M2U1 She's listening to the radio.案例设计.doc

1、教学设计基本信息所用教科书书名外研社版英语（一年级起点）二年级下册所教年级二年级设计主题Module2 Unit1 Shes listening to the radio.1.整体设计思路、指导依据说明本课例基于当前“关注英语学科育人价值与学生英语学科核心素养（语言能力、学习能力、思维品质、文化意识）发展”的英语课程改革新动向和“英语课程强调从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型教学途径，发展学生的综合语言运用能力”的英语新课标基本理念，以及巴蜀小学英语学科内融合“化、联、跨、展”的研究成果，着重体现“用英语做事与做人有效融合”的小学英语课程综

2、合化实施的教学思想，基于学生用主教材外研社版二年级下册Module2 Unit1主题（学会运用现在进行时态描述他人正在做什么）意义探究，鉴于本单元重点在突破现在进行时态的核心功能句Shes/Hes doing以及核心词汇photo，camera，通过学习课文Daming向Sam分享家人照片的故事，进一步深化学习现在进行时态，同时链接时事，向学生展示疫情中平民英雄在做的事情的照片，再次呈现核心功能句，促进情感升华，并以“歌曲激趣”、“问题驱动”、以及“思维导图”的方式层层推进教学，促进学生深度参与课堂活动、演绎“兴趣”，从而促进主题单元知识的结构化、发展综合语言运用能力、助推学科育人。2.教学背

3、景分析教学内容分析：Module2 Unit2 Shes listening to the radio主要通过Daming向Sam分享家人照片并介绍照片中的家人正在做的事情情景呈现了本单元的核心功能句Shes/Hes doing，以及核心词汇photo，camera，让孩子们在生活化语境中进一步理解现在进行时态，学会描述他人正在做的事情。 在本单元的第1课时中，孩子们已经初步了解现在进行时态的含义以及核心功能句Shes/Hes doing的表达，本节微课内容为本单元的第2课时，为外研社课本第8页Activity 2课文，结合孩子们此前已经初步学习Shes/Hes doing以及谈论家人话题的语

4、言知识与能力基础，先利用与现在进行时态有关的歌曲导入核心功能句的知识，设计练习题复习，巩固核心功能句的运用，利用看图描述的方式过渡到课文内容的学习，以问题驱动的方式帮助孩子们理解课文大意，进一步学习现在进行时态Shes/Hes doing的表达，以思维导图的方式总结课文内容，帮助孩子们理清思路，最后结合疫情中平民英雄的事迹再次呈现核心语言“Shes/Hes doing”，让孩子们认识到疫情中勇于奉献的人们，学会感激，珍惜当下，防护意识不能忘，不仅体现了“活用教材”的新课程理念，更是活化了教学内容，让语言学习变得更加有趣、有用和有意义。学情分析：二年级的孩子大多英语学习兴趣浓、好奇心强、富于想象

5、、喜欢做游戏，乐于链接生活借助图片做“Look and answer”描述活动，喜欢表演说唱与单元主题相关的韵律感强、节奏明快的英文童谣或歌曲。3.教学目标分析1 语言能力目标：（1） 能在图片提示、老师的帮助下，在语境中理解、听说认读并简单运用核心词汇photo，camera与功能句“Shes/Hes doing”，并在语境中理解课文故事的大意；（2） 能在老师和思维导图的帮助下，熟悉课文故事大意并问答；2.能力目标: （1）通过学习课文能简单运用现在进行时态描述他人正在进行的活动；3.情感目标:（1）通过展示疫情中平民英雄的照片，呈现核心语言，学会感激，防护意识不松懈。4.教学重点、难点分

6、析教学重点：1. photo，camera的读音。2. 能简单运用核心功能句Shes/Hes doing。教学难点：1. photo，camera的读音。2. 能准确和流利地运用核心功能句描述他人的活动，进一步理解现在进行时态。5.教学准备课时脚本、PPT、喀秋莎录屏软件、导学单 6.导学单利用导学单引导学生自主学习，把课文的知识点转化为核心单词、短语搭配、看图补全对话等习题来激发学生主动思考，培养学生的探究精神和理解课文的能力。7.教学过程设计Before-class1. Greetings.呈现内容：PPT首页配音：Hello, everyone! Welcome to my Englis

7、h class, Im Krystal. Hows it going today? Great! Today, were going to learn M2U1 Shes listening to the radio. Well, are you ready? Lets begin.Step 1 Pre-learning 1.Lets sing. (Listen to the song “What are you doing?” and try to sing together.)呈现内容：歌曲视频配音: Boys and girls, lets sing together!【设计意图：情景导

8、入，利用英文歌曲，营造轻松愉悦的英语学习氛围,集中学生注意力；有效复习核心功能句Shes/Hes doing, 复现已有语言知识储备，体现英语学习常态。】2. Lets review呈现内容：wash-washing，run-running，draw-drawing，eat-eating，sleep-sleeping配音：Well done, boys and girls. After listening to the radio, lets review the words. For example, wash-washing. 孩子们，你能说出以下词汇的现在进行时形式吗？我们一起来试一试吧

