Prepositive Homework:‎ ‎　　1.Underline the words you can say.‎ ‎　　2.Circle the words you can’t say.‎ ‎　　3.Underline the important sentences.‎ ‎　　Teaching procedures:‎ ‎　　Step 1: Greeting and Warming up ‎　　1. Sing the song “I’m listening to music”‎ ‎　　2. Read the article “I Am Nobody”.‎ ‎　　3. Play a game ‎　　Step2: Presentation ‎　　1.Discuss the Prepositive homework in groups and read the words and sentences they can say.（学生对自己的前置性作业积极进行讨论，小组合作交流效果较好）‎ ‎　　2.Discuss the words or sentences they can’t say.（学生能大胆的提出自己的问题，做到“知之为知之，不知为不知”，这也是低年级孩子的心理特点，对开展教学具有启迪作用）‎ ‎　　3.Teach the words, and have the students read one by one.‎ ‎　　4.Listen to the tape of the dialogue and repeat.(大部分学生指读到位，个别学生跟不上录音的节奏，状态不佳)‎ ‎　　5.Listen and repeat again.‎ ‎　　6.Practise the dialogue in groups.（各小组积极进行角色分配，并对对话内容进行动作设计，热情较高）‎ ‎　　7.Have a show.（因时间关系只进行了两个小组的展示，但各小组成员都积极进行配合）‎ ‎　　Step 3：Practice ‎　　Practice the sentences: Is he she _______?‎ ‎　　Yes, heshe is.‎ ‎　　No, heshe isn’t.‎ ‎　　1. Practice in groups.‎ ‎　　2. Have a show.‎ ‎　　Step 4：Homework ‎　　1.Listen to the dialogue for 2 times.‎ ‎　　2.Make a card for your mother.‎ Unit2‎ ‎　一、教学目标：‎ ‎　　认知目标：1. 学习如何询问和回答有关正在进行的动作和正在发生的事情。‎ ‎　　2. 正确理解，掌握对话内容。‎ ‎　　能力目标 1. 能对正在进行的动作和正在发生的事情进行询问、回答。‎ ‎　　2. 能流利地朗读，并初步表演对话。‎ ‎　　二、教学重难点：‎ ‎　　Sam isn’t tidying your room. Is he doing his homework？Are you tidying your room now? Yes, I am.‎ ‎　　三、教学技术：‎ ‎　　语言座、与本课相关的单词卡片和张贴画。‎ ‎　　四、教学过程：‎ ‎　　Ⅰ.Class Opening.‎ ‎　　1. Greetings.‎ ‎　　2. 歌曲：Are you sleeping？.‎ ‎　　通过唱英文歌曲，活跃课堂气氛，同时激活学生所掌握的现在进行时的知识。‎ ‎　　3. 游戏：Listen and say.‎ ‎　　通过挂图，教师提问：What is he/ she (are they) doing? 引导并帮助学生用 He/ She is (They are) doing…来回答。Sam is doing his homework.‎ ‎　　Ⅱ.Main Activities for Teaching and Learning.‎ ‎　　【任务呈现】‎ ‎　　1 在学生回答Is Sam doing his homework?.之后出示图片，确认学生的答案。然后出示图片，并用What is Sam doing?提问，帮助学生用Sam isn’t tidying your room.回答。‎ ‎　　2 引出课题：Sam isn’t tidying your room. Is he doing his homework? What is he doing? What is secret? (板书课题)‎ ‎　　3 设问：让我们看看到底是什么秘密？‎ ‎　　【任务准备】‎ ‎　　1 Look and listen to the story.‎ ‎　　2 Answer the following questions.‎ ‎　　What is Sam doing?‎ ‎　　Is he doing his homework?‎ ‎　　What does Sam give to his mom?‎ ‎　　在回答问题过程中教师需要吧Sam isn’t tidying your room. Is he doing his homework？Are you tidying your room now? Yes, I am.等几个句子写在黑板上，进行解释帮助学生理解。‎ ‎　　3 Listen and repeat. Then read by themselves. 听音跟读，注意纠正学生的语音、语调和发音错误。‎ ‎　　4 Complete Activity One in AB. 首先请学生自己选词填空，然后把自己的答案读给同伴，最后有教师播放录音，全体学生检查、核对答案。‎ ‎　　【任务完成】‎ ‎　　1 两人小组活动。发给每组一张纸。上面出示多项活动的图片，小组内的每个人，选择其中几项提问：Is he/she v-ing…? 并回答 ‎　　Ⅲ.Class Closing.‎ ‎　　板书设计：‎ ‎　　Unit 2 Are you doing your homework?‎ ‎　　Sam isn’t tidying your room.‎ ‎　　Is he doing his homework？‎ ‎　　Are you tidying your room now? Yes, I am.‎ Module4‎ U　教学目标：‎ ‎　　知识与技能目标：‎ ‎　　Aim 1.能够听、说、读、写动词短语的ing形式：drawing pictures, doing the dishes, cooking ‎ dinner, reading a book, answering the phone 。‎ ‎　　Aim 2.能运用句型 “What are you doing? I’m doing the dishes/….”询问别人正在做什么并作答。‎ ‎　　Aim 3.通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。‎ ‎　　情感目标：培养学生热爱生活的美好情感。‎ ‎　　教学重点：本课时需要掌握五个动词短语的ing形式，能够理解下一课时的主要句型“What are you doing?”并能用“I am doing the dishes/…”作答。‎ ‎　　教学难点：动词短语ing形式的读音。教师要多做示范，逐步引导学生流畅地连读。‎ ‎　　课前准备：‎ ‎　　1、 教师准备本课时Let’s chant, Let’s learn的录音带。‎ ‎　　2、教师准备锅、铲、电话、碗碟等小道具。‎ ‎　　3、教师准备本课时所需课件。‎ ‎　　教学过程：‎ ‎　　一、 Warm-up ‎　　1、 Greetings ‎　　2、Sing a song: I Can Help.（师生做动作共同演唱）Then ask the students:What phrase can you hear in this song ?‎ ‎　　（设计思路：通过师生边唱边做动作，既活跃了气氛，复习了有关家务劳动的短语，又为新课的学习做了铺垫。）‎ ‎　　二、 Review ‎　　1、教师用课件出示五年级上册所学动词短语的图片，让学生认读，其他同学边跟读边做动作。‎ ‎　　do the dishes cook the meals read a book ‎　　set the table do homework clean the room ‎　　……‎ ‎　　2、Free talk ‎　　I can do housework.‎ ‎　　What can you do?‎ ‎　　Can you cook the meals?‎ ‎　　Can you clean your bedroom？‎ ‎　　……‎ ‎　　三、 Presentation ‎　　1、教学doing the dishes，并呈现现在进行时的问答形式:What are you doing？ I am …。‎ ‎　　（1） 教师拿出一个盘子: I can do the dishes Can you do the dishes?‎ ‎　　请学生拼词，教师同时在黑板上写下do the dishes,教师边做洗碗的动作,边对学生说: I am doing the dishes . 然后在黑板上的短语后面加上ing变成doing the dishes ，强调ing的发音. 教师引导学生做洗碗的动作,并跟说: I am doing the dishes. 用其他的词组进行替换,通过适当的动作引导学生理解现在进行时表达的含义.并适时帮助学生总结：在人称后面加上系动词，在把动词加上ing 就可以表示现在正在进行的动作。‎ ‎　　（2）出示几个动词短语,请学生将动作短语转换成ing 的形，并试着读一读.‎ ‎　　（3）导入What are you doing？句型 ‎　　T：Now I’m doing the dishes。‎ ‎　　学生做洗盘子的动作，师问：What are you doing？‎ ‎　　S1：……‎ ‎　　多问几个学生。‎ ‎　　教师请学生猜What are you doing？的意思，并板书领读。‎ ‎　　（4）Play the game“Go，Stop”to drill the sentences.‎ ‎　　Ask the students pass a plate one by one.(师生一起边拍手边问：What are you doing？当师说Stop时，拿到盘子的同学要边洗盘子边说：I’m doing the dishes。)‎ ‎　　（设计思路：通过传盘子游戏集体练习、重点突破主句型What are you doing？‎ ‎　　2、教学cooking dinner。‎ ‎　　（1）出示词组。 T：You can do the dishes. Can you cook dinner?‎ ‎　　教师板书，领读。并说：It means: cook the meals.‎ ‎　　T:（师那锅做饭并问）Now who can ask me with the sentence?‎ ‎　　T: I’m cooking dinner。‎ ‎　　教师板书ing，画连字符号、领读。‎ ‎　　（2）Drill.‎ ‎　　T:Now,please cook something and practice in pairs.You can cook eggs,noodles,tomatoes…‎ ‎　　T:(师生示范)Mm…Yummy. What are you doing？‎ ‎　　S1: I’m…‎ ‎　　（设计思路：由问You can do the dishes. Can you cook dinner?自然引出cooking dinner的教学。并用两人合作的形式，边做动作边练习，让学生全员参与，拓展了思维。‎ ‎　3．学习reading a book。‎ ‎　　T：（师读书并问）What am I doing？‎ ‎　　请生试答并板书在黑板上：I’m reading a book。‎ ‎　　T：I’m reading an English book。