标准英语一年起点第4册Module 2 Unit2 You’re reading　教案

1、新标准英语一年级起点第4册Module 2 Unit2 Youre reading.I. Teaching aims:1. Grasp the basic sentence patterns-Whats he/ she doing? Hes/ Shes reading. Is he/ she reading? Yes, he/she is. No, he/ she isnt.2. Use the words of this unit to make dialogues.II. Teaching emphases and difficulties1. The basic sentence pat

2、terns.2. Make new dialogues.III. Teaching Aids1. The pictures of Part One. (Each group has a group of pictures)2. The courseware.IV. Teaching steps and analysis1 / 12Step 1: Before learning (Warming up)Sing the song: Im listening to the radio.T: OK, its time for our class.Ss: Good morning, Miss Zhan

3、g.T: Good morning, my children. Lets sing a song first. Look at the screen, please. Lets sing and do the actions together.Ss: (Sing and do the actions.)Step 2： While learning (Revision)1. 单词闯关赛T: My children, do you like games?Ss: Yes, I do.T: OK. Next lets play a game. Its name isI need two childre

4、n to help me. Who would like to do? Ss: Me, me.评析：唱歌热身，适合低年级学生特点和他们的兴趣爱好。课堂伊始就给学生创造了一个展现自我的平台，使其获得成功感。同时，课前一歌为本节课营设了欢快的教学氛围，为整堂课的开展做好了铺垫。本节课的重难点是对现在进行时的学习，所以这首歌的选择也正是基于歌词中的句子都是现在进行时结构，学生在唱的过程中感知、感悟，有利于本节课的导入和开展。评析：通过动作表演的猜词游戏，是小学英语课堂上喜闻乐见的一种活动。因为，动作表演可以让学生基于对单词的理解，发挥他们的想象力，并通过表演能力展现给大家。单词闯关赛. T: OK,

5、 Mary and Sam. Sam, do the actions.Mary, guess the words)Sam and Mary: (Sam does the actions and Mary guesses the words.)T: OK, wonderful, thank you. Anyone else? (Find another two children to do the game) Next I want one of you to help me. (Find a child to go to the back of the classroom) The other

6、 children turn back，please。 Now you do the actions, and lets say the words together. Are you clear? (The child does the actions and the other children say the words.) T: Excellent, thank you. My children, turn back and look at the screen, please. Lets read together.Ss: (Read the words on the screen

7、together) Reading a book, writing a letter, listening to the radio etc.2. 句型训练吧 （1）展开想象，句子你来猜T: Look at this picture, please. This is Xiaoqiang, Whats he doing? You have three chances.S1: Hes playing basketball.T: Maybe.S2: Hes listening to music.T: Maybe.在这个过程中，小孩子的表演欲、成就欲很容易被激发，从而带动学生积极参与整个的学习过程。通

8、过游戏活动复习、巩固所学单词，寓教于乐，使枯燥乏味的单词复习环节充满乐趣与生机。通过游戏活动复习、巩固所学单词，寓教于乐，有效地调动了学生学习英语的积极性和参与意识。评析：本活动结合日常生活，通过真实任务-猜谜，帮助学生学习和理解语言。同时，老师通过多样的组织方式（一生表演，一生猜和一生表演，全体猜）进行了同一个游戏活动，使每个学生都有参与的机会，做到了面向全体，为整堂课开了个好头。评析：通过游戏中任务的设置，让学生积极动脑，搜寻关于动作的动词词组，并用现在进行时进行思想表达，是一种很不错的导入及练习方式。在进行了单词闯关赛以后，进入描述人物动作的环节，实现了由词到句的过渡，内容处理由易到难，

9、层层递进。一图三猜的游戏方S3: Hes playing football.T: Maybe. Look at the screen. Hes playing football. S3, youre right. This is Meimei. Whats she doing?Sa: Shes talking.T: Maybe.Sb; Shes .(2) 模拟情景，句型大家练T: Youre so clever. Then ask and answer with your partners using these pictures on your tables.Ss ask and answe

