全冊（教案）-（一起）英語二年級下冊

新標(biāo)準(zhǔn)英語二年級下冊教案教研組：授課教師：小學(xué)英語（新標(biāo)準(zhǔn)）二年級下冊課程綱要課程材料：小學(xué)英語新標(biāo)準(zhǔn)二年級下冊外語教學(xué)與研究出版社課程類型：義務(wù)教育必修課程開發(fā)教師：李歡王亞妮李嘉瑞授課時間：76課時授課對象：二年級學(xué)生課程目標(biāo)1、掌握單詞建議表中的58個四會單詞和35個三會單詞，主要語言結(jié)構(gòu)中的39個句式、3首歌曲和7首韻律詩。除此以外，課文中部分的單詞、詞組和句式只是為了語境的需要而設(shè)置的，可視學(xué)生能力情況而掌握。2、系統(tǒng)學(xué)習(xí)英文字母和一些字母歌謠，為學(xué)生以后學(xué)習(xí)、記憶單詞打下基礎(chǔ)，同時學(xué)習(xí)談?wù)搰@氣以及不同季節(jié)自己喜歡的運(yùn)動，談?wù)撜掌腥蝿?wù)的活動以及他人正在做的事情，描述家庭活動、談?wù)撜诎l(fā)生的事情和正在進(jìn)行的動作，學(xué)會如何詢問正在發(fā)生的事情，描述正在發(fā)生的事情和談?wù)撜谶M(jìn)行的動活動，談?wù)撊粘；顒右约爱?dāng)前行為不同以往的變化，介紹節(jié)日活動，談?wù)撜谶M(jìn)行的活動，描述路線，說明正在進(jìn)行的動作，正在發(fā)生的事情或存在的狀態(tài)，學(xué)習(xí)問路與指路，詢問居住地點(diǎn)以及說明某建筑所在的地點(diǎn)。3、在圖片的幫助與提示下聽懂讀懂簡單的句式，演唱簡單的歌曲與歌謠，初步形成對英語的感知能力。4、在教師的幫助下運(yùn)用所學(xué)句式表演小短劇，在活動中樂于參與，積極合作，主動請教。5、通過查閱資料了解簡單的中西方文化差異，加深對中華民族傳統(tǒng)文化的認(rèn)識與熱愛。6、在老師的幫助下開始系統(tǒng)學(xué)習(xí)正確書寫英語單詞。內(nèi)容標(biāo)準(zhǔn)與教學(xué)安排課程內(nèi)容76課時學(xué)習(xí)活動的設(shè)計(jì)課程綱要1課時分享本學(xué)期課程綱要Module16課時第一課時：Unit1What'stheweatherlike?Activity1第二課時：Unit1What'stheweatherlike?Activity2&Practice3第三課時：Unit2IlikeswimmingActivity13第四課時：Unit2IlikeswimmingActivity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module26課時第一課時：Unit1She'slisteningtotheradioActivity1第二課時：Unit1She'slisteningtotheradioActivity2&Practice3第三課時：Unit2I'mdrawingapictureActivity13第四課時：Unit2I'mdrawingapictureActivity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module36課時第一課時：Unit1Tomisn'ttidyinghisroomActivity1第二課時：Unit1Tomisn'ttidyinghisroomActivity2&Practice3第三課時：Unit2Areyoudoingyourhomework?Activity13第四課時：Unit2Areyoudoingyourhomework?Activity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module46課時第一課時：Unit1Whatareyoudoing?Activity1第二課時：Unit1Whatareyoudoing?Activity2&Practice3第三課時：Unit2What'shedoing?Activity13第四課時：Unit2What'shedoing?Activity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module56課時第一課時：Unit1LinglingisskippingActivity1第二課時：Unit1LinglingisskippingActivity2&Practice3第三課時：Unit2Whatarethekidsplaying?Activity13第四課時：Unit2Whatarethekidsplaying?Activity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Review

5課時Module15知識梳理及期中練習(xí)