9、：eat-eating, run-running, draw-drawing, sleep-sleeping.3. Look and answer呈现内容：歌曲视频截图配音：Wow, youve done a great job. Next, lets watch a video and then answer my questions.Well, boys and girls, please Look at this picture: Whats he doing? Yes, hes dancing.Then whats he doing? Great, hes jumping.Last o

10、ne, whats she doing? Good, shes jogging.【设计意图：利用英文歌曲视频先有效复习动词的ing形式，再利用动画视频复习核心功能句Shes/Hes doing, 增强学习活动的趣味性，从单词复习到句型复习，层层递进，为本单元的复习做了铺垫。】Step 2 While-learning1. Lets talk呈现内容：P8 Activity1课文图片配音：Well boys and girls, look！What can you see in this picture? Yes, you can see a bear and a bird. So whats

11、the bear doing? Great! Hes talking to the bird. And can you guess what he is talking? Good imagination! Maybe he says: Im swimming. Now, lets see what he is talking. 呈现内容: P8 Activity1课文图片，圈出核心词汇”photo”.配音：Look, this is “photo”. Please read after me: photo, photo. “ph” sounds “f”. In this photo, hes

12、 swimming. 呈现内容: P8 Activity2课文图片Q1: Who are they in his photos?Q2: What are they doing?配音: The bear is talking to the bird about his photo. Daming wants to share his photos with Sam, too. Can you guess who they are in Damings photos? Yes, maybe his family members, maybe his friends. Now, lets watch

13、 the video and answer the questions. 1. Who are they in his photos? 2. What are they doing? 【设计意图：从情境导入中的看视频截图回答问题自然过渡到看课文图片回答问题，利于孩子们快速接受课文学习，看图猜一猜的方式活跃孩子们的思维，培养孩子们勤思考的学习习惯。重点讲解单词“photo”，让孩子们了解字母组合“ph”的发音。】2. Listen and answer呈现内容: 课文视频播放呈现内容: Q1: Who are they in his photos? Q2: What are they doing

14、?配音：So who are they in his photos? Yes, they are Damings mother, Damings father and Sams little brother. And what are they doing? Good! His mother is listening to the radio. His father is reading a newspaper. And Sams little brother is playing with his train. 呈现内容: P8 Activity2课文图片配音：But who took th

15、ese photos ? 谁拍的照片呢？Lets guess. Wow! You are so clever. Its Daming. How do you know that? 呈现内容: P8 Activity2课文图片配音：Look! This is Damings new camera. 照相机用英语怎么表达呢？Now read after me, camera. camera. We use camera to take photos. Look! Daming is taking a photo of Sam. 【设计意图：以问题驱动的方式让孩子们学会在课文中找答案，捕捉关键信息，

16、帮助孩子们理解课文大意。】Step 3 Post-learning1. Summary呈现内容: 课文思维导图、看图补全课文内容配音：Daming (头像图片): Look at my photos. This is my mother. Shes listening to the radio. This is my father. Hes reading a newspaper. And this is Sams little brother. Hes playing with his train. And this is my new camera. 呈现内容: 看图补全课文内容配音：No

17、w boys and girls, according to this story, lets do some practice. First, lets match. Ten seconds for you. Well, lets check the answers. 小朋友们，你们都答对了吗？Then lets fill in the blank. 孩子们，你能根据课文内容完成以下对话内容吗？Thirty seconds for you, lets go. Well, lets check the answers. 小朋友们，你们都做对了吗？Good job, boys and girls

18、.【设计意图：先利用思维导图的方式帮助孩子们梳理课文知识，理清思路，加深理解；再利用看图补全课文内容的练习题方式巩固核心词汇和核心语句。】2. Extension呈现内容：疫情中医生治疗病人、警察维护秩序和外卖小哥送快递的照片配音：Well, thats all about Damings photo. Here, Krystal wants to share some pictures with you, too. In this epidemic, this is the doctor, hes treating a patient. This is the policeman, hes

19、keeping the order. And this is the deliveryman, hes delivering. Because of their efforts, the epidemic can be controlled. Now we can go back to our school. Lets say “thank you” to them all.【设计意图：根据课文主题，运用现在进行时态介绍家人照片，链接时事，分享疫情中的平民英雄照片，既复现核心语句，又能达到情感升华的效果。】3. Homework呈现内容：作业内容 配音：孩子们，你们今天的表现真是棒极了！请看今

20、天的作业，你可以选择Task A或者Task B来完成：Task A: 1.请熟读课本第8页第2部分的课文；2.向大家介绍你的家人或者朋友的照片。Task B: 1.与家人或者同伴表演课文故事；2.向大家介绍你的家人或者朋友的照片。【设计意图：分层作业设计，面向全体学生，促进人人成功，根据孩子们基础的层次性布置合理的作业，有效调动孩子们的积极性，对于基础较薄弱的孩子，以巩固课文知识为主，对于学习较为稳定的孩子，给予适当提高和拓展。】结束：Well, boys and girls. 本节课就到这里，祝你学习进步！ 8.评价设计采用教师语言评价与颁发巴蜀榜样徽章结合，促进学生积极参与微课课堂活动，发挥评价的激励与导向功能。