外研版（一起）二年级下册Module 4-Unit 1 What are you doing -教案、教学设计-部级优课-(配套课件编号：f3992).docx

1、外研社小学英语（一年级起点）二年级外研社小学英语（一年级起点）二年级 Modle4Unit1 What are you doing？ 教学设计教学设计 外研社小学英语（一年级起点）二年级外研社小学英语（一年级起点）二年级 Modle4Unit1What are you doing？ 教学设计教学设计 本课是外研社小学英语 （一年级起点） 二年级第四册第 4 模块第 1 单元What are you doing？ ，本教材特点是以故事为载体进行语 言教学，同时与生活实际相结合，以学生交际功能为主要线路，兼顾语 言结构， 逐步引导学生运用英语完成有实际目的的语言任务。 本课的话 题是谈论自己正在的

2、事情， 前两个单元学生们已经学习过描述他人正在 做的事情，学生对现在进行时有了初步的掌握和了解，在回答“I am ” 这一问题时没有困难， 本课中新加入了特殊疑问句 “What are you doing?” ，我将通过用一般疑问句“Are you ?”的过度和引导， 使孩子们在学习过程中会自然地学会使用这个特殊疑问句。 同时创设打 电话这一贴近学生生活的情景，使学生学习中非常容易进入语境。 本课的设计理念是根据新课标指导我们在教学过程中要着重培 养学生的综合语言运用能力，英语学科核心素养进一步提出，不仅要 培养学生的语言运用能力,更要侧重促进学生心智的发展,塑造健康 的品格。因此本可课以义务

3、阶段英语课程标准为理论依据，围绕英语 学科核心素养的要求，本着以学生为主体的设计理念，结合本课的教 学内容展开教学设计。 本课延续了教材以故事为载体进行语言教学的特点， 同时它具有 会话课的特点， 根据新课程标准及英语核心素养的要求因此我选择了 PPP 教学法完成对本科的总体设计。 Presentation 阶段采用 TPR 教学法，利用打电话这一情景，充 分调动学生的学习兴趣，在最有效地开课十五分钟内呈现新知识。 Practice 阶段任务驱动法，在闯关游戏中完成主句型的练习， 同时凸显学生主体地位。 Production 阶段采用小组合作法，以小组为单位在不同情境下 完成对话的创作。 同时

4、我借助信息技术强大的功能和优势，用更丰富的动画、声音 图像等资源，提高了学生的学习兴趣，拓宽了学生的知识面。 下面就是我的具体教学设计： 课题课题M4U1 What are you doing? 教教 学学 目目 标标 1. knowledge goal: All students can understand: eat，call, noise, drink, talk; All the students can understand the “What are you doing ?”; All the students can read: Verb -ing form change and

5、 pronunciation. calling, drinking, talking, eating; 2. language skills: All students can use What are you doing? asked what is happening; Be able to learn knowledge and life practice, can be used in the situation. 3. Attitudes: Actively participate in various learning activities, willing to learn En

6、glish in the game, and gradually put interest into steady learning motivation. 4.Learning strategies: Learning English through familiar games, watch often use simple English the media and common life. 5.Cultural awareness: Perception of foreign games, a preliminary understanding of cultural differen

7、ces 教学教学 重点重点 1. Verb -ing form change and pronunciation. 2. Understand and master sentence pattern What are you doing?, and can use I am. to answer and the question Are you (doing) and answer with Yes, I am./No, I m not. 教学教学 难点难点 1.All students can use What are you doing? asking what is happening;

8、 2. Understand and master sentence pattern What are you doing?, and can use I am. to answer and the question Are you (doing) and answer with Yes, I am./No, I m not. 教学教学 方法方法 PPP teaching method, TPR teaching method 教具教具 准备准备 Courseware, Magnetic stripe (two), Word cards (eat, call, drink, talk, and

9、 V_ing), One toy phone 教学教学 课时课时 1 教学过程及意图教学过程及意图 集体备课集体备课个性设计个性设计 Step1 Warm up 1.Greetings. Sing a song.Walking, Walking （设计意图：师生齐唱歌曲:Walking, Walking,通过在课件里插入 视频文件,使学生充分的感知 V-ing 的发音,让学生参与其中,提高学生 的学习热情,营造英语氛围。） 2.Look and say. T: Wonderful! Now, look at the pictures and say the sentences. Boys: T