Module66課時第一課時：Unit1IusuallyplaybasketballActivity1第二課時：Unit1IusuallyplaybasketballActivity2&Practice3第三課時：Unit2MygrandmausuallycooksActivity13第四課時：Unit2MygrandmausuallycooksActivity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module76課時第一課時：Unit1It'sChildren'sDaytodayActivity1第二課時：Unit1It'sChildren'sDaytodayActivity2&Practice3第三課時：Unit2WearehavingapicnicActivity13第四課時：Unit2WearehavingapicnicActivity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module86課時第一課時：Unit1ThetrainisgoingupahillActivity1第二課時：Unit1ThetrainisgoingupahillActivity2&Practice3第三課時：Unit2ThehorseisturningaroundActivity13第四課時：Unit2ThehorseisturningaroundActivity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module96課時第一課時：Unit1TurnleftActivity1第二課時：Unit1TurnleftActivity2&Practice3第三課時：Unit2Wheredoyoulive?Activity13第四課時：Unit2Wheredoyoulive?Activity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Module106課時第一課時：Unit1It'snexttotheparkActivity1第二課時：Unit1It'snexttotheparkActivity2&Practice3第三課時：Unit2He'shelpingachildActivity13第四課時：Unit2He'shelpingachildActivity45第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題ReviewModule5課時第一課時：Unit1Activity第二課時：Unit1ActivityandUnit2Activity第三課時：Unit2Activity第四課時：Readingforpleasure.第五課時：知識歸納梳理及模塊練習(xí)第六課時：活動用書和同步測試習(xí)題Review5課時Module510知識梳理及期末練習(xí)

三、課程實(shí)施1、課程資源（1）教材：對教材進(jìn)行校本的二度開發(fā)，根據(jù)學(xué)生的實(shí)際情況進(jìn)行適當(dāng)?shù)脑鰷p和調(diào)速。（2）練習(xí)：課本配套的磁帶、《活動手冊》和《練習(xí)冊》。（3）其他資源：網(wǎng)絡(luò)資源。2、教學(xué)策略（1）詞匯教學(xué)在交際中教學(xué)單詞。用舊詞聯(lián)系新的語言，融會語言和詞匯的教學(xué)。創(chuàng)設(shè)具體的語境，把詞匯放到具體的對話（句子）中學(xué)習(xí)。（2）對話教學(xué)a、能正確理解對話內(nèi)容；能準(zhǔn)確分角色朗讀對話；模塊結(jié)束時，有能力的學(xué)生能達(dá)到背誦；能正確理解并靈活運(yùn)用對話中的核心句子；能聽、說、認(rèn)、仿寫和替換核心句子中的單詞，并最終達(dá)到看圖寫句子的要求；對話中出現(xiàn)的單詞能達(dá)到相應(yīng)的三會或四會要求。b、核心句子擴(kuò)展運(yùn)用教學(xué)：能正確朗讀、理解和運(yùn)用擴(kuò)展后的核心句型，非核心句子能理解意思，并能跟讀；對于篇幅較長的短文，能正確理解文章主要內(nèi)容，并能通過判斷、回答等形式的檢測。c、應(yīng)面向全體，尤其要關(guān)注能力弱的學(xué)生。d、教師要充分使用各種手段，使學(xué)生在真實(shí)的交際環(huán)境中鞏固、掌握新語言。單詞教學(xué)：要求學(xué)生能準(zhǔn)確讀出教材中需要學(xué)生掌握的四會單詞，并能初步學(xué)習(xí)如何正確書寫英語單詞。歌曲、歌謠教學(xué)：教材中歌曲和歌謠的內(nèi)容大多是和模塊的語言點(diǎn)相關(guān)的，所以說歌曲、歌謠的學(xué)習(xí)有助于學(xué)生掌握模塊重點(diǎn)語言。四、課程評價課程評價依據(jù)《英語新課程標(biāo)準(zhǔn)》中二級應(yīng)達(dá)到的要求，評價內(nèi)容分為兩部分：1.過程性評價（30%）課堂表現(xiàn)（10分）回答問題參與小組活動平時作業(yè)：練習(xí)冊和活動手冊（10分）上交次數(shù)完成質(zhì)量綜合實(shí)踐（10分）辦主題小報(bào)手工制作2.終結(jié)性評價（70%）考查：期末試卷測評。評定等級：85分以上優(yōu)秀7084分良好6069分合格60分以下需努力Module1Weather教學(xué)目標(biāo)：情感態(tài)度：積極嘗試使用英語介紹自己喜歡的活動。語言知識目標(biāo)：1.功能：談?wù)撎鞖庖约安煌竟?jié)自己喜歡的運(yùn)動。2.語法：全體學(xué)生能運(yùn)用：What’stheweatherlike?It’ssunny.Ilikeswimming.3.詞匯：全體學(xué)生能夠理解：weather,like,sunny,windy,take,cap,sofa,street,rainsnow,ski，what’stheweatherlike?