Please read books and say: ：I’m reading____ book。‎ ‎　　（设计思路：让学生随便说出自己读的书，既是对旧知的复习，又是对新知的操练。）‎ ‎　　4．学习drawing pictures ‎　　T：（当学生说到读picture book时）You are reading a picture book.Let’s see.教师边看边说：Pictures, beautiful pictures.Can you draw pictures?‎ ‎　　教师边板书边说：I am drawing pictures。领读并引导学生拼写。‎ ‎　　T：Now I am drawing a tree. What are you doing？‎ ‎　　T：（引导学生边画边说）：I am drawing …‎ ‎　　5.学习 answering the phone 。‎ ‎　　（1）出示词组。Now let’s listen and look.‎ ‎　　T:(出示打电话的课件)What’s he doing ?‎ ‎　　教师板书：answer the phone请生加ing并试读，教师强调连读，请学生单个读。‎ ‎　　（2）操练。‎ ‎　　A .做高低声游戏。If the teacher says quietly, the students say loudly. If the teacher says loudly, the students say quietly.‎ ‎　　（设计思路：answering the phone ‎ 这个词组的发音是难点，所以用这个游戏让学生集中注意力多次重复，加深记忆。）‎ ‎　　B.同桌打电话练习新词组和句型。‎ ‎　　师生示范打电话用语：T：Hello,____. This is Miss Yu.‎ ‎　　What are you doing？‎ ‎　　S: I am… What are you doing？‎ ‎　　T: I am…‎ ‎　　C.请同桌展示。‎ ‎　　（设计思路：师生示范打电话，自然渗透打电话常用语，然后通过小组练习，既是对前面四个短语的阶段性总结，又渗透下节课Let’talk的内容。）‎ ‎　　四、Consolidation and extension （扩展活动）‎ ‎　　1、Make a chant ‎(1)The teacher asks, the students answer.‎ ‎　　What are you doing?‎ ‎　　I’m doing the dishes．‎ ‎　　Doing，doing，doing．‎ ‎　　What are you doing?‎ ‎　　I’m cooking dinner．‎ ‎　　Cooking，cooking，cooking．‎ ‎　　(2) 把全班学生分为男、女生两大组，一组问，一组答，并配合动作。‎ ‎　　（设计思路：通过吟唱，使学生进一步掌握本节的短语和句型。）‎ ‎　　2、 教师播放Let’s learn 部分的录音，学生边听边指边读，力争做到“眼到、手到、口到、心到”。‎ ‎　　3、快速反应 ‎　　教师带领学生做快速反应的游戏。教师说本部分的动词短语，如：do the dishes, 让学生说出它的ing 形式：doing the dishes 。‎ ‎　　（设计思路：用 游戏的方式，强化和区分动词ing 形式的词组，教师注意适时纠正学生的发音，巩固动词短语的同时纠正发音。）‎ ‎　　4、看课件猜词 ‎　　教师先出示课件的一部分，让学生猜：What is shehe doing?学生猜对了，再整体呈现课件，并请他们拼写词组，最后齐读句子。如，先出示盘子，师问：What is shehe doing? 生猜。再呈现整个张鹏洗盘子的画面和句子，请他们拼写doing the dishes，并齐读句子He is doing the dishes.‎ ‎　　（设计思路：学生在猜的过程中就发展了发散思维，而且还让学生读出来，还要背出来，因为这五个词组中四个已经在上册就背下来了，培养了学生听说读写的能力，并拓展了第三人称的现在进行时，让学生练说He/She is ……，为后面的内容做铺垫。）‎ ‎　　5、创编对话。‎ ‎　　(1)布置任务。‎ ‎　　T: Today we learned so many actions.now please make a ‎　　dialogue with them.You can do housework,have a picnic,do sports ,study and so on.‎ ‎　　（2）出示课件提供需要的语言材料，请学生分组创编。‎ ‎　　（设计思路：在拓展环节，我不只让学生着眼于今天学的五个词组，而是把学过的大约20多个词组给大概归为四类，通过屏幕提供给学生，让他们自编对话，使学生在具体的语言场景中，运用所学知识进行交流。）‎ ‎　　五、总结：‎ ‎　　T：What have you learned in this lesson? 请生回答。‎ ‎　　师总结：本课除了学会了这些知识之外，我们还要学会丰富自己的课余生活，使自己的生活变得更加绚丽多彩。‎ ‎　　六、Homework.‎ ‎　　After school, please give your friend a call in English and talk about what you are doing.‎ ‎　　板书设计：‎ ‎　　Unit 4 What Are You Doing?A Let’s learn.‎ ‎　　What are you doing?‎ ‎　　doing the dishes.‎ ‎　　I am cooking dinner.‎ ‎　　reading a book.‎ ‎　　drawing pictures ‎　　answering the phone Unit2‎ Aims Ⅰ:To be able to understand, say and recognize: photosmilecamera ‎　　Ⅱ:To master some phrases: listening to the radioreading a news paperplaying with his train ‎　　Ⅲ:Talking about activities place now.‎ ‎　　Focus Ⅰ:To grasp main words and phrases.‎ ‎　　Ⅱ: Talking about activities place now.‎ ‎　　Aids pictures, cards, tape--recorder ‎　　Teaching ‎　　Process Teaching's Activity Students' Activity Re-‎ ‎　　preparation ‎　　Ⅰ: Warming upRevision ‎　　1. Greeting..‎ ‎　　2. The chant: Is this weather true?‎ ‎　　Ⅱ: Leading-in ‎　　Game: Listen and do.‎ ‎　　Say a command.‎ ‎　　Ⅲ: Listening & reading Activities ‎　　1. Show picture and ask questions.‎ ‎　　2. Play the cassette.‎ ‎　　3. Play the cassette again.‎ ‎　　4. Play the cassette.‎ ‎　　1. Greeting..‎ ‎　　2.Say it.‎ ‎　　The students listen and do.‎ ‎　　1.Look and answer.‎ ‎　　2.Llisten.‎ ‎　　3.Listen and point.‎ ‎　　4.Repeat each utterance.‎ ‎　　Teachings ‎　　Process ‎　　Teaching's Activity Students Activity Re-‎ ‎　　preparation ‎　　5. Write the phrases and teach.‎ ‎　　6. Teach sentences.‎ ‎　　7. Turn on the tape.‎ ‎　　Ⅳ: Further Development ‎　　1. SB: Listen and say.‎ ‎　　2. SB: Practise.‎ ‎　　3. Have a race.‎ ‎　　Ⅴ: Homework ‎　　1. Own family who describe the affair does tonight.‎ ‎2. AB (U2) 5.Learn carefully.‎ ‎　　6.Learn and drill.‎ ‎　　7.Listen and repeat.‎ ‎　　1.Do it.‎ ‎　　2. Work in pairs.‎ ‎　　3.Do it.‎ ‎　　Listen carefully.‎ ‎　　Feed ‎　　back ‎　　Teaching Plan ‎　　Title NSE Book 4 Module 2 Unit 2‎ ‎　　Aims i. To master: drawing writing playing reading listening.‎ ‎　　ii. Talking about the on-going activities of somebody. Focus To understand and use main knowledge correctly.‎ ‎　　Aids cards . tape ‎　　Teaching ‎　　Process Teacher's Activity ‎　　I.Warming up and Revision ‎　　1.Greeting.‎ ‎　　2.Chant ‎　　II.Leading-in ‎　　1.Review :play/sing/watch/listen…‎ ‎　　Lead the class to say v-ing.‎ ‎　　2. Say something about the text.‎ ‎　　III.Listening & Reading Activities ‎　　1.Show the picture and play the tape.‎ ‎　　2.Questions for children.‎ ‎　　3.Write "I'm___ing."on the board.‎ ‎　　4.Play the ape again.‎ ‎　　5.A few minutes for children.‎ ‎　　IV.Further Development ‎　　1.Lead the class in a discussion about A2.‎ ‎　　2.Teach this song.‎ ‎　　3. AB U2 E1&2.‎ ‎　　V.Homework ‎　　Talking about the on-going activities of family members.‎ ‎　　Students' Activity ‎　　1.Greeting.‎ ‎　　2.Say and do the actions.‎ ‎　　1.To review them.‎ ‎　　2.Listen..‎ ‎　　1.Listen.‎ ‎　　2.Discuss and answer.‎ ‎3.Look and repeat.‎ ‎　　4.Listen again.‎ ‎　　5. practise in pairs and act.‎ ‎　　1.Work in pairs.‎ ‎　　2.Learn to sing.‎ ‎　　3.Do them. Re-preparation ‎　　Feed ‎　　Back ‎　　Teaching Plan ‎　　Title NSE Book 4 Module4 unit 1‎ ‎　　Aims i.To master main knowledge--What are you doing ?What's he/she doing?