英语知识模块的教学方案

英语知识模块的教学方案5所帮助。教学目标1.能够听说读写单词和短语：haveacold,haveatoothache,haveafever,hurt,haveaheadache,haveasorethroat.2.能够听说读句型：What’sthematter,Mike?Ifeelsick.Ihaveafever.并进行关键词的替换操练。3.能够理解会并吟唱Let’schant的歌谣。教学重难点教学重点、难点：1.重点是掌握A-Let’slearn的四会单词和短语，并询问别人的身体状况。2.难点关键环节是正确拼写四会单词和短语。教学过程1、Warm-up(1)播放录音PEP4Unit6歌曲“Myfatherisadoctor.”(2)日常口语对话，复习职业单词。What’syourfather/mother?2Presentationandpractice教师出示Let’sstartLook!Wehavesomenewfriendshere.Whoarethey?What’sthematterwiththem?…帮助学生熟悉答句中的新单词和短语。播放Let’schanthaveheadache.Ihavetheflu.isathermometer.IfIhaveafever,itwilltellme.Let’sseeMikedoesn’tfeelwell.Hehasafever.指着Let’slearnafever”。让学生看图片，教师做出各种表情，引导学生提问“What’sthematter?”，引出词组haveafever(出示体温计或上有在额头上为捂湿毛巾)haveatoothache(作牙疼状),hurt(在身体同个部位贴一块膏药),haveasorethroat(咳嗽，说话沙哑)，haveacoldhaveaheadache和toothache(haveafever)，问他：“What’sthematter,x?”feelsick.Ihaveafever.解释sick：What’smatter,x?I...要求学生回答并做出相应的得到表情。可以让学生两个进行操练。Let’splaycold,whohasacold?如第一组挑中的是haveacold吟唱：Cold,cold,Ihaveacold.用同样的方法成功进行操练，分组调换卡片继续该活动。Pairwork“敲敲打打”活动。教师将所学单词或短语写在黑教师说单词或短语，请学生摇动听到的单词或单字短语，谁敲得既对又快得一分，最后得分高的组获胜。活动超级对对碰屏幕的左边为sorethroat/fever/cold/headachea组所对应的图片。拖动左边的复数词把它们配对到对应的量词中。右边的图可以给所填的词以提示。连对了，则会发出欢呼声，给学生以鼓励。3、Consolidationandextension(1)学生听读P14-16五遍。(2)念诵学生背诵和誊写单词和短语4遍。五、板书设计：Unit2What’sthematter,Mike?haveafeverhurthaveacoldhaveatoothachehaveaheadachehaveasorethroa学目标excited,happy,sad,bored.能够听说读句型：HowdoesAmyfeel?She’stired.行关键词的替换操练。能够完成Tasktime教学重点：使学生熟练掌握五个四会单词，并能替换句型doesshe/hefeel?She’s/hetired.进行回答。教学难点：使可学生熟练掌握五个四会词根。教学重难点教学重点：使学生熟练掌握五个重新学习四会单词，并能替换句型“Howdoesshe/hefeel?She’s/hetired.进行回答。教学过程一、Warm-up：(1)Freetalk:Howtallareyou?Howheavyareyou?Howoldareyou?Howmanypencilsdoyouhave?Howmuchisyour…?Howareyou?Yourparentscometoourclassroomtoday.二、Presentation:Step1:Learnthenewwords.Guiding1:19页Let’sLearn6(1)HappyT:YouhadtheEnglishtestthisweek,manystudentsdidagoodjobinthistest.X,yougot100pionts,howdoyoufeel?(以谈话的形式导入单词happy的教学，多媒体索要笑脸图和单词happy,引导学生速记单词，教师提问a字母和y字母在单词中的发音，领读单词。)(2)SadT:IfyoufailedtheEnglishtest,youare .(sad)教师出示出示哭脸的影像和单词sad，告诉学生a字母和happy的aa成e,(3)AngryT:Ifyoufailedthetest,yourparentsare .(angry)(多媒体出示angry的图片，教学单词，讲明字母a和y的发音,让中学生自己拼读单词，然后教师领读单词)出示John踢球输了的图片，出示句子Johnisveryangry,becausehelostthefootballmatch.让学生看情景图说句子，达到操练的新单词的目的。(4)Excited承接上面的情景，Johnisveryangry,becausehelostthefootballmatch,howaboutZhangPeng?(情景图)导入单词excited.出示句子：ZhangPengisexcited,becausehewonthefootballmatch.让学生模仿说句子，操练单词。(5)tired/boredGuiding219Let’sLearn画出不会读或不会翻译的单词，两分钟后指名交流。以同样的方式教学单词tired和bored，同时教学句型HowdoesAmyfeel?She’stired.在指导拼读单词这时，让学生观察两个单词的相同之处：结尾三个字母即便是red，学生对这两个单词的记忆就会更加深刻。Guiding219Let’sLearn画出不会读或不会校订的单词，两分钟后指名交流。三、Drill句型操练：Howdoes…feel?He/She’s朗读练习。