外研版（一起）二年级下册Module 4-Unit 1 What are you doing -教案、教学设计-公开课-(配套课件编号：704fc).doc

1、1 Module 4 Unit 1 What are you doing? 第一课时教学设计 一 学情分析 本课的教授对象为二年级下学期的学生。本班学生思维活跃、兴趣 广泛、热爱运动。但是个别学生英语基础薄弱，对英语缺乏信心。由 于掌握的词汇量和句型结构少，造成大多数同学不敢开口说英语，课 堂参与积极性和学习动机不强。针对以上问题，本课力结合模块式小 组合作学习方法，发挥英语学习优秀学生的积极作用，帮助学困生充 分练习英语，降低教学内容的难度，增强学生的自信和参与热情。 二 学情分析 （一）教学内容 本课教材外语教学与研究出版社（一年级起点），教学内容为 第四模块第一单元，包括第二部分List

2、en、point and find “what” 中的前四幅图， 以及第四部分Practice。 具体内容为： Linling 与Amy 打电话，Lingling 询问Amy: What are you doing? 这些内容为整个模块的学习活动做语言和知识的准备，也为学生学 以致用 用英语表达活动提供了语言铺垫。 同时从打电话引出询问对方 正在做什么的话题使教师可以充分地在教学中把教学内容与学生的生 活联系起来。 （二）教学重点、难点 1.1.教学重点教学重点 掌握重点单词call、drink、eat 以及三个动词的ing 形式；学生 能够掌握且灵活运用What are you doing?

3、 且做出相应的回答Im. 2.2.教学难点教学难点 学生掌握call、drink、eat动词ing 形式的发音。 学生根据不同的情景运用句型进行询问和回答。 三 教学目标 （一）知识与技能 1. 学生能够掌握单词：call；drink；eat 三个动词，以及该三个词的 ing形式。 2. 学生能够掌握且灵活运用What are you doing? 且做出相应的回答 2 Im. （二）过程与方法 1. 通过游戏的方式快乐生趣地练习单词和句型，将知识进行内化。 2. 以小组合作竞赛的形式让学生得到更多语言交际的机会， 将语言进 行输出。 （三）情感态度与价值观 1. 培养学生乐于开口、敢于开口讲

4、英语的习惯，激发学生想学、乐学 英语的兴趣和愿望。 2. 喜爱和朋友打电话进行交流和沟通。 四 教学步骤 （一） Lead in 1.1. ActivityActivity 1 1 Lets sing your favourite song “If you are happy”. T:If you are happy and you know it, reading a book. Ss: readingreading T:If you are happy and you know it, drawing a picture. Ss: drawingdrawing T:If you are h

5、appy and you know it, and you really want to show it, if you are happy and you know it, clapping your hands. Ss: (clap hands twice) T:If you are happy and you know it, singing, singing. Ss: singingsinging. T:If you are happy and you know it, dancing, dancing. Ss: dancingdancing. T:If you are happy a

6、nd you know it, and you really want to show it, if you are happy and you know it, please say “ha ha” Ss: (say ha ha) 2.2. ActivityActivity 2 2 T:We have learned so many verbs with “ing” form. Now let s review some of them.( Do it together.) Showsomepicturesofdifferentactionsonthe screen.( listening,

7、 reading, playing, talking) (设计意图：利用图片进行动词ing词汇的复习，可以帮助提高学生的 3 兴趣和识记单词的有效性，同时此环节为后续环节增加必要的词汇 量。) （二）Presentation 1.Activity1.Activity 3 3 Show some pictures. T: Now I want to show you some new pictures. First one. Who is she ? S1: She is Lingling.( a flower as an evaluation) T: Lingling is Amys best

8、 friend. Do you have a best friend? S2: Yes, I do. T: Lingling often call her best friend. Can you make a guess the meaning of the word “call” according to my action. S3: Call 打电话。 Repeat the word “call, calling” C c /k/ /k/ /k/ Lingling is calling Amy. Second one. Amy is here. Look at her action. W

9、hat is she doing？She is drinking. So let make a guess the meaning “drink” Dr dr /dr/ /dr/ /dr/ Ask some ss to practice the following old sentences with new word, Are you drinking? Yes, I am. No, Im not. Third one. He is eating. Eat means 吃。 Ea ea /i:/ /i:/ /i:/ Are you eating? 4 Yes, I am. No, Im no

10、t. (设计意图：利用活动2 环节，由词汇学习引入到Lingling 与Amy 打 电话的内容当中，从而自然引出对话内容。) 2.Activity2.Activity 4 4 Lets look at this picture. Lingling and Amy. T: Whats Lingling doing? S1:She is calling Amy. T: Now lets have a look what they are talking about. Play the video for two times. For the first time, listen to and wa

11、tch it carefully. (设计意图：听大意，了解对话基本内容。) For the second time, answer my questions. Questions:What can you hear?-noise How does Lingling ask about the noise? Write down the key sentences: Are you drinking? No, Im not. Are you eating? No, Im not. What are you doing? Im talking to you. (设计意图：通过句句重复和问答中，使

12、学生了解对话具体内容并将注 意力集中在重点句型的练习上。) （三）Practice 1.1. ActivityActivity 5 5 T: 2 minutes to practice the key sentences. Then group leaders can come here to recite it to me. You will clap my hands if you can recite it. Then check your members to read and recite. I am going to check groups work. If you can re

13、ad them fluently and smoothly, you will get one flower. (设计意图： 通过小组通力合作流利朗读句子和背诵的过程能够使学生 的注意力高度集中，内化重点句型，为接下来根据不同情景灵活运用 句型奠定扎实基础。) （四）Production 1.1. ActivityActivity 6 6. 5 T: Lets have a rest to play an interesting game: Wrack a mole（打地鼠游戏）。 (设计意图：为下一个活动准备不同语境需要用到的单词，以游戏的方 式进行回顾， 增添趣味性， 学生在欢乐的气氛中巩

14、固旧单词和新单词。 ) 2.2. ActivityActivity 7 7 Group work. Complete the sentences. Every group has one picture and a dice. The number of the dice present the steps you need go forward. And you will get the exact picture. Write the right words down in the blanks. Then you can get a new dialogue. Read the dial

15、ogue in your own group. Group leaders write the answers down on your blackboard. Then show your new dialogue for us. Evaluate the performance. (设计意图： 该环节为学生安排掷骰子游戏， 使学生产生强烈的好奇心， 这种随机的可能性吸引学生注意力，大家将得到的单词写在空格里完 成新句子，并进行朗读表演，该步骤为学生提供语境练习重点句型， 有助于学生进一步掌握询问你正在做什么的常用句型。) （五）Summary and homework. 1. Ask st

16、udents to review the sentence structure used in asking what you are doing. Ask them to repeat it or read it together. 2. Do a survey.Call three of your friends after school. Ask them: “What are you doing？”Take their answers down in the form. 五、板书设计 Name (姓名） Whatare you doing? 1 2 3 6 Module 4 Unit 1 What are you doing? A:Are you drinking?callcalling B:No,Im not.drinkdrinking A:Are you eating?eateating B: No, Im not. A: What are you doing? B: Im talking to you. 长春市宽城区第三实验小学 二一九年四月十日