信息技术教学设计

信息技术融合教学设计Step1Warming-up1)

Warming-upT:Goodmorning.Today,anewfriendcomes

toourclassroom.Let’shavealook.2)

FreetalkT:【设计意图】：运用机器人音频激活旧知；学生边说边做动作，尝试使用Ican...句型，创设轻松愉悦的学习氛围。机器人视音频

(Robot)：Hello,everyone.Nicetoseeyou.MynameisrobotTom!Icanrun,Icanswim,Icanjumpandhop.Howaboutyou?Whatcanyoudo?T:Hello,RobotTom,Gladtoseeyou….Icanplaybasketball.Icanrun,andIcandance.Guys,Whatcanyoudo?Ss:.....Ss:…..T:Welldone.Youdidagoodjob,astarforyourperformance.Listen！(利用班级优化大师加星)Step2Askandanswerwithmovement.1)

Song"Canyourunfast?"【设计意图】：运用歌曲引出与课文相关的核心句型:"Canyourunfast?Yes,Ican./No,Ican't."句型,学生理解和感知句义。机器人VideoPlaying:Wow,Greatjob!Thereisalovelysongforyou,pleaseenjoyit.Ifyoulike,youcanmoveyourbodywiththerhyme.Song

Playing：”Canyourunfast?”2)Askandanswerwithmovement【设计意图】：运用机器人播报核心句型Canyou...?，学生根据实际情况回答核心句型的答句。既复习旧知，激活旧知词汇量，学生又在回答中理解和尝试使用核心句型的答句，操练Yes,Ican./No,Ican’t.机器人VideoPlaying:Doyouenjoythissong?Ilikeit.Thebunnycanrunfastandthefrogcanjumphigh.Canyou?Let’splayagame.

Ifyoucandothat,say”Yes,Ican.”withyourmovement;

Ifyoucan’tdothat,It’sok,justsay”No,Ican’t.”T:Oh,Iwanttoplaythisgame.I’mready,maybeyoucanaskmefirstly.

Yes,Ican./No,Ican’t.T:Doyouwanttoplaywithhim?Beforethegame,let’slearnit.

Yes,Ican./No,Ican’t.Ss:…..T:Good.Whowantstotry?Comehere.Ss:Yes,Ican./No,Ican’t.T:Youallwanttoplaythegame?Listencarefullyandanswer“Yes,Ican./No,Ican’t.”gentlyonyourseats,ok?Ss:….机器人问答环节操作步骤：1.教师示范，听机器人Tom播报音频回答；2.邀请一位讲台上同学示范，给予一些同学理解和明白的时机。3.邀请两位或三位同学同时示范，为后续全体同学听问题回答铺垫，学生明白可说出各自不同的答案。4.全体同学听机器人Tom播报8-12个问题并回答，操练Yes,Ican.和No，Ican't.

1)watchandchoose【设计意图】：通过问题设置，学生带着问题主动观看视频，初步感知文本；。T:Welldone.Heyguys,there’remanythingswecando.

Ifyoucan'tdothat,It'sok.justsay,

No,Ican't.

Well,ifyou

cando

many

sports,Youcansay"Yes，Ican."

Itmeansyouarestrong.

Look,there

is

asportsmeetingforDaming,AmyandSam’sclass.Theyaretryingtojoinsomesportsactivities.Pleasewatchavideo,andchooseQ:Howmanyactivitiesdidtheytry?

Two

Three

FourSs:Four.2)Listen,repeatandcircle【设计意图】：分析文本，学生通过听读课文，并圈出问题的答案，再次感知和理解文本。播放原版音频，助学生培养语感；邀请学生代表在智慧黑板上圈出答案，增加学习乐趣，激发学生学习动机。T:Now,please

turnto

P26.

listenandcircle

the

four

activities?Gotit?Ss:.....T:Anystudentwantstocometotheboardandcircleonthescreen?

(Chooseonestudentscometotheboardandcircleonthescreen.Check)Ss:...T:Let'schecktheanswer.Ss:runfast,jumphigh,jumpfar,ridefast.3)LearnthecorephrasesA:runfast【设计意图】：运用信息技术,设置动画路径帮助学生直观感受fast的正确发音和词义；设置警察抓小偷的情景，学生询问路人核心句型"Canyourunfast?"，并听音(答句Yes,Ican./No,Ican't.)判断找出谁是能帮助警察的路人。T:Runfast,wealreadyknow’sthemeaningoffast?Let’ssee.Itmovesfast.动画路径快速。.

Andslowistheoppositeoffast.

Thegreenoncanrunslowly.Ss:...T:Lookatthepicture.Thepolicemanwantstocatchthethief.Whocanhelphim?Hello,XX,canyourunfast?路人A和路人B音频audio:”No,Ican’t.