全體學(xué)生能運(yùn)用：weather,like,sunny,windy,rain,snow部分學(xué)生能運(yùn)用：take,cap,sofa,street,ski4.語音：感知“It’shot./It’swindy.”等說明天氣特征的語句的語調(diào)特征。三：語言技能目標(biāo)：1.聽：全體學(xué)生能聽懂：What’stheweatherlike?It’ssunny.Ilikeswimming.2.說：全體學(xué)生能說：What’stheweatherlike?It’ssunny.Ilikeswimming.3.讀：全體學(xué)生能認(rèn)讀weather,like,sunny,windy,take,cap,sofa,street,rainsnow,ski,What’stheweatherlike?4.寫：全體學(xué)生能拼寫23個自選單詞四：運(yùn)用：全體學(xué)生能運(yùn)用“It’shot./It’swindy.”等語句表述天氣五：學(xué)習(xí)策略：嘗試通過感知?dú)鉁貙W(xué)習(xí)天氣詞匯，在詞語與相應(yīng)事物之間建立聯(lián)系六：文化意識：初步了解世界主要城市的天氣特征，能夠運(yùn)用“It’s…”句型談?wù)撨@些城市的天氣七：任務(wù)：Unit1:介紹家鄉(xiāng)和自己想去旅游的城市的天氣Unit2:介紹自己最喜歡的城市以及想在該地開展的活動教學(xué)內(nèi)容分析：本模塊的主要內(nèi)容是談?wù)撎鞖庖约安煌竟?jié)自己喜歡的運(yùn)動。Unit1的課文情景是Sam和Amy看到天氣不錯，于是決定去公園。兩個出門后，突然刮起風(fēng)，Amy的帽子被吹跑了，好在接住了。兩人繼續(xù)在路上行走，突然感到有水滴在頭上，以為下雨了，抬頭一看，原來是Daming在給陽臺上的花澆水，水滴了下來。Unit2的課文情境是A來到了朋友B所在的地方，和B聊起此地不同季節(jié)的天氣以及B在不同季節(jié)喜歡的運(yùn)動項(xiàng)目。朋友間的這種聊天，可以加強(qiáng)相互了解，增進(jìn)友誼。本模塊的學(xué)習(xí)重點(diǎn)是使用“What’stheweatherlike?It’ssunny.”等語句談?wù)撎鞖?。雖然“What’stheweatherlike?”與“What’sthis?”在結(jié)構(gòu)上有很大差異，但對學(xué)生來說，仍然是在“What’sthis？”的基礎(chǔ)上學(xué)習(xí)“What’stheweatherlike?”,所以難度并不是很大。本模塊的重點(diǎn)是運(yùn)用相關(guān)形容詞和句型談?wù)撎鞖?。本模塊的難點(diǎn)是“l(fā)ike”的兩個語義和用法的區(qū)別。學(xué)生已經(jīng)學(xué)過了“l(fā)ike”在“Ilikefootball.””Helikeswimming.”等類似語句中的語法和用法，在本模塊中將學(xué)到like在“What’stheweatherlike？”中的語法和用法，同時還要在Unit2中綜合運(yùn)用，有一定難度，因此教師需要適度地予以幫助。教學(xué)過程：TitleModule1Unit1What’stheweatherlike?Teachingaims1Learnstosaythenewwords:sunny,windy,raining,weather.2Practiceandsay“what’stheweatherlike?It’ssunny.”3.Theycanlistenandreadthestory.Difficult＆importantpointsTheycanmaserthesenewwords.Theycanuseandsaythestructure:what’stheweatherlike?”TeachingmethodListenfind;listenandpointthensay;gameTeachingtoolsTape,cards.,stickers,ect.TeachingprocessTeacher’sactivityStudents’activityAdditionalWarmup&leadin=1\*ROMANI.WarmingupandRevision1、Greetings.1.Howareyou?Talkabouttheweatherinmanycities.Showthecardsandteachthewords:sunny,windy,raining,weathers？2、SingthehappysongII.Leadingin1.Showsomepictures.Ssanswerthesequestions.SingasongPresentation1.listen,pointandfind“hot,sunny,windy,raining”picturedescriptionsSamandAmyareathome.It’shotandsunnyoutside.Amy’shatisonthesofa.TheywalkalongthestreetbutAmy’shatisblownaway.Theygetwetbutit’sDamingwateringhisplantsabovethem.SamandAmylaugh.T:now,pointtothesunnypicture,please.T:welldone.Now,whereisthewindypicture