‎ ‎　　ii.To use main knowledge freely.‎ ‎　　Focus i.Ask and answer the present action.‎ ‎　　i.The pronunciation of the V+ing ‎　　Aids Cards, Tape-recorder ‎　　Teaching ‎　　Process Teacher's Activity ‎　　I.Warming up and Revision ‎　　1、Greeting.‎ ‎　　2、A song.‎ ‎　　3、Let children use--Are you V+ing ? and --Yes./No. to ask and answer.‎ ‎　　II.Leading-in ‎　　Review --V+ing .eg."swimming,‎ ‎　　jumping ,walking ".Etc.‎ ‎　　III. Listening and reading Activities ‎　　1、Turn on the tape.‎ ‎　　2 、Turn on the tape again.‎ ‎　　3、Teach new sentences :‎ ‎　　4、Activity2-Listen and say.‎ ‎　　IV. .Further Development ‎　　1、Show the pictures of part 3‎ ‎　　2、Have a race.‎ ‎　　V. Homework ‎　　Declare homework:‎ ‎　　1、Listen and read the text.‎ ‎　　2、AB(P14,15). Students' Activity ‎　　1、Greeting.‎ ‎　　2、Clap and sing ‎　　3、Do it in pairs.‎ ‎　　Read these words.‎ ‎　　1、listen and point ‎　　2 、Listen and underline new knowledge.‎ ‎　3、Learn and drill them.‎ ‎　　4、Work in pairs.‎ ‎　　1、Practise and show it.‎ ‎　　2、Do it.‎ ‎　　Listen carefully. Re-preparation ‎　　Feed back ‎　　Title Module4 Unit2 What's she doing?‎ ‎　　Aims 1.Learn the new words and sentences, then say.‎ ‎　　2.Let students can talk about occupations.‎ ‎　　Focus 1.Words: noice、drink、talk、there、game .‎ ‎　　2.Sentences: What's she doing?‎ ‎　　She's playing a game with Amy and Sam.‎ ‎　　Aids Radio、cards、VCD、tapes、chalks ‎　　Teaching Process ‎　　Teacher's Activity ‎　　I Warming up and Revision ‎　　i. Greetings ‎　　ii Sing the song ‎　　II Leading-in ‎　　Show the picture.‎ ‎　　T: What's are they doing? Students'Activity ‎　　S: Say "hello" to teacher.‎ ‎　　S:Sing and do.‎ ‎　　S: They are talking. Re-preparation ‎　　Teaching Plan ‎　　Teaching ‎　　Process ‎　　T: What's she doing?‎ ‎　　T: Now we will learn Moudle 4 Unit 2‎ ‎　　‎ ‎　　III Listening and Activities.‎ ‎　　Turn on the tape.‎ ‎　　IV Further Development ‎　　Invite three students to the front of the class. Tell them to mime an action.‎ ‎　　Stop them and ask them this.‎ ‎　　S: she's playing.‎ ‎　　Listen and learn.‎ ‎　　Do the action.‎ ‎　　Answer.‎ ‎　　Teaching Process ‎　　Game: Say and guess.‎ ‎　　ShT: What's she doing?‎ ‎　　Say and sing the chant.‎ ‎　　V Homework ‎　　Read the dialogue and the sentence .‎ ‎　　Preview Module 5 Unit1.‎ ‎　　She's playing basketball.‎ ‎　　Sing the chant ‎ ow a picture and ask the students Module5‎ Unit1‎ Aims:‎ ‎　　1.知识目标：playtime, sad, skip(ping), hide-and-seek, clap(ping) games, She is…They are…‎ ‎　　2.技能目标：听说：playtime, sad, skip(ping), hide-and-seek, clap(ping) games：能听懂发生在校园课间中的故事；大声跟读课文。‎ ‎　　3.情感目标：快乐游戏，参与今日英语游戏：clapping games.‎ ‎　　4.学习策略：学生能利用英语儿歌或歌谣的方式更积极地开口表达英语，更流利地发音。‎ ‎　　Important and difficult points:‎ ‎　　1. 感受现在进行时态与一般现在时态动词的形态变化V-ing，同时能区别is, are在人数变化时的运用；‎ ‎　　2. 积极听、说、跟读课文 ‎　　Teaching methods:‎ ‎　　1. TPR教学法 ‎　　Teaching preparations:‎ ‎　　1.准备：课件，CD-ROM，奖励用贴纸 ‎　　2.游戏教学法 ‎　　将课文中的clapping games较好地在学生中间推广。‎ ‎　　Teaching Procedures:‎ ‎　　Step1. Warm up ‎　　T: Let’s sing a song. ”I’m listening to music.”‎ ‎　　T: Let’s say a chant. “What are you doing?”‎ ‎　　T: Hello boys and girls! Ss: Hello teacher.‎ ‎　　T: Glad to meet you! Ss: Glad to meet you, too!‎ ‎　　T: How are you, today? Ss: I’m fine. Thank you. And you?‎ ‎　　T: I’m fine too. Thank you. Sit down, please!‎ ‎　　T: Who knows? What day is it today? S1: It’s Wednesday.‎ ‎　　Yes, clever. Sit down.‎ ‎　　T: What’s the weather like? S2: It’s sunny.‎ ‎　　Very good. Sit down.‎ ‎　　Step2.Review ‎　　T: Please review words ‎　　T: Everyone, stand up. Please listen and do the actions. OK, now listen to me. (draw a picture, jump, play football)‎ ‎　　T: What are you doing? Ss: I’m ……‎ ‎　　T: Please hurry up! Sit down your chair. Please sit well and listen to me.‎ ‎　　Step3. Free talk ‎　　T: 英才学校为了让小朋友们更健康地学习，开设了一个playtime，在我们学校也有一个playtime， What’s playtime? Guess please! Do you like this playtime?‎ ‎　　Ss:游戏时间。‎ ‎　　T: 在我们学校可以叫做大课间。It’s our time to play games and do exercise.‎ ‎　　T: In the playtime. Amy finds Fangfang is sad, why? Let’s see it, together? Please open your books at page 18.‎ ‎　　T: First, listen and find new words. Show CD.‎ ‎　　T: Who can say new words? (sad, hide-and-seek, seek, hide, skip, clap). 教读单词。复习现在分词的构成。‎ ‎　　T: Please look these questions.下面我们要带着问题进入课文学习。T: Listen and repeat. (边跟读边讲解)‎ ‎　　T: Fangfang刚才有些不高兴，那你们现在知道为什么了吧？‎ ‎　　Ss: No one is playing with Fangfang.‎ ‎　　T: 那现在她高兴了吗？Ss: Yes, she is happy.‎ ‎　　T: Listen and repeat again.‎ ‎　　T: Please read the story.‎ ‎　　让学生自读课文。齐读课文 ‎　　T: Everyone read the story. (It’s playtime.)‎ ‎　　T: Boys is Amy. Girls is Fangfang.‎ ‎　　T: Second, who can answer the questions. Show questions ‎　(listen, sing, watch, dance, talk, read, write, eat, drink, jump, play, run)‎ ‎　Step4.Consolidations ‎　　1.Show problem sentences，for “they” write activity 3 games.‎ ‎　　引出重点句型，人称代词they ‎　　2. Look at some photos and learn to say the games.‎ ‎　　Practice “What are they doing? They’re……”‎ ‎　　展示图片，学生练习句型 ‎　　Ss practice activity 3. What are they doing? They’re……‎ ‎　　Step5.Play games.‎ ‎　　设置一个活动时间。‎ ‎　　1. T: This is playtime, you can play games.‎ ‎　　T: What are you doing? S1: We’re…‎ ‎　　T: What are they doing? S2:They are ……‎ ‎　　2. 出示课件图片练习句型。‎ ‎　　T: 我们以前也学习过第三人称询问什么的句子，那我们来看看。