Pairwork30总结以How开头的疑问句，并对比Howdoyoufeel?doesAmyfeel?两个句子的不同之处：人称和助动词的变化。四、Consolidation:Readandfinish:MydadisgoingonatripwithoutI’mvery _.ChenJiefailedthemathShe’svery___.Lucycleanthebedroominthemorning,She’s _.MikeisgoingtotakeatripnextHe’svery _.Sarahis_____,becausehermotherisgoingtobuyanewdressforher.Learningaims：6tired,angry,excited,sad,bored;能正确运用重点项目句子：HowdoesAmyfeel?She’s3教学目标Howwasyourweekend?Itwasgood.Didyoudoanythingelse?关星期五活动发言的安排。能够在语境中理解音码drank教学重难点1.重点:运用句型Howwasyourweekend?Itwasgood.Didyoudo2.anythingelse?提问并回答有关周末活动的问安排。难点:一般过去时动词词尾的规则变化。教学过程一、课前展示师生相互问候。引导学生描述自己周末一般做什么。二、情境导入呈现重点句型T:Howwasyourweekend?Busy?Happy?Whatdidyoudo?Ss:Idomyhomework.T:Oh,youdidyourhomeworklastweekend.T:Whatelsedidyoudo?…Iwasverybusylastweekend.IcleanedmyroomlastSaturdaymorning.IwashedmyclotheslastSaturdayafterIcookedameallastSundayevening.IwatchedTVlastSundayevening.三、自主合作教师在课件上呈现两组句子,引导学生认真观察,并尝试找出规律。Whatdoyouusuallydoonweekend?Whatdidyoudolastweekend?Icleanmyroom.IcleanedmyroomlastSaturday.Iwashmyclothes.IwashedmyclotheslastSunday.Icookameal.IcookedameallastSunday.IwatchTV.IwatchedTVlastSaturday.教师引导变化学生小结一般过去式动词的比赛规则变化,即一般情况下,在词尾加-ed,大多搭配表示过去的时间短语,如:lastweekend,lastSunday。教师在课件上用红色标识-ed及last。师生成功进行即席问答,对话示例如下:T:WhocleanedyourSs:…T:Whowashedyourclothes?Ss:…T:WhocookedaSs:…T:WhowatchedSs:…Let’stry.教师在课件上出示主情景图,引入Mike认识时间。学生要求学生读题并猜测答案。学生读题并猜测答案。引出lastweekend。Let’stalk.问题:WhatdidMikedolastweekend?WhatdidGrandpado?Howwastheirweekend?教师请学生听对话的录音,当听到描述Mike与Grandpa周六活动及感受的语句时,教师暂停录音,请学生起立,重复读一次,如下所示:Itwasgood.(起立并复读)Istayedathomewithyourgrandma.(起立并复读)WedrankteaintheafternoonandwatchedTV.(起立并复读)IwatchedTV,too.(起立并复读)Iwatchedsomechildren’sshowsonTV.(起立并复读)Icleanedmyroomandwashedmyclothes.(起立并复读)师生核对连线题的答案。教师放录音,学生跟读。教师解释单词drank四、检测提升RolePlay师生分角色朗读课文;同桌分角色朗读舌战;教师可上台挑学生上台舞蹈对话。1:教师在课件上呈现Mike’sgrandma提问学生:HowwasGrandma’sweekend?Whatdidshedo?Didshedoanythingelse?2:T:Hi,Lily.Howareyou?Howwasyourweekend?Lily:I’mfine,thankyou.Itwasgood.T:Whatdidyoudo?Lily:Iwenttotheparkwithmyfatherandmother.T:That’snice.Didyoudoanythingelse?Lily:Yes,Icookedamealandwashedthedishes.Iplayedchesswithmydad.T:Wow!Youareagoodgirl.Whatareyougoingtodonextweekend?Lily:I’mgoingtovisitmygrandparents.T:That’sgood.教师转述示例如下:Lilywashappylastweekend.Shewenttotheparkwithherfamily.Shecookedamealwashedthedishes.Sheplayedchesswithherdad.Sheisgoingtovisithergrandparentsnextweekend.五、改编对话和自己的伙伴讨论上周做了什么,可参照课文内容或进行改编英语基本知识模块的教学方案4教学目标能听,说,读,写短语:cleanedmyroom,washedmyclothes,stayedathome,watchedTV.理解句子:Howwasyourweekend?Itwasfine,thanks.Whatdidyoudo?IstayedathomeandwatchedTV.过往能运用过去式询问别人上周末的活动,并会对其作出回答。能够运用新学的内容完成“Doasurveyandreport”任务。