9模块教案外研版新12册.doc

一机二小“基于课标的课堂教学”教案课题名称Module 9 Unit 1 Whats the matter?课时1课标要求1、学习目标语句、能听懂语句：Whats the matter?并能口头运用 Why are you? (Because) I 询问不理解的事情的原因。2、能正确、流利地进行情境对话学习目标（一）语言知识目标： 1、学习目标语句、能听懂语句：Whats the matter?并能口头运用 Why are you? (Because) I 询问不理解的事情的原因。2、能听懂、会说、会读单词laugh cup understand mistake,书写单词cup cap。 （二）语言技能目标：能听懂语句：Whats the matter? 并能口头运用 Why are you? (Because) I 询问不理解的事情的原因。（三）情感态度目标： 教学过程中，通过创设情境和游戏活动，营造轻松愉悦的教学氛围从而更进一步交流现实生活中不理解的事情的原因的表达方式，培养学生的积极主动参与和不怕犯错、大胆开口说英语的良好品性，调动学生学习英语的持续兴趣和积极性。 内容与学情分析教学重 点Learn to read the text.教学难 点Be able to read and act the text.学情分 析本单元主要谈论的是利用“why”和“whats the matter?”来询问事情的原因，并练习怎样回答。学生已经接触过这个特殊疑问词，所以学起来比较容易。评价设计教学目标测试题目内容能够让学生询问原因并回答。课本第35页的练习3创设情景，利用英语进行描述。仿照课文，写一篇发生在自己身边的有趣的小故事。学生课前需要做的准备工作1、提前预习新课的内容，划出不理解的地方。2、总结自己在英语学习学习中容易混淆的单词，制成一本可供参考学习的小册子。教学策略小组合作学习课堂教学过程设计思路教学环节问题情境与教师的活动、方法学生的活动设计意图落实目标二次备课导入新课（一）Step One: Warming up 1、Greetings. T: Hello, boys and girls. S: Hello, Ms song. 2、Game: Big eyes.慧眼读词。 师课件出示八组单词卡片，由生抢读。如cat-kite, miss-mess, blue-balloon, pig-big, head-hand, baseball-basketball, cup-cap, mouse-mouth. 3、Read the word one by one.生开火车轮读词。当学生读错时，师引入mistake一词,以wrong旧带新引入，并板书教学。T: Im sorry, you made a mistake. Dont be afraid of making mistakes. Take it easy. 4、T：Its easy to make mistakes with English. Dont be afraid of making mistakes Now lets have a look. （此次课件出示课文插图与笑声，自然导出课题）Who are they? Whats it? Why have they got cups on their heads? Whats the matter with Lingling Amy and Sam? 师出示课件笑声,Why are they laughing? 并板书课题。Today we are going to learn Module 9 Unit 1 Whats the matter？ （1）开火车轮读单词。（2）学生回答教师的问题。（1）通过游戏，启发学生的英语学习兴趣。（2）为本课的学习做铺垫。学习新知环节Step Two: Presentation. 1、Listen, point and find “why”. And try to ask some questions about the text by yourself.2、Listen again, point and try to answer three questions: A: Who are they? B: What did Amy say? C: Why are they laughing? 引导生回答“A: They are Sam Amy Lingling Daming and friends. B: Bring caps for the baseball game. C: Because 玲玲听错了。（此处允许学生先用汉语回答，师从cap cup引导Because Lingling brought cups for the baseball game.） 3、Listen the third time, point and repeat. 4、分Group Cup/Cap分句子齐读课文。 5、复习单词卡片mistake,再次引入cap cup并板书于mistake下方。师引导生看板书说出书中句子。如师问Whats the matter? Why are you laughing? Why have you got cups on your heads? 引导生回答Because Lingling brought cups for the baseball game. T: Its easy to make mistakes with English. But dont be afraid. We should be careful. Or we will make lots of funny things. 6、齐读P35 part 2两幅图的句子。(1)第一次听音，指句子，寻找why一词的句子。并尝试自己提出关于课文的问题。 (2) 齐读课文通过问题，帮助学生更好的理解课文。加深对于课文的记忆。环节Step Three: Practice. （ ） 1、Look and put a tick( ) or a cross( X ). A、Look at the eggs. They are falling down the stairs. What a mess! ( ) B、Why are you laughing? Im happy. （ ） C、Ive got two eyes、two hands and one head. ( ) D、Im thirsty, give me a cap of tea. （ ） E、Look at the blues. They are flying away. ( ) T: Its easy to make mistakes with English. Dont be afraid. We should be careful. 2、Game: Read and remember. 课件出示四个表情单词相应图片如sleeping running crying laughing，再让学生齐问Whats the matter? Why are you ？播放录音Im tired。 1）分Group Cup/Cap互问互答。2）生在书中连线。3）齐读4）师生合作，师说词，生亦说词；师说句子，生亦说句子，反之亦然。