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2019年英语(新标准)一年级起点第四册【模块建议】教 学主 题Weather模块一单元以Sam和Amy到公园玩的故事为背景,引出核心句子:如何询问和说明天气。二单元中结合不同季节的气候特点,着装规律,及不同天气下喜欢做的一些活动为主题,可以通过不同形式的活动练习,将Unit 1和Unit 2有机的结合起来,培养学生的语言组织能力,表达能力,及表现力。语 言功 能Asking and answering about the weather.教学目标语言知识目标Target Language: Whats the weather like? Its hot. What do you like doing in summer? I like swimming.Vocabulary: weather, like, sunny, windy, rain, e on, here, snowChant: Its hot.语言能力目标1 能够用所学句子询问和说明天气。2 能够用英语描述在不同天气情况下所做的不同活动。学习策略目标1 对所学习内容能主动练习和实践2 在学习中善于利用图画等非语言信息理解主题;情感态度目标培养学生乐于参加体育运动的意识文化意识目标通过学习对中国不同地区、对英国的天气情况有所了解。Period One (第一课时)【热身和导入】 1 Sing an English song: Rain, rain go away. 2 Mime and say: 教师用夸张的动作表演下列形容词:fat, thin, tall, short, young, old, big, small, cold, hot.【任务呈现】 1 Ask about todays weather: Is it hot? Is it cold. Then learn to say “weather” 2 Set a task for listening. Sam ,Amy两个人要去公园玩,但今天的天气情况怎么样呢?适合他们出去玩吗?lets look and listen to the story.【任务准备】 1 Look and listen to the story. Find out the sentence about weather beginning with “Its ” and copy them on the board. Learn to say “windy” and “sunny”. 2 Learn to ask about weather. Point to the sentence “Its hot .” “Its sunny.” “Its windy” one by one, and ask “Whats the weather like today?” Help them answer. Copy the question on the board and learn to ask. Parctising asking and answering in different ways. 3 Ask students to find out another word about weather. Then learn to say “raining”. Then ask “Is it really raining?” Get them to answer and explain why.4 Listen and pause after each utterance for students to repeat, and explain the difficult words and sentence necessary.【任务完成】 1 plete Activity Two on page 3. 首先通过课件只出示图片,请学生为图片中的任务配音。然后播放录音核对答案。最后请学生听音跟读。 2 A guessing game. 用课件出示同学们熟悉的城市的图片,点击时链接到相应的天气图片。每出示一张图片,问:Whats the weather like in _? 请同学们用 Is it ?来猜。【家庭作业】 1 收看中央电视台的天气预报节目并记录下列城市的天气情况,第二天到班级中汇报。北京上海哈尔滨广州成都Period Two (第二课时)【热身和导入】 1 Go over the story by listening and repeating. 2 Look and say. 课件依次出示表示天气的图片,进行师生、生生之间的问答练习。 Whats the weather like? Its【任务呈现】 1 Feedback of the homework. 请同学出示上次的调查作业,首先两人一组比较调查结果。 教师板书Whats the weather like in _? Its 然后进行问答练习。 2 Introduce Activity Two. 今天我们去一个美丽的地方(课件出示活动一中的两幅图片)如果我们想知道这个地方的天气,应该怎么问呢?(擦去板书中的in_换为 here,即Whats the weather like here? )Lets listen to the introduction.