教学重难点教学过程Step1:WarmupT:Goodmorning,boysandgirls,.Iusuallycleanmyroomandwashtheclothesonweekends.Whatdoyouusuallydoonweekends?S1:IusuallydomyhomeworkandwatchTV.S2:Iusuallyplaytabletennis.………..(设计目的:百听不厌热身进入讲课英语学习状态,同时用一般现在时态提问,为新课一般回顾过去时做铺垫。)Step2:PresentationT:Todaywe’lllearnUnit.2Lastweekend.Lastweekend图片Newphrases:cleaned,washed,watched,stayedcleanedmyroom,washedmyclothes,stayedathome,watchedTV.(师板书下列单词的原形clean,wash,watch,,并用oftencleanmyroom/…造句。师板书以上单词原形狮属并且加ed后,用Icleanedmyroom/…lastweekend造句。(设计目的:呈现本节课核心词汇,集成本节课的核心句型。).T:eg:cleaned是clean词的过去式一般在原型后面加ed.cleaneded/d/.用同样的方式教“stay/stayedatroom,wash/washedmyclothes,watch/watchedTV.”.注意:washed,watched的ed发/t/.(设计目的:通过比较,归纳,让学生获得新知,并学会学习。)step：31.索取课件并让学生自己观察回答问题。T:Howweretheirweekend?S1:Hecleanedhisroomandwashedhisclothes.S2:ShestayedathomeandwatchedTV.呈现句型:Whatdidyoudo?师生问答(设计目的:让学生观察课件,读出他们做了什么,操练本课核心句型。)生打开课本P15,听录音跟读。pair-workT:Howwasyourweekend?S:Itwasfine,thanks.T:Whatdidyoudo?SI:IstayedathomeandwatchedTV.ListentothetapeofLet’slearnandfollowit.(设计目的:让学生听课本标准发音,并跟读,培养听说能力。)Let’schant,边做动作边chant:Whatdidyoudolastweekend?Icleanedmyroom.Whatdidyoudo?Whatdidyoudo?Iwashedmyclothes.Whatdidyoudo?Whatdidyoudo?Istayedathome.Whatdidyoudo?Whatdidyoudo?IwatchedTV.(注意:do的过去式did).(设计目的:利用chant对新知进行渗透并为下面学习做好铺垫。)5.Doasurveyandreport:学生利用表格,进行问卷调查。操练句型—Howwasyourweekend?---Whatdidyoudo?(设计目的:通过调查汇报,获得信息反馈,知晓学生对新知掌握的情况。)Step4.达标检测一、写出以下动词的过去式。wash 5.do

stay 3.watch

clean 二、读一读,选一选。()1.你想问同学周末过得怎,可以: .A.Howwasyourweekend?B.Howoldareyou()2.你想问同学有多较,可以: .Howheavyareyou?B.Howtallareyou?()3.你想告诉同:你周末过得很,可以: .A.I’mtallerthanyou.B.Itwasfine.()4.你想问同学男同学昨晚做了什?可以.A.Whatdidyoudolastweekend?B.Whatareyougoingtodonextweekend?()5.你想:它比我们俩加起来还非常,可以: .It’stallerthanbothofustogether.B.It’stallerthantheelephant.(设计目的:适当地给予学生课后练习,是对已学科学知识的巩固,新课的延伸。)教学目标知识目标：1、能够听说读写句型：--Howdidyougothere?Iwentbytrain.2.能听懂、会说本课对话，并能在实际情景中应用。能力目标：能够用一般最近式询问别人在的时间里乘坐什么交通工具去了哪里并作答。如Wheredidyougoonyourholiday?IwenttoXinjiang.Howdidyougothere?Iwentbytrain.情感目标：1能在游戏中积极开展，激发师生学习英语的热情，积极运用技术交流所学英语进行交流，加强合作式学习，共同完成学习任务。2、通过竟争，培养学生的集体荣誉感沃苏什卡和竞争意识。教学重难点1，教学重点是掌握句型Howdidyougothere?Iwentbytrain.2.教学难点是在实际情景中正确运用并所学对话。教学过程step1warmup1.let`schantwheredidyougoonyourholiday?2.Let`sreviewWhatdidyoudoonyourholiday?3.Freetalk:whatdidyoudoonyourholiday?Itookpictures.Good!Whataboutyou?Iwentice-skating.设计思路：Let`chant设计是为了活跃气氛并引出本课主题：Wheredidyougoonyourholiday?Let`sreview.不仅可以复习词根和句型，还为拓展本课句型做了铺垫。step2presentation1.presentLet`stryWhatdidyouChenjiedoonherholiday?Let`slistenandcircle.listenagainandcheckyouranswers2.Presentlet`stalkWhat`stheweatherlikeIt`swarmandsunny.What`stheweatherlikeinHarbininwinter?(课件出示哈尔滨的一张下雪的图片)It`scoldandsnowy.Didyougotoharbinonyourholiday?Yes,Idid.HowcanyougotoHarbin?Icangothe