1、教学准备用于复习的单词卡片,教学音频,半开卡纸若干教学过程Step 1 热身 / 复习(Warm-up/Revision)1. Warming upT: Show me your hands,clap your hands,stamp your feet, say,“ Hooray! ,clap your hands, sit down. Look!2. Brain Storm: Read and doX |k |B| 1 . c|O |m教师利用多媒体课件快速出示一组动作类单词或词组,让学生以最快的速度读出,并做出相应的动作。其中穿插几次老虎图案,学生看到老虎图案时只需要读出“Wow!”,以
2、此增强活动的趣味性。例如:go to the zoo go to the park play chessplay the violin take photos play basketball go swimming read books dance go shopping walk watch TV visit grandpa and grandma sing .3. Free talkHow many people are there in your family?What do you usually do at weekends with your family? Step 2 新课呈现
3、 (presentation)1. Pre-reading(1) Talk about the picture and predict the text. Look at the picture, where are they?S1: They are at home. What are they talking about? Can you guess?(2) Listen and answer. Lets listen carefully, and find the answer. A family outing.(板书课题A family outing)2. While-reading(
4、1) Who (grandparents)呈现课题后,教师问:How many people are there in the family? Who are they? 引出 grandpa + grandma = grandparents father + mother = parents。(2) When and where When is it? Its Sunday. So they will have a family outing.Where are they going? They will go to the park and grandparents home.(板书in
5、the park, at grandparents home,为进一步的阅读做好铺垫。)(3) What What are they going to do in the park?What are they going to do at grandparents home?阅读课文,梳理信息,完成表格。Theyllin the parkvisit grandparentsat grandparents home(在完成表格时,随机教授ride bicycles,可以采用TPR教学法,注意告诉学生还可以用ride a bike来表达。(4) listen and repeat, imitate
6、 the pronunciation 3. Post-reading(1) Retell the dialogue复述课文可以引导学生根据表格、板书的提示进行复述,形式可以不做限制,可以是和同桌谈论式的对话,也可以叙述课文主要信息。(2) Act the dialogue表演对话教师拿出一家四口的头饰,模拟书上的情境,让学生将对话内容表演出来,通过表演进一步理解对话内容,体验对话中的乐趣。Step 3 趣味练习(Practice)活动:周末总动员A school outing情境:本周末,将以小组为单位开展课外实践活动,请同学们运用所学英语知识,和组内的同学一起制订出游计划,制作宣传海报,并用
7、口语进行展示。We are Group _.We will go to _.Well _.Well have a good time!1. 这篇课文是以对话的形式呈现的,信息量较大,需要教师课前认真解读文本,循序渐进地帮助学生梳理出对话中的关键信息。2. 在教学过程中,科学地使用问题导学,让学生对文本有一个整体的认识过程。注意问题设计应有层次,引导学生由浅入深进行阅读。开展拓展活动前应给学生做示范,可以是师生互动做示范,也可以用事先拍摄好的录像,给学生一个明确的任务指令,提高活动的指向性和效率。作业1. 听录音,跟读课文。2. Our family outingh和父母一起策划一次家庭出游,制
8、订计划,并记录下来。A family outing planWhen?(pictures or photos)Who?Where?What?3. 你和家人一起外出活动、游玩一定很开心吧,选出几张你最喜欢的照片,下节课带到学校来。板书设计后记从课文插图很难猜出人物谈论的内容,因此学生的回答可能会很宽泛,这是允许存在的,教师应给学生充分的机会参与猜测和表达。陈旭第 2 课时(1) 进一步熟悉、巩固第一课时学习过的词组family outing, do things together, watch a movie, go shopping, take/have a walk, look at the
9、 flowers。(2) 能听懂relax on the sandy beach, enjoy ourselves, have a picnic, bring food等。(1) 能熟练运用“My family does sth.”介绍家人经常一起开展的活动。(2) 能看懂、会读“sb. likes to do sth.”句型。1. 能在情境中对自己和他人的活动进行表达。2. 能借助插图阅读和理解课文D部分的短文,完成相应的练习。阅读和理解短文。阅读后完成判断题。正确理解、巩固主语为第三人称单数时动词的变化形式。教学音频,照片一张Step 1 热身/复习(Warm-up/Revision)1.