【任务准备】 1 plete Activity One and Two. Listen to the dialogue in Activity One. “Whats the difference between the two pictures.” Learn to say “summer” and “winter” Add “in summer” and “in winter ” to the question “Whats the weather like here?” And get the students answer the questions. Learn to say “What do you like doing in summer/ winter?” .Practise in different ways and then ask them to find the answer. Show students the pictures in Activity Two one by one. And help them say “I like_in summer / winter.” “让我们一起去看一看诗歌中小朋友在不同的天气中喜欢做什么? 2 plete Activity Three. Listen to the poem. Find out sentences about the weather and activity,then practice. Read the poem line by line, explain when necessary. Listen and ask them try to follow.【任务完成】 1 Do a survey. What do like doing in summer/ winter? Namesummerwinterswimmingrunningflying a kiteplaying basketballskiingmaking a snowmanskatingwatching TV【家庭作业】 继续使用上面活动中的调查表,通过打电话的方式调查更多的同学。Module Two【模块建议】教 学主 题Family模块第一单元通过描述照片中的家人正在做的事情引出现在进行时的相关知识。并帮助学生对比动词原形和动词的现在分词。二单元则通过几个任务活动,帮助学生进一步理解现在进行时的所表达的意义。以及如何就对方和第三人正在做的事进行提问并进行回答。语 言功 能Talking about the on-going activities if family members.教学目标语言知识目标Vocabulary: new , camera , radio, newspaper, letterTarget Language: She is listening to the radio. He is reading a newspaper .She is writing a letter. He is playing with his train.Song: She is listening to the radio.语言能力目标能够用英语提问并描述一个人现在正在做什么事情。学习策略目标1 对所学习内容能主动练习和实践2 在学习中善于利用图画等非语言信息理解主题;情感态度目标培养学生合作精神和爱家庭、爱家人、爱集体的情感。文化意识目标 Period One ( 第一课时 )【热身和导入】1 师生互致问候。 2 唱一首英文歌曲, “One, two, three, four, five.”用TPR的方法过去所学动词。 3 用This is my导入新课并初步介绍文中出现的部分单词。设计意图所选歌曲中含有clap, stand up, sit down, point 等动词,唱完歌曲后可引导学生一起做TPR动作,所涉及到的词语包括歌曲中的动词和play, sleep, watch, ride, eat, drink等学生以前接触学习过的动词,为后面的任务活动做铺垫。教师扮演成Daming, 依次向学生展示书包内的东西。借此步骤介绍文中出现的radio, newspaper, letter, 等词语,分散课文中的知识点,降低难度。Daming最后介绍This is my new camera.并说:用这架照相机我给家人和朋友照了许多照片,now lets have a look! 这样就很自然地过度到了下一环节。【任务呈现】1 用课件向学生呈现课文。2 介绍照片引出并板书reading, writing, listening, playing 等几个关键词。 设计意图在情境中,让学生感受新的语言知识。列出关键词,为学生下一步进行分组讨论,探究这些词的特点做铺垫。 【任务准备】 1 学生分组讨论,找出所列单词的规律。2 教师一边演示法,一边说出句子。请学生补充句子并体会、学习be+Ving的用法。3 完成教材第7页活动三.首先在由教师说出人物名称,由学生说出其正在进行的动作。然后小组活动。最后再有给别学生到前面扮演教师的角色进行练习。 4 听课文并跟读。设计意图通过讨论让学生主动探索语言规律。请同学帮忙进行演示,对比,通过创设这样的情景,激发学生直接的近景性学习动机,使学生很容易就理解了现在进行时的用法和结构。【任务完成】在此环节中,学生进行分组活动,介绍已经准备好的照片或图片中的家人或朋友正在做的事情。引导学生产生共鸣,热爱家人,热爱集体。【家庭作业】 完成活动手册6-7页练习。 Period Two ( 第一课时 )【热身和导入】1 师生互致问候。通过听录音跟读或个别学生领读的方式复习课文。2 课件中依次出示 draw, read, write, listen to, play 等动词,学生朗读。再次呈现这些动词,并在其词尾加ing形式,请学生朗读。教师板书 Im然后请同学们朗读句子 Im reading/ playing3 然后出示准备后的卡片 a book, a letter, the radio, football, a picture,请学生朗读出完整的句子Im reading a book.同时模仿出相应的动作。