T:Oh,nother.whocan?Let'saskhim.Ss:Canyourunfast?路人C音频audio:"Yes,Ican."——设置动作路径：和警察一起抓到小偷。T:

Goodforforhelpingthepolicemangotthethief.(班级优化大师奖励)

B.

jumphigh【设计意图】：通过图片感知jumphigh，并说出句型。活动采用旋律哼唱”jumphigh,jumphigh,Icanjumphigh”巩固词组发音和句义，再邀请两名同学进行jumphigh比赛以巩固核心词组和句型。T:

Lookatthepicture.wecansaySs:

Hecanjumphigh.

Shecanjumphigh.T:Showmeyourtwofingersasyourlegs,ok?FingerChant：Jumphigh，jumphigh,Icanjumphigh.Ss:….T:Twostudentscomehere

and

haveacompetition.Therestofstudentssaythechantaloud,andyoutwostarttojump.Ok?Ss:

Jumphigh,jumphigh,Icanjumphigh.S:....T:Oh,Sheisthewinner.

C.

jumpfar【设计意图】：图片感知jumphigh,

采用FingerDistinguish区分并巩固jumphighandjumpfar，运用听力判断题选择Shecanjumpfar.或者Hecanjumpfar.T:Jumpfarisonekindofsports.FingerDistinguish:

Ifyouhear”jumpfar”,youcanuseyourfingerslikethis.

Ifyoucanhear”jumphigh”,youcanusefingerslikethisway.

Ready?Ss:….T:Now,lookatmyfingersandsaythecorrectphrases.Ss:….T:Good!Listenandchoosewhocanjumpfar.(VideoPlaying:Cantheboyjumpfar?No,hecan’t.Canthegirljumpfar?Yes,shecan.)Ss:Thegirlcanjumpfar.D.ridefast【设计意图】：图片感知ridefast,

并用Chant巩固并复习前面所学词组。Chant运用伴奏增加趣味性。T:Wecanridethebikefast,wecan....Ss:Ridethehorsefast.T:Andwecanridemotorbikefast.Anyway,wecan't

ridethecamel

fast.

Let'schanttogether.Canyourunfast?

Canyourunfast?Yes，Ican.

Yes,Ican.Canyoujumphigh?Canyoujumphigh?No,Ican't.

No,Ican't.Ss:….T:Youcanchantitwiththe'stry.Ss:....4)

Readrepeat,read

byyourself

and

finishthetable

【设计意图】：问题引入单词winner的学习；学生自己自主朗读，希沃的倒计时设置增加紧迫感和时间有效理由率，回答问题whoisthe

winner,完成Worksheet当中的表格。T:CanSamridefast?Ss:No,hecan’t.T:Whocanridefast?Ss:Damingcanridefast.T:Sowecansay:Damingisthewinner.Ss:...T:Pleasereadbyyousefandfinishtheworksheet"Whoisthewinner?"

youcanwirtethecorrectmarkorstarmarkasyoulike.Ss:...学生自主朗读T:Haveyoudoneit?Ss:…T:Let’scheck.Good!AndHowdoesDamingsay?Ss:…/…/…/Iamthewinner.（开放性答案，大明赢了之后会说些什么呢？。。。）T:AndatlastSamsays(填空)Ss:

IamafraidIcan’t....T:Hey,SamandDaming,It'sokthatwecan'tdothat.Anyway,wecan’talwaysbethewinner,justhaveatryandenjoyit.Step3:Practice1)

ReviewthewordswithMagnifer【设计意图】：运用放大镜闪现词汇，帮助学生巩固核心词汇T:Pleasereadthewords/phrases

asfastand

correctly

as

youcan.Ss:...

2)CheckthelistofAnimalsSportsMeeting【设计意图：设置情景——森林里的运动会，主持人猫头鹰先生丢失了动物选手们参赛的名单，请学生观察和阅读获得关键信息，思考判断后尝试用合适句型Canyou...?进行提问，根据音频的回答进行连线，帮助主持人找回正确的参赛选手，此活动考察学生句义，发音。】T:Look,somanyanimalshere,therearegoingtohaveasportsmeeting.Buthere’saproblem.Thehostowllostthelist.Theydon’tknowwhoisgoingtojoineachitems.Maybewecanasktheanimalsdirectly.Canyouhelphim?Ss:

Hello,bird/eagle,canyouflyhigh?Animals:Yes,Ican./No,Ican't............T:

Great!Thanksforyourhelp！

3)

Taskthree:Groupwork【设计意图：班级开展趣味运动会，学生分组合作活动，成员之间运用核心句型互相询问，实现真正语用；每组出示一份参赛名单，小组成员展示】T:It’ssofunnytohaveasportsmeeting.

CanwehaveourownSportslist?Thereare6groupsinourclassroom,right?Herearesomeitemsyoucanchoose.Please

finishthelistbyasking

”Canyou…?"

Eachgrouponlyhasonelist.Thisvideocantellyouhowtodoit.(VideoPlaying)T:Gotit?