?Theteachercontinuestodescribedifferentweatherconditionsandhasthestudentspointtotheappropriatepictures.T:it’scold.Itisn’thotintheclassroomtoday.T:nowworkinpairs.Studentapointstoapictureandstudentbsaysifit’shot,sunny,rainingorwindy.Whenyouhavefinished,swaprolessothatstudentbdoesthepointing.T:I’,goingtodividetheclassintofourgroups.You’rethesunnygroup.Thisisthehotgroup.Thatgroupistheraininggroupandthisisthewindygroup.I’mgoingtocallouttheweather.Thecorrectgroupmuststandup,saytheweatherword。Ssopentheirbooks,andlistentothetapecarefully.Answerthesequestionswhatteachergives.Readthetexttogether.PracticeT:lookattheactivity2T:excellent.Whataboutyou?Whatcanyouseeinthesecondpicture?T:nowI’mgoingtoplaythetape.Iwantyoutolistenandrepeatthesentences.Iwillpausethetapeaftereachsentence.S:Icanseeaboy.It’ssunny.S:it’srainingandthere’saboy.Heislookingoutofthewindow.Production1.Traceandmatch.Thensay.2.nowpoint,askandanswer.3listenandmatch.4.Lookandanswer.Thestudentstaketurnstoreadthesentencesandtheotherpersonpointtothepicture.Thestudentssaythesentencesasquicklyaspossible.Homework1、Encouragethestudentstopracticethedrillsafterclass.2、Copythenewwords4times.3、Readthetext2times.BlackboarddesignFeedbackTitleModule1Unit2Ilikeswimming.Teachingaims1learnstosaythenewwords:skiing,snow,pure.2Practiceandsay“what’stheweatherlikeherein…?Whatdoyoulikedongin…?”3.learnstosaythechant.Difficult＆importantpointsTheycanmaserthesenewwords.Theycanuseandsaythestructure:what’stheweatherlike?”TeachingmethodListenfind;listenandpointthensay;gameTeachingtoolsTape,cards.,stickers,ect.TeachingprocessTeacher’sactivityStudents’activityAdditionalWarmup&leadin=1\*ROMANI.WarmingupandRevision1、Greetings.1).Howareyou?2).Talkabouttheweatherinmanycities.Showthecardsandteachthewords:sunny,windy,raining,weathers。2、SingthehappysongII.Leadingin1.Showsomepictures.Ssanswerthesequestions.SingasongPresentation1.listen,pointandfind“hot,sunny,windy,raining”picturedescriptionsSamandAmyareathome.It’shotandsunnyoutside.Amy’shatisonthesofa.TheywalkalongthestreetbutAmy’shatisblownaway.Theygetwetbutit’sDamingwateringhisplantsabovethem.SamandAmylaugh.T:now,pointtothesunnypicture,please.T:welldone.Now,whereisthewindypicture?Theteachercontinuestodescribedifferentweatherconditionsandhasthestudentspointtotheappropriatepictures.T:it’scold.Itisn’thotintheclassroomtoday.T:nowworkinpairs.Studentapointstoapictureandstudentbsaysifit’shot,sunny,rainingorwindy.Whenyouhavefinished,swaprolessothatstudentbdoesthepointing.T:I’mgoingtodividetheclassintofourgroups.You’rethesunnygroup.Thisisthehotgroup.Thatgroupistheraininggroupandthisisthewindygroup.I’mgoingtocallouttheweather.Thecorrectgroupmuststandup,saytheweatherword。