【任务呈现】1 出示Becky的照片,并介绍 “This girl is Becky. 她正做什么?听一听找出以ing结尾的单词。”【任务准备】 1 、完成活动一和二.听录音,请学生找出以ing结尾的writing, drawing, colouring,和动词原形比较,帮助学生注意其变化规律。然后请学生把动词短语补充完整并朗读。然后请同学们注意Becky是个女孩,并在这些句子前加She is并朗读。 教师用What is Becky doing? 帮助学生用刚才操练的句子回答。 教师在She is下并列板书 Im. 请同学们扮演Becky并回答教师的提问 “What are you doing?” 两人小组活动。完成教材8页活动二。然后教师一次出示活动中请学生回答提问。注意纠正人称代词和be动词的变化。2 完成活动三. 承接上面活动中的reading a book, writing a letter, listening to music过度歌曲。 先请学生把歌曲完整听一遍。 然后请个别同学尝试朗读歌词。 听录音跟唱,并做适当的动作。【任务完成】完成教材活动4:首先在两人一组进行游戏活动,然后请个别同学到前面模仿并请其他同学用英语描述。【家庭作业】 1 完成活动用书8页的活动一。 2 搜集家人参加活动的照片并尝试用She is / He is 描述。 Module Three【模块建议】教 学主 题1 Sam isnt tidying his room.本课教学内容选自新标准英语(一年级起点)第四册第三模块的第一单元,本模块Unit1以妈妈要求Sam马上去做作业为主线,而发生的让妈妈感动至极的幽默场景,结合Module2的学习,使学生明确如何将进行时的肯定句结构变为否定及一般疑问句结构,并针对提问,进行肯定与否定回答。语 言功 能 Talking about activities taking place now.教学目标语言知识目标1学习如何将进行时的肯定句结构变为否定及一般疑问句结构,并针对提问,进行肯定与否定回答。2学习tidy, secret, happy birthday等单词和短语。3学习如何询问和回答有关正在进行的动作和正在发生的事情。4 正确理解,掌握对话内容。语言能力目标1 能正确使用本模块所学习的单词和短语描述正在进行的动作。2 能对正在进行的动作和正在发生的事情进行询问、回答。3 能流利地朗读,并初步表演对话。学习策略目标1 对所学习内容能主动练习和实践2 区分现在进行时句子的否定句和一般疑问句结构特点。情感态度目标1通过学习本课使学生更加尊敬,孝敬长辈。文化意识目标1 对生日祝福语有一定的了解。 Period One ( 第一课时 )【热身和导入】 1 歌曲:Are you sleeping?. 通过唱英文歌曲,活跃课堂气氛,同时激活学生所掌握的现在进行时的知识。 2 游戏:Listen and say. 通过自制的PPT课件,教师提问:What is he/ she (are they) doing? 引导并帮助学生用 He/ She is (They are) doing来回答。课件中最后一个声音设定为 Sam is doing his homework.【任务呈现】 1 在学生回答Is Sam doing his homework?.之后出示图片,确认学生的答案。然后出示图片,并用What is Sam doing?提问,帮助学生用Sam isnt tidying your room.回答。 2 引出课题:Sam isnt tidying your room. Is he doing his homework? What is he doing? What is secret? (板书课题) 3 设问:让我们看看到底是什么秘密?【任务准备】 1 Look and listen to the story. 2 Answer the following questions. What is Sam doing? Is he doing his homework? What does Sam give to his mom? 在回答问题过程中教师需要吧Sam isnt tidying your room. Is he doing his homework?Are you tidying your room now? Yes, I am.等几个句子写在黑板上,进行解释帮助学生理解。3 Listen and repeat. Then read by themselves. 听音跟读,注意纠正学生的语音、语调和发音错误。4 plete Activity One in AB. 首先请学生自己选词填空,然后把自己的答案读给同伴,最后有教师播放录音,全体学生检查、核对答案。【任务完成】 1 两人小组活动。发给每组一张纸。上面出示多项活动的图片,小组内的每个人,选择其中几项提问:Is he/she v-ing? 并回答。【家庭作业】 Activity book activity 1 of page 10.Period Two ( 第二课时 )【热身和导入】 1 Review the story of unit1. 用PPT自制课件依次出示第一单元中,Sam isnt tidying your room. Is he doing his homework?Are you tidying your room now? Yes, I am.等几张图片并What is he/ she (are they) doing 提问,引导学生用 He/ She is回答。 2 Listen and repeat. 【任务呈现】 1 Introduce pictures. 承接上一活动中的最后一幅图,出示Amy is drawing.的图片。