EEC版第四册Robot教学设计

1、EEC版第四册Lesson  4教学设计教学目标:1知识目标：（1）能熟练掌握句型Where are you going? To the . I want to buy .（2）能朗读、听说句子Kens birthday is on Friday.（3）能听懂、会说、会写单词及词组present,  department store。2能力目标：能够运用已有的交际技巧和所学的语言知识进行活动、交流、提高语言的应用能力。3情感目标：让学生在整堂课中始终保持对英语学习的积极性和高涨的学习情绪，引导学生走入生活，热爱生活，学会生活。教学重、难点:1学习并掌握“

2、四会”单词及词组：present,  department store,Friday 2能对场所进行正确的问答。教学方法：    通过听、说、读、写、唱、玩、演等大量丰富多彩的教学活动，让学生在玩中学、学各玩，让学生通过具体而行动的体验逐步领悟语言基础，掌握语言基本技能，提高实际运用语言的能力。教具准备：有关场所的图片和单词卡片、磁带、录音机教学过程：Step 1.热身活动1Send greetings./Warm up!T: 你真的很不错SS:我真的很不错 .T: Good morning, class!SS: Good morning, Mrs.Ji

3、a!设计意图：好的开始是成功的一半。几句简单亲切的话语，师生便互致了问候，缓解了紧张的气氛，缩短了彼此之间的距离。另外，学生们也可以通过这些语言鼓励自己在本节课能够有更突出的表现，把每一节课都看作是一个新的开始，并且能够快乐地完成一节课。2Free talk:师生接力Are you busy tomorrow?Well.no,I'm not.etc.设计意图：通过一开始的师生之间到生生之间的谈话，使学生较快进入讲英语的氛围，有得于教学过程的顺利进行。Step 2.导入新课1Show the sentence pattern: “I want to buy a .”T：Today, I

4、bring you some presents. Do you want to know what are they?SS：Yes.T：You can find it and tell me: “whats that?” SS：Money.设计意图：由谈话转化为情景，把课堂变成了生活，实现了情景导入，新旧过渡衔接自然。Step 3.呈现新知T：What do you want to do with the money?（教师引导学生用英语作答）T：I want to buy a pencil. Or I want to buy a pen.S1：I want to buy a toy.S2：I

5、 want to buy a book.S3：我想把这些钱捐给灾区的小朋友们，让他们和我们一样到学校学习知识。T：Good! I want to buy a present. （教师写板书，并领读板书） 2. Show the sentence pattern: “Where are you going? To the .”T：Now, today lets buy something together. But where are you going? T：Where are you going? （教师写板书，并问学生，再引导学生作答）T：To the book store, .（教师把学

6、生提到的商店名字贴在黑板上，如：department store, toy store,book store，再把这几个地点连在一起形成一个简单的地图。再由学生教单词，教师只做简单地意义训练。）Step 3.操练巩固T：Now, lets have a competition. I have five stores. Please change your teams name. Which one do you like best? （用刚刚学过的五个商店的名字给四个小组重新命名。）（学生随意选择五个商店中的一个）1Write and say.T：Behind the five stores,

7、 we have five games. Look at the blackboard, where are going?S4：To the restaurant.T：Ok! Lets go in!（教师把饭店的门打开，里面有一张纸条，上面是要求学生在进入到饭店前首先完成的。）T：Lets look at it together: Can you say some words about this lesson? And then write them down on a piece of paper.（学生以大组为单位，开始写单词。写得最多最快的一组将免费得到一份小礼物。）设计意图：通过这个

8、小的竞赛，可以让学生进一步巩固本节课所学的单词，同时，也为以下的竞赛作铺垫。2. Act out.T：Now look at the blackboard, where are you going?S5：To the book store.T：Ok! Lets go in!（书店的门打开以后，里面仍有一张纸条，上面是要求学生在进入到书店前首先完成的。）T：Lets read it together: each team choose a student, and buy some things in other teams.（四名同学在规定的时间内，用自己组课前得到的钱买书，比比看谁买的多，也

9、比看谁卖的多。获胜者仍就可以免费得到一份小礼物。）设计意图：生活即教育。此环节既能检验学生运用所学知识进行语言交际的能力，又能满足学生好表演的欲望，也给每一个学生开辟了一个展示自己英语才能的舞台，人人均有机会开口说英语。3. Listen to the tape.T：And now, where are you going?S6：To the department store.T：OK! Listen to the tape and answer the question: “where is Jess going?”（听录音，回答问题，答的好的一组可以得到礼物。）设计意图：听录音，跟读课文，

10、既训练学生听和读的能力，又使学生理解课文内容，巩固所学新知。4Sing a song.T：We have two left. Where are you going?S7：To the park store.T：Sing a song: Where are you going? Where are you going? To the store. To the  store. I want to buy a robot. I want to buy a robot. Lets go now. Lets go now.（让学生自编歌曲，几分钟后再由教师唱出自己编出来的。）设计意图：4Say a chant.T：Do you like reading books? First, you must read this chant. Can you?Present, I want to buy a present.Go, go, going, going, where are you going?Store, to the department