5）一分钟记忆句子。游戏：课件快速闪现相关句子,如 Whats the matter? Why are you sleeping? Im tired，生抢说完整句子。 3、Fill in the blanks and talk in pairs.（灵活，时间允许，课内完成。时间不允许，作为作业完成。） 独自尝试补全纸张上的句子。师与一生示范对话，小组内合作选词对话，学生分组展示对话及句子的书写。 A1: Whats the matter? Why are you laughing? B1: (Because) Im happy. A2: Whats the matter? Why are you running? B2: (Because)Im_. A3: Whats _? Why _? B3: (Because) Im sad. A4: _? _sleeping? B4: (Because) _. 通过判断和句子排序，让学生更好的理解课文。通过对单词和课文的练习，检测学生对于课文的理解程度。突破课文的重难点。环节（五）Summary：让同学总结本节课的内容总结如何询问原因及回答。更好的学会运用。课后作业（检测目标达成的工具）（1）听读本课的课文，使自己能熟读课文。（2）能够运用课文中的why的句型。（3）运用今天所学的句型，编写一个故事。个性化教 学（1）对于优等生能够创设情景，自编故事。（2）对于学困生能够掌握本课的重点词组和句型，并学会运用。板书设计Module 9 Unit 1 Whats the matter?Why: 特殊疑问词，询问原因。常与because 连用。教学反思一机二小“基于课标的课堂教学”教案课题名称Module 9 Unit 2 Why are you scared?课时1课标要求本单元主要继续练习用句型“why.? because.”来回答。学习目标Knowledge Aim: The students continue to learn toask and answer. And the students can sing the song , the students can using the words” why-because”AbilityAim: The students continue to learn toask and answer. And the students can sing the song , the students can using the words” why-because”MoralAim: The students canlove animals.内容与学情分析教学重点Why is he scared? Why is she happy? Why is he sad? Why is she cold?教学难点如何更好地运用句型why 来回答。学情分析本课的内容主要以why的句型为主，前一节课已经接触，学生学起来应该比较容易。 评价设计教学目标测试题目内容能够让学生更好的掌握形容词的用法对班里同学进行采访，了解同学今天的心情如何。（用形容词）通过创设情景，写小作文仿照AB Unit 2 练习1 的短文，写一篇关于自己学习英语的小故事。 学生课前需要做的准备工作1、提前预习新课的内容，听读本课课文。2、收集所学过的形容词。教学策略创设情景的教学方法，小组合作学习。课堂教学过程设计思路教学环节问题情境与教师的活动、方法学生的活动设计意图落实目标二次备课导入新课一、Warm-up：1.Greeting T:Hello,Boysandgirls!Nicetomeetyouhereagain!Whatdayisittoday?Whatsthedatetoday?Whatstheweatherliketoday?2.Singasong T:Nowfirstletssingasong,OK?Wouldyouliketotelluswhatyoucanhearandseeinthesong?(师生共同欣赏本课的英文歌曲，引导学生说一说从歌中听到了什么)3.DosomerevisionT:Boysandgirls,didyoustill rememberthestory?Didyoustillrememberthebaseballcups?OK!Nowtakeoutyourbaseballcapsandactoutthedialoguetogether.（1）师生之间互相问候。（2）演唱英语歌曲。（3）复习表演对话（1）课前互相问候，增进与学生的感情。（2）演唱歌曲，为下文内容做铺垫。学习新知环节二、Presentation：1.T:Look!Thisisaphoto.Do youknowit?Shelooksvery happy.Whyisshesohappy?Canyouguess?S:Sheishappybecausesheis(教师可以出示本班某个小女生的一张照片，只露出她高兴的笑脸，让学生猜一猜原因，并引导学生用“Because”句型来回答）请学生练习why的句型。为课文的学习打下基础。环节三、Newteaching： T:Youknow,thisgirlisveryhappy.Andlookatthatgirl!Doesshelookhappy?S:No,shelooksscared.（教师出示本课的教学挂图，指着其中的小女孩，引导学生回答）T:Yes,sheisnothappy.Sheissoscared.Wouldyouliketoknowwhatthematteris?Whyisshescared?OK!Thisclass,welllearnModule9Unit2Whyare youscared?Learnthedialogue T:Firstlookatthepicturesandjustthink:Whyisthegirlscared?Whyisthesnakehere?OK!Nowlistencarefully,thentrytoanswerthesequestionS:Ok!Canyouanswerthesequestions? Learnthesenewwordsandexpressions.Paymoreattentionstothesesounds:scared,escaped（请学生注scared,escaped的读音）T:Listenagain.Readafterthat,onebyone.（1）边听录音边思考问题，请同学起来回答问题。（2）对出现的生词进行特别强调和记忆。（3）听录音，再读课文，小组练读，分角色朗读。学生听录音回答问题，教师予以指导，鼓励学生的积极性。环节四、Practice1.T:Nowopenyourbooks, turntoPage36.Lookatthesepicturesandtalkinpairsaccordingtothesequestions.2.T:Ok,thistime,takeoutyourActivitybooksandturntoPage37.PleaselookandwritetheseSentences. 3.T:Nowletshavearest.Listentothesongagain.Trytounderstanditandyoucandotheaction