然后介绍并提问:What is she doing? 在学生回答She is drawing.后,再问:Where is she drawing? Lets look and listen to the story.【任务准备】 1plete Activity One. Listen to the story and get some individual students to answer the question. Show students the questions in Activity 2 one by one. Ask them to read and write down the answers on the book.用课件依次出示教材活动2中的问题,可以通过翻译检查学生对问题的理解。然后请学生自读并回答教材中的问题。 Ask them to pare your answers with their partners, then answer the questions one by one. Listen and repeat.【任务完成】 1 Guessing game. 看谁猜的对。分组比赛,每组上来一人,两人一前一后,前面的才后面的正在做什么,提问:Is he/she v-ing? 下面同学回答。看哪组猜对的多,多者获胜。【家庭作业】 Activity book activity 1 of page 12.Module Four【模块建议】教 学主 题Telephone模块第一单元以Lingling和Amy打电话的故事为背景:玲玲在电话另一边根据声音猜Amy和Tom正在做什么,通过这样的一个小故事来引出所要重点学习和操练的语言知识:What are you doing? Are you?在第二单元则通过设置不同的场景来练习巩固如何询问现在进行的动作或事情。或正在进行的动作进行提问和回答。语 言功 能Asking about activities taking place now.教学目标语言知识目标1能对现在进行时的句子结构更深刻的认识。2学习noise,drink,talk,there,game等单词和短语。3学习如何询问和回答有关正在进行的动作和正在发生的事情4 正确理解,掌握对话内容。语言能力目标1 能正确使用本模块所学习的单词和短语描述正在进行的动作。2 能对正在进行的动作和正在发生的事情进行询问、回答。并注意问答中人称的变化。3 能流利地朗读,并初步表演对话。学习策略目标1 对所学习内容能主动练习和实践2 尝试探索、总结现在进行时句子的结构特点。情感态度目标培养学生积极参加活动的意识。文化意识目标Period One ( 第一课时 )【热身和导入】 1 Sing a song:Im listening to the music. 通过唱英文歌曲,活跃课堂气氛,激活学生所掌握的现在进行时的知识。 2 pare and say: readreading playplaying listeninglistening runrunning eateating dodoing 3 Act and say: 请一组同学边做动作,边用英语描述自己的动作。Im doing【任务呈现】 1 A guessing game: 教师首先背对同学,请某一同学做一动作,然后教师用Are you?来猜学生的动作并帮助学生回答。然后请学生到前面来最这个活动。 2 在学生活动过程中,教师板书 Are you? Yes, I am. / No, Im not. 在学生活动结束后,教师在课件中出示Lingling打电话给Amy的图片,引出故事:“Lingling在给Amy打电话,她在电话中猜Amy 正在做什么,她也用到了Are you?这句话,Now listen and find out.”【任务准备】 1 Look and listen to the story. 2 Feedback and copy the sentences on the board. 3 Learn to say: What are you doing? “Lingling 猜了两次都没有猜对,她想知道Amy正在做什么,应该怎么问呢?”学生回答后,教师板书,进行操练。并请学生给出该问题的答案。“Lingling在电话中听到了Tom的吵闹声,她也想知道Tom正在做什么?How did she ask Amy?”在学生给出答案后,教师板书进行操练;4 Use the self-made PPT software, show students the pictures in Activity 3 one by one, ask “What is he/ she doing?” Get them to answer “He is/ She is” Then work in pairs.5 Listen and repeat the story.【任务完成】 1 Making a telephone call. 准备两个电话模型,请一名同学到前面背对同学:老师先和这个同学配合给其他同学示范,提醒其他同学,在电话中提到某位同学,该同学必须模仿某一动作。 T: Hello, Mary. S: Hello,Ms. Li. T: Whats A doing? S: She is T: Whats B doing? S: She is T: What are you doing? S: I am talking to you. Ask some students to e to the front and make telephone calls.【家庭作业】 1 Listen and read the story. 