‎ ‎　　Step6.Drills:‎ ‎　　今天我们学习了5个新单词，(sad, hide-and-seek, seek, hide, skip, clap).‎ ‎　　一个询问某些人正在做什么活动的问句。‎ ‎　　(What are they doing? They are ……)‎ ‎　　Step7.Homework ‎　　T: Look at our homework.‎ ‎　　(1) Repeat Module 5 Unit 1 three times;‎ ‎　　(2) In playtime, try to Introduction student’s games.‎ ‎　　Blackboard ‎　　Module 5 Unit 1‎ ‎　　Lingling is skipping.‎ ‎　　sad seek-seeking ‎　　hide-and-seek hide-hiding What are they doing?‎ ‎　　skip-skipping They’re……‎ ‎　　clap-clapping Unit2‎ ‎　一. 教学意图：‎ ‎　　本节课的学习内容为外研社出版的新标准英语一年级起点第四册第五模块第二单元What are you playing?一课，这是本模块的第三课时。本节课主要复习句式(1)What are they playing? They’re… Can I help with you? Yes, you can. (2)What am I playing? Are you…及skipping/clapping /hide and seek等活动的单词。通过网络，学生自主听读Chant, 并拓展句式Where are they? They are in the playground. What are they playing? Some are…Some are… 同时拓展听读与课文知识相关的对话，拓展句式 Do you like…? What do you like? Let’s…‎ 拓展听读英语小故事，提高学生的听力，增强学生的语感。最后学生在教师指导下合作进行看图说话，初步培养学生的语言迁移能力及发散性思维。从 中也更进一步发展了学生自主听、说及协作学习语言知识的能力.‎ ‎　　二. 教学目标分析：‎ ‎　　1. 语言知识目标：‎ ‎　　单词: skipping, playing hide-and-seek，playing clapping games ，playground ‎　　句型: What are they playing? They’re…‎ ‎　　Can I help with you? Yes, you can.‎ ‎　　What am I playing? Are you…‎ ‎　　扩展句型：Where are they? They are in the playground.‎ ‎　　What are they playing? Some are…Some are…‎ ‎　　Do you like…? What do you like? Let’s…‎ ‎　　2. 语言技能目标:‎ ‎　　l 能听、会说词汇skipping, playing hide-and-seek，playing clapping games ，playground ‎　　l 听、说并能理解、运用本课句子What are they playing? Where are they? They’re… Some are…描述他人正在做的事情.‎ ‎　　l 通过引导学生根据与课标内容相关的PPT图片及关键词句进行看图说话，初步培养学生在key points辅助下口语表达及语言迁移运用能力。‎ ‎　　l 通过让学生借助网络资源自主听、说与课文知识相关的英语故事，不断增强英语语感及提高听力，同时也进一步提高了运用网络资源辅助学习的意识及能力。‎ ‎　　3．思想情感目标：‎ ‎　　通过本课学习，进一步激发学生学习英语的兴趣及参与课堂学习的积极性，并在合作学习中，逐步培养学生相互协作学习的意识。从中也渗透如何合理安排学习与娱乐，并处理好两者之间的关系。‎ ‎　　4. 教学重点及难点：‎ ‎　　教学重点：用现在进行时态来描述他人现在正在进行的活动。‎ ‎　　教学难点：理解和感知现在进行时的意义。熟练地运用所学的单词、句式来描述他人现在正在进行的活动。‎ ‎　　三. 教学对象分析：‎ ‎　　本节课的教学对象为二年级学生。学生在电脑操作方面已有一定的基础，能按老师要求搜索到所要学习的资源。且此课之前学生也已掌握了部分游戏活动 的词汇： skipping, playing hide-and-seek，playing clapping games，five stones.及描述他人活动的句式 She’s…He’s…They are…具有较好的英语听、说能力，迁移运用英语的能力及发散性思维。‎ Module6‎ Unit1‎ ‎　　Aims ‎　　1. Get students to grasp a new dialogue and some new words ‎　　2.Talking with“usually” and “...ing”‎ ‎　　Focus ‎　　1.Key words： “usually， Sunday， help， it， thing， ill， him “.‎ ‎　　2. Help students grasp the key sentences：‎ ‎　　I usually help my father. But I‘m not helping him today.‎ ‎　　Aids ‎　　Radio， cards， picture， CAI ‎　　Teaching Process ‎　　Teacher’s Activity ‎　　Students‘ Activity ‎　　Re-preparation ‎　　ⅠWarming up and Revision ‎　　1.Say hello to students.‎ ‎　　2.Sing a song ‎　　ⅡLeading-in ‎　　I usually listen to music， but I‘m not listening to music today. Daming usually do many things. But he’s not doing them today. Why？ Let‘s listen and find.‎ ‎　　ⅢTeaching and Learning ‎　　1.Play the tape.‎ ‎　　2.Ask some questions. On Sundays， Daming usually plays basketball/helps his father/rides his bike/does his homework. Is he playing/helping him/riding it/doing it today？ Why？ What’s he doing now？‎ ‎　　3.Show the pictures and sentences.‎ ‎　　4.Play the tape ‎　　ⅣFurther Development .‎ ‎　　1. Look and Fill blanks ‎　　2. Practice in pairs.‎ ‎　　ⅤHomework.‎ ‎　　1. To all students：Make some sentences with”usually“and “-ing”，then draw them.‎ ‎　　2. To a part of students： Make a dialogue and act it out.‎ ‎　　1.Say“hello”to teacher ‎　　2.Sing and do the actions ‎　　Listen carefully， then listen to the tape.‎ ‎　　1.Listen and point 2 times.‎ ‎　　2.Answer questions.‎ ‎　　No， he isn‘t. He’s ill.‎ ‎　　He‘s watching TV.‎ ‎　　3.Look and say.‎ ‎　　4.Listen and repeat 2 times.‎ ‎　　1. Look and say.‎ ‎　　2. Show a dialogue.‎ Unit2‎ ‎　Aims　　教学目的 ‎　　Comparing routines with current actions ‎　　Focus ‎　　教学重难点 ‎　　Language： Today is gandma’s birthday and we are helping her.‎ ‎　　Function： Comparing routines with current actions ‎　　Aids ‎　　教学准备 ‎　　Word-cards ‎　　Teaching process ‎　　Teacher‘s activity ‎　　Student’s activity ‎　　Re-preparation ‎　　教学过程 ‎　　一.Warming up and revision ‎　　Say hello to the students. 二.leading－in ‎　　Draw two circles on the board. In one write “usually” and in the other write “now”‎ ‎　　三.Listening and reading activities ‎　　Activity1. Listen and repeat ‎　　Show the picture about the text. Play the tape.‎ ‎　　Play the tape， again.‎ ‎　　Write the words on the board.‎ ‎　　Play the tape， sentence by sentence.‎ ‎　　Draw the table on the board.‎ ‎　　Usually ‎　　Now ‎　　Grandma ‎　　Father ‎　　Girl ‎　　Activity 2 look and say ‎　　Choose four students to come to the front of the class to do some mimes.‎ ‎　　Look at the picture， talk about it. Teach the sentence： I usually ... but now I am ...‎ ‎　　Activity 3.listen and say then say the poem.‎ ‎　　Before saying the poem：‎ ‎　　1. Have the students describe the picture ‎　　2.play the tape. Teach the poem sentence by sentence.‎ ‎　　3.choose eight students to come to the front. Write out the eight parts of the poem and give one to each person at the front in a jumbled up order.‎ ‎　Here are the eight parts of the poem：‎ ‎　　1) What do you usually do on Sundays？‎ ‎　　6) What are you doing now？‎ ‎　　3) I usually play all of the day ‎　　5) And what are you doing now this Sunday ‎　　7) I am lying in bed with a pain in my head.