10、r with their partners.(3) T: Stop please. My class, would you like to play a chain game?Ss: Yes, I like.T: OK, Ill give each groups 30 seconds to prepare.Ss prepare for the chain game.T: Are you ready?Ss: Yes.T: OK. First these four groups have a competition and the others are thejudgments. OK, one,

11、 two, three! Ss play the chain game.T: Oh, Group 3 is the first one. The other four groupsare you ready?Ss: Yes.T: One, two, start!（The children of the other groups do the chain game.）式，打开了学生的思维渠道，培养了学生的发散思维，使学生对所学过的动词进行了全方位思考和应用；对现在进行时进行了“运用词组，自主建构”的过程，在此过程中，学生可能会出现各种各样的错误，“及时纠错、及时反思改正、形成准确表达”是这个环节

12、的主要任务。这个过程也应该是“呈现易错点、教师预设精讲点拨” 的过程。在此，应该对现在进行时做一个简单的规律总结，练习巩固易错点、易混点。评析：句型操练环节包括两个部分：第一部分，两两对练。学生通过机械操练，巩固所学句型。第二部分，游戏运用。通过chain game游戏，全体学生对图片中的人物进行描述，参与情境训练，达成在模拟语境中对句型的运用。Chain game 游戏的最大特点在于它能够面向全体，让每个学生参与到应用的过程中来，并在之前积极学习、练习，才能在此达到水到渠成之功效。应该说，此游戏能促动学生积极参与学习的全过程，学生真正成了学习的主体。同时组织小组比赛，培养了学生的合作意识和竞

13、争意识。T: Oh, this time Group 7 is the first one. （3）真实语境，句型大家用（1）T: You did a good job just now and I want to have a competition with you. Who would like to do the actions?Ss: Me, meT: OK, John please. The other children, you are the judgments, OK?T: Is he running?Ss: No, he isnt.T: Is he reading a bo

14、ok?Ss: No, he isnt.T: Is he eating?Ss: No, he isnt.T: Is he drinking?Ss: Yes, he is.T: Anyone else? OK, Patty, please.Patty does the actions.T: Is she dancing?Ss: No, she isnt.T: Is she singing?Ss: No, she isnt.T: Is she doing homework?Ss: Yes, she is.（2） T: My children can you ask questions just li

15、ke me?Ss: Yes.T: Lets have a competition. 看看谁是咱们评析：将针对图片中人物动作的描述转移到学生的实际生活中来，实现由教材走入生活的转化，实现从模拟情境到真实语境的转化。这是一个“学以致用”在环节教学中得以体现的典例。本活动充分调动了学生的发散思维，使其在短时间内迅速搜集、处理信息并进行语言输出，这是学生实际运用英语的好机会。评析：“小问号”比赛，不仅生动有趣，而且实现了学生从回答问题的角色到提问问题的角色的质的转变，变被动为主动，提出班的“小问号”，最会提问题, 别人已经用过的词，你不能再用。Now look at the screen carefu

16、lly. Now, you may ask question. S1: Is he?T: Good.S2: Is she?T: OK.T: I think Mary, Tom, George are better. (Give each student a question mark.)（4）提前示范，课文我来演 T: 今天有两位同学还为咱们大家准备了一个节目，大家想不想看？Ss: Yes.T: OK, Mary and Patty, come here please.Mary and Patty act out the text of Part Two.T: Good, wonderful.