2 plete Activity One and Two on Activity Book.Period Two (第二课时)【热身和导入】 1 Go over the main verbs learned before. 用课件出示下列动词:read eat play listen drink watch. 然后依次出示下列卡片:to music, a hamburger, some water, a game, TV, a book. 请学生找出可以搭配的动词并读出这个动词词组。 2 pare and say. read a bookreading a book; eat a hamburgereating a hamburger; 3 Look and say. 将部分同学的照片(做不同动作)编辑到课件中,设定最后一幅图为教材16页活动一中的图片。然后用下面的句子进行问答练习。 What is he / she doing? He/ She is 【任务呈现】 1 承接上一活动的最后一幅图,问“What is Lingling doing?” 在学生答出”She is playing a game.” 将句子扩展为“She is playing a game with Sam” What kind of game? Lets have a look.【任务准备】 1 plete Activity One:Feedback. 请学生说出游戏的名称,并教学“five stones” Listen to the story. Ask individual students to repeat after each utterance. Work in pairs and act out the dialogue. 2 plete Activity 2. Introduce the activity. “Lingling, Amy, Daming are playing outside. And some children are in the classroom. What are they doing lets have a look!” 用课件出示活动二中的图片,依次用圆圈圈出其中的任务并进行问答练习:What is he / she (are they) doing? He/ She is (They are) Work in pairs. 3 plete Activity 3. Introduce the activity. 承接活动2,出示活动3中男孩的图片:They are in the classroom. But this boy isnt in the classroom, why? Listen! Read the words for the students and ask them to follow and repeat. Explain the difficult words and sentences. Add some actions when necessary. Listen again and try to follow to say the chant.【任务完成】 1 plete Activity 4 The teacher should give an example first. The teacher will circle a pictureand ask individuals to ask questions. Work in pairs. Then ask some individuals to e to the front to do the same.【家庭作业】 1 plete Activity 2 on page 16 of Activity Book.Module Five【模块建议】教 学主 题Lingling is skipping.模块第一单元通过呈现几名同学在游戏时间的一些活动,来进一步学习动词的现在进行时的形式。第二单元则以两名学生对话的方式,继续谈论各人活动进行时的表达。语 言功 能Talking about what more than one person is doing教学目标语言知识目标1对现在进行时所表示的意义有更深入的了解。2学习skip playtime sad noon hide-and-seek hurry up catch等单词和短语。3正确理解,掌握对话内容。语言能力目标1 能正确使用本模块所学习的单词和短语描述方位和路线。2 能根据路线图进行简单的方位描述。3 能流利地朗读,并初步表演对话。学习策略目标1 对所学习内容能主动练习和实践2 尝试介绍简单的方位。情感态度目标通过谈论学生课间活动,培养学生团结协作,互相帮助的意识文化意识目标通过学习,对外国小朋友的课件活动有所了解 Period One ( 第一课时 )【热身和导入】 1 Chant: What are you doing? 通过Chant活跃课堂气氛,同时复习上一模块学过的现在进行时知识。 2 Listen and do 教师发指令,如:“play football draw a picture jump”要求全体学生做 动作,然后教师问学生:“What are you doing?”引导学生回答:“Im playing football. / Im drawing a picture. / Im jumping.”【任务呈现】 1 热身活动后,教师请一名同学起来问答:“Do you like jumping?”“Yes,I do.”“Can you jump high?”“Yes, I can.”“Show me.”然后教师告诉学生“Lets jump together.”接下来告诉学生:“Fangfang今天看上去好象有些不高兴,她怎么了呢?我们一起来看看吧!” 