10、he monkey is eating. Girls: The tiger is singing. （设计意图：活动时，孩子们一排排进行抢答，以句子为最小单位进 行复习，回顾学过的 be +V-ing 的单词。） T: She is eating. ea-eat-eating T: He is drinking. i-in-ink-drink-drinking （设计意图： 因为 eating 和 drinking 比较简单，顺势在旧句型中学习 了新单词.这里的亮点是运用了 phonics 进行单词教学，同时以句子为 最小单位进行教学，教学更饱满。） Step2 Presentation 1.

11、Listen and answer. T:Look at the picture, who is she? Ss: She is Lingling. T:Yes , what is she doing? Now lets listen and find the answer. Listen and answer: What is Lingling doing? (设计意图： 要培养学生的学科素养， 就要给学生相对完整的语言情境， 所以我开篇把一整个语篇呈现给学生，让学生体会完整的语言。听有 一些猜测的成分，可以激发学生的学习兴趣) 3. Watch and answer. T: Now let

12、s watch the cartoon, and fill in the blanks, then answer. Lingling: Are you _? Amy: _. 4.Guessing game. T: Lets play a guessing game. Listen and guess : Are you ? （设计意图：模拟打电话的情景，相对真实的运用 Are you?进行 问答，让学生的语言在真实情景下自然呈现） 5.Listen and answer. Play the ppt T:Whats that noise? Ss: Its Tom . T:Yes,Tom make

13、s some noise.oi-oise-noise. (设计意图：用课文中的声音引导学生学习 noise，同样采用自然拼读 法教学。) 6.Play a Game T:Whats he doing ? S1:Hes playing with his train. T:Playing with. There are some toys here. Lets play a game. You can choose one toy, there is different point under the picture. (设计意图：孩子们可以选出自己喜欢的玩具，用游戏的形式带领孩 子们说句子，趣味

14、十足) 7.Repeat and answer. T:Lets repeat the text and then answer the question: What are you doing, Amy? Play the cartoon. Ss:She is callingLingling.al-all-call-calling. Step3 Practice T: Now, lets play a game. Daming wants to find Sam. But there are lots of stones. Lets help Daming. OK? Ss: OK! T: Ok

15、, lets go! The first one! 1.Look and read T: lets read the words together, OK? Ss: OK! T: Stand up, please. Read and do the actions. al-alk-walk-walking； al-all-call-calling; al-alk-talk-talking. Wonderful! Wow, great! The stone is disappeared. Lets go on! （设计意图：本节课两个重点单词都包含 al 这个字母组，我将它作为 一个语音知识的拓展

16、， 在拼读中让孩子们充分体会字母组合 al 的发音， 并且能够自己拼读出 talk、call、walk 这三个单词。自然拼读在课堂 上无声的运用着。） 2.Listen and number. T: Oh, listen and number. Now, turn to page 22, and number the pictures. Ok! Lets look at the answer. S: T: Very good! Ok, we can push the stone away! Wonderful! You are great! Lets go to the next one! 3

17、.Lets play. T: I need 10 girls and 10 boys , lets play a game. You have 30 second speak out the sentence . (设计意图：用闯关的形式来做练习，趣味十足，每一关都紧扣主题， 达到了边玩边学的效果。) Step4 Production 1.Lets talk. T: Choose a place, do the actions. Then ask and answer. You all did a good job, you helped Daming! Now, look at the pi

18、cture: What are they doing? S: They are playing football! T: Very good! （设计意图：作为拓展环节，孩子在这几个常见的地点中运用新学的 语言，同时还融入了前边几个单元学过的描述他人正在做的事情，这 个环节设计的目的就是让学生们使用语言。） Step5 Summary & Homework 1.Summary. T: Daming and Sam ,Lingling and Amy are good friend. I want you” Love your friend ,help each other!” 2.Homework. （设计意图：通过 Lingling 和 Amy ,Daming 和 Sam 的友情，延伸 到学生们之间的友情，引导孩子们学会互相帮助，珍惜友情，起到本 课情感态度的升华作用。）