17、 Thank you, go back, please. 其实我知道咱们班有很多非常不错的小演员，你们也想上来展示一下，对不对？OK，Ill give you one minute to prepare. (Some groups to act out their dialogues.)Step 3：After learning (Using)T: 今天大家都表现得非常棒，因此我将带领大家到动物王国去参观。但是不是任何人都能随便进行这个国家的，需要用一句咒语来把门打开。我可以给大家一点提示，咒语就是咱们今天复习过的一个问句。Who wants to have a try?S1: Is he w

18、riting?T: Sorry, thats wrong.S2: Is she singing?.自己的问题，培养学生敢于质疑的意识和提出问题的能力。同时，完成了从现在进行时的陈述句到一般疑问句的转化练习。教学设计的一石二鸟就是体现在对知识的处理方式和对学生的能力培养中。环节总评：本环节的两个活动中，教师是参与者，学生是活动的主体。学生以小组为单位，借助图片，在较真实的语境中锻炼口头交流能力，并组织小组比赛，培养了学生的合作、竞争意识。评析：语言是人类用以交流的工具，来源于生活，运用于生活。本活动通过打电话这一真实的情景，让学生综合运用所学语言知识，为其进行英语思维创造了平台。把学的东西演出来

19、，才能把学的东西在真实的语境中用出来，才能真正做到学以致用。评析：教材是一种载体。本活动由教材开拓出去，不唯教材，让学生拥有更宽阔的视野和发展空间。从生活中来，到生活中去，才是我们依托教材、学习英语的目的。T: Sorry, thats wrong.S, Whats she doing?T: Yes, thats right. Now the door is open.谁能用咱们今天复习过的知识，来描绘一下这幅图吗？For example, the tiger is riding a bike, are you clear?S1: The rabbit is playing the flute

20、.S2: The bear is running.T: Maybe you dont know how to say 蟋蟀，企鹅，公鸡。Let me tell you. 蟋蟀 cricket，say after me, cricket.Ss: Cricket.T: 公鸡, cock.Ss: CockStep 4 ：ConclusionT: Oh, time is limited. Lets finish our class with the songBingo. Try to sing the song following the computer.Ss: ( sing and clap th

21、eir hands.)Step 5： HomeworkT: Your homework todaymake new sentences using the words we have reviewed. Thats all for today. Thank you very much, goodbye, children.Ss: Goodbye, teacher.评析：在歌声中开启课堂，在歌声中结束课堂，生动活泼。评析：作业应该注意情景性。本节课的每个环节都在模拟或真实的语境中，让学生理解、练习、运用语言，情境设计非常符合学生特点，有利于教学目标的达成。但到了最后一个环节-布置作业环节，却失去

22、了情境性。二年级的学生，在没有任何情境的状态下用所复习的单词造句，就违背了“在语境中进行语用”的学习原则，同时，学生会对这种作业失去兴趣。如果，布置学生画一幅图画（可以是有关动物园的，也可以是有关公园的，要涵盖本节课所学的动作），并用自己的句子进行描述。这样，就会让学生在自己设计的语境中进行语言的运用，达到“做中学”的目的，从而让学生乐做、乐学。总评：“唱歌导入-单词大闯关-动作你来猜（句型练习）-句型你来用-课文我来演-唱歌结束课堂”，本节课的每个环节都通过游戏的方式展开，激发了学生参与学习过程的积极性，搭建了学生体验、感悟、运用语言的平台。只有学生参与了课堂，课堂才会是有效的；只有教师准确

23、的把握教材，正确的引领、组织学生参与课堂，课堂才会是高质高效的。那么，如何选择游戏、确立游戏方式并构建每个环节的关系呢？（1） 分析知识能力目标，确立游戏主题 “单词大闯关”游戏，是要通过生动活泼的形式，让学生巩固反馈对单词的掌握情况。“动作你来猜”是通过做与学的结合，让学生理解现在进行时的概念并能进行尝试性运用。“句型你来用”则是通过模拟情景和真实情境的创设，让学生实现对句型的实际运用。“课文我来演”则是学生通过建构对课文内容的表演，进一步运用本节课的知识自主解决问题的过程。所以，“单词大闯关”的主题是“单词”，“动作你来猜”的主题是“动词现在分词形式的词组”，“句型你来用”的主题则是“现在进行时的句型”，“课文我来演”的主题则是“课文”。如