2 出示课件,呈现Unit 1活动1。然后向学生介绍图中人物,鼓励学生认真观察,教师指着图中人物来询问:“Whats he /she doing? What are they doing?”引导学生回答。【任务准备】 1 Look and listen to the story. 2 Answer the following questions. Whats Lingling doing? What are Daming and Sam doing? What are those girls doing? 板书:skipping playing hide-and-seek playing clapping games.帮助学生理解。3 Listen and repeat. Then read by themselves. 听音跟读,注意纠正学生的语音、语调和发音错误。4 plete Activity One in AB. 首先请学生自己选词填空,然后把自己的答案读给同伴,最后有教师播放录音,全体学生检查、核对答案。【任务完成】情景采访:教师在教师室里设置一个学生下课休息的场景,请两名学生作为主持人去采访。如:“What are you doing?”“Do you like this game?”【家庭作业】 画一幅同学或自己正在进行体育活动的图片。用英语进行介绍。Period Two ( 第二课时 )【热身和导入】 教师亲切地与学生打招呼。让学生分组根据Unit One要求进行课本剧表演。对表演较好的学生和小组进行表扬或奖励。【任务呈现】 1教师问:“Do you like playing games?”“Whats your favourite game?”引导学生回答:“hide-and-seek” “catch ”“five-stones”“clapping games”等。教师告诉学生们,操场上有学生在做游戏。让我们来看看他们究竟在做什么游戏。 2出示课件。放录音。呈现Unit 2活动1。教师提问“What are they playing?”板书重点句型“We are playing catch.”【任务准备】 1 Look and listen to the story. 2学习句型:“We are playing catch.”“The girls are running.”“The boys are catching them.” 3诗歌学习。教师先放录音,让学生听诗歌,从整体上把握诗歌大意。然后教师:“What are they doing?”引导学生回答:“They are running race.”“They are playing catch.”“They are playing football.”教师板书句型,一边教读,一边做手势。第二遍放录音每句话后停顿。学生大声跟读。注意节奏。第三遍放录音。学生跟录音一起朗读诗歌。注意模仿录音的节奏和语音,语调。【任务完成】完成运用任务3。教师首先讲解题意,然后让学生自主完成,最后请单个学生说出自己的答案,教师和其他学生一起进行核对。【家庭作业】找出自己或家人进行各项活动的照片,用英语描述给家长。Module 6教 学主 题Routines模块第一单元以比较Daming周日通常所做的活动和这个周日所做的活动的故事为背景,对现在进行时和一般现在时进行比较。第二单元则通过练习和是个进一步巩固用usually表达通常所做的事。语 言功 能paring routines with current actions教学目标语言知识目标1. 学习usually, Sunday, help, it, thing, ill, him, her, cook, go shopping等单词和短语。2. 学习用usually描述日常自己活动。3. 知道在对日常活动和当前活动进行比较时使用不同结构的句子。语言能力目标1. 能用 I usually 来介绍自己的日常活动。2. 能在对日常活动和当前活动的比较中正确选择和使用不同时态的句子。学习策略在比较中学习总结两种时态句子的运用规律。情感态度目标培养学生积极参加运动的 意识文化意识目标通过学习对国外小朋友的通常的周末活动有所了解。 Period One (第一课时)【热身和导入】 1 Sing an English song. Im listening to the radio. 2 Look and say. 教师将同学们做动作的照片编辑到课件中,依次出示,并用What is he/ she ( are they) doing?提问。设定最后一张照片为大明踢足球的照片。【任务呈现】 1 承接上一活动最后一问:“Yes, Daming is playing football. 大明喜欢踢足球,他每个礼拜天都要去踢足球。”课件出示Sunday的图片。教学on Sundays. 2 大明在礼拜天除了踢球,还经常做哪些活动呢?Lets have a look.【任务准备】 1 Look and listen to the story. 2用课件依次大明周日打篮球的图片,点击反复播放I usually play basketball.学习。请学生说出该句话并板书,重点教学usually. 3 依次出示其他图片,请学生尝试用I usually造句,并依次板书。4 “This Sunday is special, is Daming doing these?” Listen again. 听并找出爸爸所说的句子。并进行对比5. Listen and repeat.【任务完成】 1 plete Activity 3 on page 23.2 Say something about your Sundays. 用课件出示学生熟悉的动作图片,依次用英语说出。