‎ ‎　　2) What do you usually do？‎ ‎　　8)That is what I am doing now！‎ ‎　　3) That is what I usually do.‎ ‎　　四.Further Development Activity 4.game， find five differences say them.‎ ‎　　Before doing activity4‎ ‎　　Tell the students that I am going to describe things from the pictures.‎ ‎　　Now one the board writes these verbs.‎ ‎　　wearing eating ‎　　holding reading ‎　　Do activity 4.‎ ‎　　五.Homework ‎　　Make a dialogue with your partners.‎ ‎　　Sing the song “I am listening to music.‎ ‎　　The student suggests activities and writes them around the circles. Then they can pick one activity from each circle and make sentences.‎ ‎　　Look at the picture. Guess what happen in this girl‘s home？‎ ‎　　Listen and find the words don’t understand.‎ ‎　　Read after the tape.‎ ‎　　And do some mime.‎ ‎　　Look at the table then ask and answer.‎ ‎　　Each student should perform two mimes. The first mime is what usually happens. The second mime is what is happening now. Other students answer what are they doing.‎ ‎　　Say it one by one.‎ ‎　　Then say it together ‎　　Look at the picture and talk. (A girl is sick in bed and she is thinking about playing with her friends)‎ ‎　　Listen to the tape， do some mimes.‎ ‎　　The eight students should hold up their pieces of paper so the class can read them. The student holding the first parts of the poem should be on the left and the student holding the last part of the poem should be on the right.‎ ‎　　The students have to say if it is from picture 1 or picture 2.‎ ‎　　Look at the two pictures and write all the objects that go with each word.‎ ‎　　Play the game.‎ ‎　　Feedback Module7‎ Unit1‎ ‎　一、 教学目标与要求 ‎　　熟练掌握单词与短语：Children’s Day, play, some, say, poem, class,‎ ‎　　dragon ,dance ‎　　熟练掌握重点语句：Daming is doing a play with some children.‎ ‎　　Lingling is singing a song.‎ ‎　　指导学生能够谈论、描述正在进行的活动,这也是本课的重点，此外play的词性和意思的变化，以及现在进行时的巩固是本课的难点。‎ ‎　　鼓励学生积极运用所学英语进行交流，培养沟通和交流的能力；培养学生乐于参与、敢与展示自我的精神。‎ ‎　　二、 课前准备 ‎　　与课文配套的光盘、课件、教学卡片、麦克风等 ‎　　三、教学过程 ‎　　Step 1 Warming up ‎　　1. 以这首歌: I’m listening to music导入课程教学.‎ ‎　　2. 谈论现在发生的一些活动，引出所学新单词.‎ ‎　　Step 2 Presentation and practice ‎　　1. Teacher takes out a calendar. Point to June 1st and say what day is today?‎ ‎　　给孩子们一个整体感知。Teach Children’s Day to the students.‎ ‎　　2. Today, we’ve got a new friend. Listen to the first picture and find “ He’s ‎　　Xiaohu. He’s from School TV.”‎ ‎　　3. Listen to the CD-Rom and answer 2 questions.‎ ‎　　(1) What is Ling Ling doing?‎ ‎　　(2) What is Amy doing?‎ ‎　　4. Listen again and answer “What is Daming doing?” 引出doing a play这个词组，新授完doing a play之后，老师课件先让学生整体感知词组：‎ ‎　　playing football, playing basketball, playing ping-pong, doing a play, 再让学生观察这几个词组的不同之处，以此引出单词play的词性和意思的变化，教师在此基础上进行总结。然后教授句子Daming is doing a play with some children. 从中找出some 并知道some用法。‎ ‎　　5. 通过复习M3 U2的诗，引出poem一词和saying a poem 这个词组。Listen again and answer “What is Sam doing?”.‎ ‎　　6. Guessing game. 通过播放图片的一部分，让学生猜出正在做的事情。主要是对今天所学词组的巩固。‎ ‎　　7. 通过图片教授单词dragon、词组dragon dance, from Class 2和句子They’re doing a dragon dance.‎ ‎　　8. 播放CD-ROM。‎ ‎　　第一遍Listen and circle“-ing”.‎ ‎　　第二遍Listen, point and repeat.‎ ‎　　Step 3 Consolidation and extension ‎　　1. According to the dialogue, read and complete.‎ ‎　　2. Students book A3（ on page 27）.小组活动。先在组内进行练习，然后小组选代表模仿小播报员说一说。‎ ‎　　3. Play time. 拍摄了一组学生大课间时的照片，先小组练习，再选表模仿小播报员说一说。‎ ‎　　Step 4 Summary ‎　　先让学生自己试着总结出本课所学重点，老师再根据板书内容进行总结。‎ ‎　　Step 5 Homework ‎　　1. Listen and repeat the text 5 times.‎ ‎　　2. 制作个人的“快乐档案”。并用play ,some 等重点词组造句。‎ ‎　　3. 用be ,playing ,等重点词组写一篇短文。‎ Unit2‎ Teaching aims:‎ ‎　　1.Emotion goal:‎ ‎　　2.Knowledge goal:‎ ‎　　3.Ability goal:‎ ‎　　Innovative fulcrum: 1.Importance:‎ ‎　　2.Difficulties:‎ ‎　　3.Innovation: r.‎ ‎　　Teaching aid: Some cards , pictures , tape , CD ‎　　Periods: Four ‎　　Period 1‎ ‎　　Teaching courses（教学过程）‎ ‎　　1. Warm up:‎ ‎　　Teacher : Hello, boys and girls.How are you ? I’m very well.thank you.Sit down please. What’s the weather like?I’m happy to have this lesson with you.Are you happy? Ok ,Now let’s sing a song .（Stand up）.Sing a song: “I’m listening to the music….”(actions)‎ ‎　　2. Revision:‎ ‎　　Before the new lesson,let’s look at the big screen.‎ ‎　　1) Show the words : do-doing………..‎ ‎　　Who can read it? (The Students read it.)‎ ‎　　2) Teacher:You did a good job,I made the words different colours,green,blue and black.Do you know why? What’s the difference?......‎ ‎　　3) Teacher:Yes, do-doing, run-running, write-writing.‎ ‎　　4) Now let’s make sentences with these words? (Look at the big screen)‎ ‎　　(Do it one by one.)‎ ‎　　---What are you doing? ---I’m….‎ ‎　　--What’s he/she doing? ---He’s/She’s ….‎ ‎　　3. New lesson:‎ ‎　　1) Teacher: Please look at this picture.(put the pictures on the blackboard ‎　This is Tingting’s family, Where’s Tingting?oh yes,this is Tingting,this is father,mother and grandma.They’re having a picnic.(show the words card)picnic means they’re eating,drinking and playing in a beautiful place.Read the words（read in pairs）‎ ‎　　And father is flying a kite; (read and do the actions)；mother is eating;grandma is sleeping(read in a low or high voice)‎ ‎　　2）Teacher: Now open your books , listen and point,then answer some questions.‎ ‎　　Students: Read and discuss in pair then answer(Show the questions on the screen.)