Module2 Unit1 We.doc

Module2 Unit1 Were making a cake. 第一课时一、教学目标设计1. 通过图，文，声，像资源训练学生理解和综合运用语言的能力。2. 通过复习巩固Unit1 前的知识，并在此基础上培养学生的自主学习和协作精神。3. 培养学生自觉运用网络资源辅助英语学习的能力。二、教学内容及重难点分析1. 利用多媒体帮助学生掌握本课中重点句型What are you doing? Were .运用。2. 听，说，读，写 单词cake make idea instead3. 学生自如运用网络资源学习的能力4. 口语表达及本课所学知识的拓展。三、教学策略及教法设计：1、课前复习。 充分运用多媒体技术，为学生创设情境，带领学生进入学习围，激发学习兴趣，对旧知识进行更好的巩固2、教学中。给学生充分的自学、交流的时间，让学生自学本课课文及重点词句。3、教学延伸。学生学习好本课重点知识之后，设计了“情景会话故事”环节，训练学生对所学知识进行拓展能力，并完成了对课文的四、 教学过程Step 1 Warm up1、听歌曲SB P8 Make A Cake , 学生跟唱。听完歌曲后， 出示cake 的教学图片，向学生讲解字母c 和a的发音，让学生自己拼出发音，着重强调元音字母a的发音。然后讲解make，让学生仿照cake 读出make学生做动作学习make a cake2、采用图片形式复习第四册学过的动词词组，回忆如何构成动词的现在分词形式。并复习句式：What are you doing? Im What is he/she doing? He/She is . Pair work 练习。Step 2 Presentation and practice1、Q :What is Dad doing? What is Mum doing? What are Sam and Amy doing? 播放CD-ROM 两遍，并请学生回答问题。通过回答问题，教授单词reading,作出动作来，说出Im reading. 同学也作出动作说Im reading.请同学转述这句话，用上He/She is reading. 这时请两位同学一同表演reading。提问：What are you doing? (并板书)引导学生说出Were reading.（板书）多找几组同学巩固这个句型。用同样的方法教授working, making a cake,并强调make的现在分词特殊变化。2、讲解课文情境，因为Sam and Amy are very noisy,所以They go to the room.小组讨论What is Amy doing in the room？What is Sam doing in the room? 讨论结束时，用Please be quite!并配合“嘘”动作来做指令，使学生自然明白这句话的含3、Game:将本课涉及到的五个词组（making a cake, reading, working, playing the flute, playing the drums） 的卡片贴到黑板上，找两位同学做猜猜看的游戏。两位同学背对而站，一位同学面向同学做动作，全班同学问：What is he/she doing? 另一位同学猜测。分小组竞赛加分。4、再放一遍CD-ROM ,学生逐句跟读，教师注意强调语音语调。讲解instead.5、小组合作分角色朗读课文。Step 3 Consolidation and extension1、Group work: 结合SB Unit 1 活动3出示的词组和课文中出示的词组，课前准备一些声音素材（可从卡通片里截取），学生根据声音来判断回答正在做什么。不适宜听声音采出的词组可采用闪动图片或者模糊图片来进行guessing game .2、AB Unit 1 练习1 同学们根据图示完成填空，教师订正。Step 4 Homework1、听磁带跟读2、练习说11页活动三教学反思Module2 Unit1 Were making a cake. 第二课时Teaching course:Step One Warming up1.Say the poem of Module 1.2.Review: Do you use chopsticks in England? No, we dont.What are you doing? Im eating.Are you eating a hamburger? Yes, I am.Step Two presentation and practice1.Ask the child to act, and ask him: What are you doing?The child try to answer: Im eating2.Ask Ss to look at their books. Elicit as much as I can.3.Play the cassette. The children listen and follow it.4.Play the cassette again. Pause after each utterance for the children to point at the corresponding picture.5.Play the cassette again. Ask the children to find “We are making” Then explain.6.Play the cassette again. Ask the students to repeat.Step Three 1. Listen to the tape and say the sentence.2. Explain and practice: Read row by row.3. Practice in pairs. Then check it.Step Four1.Point and say: cake, plane, kite, noodles2. Practice in pairs.: What are you doing? Were making a plane.3.Check them.Step Five1. Listen and write the missing words.2. Now point and say.Homework:Read the text to your friend or your parents. Module2 unit2 Im watching TV 第三课时一、教材分析本单元主要围绕“What are you doing?”