10、 复习B部分词组教师用多媒体课件快速展示B部分图片,让学生说出词组,然后隐藏其中一幅图片,让学生说出来。2. 游戏:Relay race单词大接力规则:两个组轮流由学生说出一个动词(或动词词组)并做动作,教师在黑板上板书;要求三秒钟内说出动词并完成动作,一个动词计一分,超时则取消该次机会。Group 1Group 2go shoppingread a bookswimwatch a movie .play basketballclimb the mountaindraw a picturetake a walk .What do you usually do at weekends?生生对话,
11、和同学谈论自己在周末经常做的事情,可以参照之前黑板上板书的动词。Step 2 趣味阅读(Lets read)1. Listen and answer打开书,听音,回答问题。Q1: Where is Mr Lius family?这篇短文较长,信息量大,长句较多,因此在听第一遍的时候,可以让学生打开书,一边看一边听,然后引导学生得出答案“On the sandy beach.”,进而教授sandy beach,可结合图片让学生理解,注意有的学生容易将sandy与Sunday混淆。2. Read and circle默读短文,圈出不懂的单词或语句。教师适时引导学生扫除生词。3. Read and
12、judge仔细阅读,完成文后的判断题。Reading tips: Read. Find and underline. Read again and judge.教师可以教给学生答题的方法,即“三步走”。第一步读题,第二步回到文中找出相关句并画出来,第三步再读题,进而判断。在第2小题和第4小题中分别教授have a picnic, bring food。4. Listen and repeat跟读原声带,模仿语音、语调,有利于语感的形成。5. Read and talk How does the family feel at weekends? They are very happy. 值得注意
13、的是,文中有多处出现表达Mr Liu一家游玩时感觉快乐的句子。可以让学生找出来读一读,读出感情,体会一家人其乐融融的幸福感。如:They enjoy the day there. They are happy to have time together. They have lots of fun and they love each other more.Step 3 趣味操练(Lets Practise)(1) 先出示四个人物的头像,学习书上C部分的内容,板书:My family likes .(2) 选择自己喜欢的一个段落大声朗读或表演出来。Step 4 趣味游戏(Games)Task:
14、 Family Show家庭秀(1) 示范:教师拿出自己家人的照片,进行展示。(2) 练习:学生各自拿出家庭外出游玩时的照片,三分钟时间准备,教师可以提供一些语言信息帮助学生们表达。(3) 展示:为了提高活动的挑战性和刺激性,可将全班分成几个小组,小组轮流展示,每次一人,不需举手,抢到机会即可展示。也可以采取积分制,每人每次可为小组加一分。1. 听读C部分和D部分。2. 写一写:选择自己最喜欢的一张与家人一起活动的照片,先口头表达,再写下来。为了丰富学生的语言,教师示范时要在C部分语言结构的基础上加入以前学习过的语句进行示范。第 3 课时巩固B部分的词组。熟练运用“Well do sth.”