‎ ‎　　3) Read after the teacher. Teacher Circles the verbs with –ing.‎ ‎　　4.Practice:‎ ‎　　Look at your papers and do it.（write by themself and then report）‎ ‎　　5.Homework:‎ ‎　　Listen to the tape and recite the text.‎ ‎　　6．Summary:‎ ‎　　All of the students are very interested in this unit,Most of them can master the materials,they can use the verbs with –ing freely.A few of the students just can read and understand it,but not master it.I’d like to give them chance to practice more.‎ ‎　　Personalized Design:（个性化设计）‎ ‎　　Read and choose.‎ ‎　　It’s Children’s Day today.Children are in the zoo. Look at the animals .Lions are eating. Monkeys are playing basketball. Elephants are walking. Giraffes are sleeping. Snakes are looking at the children. Teacher is talking to the children.‎ ‎　　1) What are the lions doing? They’re______________.‎ ‎　　2) What are the monkeys doing? They’re_________basketball.‎ ‎　　3) What are the snakes doing? They’re_________at the children.‎ ‎　　4) What are the elephants doing? They’re__________.‎ ‎　　5) What are the giraffes doing? They’re____________‎ Module8‎ Unit教学内容：‎ ‎　　新标准英语（一年级起点）第四册 第八模块 第一单元 ， 本课简单描述了火车从出发，然后上山和下山（The train is going up a hill.It's going down a hill.）和行走过程中经过医院（It 's going past a hospital.）,最后停在车站（It 's stopping at the station.）的行走过程。‎ ‎　　教学目标 ‎　　知识目标：学生能听、说、读本课的词up、 down 、past 、hill、 hospital、 station, 和相应用于交际的句子The train is going up a hill，It's going down a hill/past a hospital,在情景中能用句子进行交流。创设情景，在情景中学语言，培养学生运用语言的能力。‎ ‎　　教学重点：单词past ，句型：The train is going up a hill.It's going down a hill/a hospital.‎ ‎　　教学难点：学生能用句型: The train is going up a hill.It's going down a hill /past a hospital.在情景中运用。‎ ‎　　能力目标：培养学生的观察能力、表达能力，发展学生的综合语言运用能力 ‎　　通过游戏活动、情景表演等，引导学生在情景中积极运用所学英语进行表达与交流，为日后学习打下基础。‎ ‎　　情感目标：培养学生对学习英语的兴趣和热情，积极向上的情感观，使学生体验学习、参与、合作、竞争的乐趣。‎ ‎　　学情分析 ‎　　本册书新标准英语（一年级起点）第四册，教学重点为让学生描述自己和他人正在做什么事情，训练他们的观察能力和表达能力。在上一个模块（第七模 块）中，教学目标也是让学生简单描述在儿童节和在野炊时，他人正在做的事情，培养了学生的观察能力和表达能力，这为本模块（第八模块）打下了良好基础，学 生通过前面的学习，有了一些语言知识储备，能简单说出他人正在做的事情，这就能自然过渡到描述本课中火车的行走状态。二年级的学生活泼好动，模仿能力强， 经过一年的英语学习，已经有了一定的英语基础，对英语有着强烈的兴趣。通过游戏活动能较好调动他们的学习热情，从而更好地学习知识。‎ ‎　　教具准备 ‎　　多媒体课件、教学卡片、头饰、录音机 ‎　　课前准备：‎ ‎　　秧田式座位安排 ‎　　教学方法 ‎　　交际法、情景教学法、儿童游戏法、TPR 教学法、听说法、小组合作法 ‎1教学过程：‎ ‎　　Step 1 Warming-up(热身)‎ ‎　　Greeting ‎　　Sing an English song << 1 、2 、3、 4,stand up!>>‎ ‎　　[设计意图：运用课件展示歌曲，并且学生边唱边跳，亲切的问候，熟悉的旋律，生动活泼的画面，带动学生轻松进入课堂的同时，也复习了stand up /sit downpoint to the ……的语言点和动作，为进一步学习做好铺垫]‎ ‎　　Step 2 Revision ‎　　Listen and do the actions.(stand up！sit down! )‎ ‎　　[设计意图：学生积极踊跃地做动作，既吸引了他们的注意力，唤醒了他们对学过的动作短语stand upsit down的记忆]‎ ‎　　Step 3 Presentation ‎　　(1)引导学生学习新词：up down ‎　　(2)Drill the words ‎　　(3)Follow the teacher:look up、 look down、point up、point down ‎　　强化了学生对updown词义的理解 ‎　　[设计意图：学生跟教师边说短语，边做动作，在说说做做的同时，轻松愉快的对单词 up down 进行了扩展练习，培养了学生的发散性思维的能力]‎ ‎　　（4）教师介绍：I like climbing the hill.Do you like climbing the hill?Please look at the TV,What's this?通过课件直观展示桂林骆驼山的图片，引出新词：hill ‎　　(5)Drill the word ‎　　（6）Teacher:Look at the train,the train is going up a hill.(用火车道具演示火车上山)引出短语：up a hill.Then drill the phrases.‎ ‎　　(7)引导学生在情景中说出短语：down a hill ‎　　[设计意图：该环节通过学生生活中常见的玩具火车上山和下山的演示，充分贴近了他们的生活，由于对up 、down和hill在之前有了教学铺垫，在进行短语教学时，教师只需要让短语up a hill在学生中进行操练，一些能力较强的学生能只要根据教师的演示，就能说出down a hill，能力稍弱的学生在教师的引导下，也能轻松掌握。这样锻炼了学生的自学能力和发展性思维，还培养了他们互相帮助的良好品质]‎ ‎　　（8）Practise:教师模仿火车指挥员打旗语，复习刚才学习的up a hill和down a hill，教会学生打旗语。然后进行男、女生比赛，一方打旗语，一方用火车道具演示火车上下山。‎ ‎9）通过教师打旗语引出短语：past a hill，学生充分练习之后，根据课件上出示的火车经过学校和动物园的情景，引导学生说出其他短语：past a schoolpast a zoo ‎　　【设计意图：该环节是本课的难点，通过图片说出一些短语能充分发展学生的综合语言运用能力、表达能力，是语言能进一步学以至用的关键之一，二年 ‎ 级的学生在通过自己的努力说出了本课所学之外的短语，对于他们来说是一个不小的收获，这样他们的学习自信心将会有很大的提高，学习的积极兴趣得到了正面的 引导，形成了正确的学习策略和方向，为他们以后的学习打下良好基础，为下一步学习做好铺垫】‎ ‎　　（10）Guessing game:Where is the train going past?‎ ‎　　猜火车会到什么地方（课件上出示火车经过某处的画面，这个地点会被遮住，只露出一小块，让学生猜一猜那是什么地方？）‎ ‎　　【设计意图：本环节是一个趣味猜谜游戏，帮助学生进一步复习巩固所学短语，同时还为单词hospital的学习做引导，寓教于乐、提高课堂效率】‎ ‎　　(11)通过猜一猜游戏引出新单词：hospital ，then drill the word ‎　　(12)教师通过课件演示(运用FLASH课件：火车伴随着音乐愉快地走者，突然停下，并伴有滑稽的刹车声)，Teacher:Now the train is stopping.引出新单词stopping,then drill.‎ ‎　　（13）课件继续播放：在运行的过程中，突然将火车站的标志夸张放大，引出新词:station,学生对可爱的卡通图标兴趣盎然。这时适时引入短语：stopping at the station.‎ ‎　　(14)继续通过课件上可爱的动画火车上山和下山的情景教学句子：The train is going up a hill.和It's going down a hill.It 's going past a hospital.Then drill the sentences(采用多形式操练，如：男女生分角色读、举手读、开小火车读、扮演小老师领读等等)‎ ‎　　Step 4 Practise ‎　　Game（巩固练习游戏）‎ ‎　　（1） 教师扮演火车头，让学生排在后面列队，模仿课文中的情景，带学生经过各地点 ‎　　（2） 小朋友模仿刚才教师和学生的扮演，一边说，一边表演（男女生比赛）‎ ‎　　【 设计意图：儿童天性爱做游戏，通过与教学内容相关的游戏，使学生学以致用，将知识运用到实际，充分体现“任务型”教学思想，同时大大提高了学习兴趣，活跃了课堂气氛】‎ ‎　　（3）Text ‎　　Look and listen（看课件听课文录音）‎ ‎　　Listen and repeat ‎　　6总结 ‎　　What have we learned today?(由学生总结说出)‎ ‎　　家庭作业 ‎　　回家之后，几个同学为一组扮演小火车，经过和课文中不同的地点，运用今天所学的句型，一边表演，一边说英语，下节课进行比赛，看谁说得好 Unit2‎ 一、教学重点：复习现在进行时，并继续学习进行时及五个口令。‎ ‎　　二、教学难点：五个口令发音较难，教师要鼓励学生多说，敢练。‎ ‎　　三、教具准备：‎ ‎　　1、 教师准备 Point up! Point down! Touch the sky! Touch the ground! Turn around! 的五张短语卡片。‎ ‎　　2 、教学课件（包括歌曲和动画）。‎ ‎　　四、教学过程：‎ ‎　　1、热身复习 (Warm-up)‎ ‎　　（1）师生进行问候。‎ ‎　　（2）让学生起立，师生共同表演小唱，边做边唱。如:唱 Up up stand up. Down down sit ‎ down. Point point point to your nose. Point point point to your head.‎ ‎　　（3）游戏：教师做动作，让学生猜意思，导出新知。‎ ‎　　2、呈现新课 (Presentation)‎ ‎　　（1）教师继续进行以上的游戏，并把卡片拿出，让学生跟读。