这一主题展开各种教学活动，并以这一主题引出现在进行时的一般疑问句，否定句以及特殊疑问句等语言功能。本单元旨在创造一个轻松、愉快的学习、交流环境，通过听、说、读、写来培养学生综合运用这些知识的能力。并让学生能在“做中学”（learning by doing），通过有限的课堂实践活动，注意观察别人的行动，能准确地用英语来表达。二、 教学目标1语言目标1）短语和单词doing homework, watching TV, cleaning, eating dinner, reading a book, talking on the phone, apartment2）句型结构What are you doing ?Im watching TV.Whats he/she doing? He/Shes reading.What are they doing ? Theyre watching TV.3）语法The structure of the Present Progressive TenseThe present participle2.语言技能1）能用现在进行时的各种形式进行准确的描述和表达正在发生的动作。2）能掌握现在进行时态及一些表示具体动作的词组搭配，如：doing homework, watching TV, eating dinner 等。3、学习策略通过本节课的教学，我要求学生能通过观察别人的行为和活动时能用现在进行时来准确地表达所发生或进行的动作。4、情感态度通过对本单元的任务性活动，我的目的是能培养培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，乐于合作，培养学生团结合作的精神。三、教学重、难点本单元的教学重点为词汇、词组搭配和现在进时的用法。教学难点为现在进行时中现在分词的结构及读音，能在交际中准确地运用现在行时来描述或表达正在进行的动作。四 、教学过程设计Step 1 GreetingStep2 RevisionWhat do you(does he/she)do? What do you(does he/she) want to be? Why?(设计意图：通过复习一般现在时的句型结构为下面的现在进行时的学习起一个比较的作用。）Step3 Presentation1.Listen to a song（设计意图：听一首活泼愉快的歌曲，既能激发学生的学习兴趣，又能顺利地过渡到现在进行时的学习）2.Lead out the new phrases and target languages.Eg T: What are you doing ? S: I am doing homework.（Help him/her to answer） T：What is he /she doing？ Ss: He /she is doing homework.Teach : watching TV, cleaning reading a book, eating dinner, talking on the phone.as the same way.（设计意图：通过多媒体课件显示和学生的亲自表演，目的是让学生在真实情景中学习短语和感受出现在进行时的结构和用法。）Step 4 Practice1.Ask and answer in pairs: What is he/ she doing? He/Shes.2.GroupworkA: What are you doing ? B: I am doing homework.A: What is he/ she doing ? C: He/ Shes doing homework.(设计意图：我设计的任务是要求三个学生为一小组， 进行问答练习。这样的活动既可以培养学生的合作意识，又能在情景中用现在进行时交际，巩固了本节课的重点，从而突破了难点，促使学生在学习过程中学会细心观察。)3The structure of present progressive tense and the present participle.（设计意图：让学生观察句子和现在分词形式分别总结出现在进行时的结构和怎么给动词加ing,培养学生的观察能力和归纳能力。）Step 5 Practice1.Match the words with the people in the pictures in Section A( 1a)2.Pairwork, ask and answer questions about the pictures. Ask some pairs to act outtheir conversations.(1c)Step 6 ListeningA: What is Jenny doing? B: He is watching TV.A: What are Dave and Mary doing? B: They are eating dinner.A: What is John doing?B: He is doing homework.(设计意图：通过听力训练，现在进行时的结构得以很好的落实)Step 7 Guessing game（设计意图：在大组之间进行竞赛性的游戏活动，能促进学生的竞争意识和学习英语的积极性。）Module2 练习课 第四课时教学目标：让学生通过做题再次巩固本课的重点内容。I Listen and write the missing words. Then point and say.Sam and Amy are making a cake.Dad is reading.Mum is working.Amy is playing h