15、“My family/sb. does sth.”等句型结构进行表达和书写。3. 读写:能根据短文内容判断句子正误。1. 能在情境中运用本单元所学的单词和句型表达。2. 能综合运用本单元的单词和重点句型完成书写练习。3. 能唱一首新的英文歌 The More We Get Together。综合运用本单元重点单词和句型结构。完成写的练习时,正确运用动词的第三人称单数形式。纸盒,教学音频Step 1 热身/ 复习(Warm-up/Revision)1. Greetings.2. Revision(1) 游戏:扔骰子教师把B部分词组卡贴在纸盒的六个面上作为骰子,然后请每组选说一个词组,如果抛出骰子
16、后,所选词组和骰子最上面的词组相同,该组就能得到一分。(2) 游戏:Chain work 问答接龙因为学生有了前面两个课时的学习,在作业中也有练习,所以已经能很熟练地表达相关问答了。教师板书:What does your family do at weekends? Peter, what does your family do at weekends?P: My family usually goes to the park at weekends.Amy, what does your family do at weekends?A: My family usually visits my
17、 grandparents at weekends.Step 2 写一写(Lets write)第一步:Read Question 1 & 2教师呈现书上的问题,让学生圈出疑问词(What, Where),读问题。第二步:Write down the answers 写下第一题和第二题的答案。第三步:Talk about the things you want to do with your family at weekends, and then write them down. 先口头表达,再来填写。Step 3 歌谣演练(Lets sing)1. 跟着动画或者音频听一遍,整体感受歌曲的旋
18、律。2. 打开书,看着歌词,再听一遍,伴着旋律律动,可以轻声哼唱歌曲。3. 放录音,逐句跟唱,教师纠正个别单词的发音。学习句子“The more we get together, the merrier well be.”的读音。4. 表演唱。根据歌词内容,边做动作边唱。还可以分小组表演,同桌上台表演,男女生分别表演等,牵着手有感情地演唱歌曲。(1) 听音频,将歌曲表演给家长或朋友看。(2) 或仿照D部分,或结合E部分的内容,写一篇题为“My family outing”的小短文。第 4 课时Unit 2 Some stories are more interesting.能听懂、会说、认读新
19、单词wood, cross, a piece of meat, better, drop。(1) 能听懂、会说、认读句子“That piece of meat is better than mine.”。(2) 能掌握并用句型“A is/are more than B.”对两事物行比较。1. 能听懂、理解本课故事。2. 能简单比较两种事物。(1) 能听懂、会说、认读新单词wood, cross, a piece of meat, better, drop, lost。(2) 能听懂、会说、认读句子“That piece of meat is better than mine.”。(3) 能掌握
20、并用句型“A is/are more . than B.”对两事物进行比较。(4) 理解、阅读本课故事。动词drop, lose的过去式的不规则变化;复述本课语言故事。用于新授单词的图片、单词卡片、教学图片、教学音频等1. Greetings2. Listen and do (教师说动词,学生做动作,为故事教学做铺垫。 Walk/ Give/See/Think/Open the mouth .3. Read and matchwalk sawthink openedgive walkedsee thoughtopen wasgo gaveis wentStep 2 新课呈现(Presentat
21、ion)1. New words(1) 教师出示故事书封面 Look! Its a dog. Its a _ dog.Can you describe it? Its small/cute/clever.(翻开书)Once upon a time, there was a river. Near the river, there was a meat shop. The dog was coming. Maybe it was hungry. So the man gave a piece of meat to the dog. (板书a piece of meat)(2) 学习新词组a pi
22、ece of meat教师可通过图片或简笔画帮助学生理解新词组。(3) 学习新单词lost Guess! Did the dog eat its piece of meat? Who is right? Do you want to know? Look, in the end the dog lost its meat.(板书lost) How did the dog lose its meat? Lets read the story together.2. New story通过问题导学,逐段学习课文。 Question 1 After getting the meat, what di
23、d the dog do? The dog took the meat and walked home.(板书took, walked) Question 2 How did the dog cross the river? The dog walked on a piece of wood to cross the river.(板书walked,教学wood, cross) 跟读Paragraph 1 & Question 3 What did the dog see? It saw another dog in the water.(板书 saw) Question 4 What did
24、 the dog do then? The dog opened its mouth.(板书opened) Why? It wanted the other dogs meat.(板书wanted) 跟读Paragraph 3 & 4 Question 5 (出示落水声)What happened? Its meat dropped into the water.(板书dropped) Question 6 Why did the dog want the other dogs meat? “That piece of meat is better than mine.” The dog th
25、ought.(教学better) Is that piece of meat really better than the dogs meat?Can you describe the dog again? A _ dog. 3. 词汇操练游戏1:Guess, guess, guess! 猜一猜首先,教师示范做动作,其他学生猜单词(比如将手中的书掉落,让学生猜新单词drop); 然后分组进行比赛,猜对单词最多、最快的一组为胜;最后组内互相猜单词,尽量做到全员参与。游戏2:Dragon game接龙游戏将学生分成几个大组,由教师开头朗读故事的第一句,然后每一组依次读一句,直至读完整个故事,读得最流利、没错误的一组为胜。也可以在大组内进行。4. 句型操练A is/are more . than B.教师让学生有感情地朗读句子“That piece of meat is better than mine.”,并说出它的含义。教师引导学生学会比较两事物的不同。This book is more expensive than that one.My dress is more beautiful than yours.1. 教师出
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