‎ ‎　　（2）让学生边读边做动作，加深对短语的印象。‎ ‎　　（3）播放课文第一部分的动画课件, 让学生边看边小声跟读。教师还可请学生来操作课件，训练学生的听力，认读及动手能力。‎ ‎　　（4） 在学生学完五个口令之后都很累的时候，教学生一首新歌。介绍两个拓展单词: shake stamp。‎ ‎　　3、趣味操练 (Practice)‎ ‎　　（1）游戏：短语接力 ‎　　教师让一个学生任意说一个短语，请他后面的同学做动作，然后这个同学再任意说一个短语，请下一个同学做动作，以此类推。‎ ‎　　（2）学生边听录音，边做动作。做动作时教师要努力示范动作夸张的同时强调短语的发音。‎ ‎　　（3）教师打开动画课件，让学生跟读：‎ ‎　　（4）让学生在自己的课本上指出句子读。‎ ‎　　（5）找一名学生上讲台下口令，教师和其他学生一起来做动作，让学生感受到老师也是他们当中的“大朋友”。‎ ‎　　4、课堂评价 (Assessment)‎ ‎　　做活动手册本单元的练习。‎ ‎　　5、扩展性活动(Add-activities)‎ ‎　　将学生带到室外，让学生用这五个口令做游戏。‎ ‎　　6、板书设计：‎ ‎　　Module8 Unit2 We’re turning around.‎ ‎　　Point up! Point down! Touch the sky! shake ‎　　Touch the ground! Turn around! stamp ‎　　五、教案点评：‎ ‎　　本课时教材通过Listen and do. 和 Sing a song 两部分的内容分别复习了所学的五个口令。两部分内容的复习均通过游戏的方式展现，学生在玩中学、玩中练，避免了复习的枯燥和单调。教师在教学过程中每一个 环节都精心设计和组织，照顾了不同层次的学生，让每个学生都真正参与到活动中来，达到了复习和巩固知识，提高学生多方面能力的目的。‎ Module9‎ Unit1‎ Aims ‎　　教学目的 ‎　　1． Enable the students to listen ，say and read the new word ：straight turn， right ，left wear lake road ‎　　Sentence： Where is lake road？Go straight on.Turn left.Turn right.‎ ‎　　2、Raise their interest to learn English .Encourage the students to have good cooperation with each other and learn form each other.‎ ‎　　Focus ‎　　教学重难点 ‎　　1、Important point ：Students can read and say these words： straight turn， right ，left wear lake road ‎　　2、Difficult point： Students can read， say and use these sentences freely and correctly.‎ ‎　　Aids ‎　　教学准备 ‎　　CAI Picture Cards Tape Radios ‎　　Teaching ‎　　Process ‎　　教学过程 ‎　　Feed back ‎　　Teacher‘s Activity ‎　　Student’s Activity ‎　　Re-preparation ‎　　1、 Warning up and Revision ‎　　① Greetings.‎ ‎　　Eg ：Nice to see you again. How are you？ etc ‎　　②Teacher might give students some order， students must listen carefully and do it.‎ ‎　　Eg： Turn around， Point up， Point down， Point the sky. etc ‎　　2、Leading-in ‎　　①CAI shows out a picture of simple map.‎ ‎　　T： I want go to the school ， but I‘m lost ，，Who can tell me how to walk？‎ ‎　　②Today ，Sam visit his friend Daming . But he’s lost ， too.‎ Let‘s go and see what’s wrong with Sam.‎ ‎　　③Show the picture ‎　　3、Listening & Reading Activities.‎ ‎　　①Before do the Activity 1 write these sentences on the blackboard .‎ ‎　　②Learn to the new words ‎　　③Play the tape ‎　　④Play the tape again ‎　　⑤Practise ‎　　(1)Say the same sentences ‎　　(2)Do and say：‎ ‎　　Turn around， Point up，‎ ‎　　Point down， Point the sky.‎ ‎　　(1)Students free talk how to walk in Chinese.‎ ‎　　(2)students listening carefully ，make clear the aims.‎ ‎　　(3)look at the picture and think ‎　　(1) look and guess ‎　　(2)read and use ‎　　(3)Children open your books ，listen and point.‎ ‎　　(4)Listen ，point together and repeat ‎　　(5) Children say the dialogues in pairs.‎ ‎　　(6)Children Match by themselves， act in pairs.‎ ‎　　4、Further Development.‎ ‎　　①Play the games. Use the cards ，‎ ‎　　Review the direction words.‎ ‎　　②Do the exercise of part 3.‎ ‎　　③Encourage the students to find another road and draw out .‎ ‎　　5、Homework ‎　　①Whole class ‎　　Plan a game about route.‎ ‎　　②Individual ‎　　Act this story and encourage the best one.‎ ‎　　(1)Do their best to say sentences ‎　　(2) Through the dice and compete.‎ ‎　　(3) Whose road is the best nearest， then encourage and reward.‎ Unit2‎ ‎　教学内容：‎ ‎　　⒈学习短语a farm, a village, a flat,‎ ‎　　⒉学习句型Where do you live? I live____.‎ ‎　　教学目标：‎ ‎　　⒈能听、说、读、写本课短语。‎ ‎　　⒉掌握本课重点句型。‎ ‎　　⒊把所学知识能灵活运用到实际生活中。‎ ‎　　教学重难点：本课重点短语、句型 ‎　　教学方法：引导法、讲解法、启发法 ‎　　学习方法：交流法、合作法、自主学习法 ‎　　教学用具：多媒体课件、图片、录音机、磁带 Teaching steps :‎ ‎　　Step1 Warming –up ‎　　Greeting each other.‎ ‎　　What’s your name ? What class are you in ? Where are you from ?(Ss read countries namesone by one)Where do you live? Today we’ll learn Lesson 3 Where do you live ?‎ ‎　　Step2 Let’s learn ‎　　1,Play the tape,Ss listen and repeat.‎ ‎　　2,Learn the new words :‎ ‎　　Where do you come from ?‎ ‎　　= Where are you from ?‎ ‎　　Where do you live ?‎ ‎　　I live in Beijing .‎ ‎　　Learn new words :Paris ,London ,Hong Kong ,Moscow ,‎ ‎　　Learn new words: France，England Russia.Ss read them one by one.‎ ‎　　(With them instead of China,beijing )‎ ‎　　Step 4 Practise in groups ‎　　Ss ask and answer in groups. Drill and read the text ‎　　Step 5 Text ‎　　Play the tape ，Ss read the text .‎ ‎　　Step 6 Let’s chat ‎　　Where do you come from?Where are you from?‎ ‎　　I come from England. I’m from England.‎ ‎　　Where do you live? Where do you live?‎ ‎　　I live in London,in London.‎ ‎　　Where does he come from?Where is he from?‎ ‎　　He comes from China.He ’s from China.‎ ‎　　Where does he live? Where does he live?‎ ‎　　He lives in Beijing,in Beijing.‎ ‎　　Ss read it together.‎ ‎　　Step 7 Extension拓展延伸 ‎　　1, Can you be like me?‎ ‎　　Good moring ,my little friends ,I am Mis Wang .I come from China .I live in Luohe.I like you .Do you like me ?Thank you ,Good-bye!‎ ‎　　Have Ss say it like the teacher.‎ ‎　　2 , Do you know them?‎ ‎　　A，Show the screen about Pu Jing ,Yao Ming, Michael Phelps ‎　　Do you know the man ? Who can act him ?Who can ask him some questions ?‎ ‎　　B ,Ask your classmates about some questions.‎ ‎　　Step 8,Summary Module10‎ Unit1‎ Teaching aim and requirement:‎ ‎　　Talking about how to find places.‎ ‎　　Teaching main and difficult points:‎ ‎　　Learn to say: next to , in front of, cousin, supermarket ‎　　Learn to ask:Where’ the supermarket? It’s next to the park. It’s in front of the school.