然后板书: On Sundays I usually _. But Im not _ now. 先两人小组活动,然后请个别同学到前面汇报。Period Two (第二课时)【热身和导入】1 Go over the story by listening and repeating.2 pare and say: Usually: play write read cook watch draw listen do Now: playing writing reading cooking watching drawing listening doing【任务呈现】 1 Show students the pictures in Activity 2 in pairs, ask then pare and say I usually But now Im 2 今天,我们一起来看一看奶奶的日常活动。Look and listen.【任务准备】 1 plete Activity One Listen and find out the sentence with “usually” and practice. What is grandma doing? Find the sentences and practice. Listen and repeat. 2 plete Activity Three. Listen to the poem. Find out the sentences with “usually ” and “ing” and practice. Explain the words line by line. Listen and try to follow the poem.【任务完成】 1 plete Activity Four. Ask them to look at the pictures. And give them an example.He is wearing a green T-shirt. He is wearing a blue T-shirt. Work in groups , discuss and feedback.Module Seven【模块建议】教 学主 题1 Childrens Day 模块第一单元通过学校电视台记者报道孩子们庆祝儿童节活动的小故事, 呈现出不同的孩子在儿童节那天正在进行的不同活动,重点突出实义动词的现在分词变化,帮助学生理解现在进行时所表达的意义。第二单元则以一家人吃野餐的故事为背景,重点突出了现在进行时中be动词的变化形式,以及对现在进行动作的提问和回答。语 言功 能1 Talking about a festival.教学目标语言知识目标1对现在进行时所表示的意义有更深入的了解,2学习Childrens Day, play, some, say, poem, class, dragon dance, picnic, fly, sleep等单词和短语。3学习如何询问和回答有关正在进行的动作和正在发生的事情4 正确理解,掌握对话内容。语言能力目标1 能正确使用本模块所学习的单词和短语描述正在进行的动作。2 能对正在进行的动作和正在发生的事情进行询问、回答。3 能流利地朗读,并初步表演对话。学习策略目标1 对所学习内容能主动练习和实践2 尝试探索、总结现在进行时句子的结构特点。情感态度目标1通过要求学生分组准备儿童节节目的活动培养学生的合作、积极参加集体活动的意识。文化意识目标1 对中国的一些重要节日尤其是儿童节有一定的了解。2 了解英语国家中的有关野餐的相关知识。 Period One ( 第一课时 )【热身和导入】 1 歌曲:Im listening to the music. 通过唱英文歌曲,活跃课堂气氛,同时激活学生所掌握的现在进行时的知识。 2 游戏:Listen and guess. 通过自制的PPT课件,依次播放学生熟悉的动作的声音,教师提问:What is he/ she (are they) doing? 引导并帮助学生用 He/ She is (They are) doing来回答。课件中最后一个声音设定为 Lingling is singing a song.【任务呈现】 1 在学生回答Lingling is singing a song.之后出示图片,确认学生的答案。然后出示Amy跳舞的图片,并用What is Amy doing?提问,帮助学生用Amy is dancing.回答。 2 引出课题:Lingling is sing a song. Amy is dancing. They are very happy. Why? Because its Childrens Day today.(板书课题,学习Childrens Day. ) 3 设问:儿童节到了,同学们要做许多庆祝活动,在这节课结束之前我们要谈论这些活动。首先我们看一看,Sam,Daming,还有其他班级的小朋友是怎样庆祝儿童节的吧!让我们来听一听学校电视台记者Xiaohu的报道。【任务准备】 1 Look and listen to the story. 2 Answer the following questions. What is Daming doing? What is Sam doing? What are children from Class Two doing? 在回答问题过程中教师需要吧doing a play, saying a poem, doing dragon dance等几个短语写在黑板上,进行解释帮助学生理解。3 Listen and repeat. Then rea
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