‎ ‎　　Teaching aids:‎ ‎　　Tape-recorder, pictures, computer ‎　　Teaching procedure:‎ ‎　　Warmer:‎ ‎　　1.Greetings.‎ ‎　　2.Say the chant in last lesson: Left Foot.‎ ‎　　Guide to the text:‎ ‎　　The teacher tells the students :“Sam meets Daming and his consin Lin on the street. Daming is introducing Lin to Sam. At that time , someone is coming to ask the way of the city . Lin tells him the way clearly. Why does Lin know the way of the city so well ? Let’s learn the text together !”‎ ‎　　Activity 1 Listen and repeat.‎ ‎　　1. Put the picture of this lesson on the blackboard. Play the taperecorder and ask the students to listen to it while watch the picture.‎ ‎　　2. Play the cassette again. The children try to underline the new words and phrases and guess the meaning of them .‎ ‎　　3. Write “next to , in front of ”on the blackboard and ask the students to guess the meaning of it ‎　4. The teacher ask the students to practise to say the words of positions according to their seats.‎ ‎　　5. Read the new words after the teacher.‎ ‎　　6. Play the taperecord after each sentence and ask the students to read after it.‎ ‎　　Activity 2 Act out ‎　　1. Divide the whole class into 5 groups .Each group act as a role. Ask the students to practise the text in groups.‎ ‎　　2. Play the taperecorder of Unit2, ask the students to read after it. Then practise the dialogue in pairs.‎ ‎　　Activity 3 Games and Activities ‎　　1. Looking for treasures:‎ ‎　　2. Draw and say. Draw a simple map of a place that knowm well by oneself. Then introduce the map in groups.‎ ‎　　Writing on the Bb:‎ ‎　　Where is the supermarket?‎ ‎　　It’s next to the park. It’s in front of the classroom.‎ Unit2‎ ‎【教学目标】‎ ‎　　（一）知识与能力 ‎　　1. 能灵活运用句型：Where is the …，please? 进行交流对话。‎ ‎　　2. 能灵活谈论方位。‎ ‎　　（二）情感与态度 ‎　　挖掘课堂中的“兴奋点”培养学生运用英语表达自己的情感，积极参加课堂交流活动，激发学生学习英语的兴趣。‎ ‎　　【教学重点】‎ ‎　　运用Where is the …, please?礼貌地问路和指路。‎ ‎　　【教学难点】‎ ‎　　1. 准确区分并灵活使用方位词。‎ ‎　　2．对本课所学的句型进行拓展运用。‎ ‎　　【教学意图】‎ ‎　　1．增加已学知识的复现率，培养学生对重点词汇和句子的认读能力。‎ ‎　　2．通过小组学习，培养学生与他人合作的意识。‎ ‎　　3．通过多种形式的活动激发学生的学习兴趣。‎ ‎　　【教具准备】‎ ‎　　1． 教材相配套的教学录音带 ‎　　2． 五张写有地名的大卡片 ‎　　3． 作为给学生奖励的小太阳，小星星等。‎ ‎　　【教学过程】‎ ‎　　Step 1.Warming-up ‎　　1. Free Talk ‎　　教师走到学生中间，和学生用英语谈论上节课所学内容，并自由延伸。‎ ‎　　（设计说明：Free Talk是学生喜爱的一项活动，只有通过师生、生生间大量的语言交流，才能培养学生用英语交际的能力。课堂上的Free Talk是培养学生听说能力的有效方式。）‎ ‎　　2. 老师准备五张卡片，上面写上一些名程，如下图：‎ 老师请五个同学到台前来，分给每个人一张卡片，让学生把卡片高举，以便让其他同学也能看得到，然后教师告诉学生准备到达的目的地，学生就需要根据老师说的，讲出从自己的卡片所指的站到目的地的正确路线。如：‎ ‎　　T: The zoo is next to the park.‎ ‎　　S:（student with the “zoo”card moves next to the student with the “park”card.）‎ ‎　　T: The station is in front of the zoo.‎ ‎　　S:（student with the “station”card moves in front of the student with the “zoo”card.）‎ ‎　　（设计说明：热身阶段采用全身反应法，不仅营造了英语学习的氛围，让学生快速进入英语学习的状态，而且为学习新授知识做了铺垫。）‎ ‎　　Step 2　1. 教师和学生一起热身之后，教师给学生看下图，请学生大胆猜一猜图中的男孩、女孩和服务员在说些什么，如果学生猜不出来，教师就带学生一起走进课文，看看他们到底说了些什么呢？‎ ‎　　‎ ‎　　（设计说明：用讲故事的方式，把学生引入课堂氛围，形式新颖，高效）‎ ‎　　2.教师放录音，让学生认真看图听录音，听男孩、女孩和服务员之间的对话。教师播放第二次录音，学生边听录音边看书，同时用笔勾画出课文中的生词和词组，根据上下文猜猜每个生词和词组的意思。‎ ‎　　（设计说明：放录音，给学生创设真实的语境，让学生从中接受语言信息，激发学生学习的兴趣，吸引学生的注意力，培养他们良好的学习习惯。）‎ ‎　　3.老师把学生勾画出的生词生字，总结一下写在黑板上，和学生一起先猜猜生字词的意思，然后给学生进行解释，注意纠正学生的发音。‎ ‎　　（设计说明：老师根据学生的实际认知情况，有针对性的进行教学，不仅大大提高了课堂效率节约了时间，而且不易使学生感觉“烦”，产生厌学情绪。）‎ ‎　　Step 3 Practice ‎　　1.比比看谁的反应快且准。‎ ‎　　老师和学生配合，示范做出下列动作：‎ ‎　　over there（point into distance）‎ ‎　　straight on（point straight ahead）‎ ‎　　in front of（point directly in front ）‎ ‎　　next to （point by side ）‎ ‎　　on the left （point left）‎ ‎　　on the right （point right）‎ ‎　　接下来，老师说出一些方向，让学生根据刚刚演示的，用动作表现出来，如果动作太慢或者动作做错了，就被淘汰，比比看谁的反应速度快而且动作准。如：‎ ‎　　T: in front of ‎　　S: point directly in front ‎　　（设计说明：让学生在轻松愉快的练习中学习方位词，同时，培养学生的竞争意识，鼓励学生学习英语的兴趣和信心，积极参与语言实践活动。）‎ ‎　　Step 4: Learn to say the text.‎ ‎　　老师再次播放课本40页的录音，每句话后停顿，请学生模仿跟读，要及时注意纠正学生的语音语调。在学生跟读期间，教师要把本单元的新单词着重给学生讲解，注意学生的发音，及时矫正。‎ ‎　　（设计说明：此部分可以采用小组开火车、男生女生比音高等多种方式来练习，这样可以调动学生的学习热情，调节课堂气氛。‎ ‎ Step 5 ：Activity ‎　　1. 老师让全班表演对话，男、女生与老师分别扮演男孩、女孩和服务员，也可以请三个同学一组表演对话，最后请几组同学到台前来表演展示，下面的同学当评委，给 在台上表演节目的同学打分，看看哪个小组的同学表情动作自然丰富，演技佳，语音连贯，语调准确，那么这个小组的同学就是今天的“表演之星”，老师给予这组 同学以物质奖励，同时，也要给其他参加表演的同学适当的精神和物质奖励。‎ ‎　　(设计说明：教师创造情景给学生参与的机会，培养学生主动参与以及小组合作的意识。同时给予学生适度的奖励，这样可以大大激励学生的学习积极性，体现赏识教育的价值。）‎ ‎　　2. 老师鼓励学生用课本第二部分的句型，同桌两个人一组进行替换练习，如：‎ ‎　　S1: Excuse me. Where is the school，please?‎ ‎　　S2: Go straight on .Turn left. It’s on the left.‎ ‎　　S1: Thank you very much！‎ ‎　　S2: You are welcome.‎ ‎　　（设计说明：反复练习本单元的重点句型，加深学生对所学内容的印象。）‎ ‎　　Step 6 ：Learn to say the chant ‎　　1.老师播放课本41页的“CHANT”部分，让学生听韵句，老师和学生一起跟着旋律跟唱，可以辅以夸张的语气和生动的肢体语言。‎ ‎　　（设计说明：教师鼓励学生边唱边表演，对表现很棒的同学，老师可以让他当小老师带领全班同学说唱，这种设计不仅可以激发同学们的学习积极性，同时培养学生主动参与和遵守交通规则的意识。）‎ ‎　　2.老师把全班学生分成两组，一组同学代表单词“left”,一组代表单词“right”,老师再放录音，告诉学生当听到他们所代表的单词时就站起来，当播放的句子没有同学们所代表的单词时,全班同学都站起来,然后坐下。如:‎ ‎　　Tape: look left.‎ ‎　　Left group:（stands up）‎ ‎　　Tape: look right.‎ ‎　　Right group:（stands up）‎ ‎　　Tape: A car is coming, so start again.‎ ‎　　Ss：（all stand up then sit down.）‎ ‎　　（设计说明: 通过此练习，培养学生对本单元知识的快速反应能力。）‎ ‎　　Step 7 ：Homework ‎　　1. 和小组同学复述并表演本单元的对话。‎ ‎　　2. 回家把今天学到的“chant”说给爸爸妈妈听，还可以当小老师交给你们的爸爸妈妈；当你和家人出行时你可以尝试用你学过的英语给大家指路哦！他们一定会为你的进步感到高兴的。‎ ‎　　（设计说明：在强调培养学生语言运用能力的同时，培养学生的自主学习能力和创造性思维能力。）‎ ‎　　附：Bb design(板书设计)‎ ‎　　Where is the toilet, please?‎ ‎　　It’s…‎