Ssopentheirbooks,andlistentothetapecarefully.Answerthesequestionswhatteachergives.Readthetexttogether.PracticeT:lookattheactivity2,please.Lookatthepictures.Whatcanyouseeinthefirstone?T:excellent.Whataboutyou?Whatcanyouseeinthesecondpicture?T:nowI’mgoingtoplaythetape.Iwantyoutolistenandrepeatthesentences.Iwillpausethetapeaftereachsentence.S:Icanseeaboy.It’ssunny.S:it’srainingandthere’saboy.Heislookingoutofthewindow.Production1.Traceandmatch.Thensay.2.nowpoint,askandanswer.3listenandmatch.4.Lookandanswer.Thestudentstaketurnstoreadthesentencesandtheotherpersonpointtothepicture.Thestudentssaythesentencesasquicklyaspossible.Homework1、Encouragethestudentstopracticethedrillsafterclass.2、Copythenewwords4times.3、Readthetext2times.BlackboarddesignFeedback模塊小結(jié)Module2Familyandactivities教學(xué)目標(biāo)：情感態(tài)度：樂于通過照片介紹自己的生活，體會英漢兩種語言的差異。語言知識目標(biāo)：1.功能：談?wù)撜掌腥宋锏幕顒右约八苏谧龅氖虑椤?.語法：全體學(xué)生能運(yùn)用：She’slisteningtotheradio.I’mdrawingapicture.3.詞匯：全體學(xué)生能夠理解radio,photo,newspaper,little,camera,smile,draw,picture,write,letter,colour全體學(xué)生能運(yùn)用：photo,draw,picture,write部分學(xué)生能運(yùn)用：radio,newspaper,little,camera,smile,letter,colour4.語音：學(xué)習(xí)“bedoing”的語音語調(diào)三：語言技能目標(biāo)：1.聽：全體學(xué)生能聽懂：She’slisteningtotheradio.I’mdrawingapicture.2.說：全體學(xué)生能說：She’slisteningtotheradio.I’mdrawingapicture.3.讀：全體學(xué)生能認(rèn)讀：photo,draw,picture,write部分學(xué)生能認(rèn)讀：radio,newspaper,little,camera,smile,letter,colour4.寫：全體學(xué)生能拼寫23個自選單詞四：運(yùn)用：全體學(xué)生能運(yùn)用“bedoing”介紹照片中人物的活動以及他人正在做的事情五：學(xué)習(xí)策略：嘗試在掌握已學(xué)語言的基礎(chǔ)上，學(xué)習(xí)新的語言項(xiàng)目，并對所學(xué)內(nèi)容主動關(guān)聯(lián)和歸納六：文化意識：通過初步了解英語時態(tài)變化，體會英漢兩種語言的差異七：任務(wù)：Unit1:展示自己或家人生活中的照片，說明照片中人物的活動Unit2:繪制海報(bào)，介紹圖畫中的人物以及他么正在做的事情教學(xué)內(nèi)容分析：本模塊的話題是談?wù)撜掌腥宋锏幕顒右约八苏谶M(jìn)行的活動。Unit1的課文情境是Daming向Sam展示自己拍攝的照片，并向他逐一介紹照片中的人物正在做什么，Sam對這些照片非常感興趣。最后Daming向Sam展示了自己的新相機(jī)，并給Sam拍了照。Unit2的課文情境則是外國小女孩Becky為自己的照片寫說明，說明的內(nèi)容非常清楚地描繪了照片中Becky正在做的事情，還呈現(xiàn)了一些照片不能清楚展示的信息，如：I’mBecky.I’meight.It’sformyfriendFangfanginChina.Doyoulikeit?可以看出，這些照片及說明是寫給他人閱讀的，可能是Becky發(fā)布在學(xué)?；虮镜貙W(xué)生的交流展示網(wǎng)站上的。本模塊的學(xué)習(xí)重點(diǎn)是“Bedoing”結(jié)構(gòu)。學(xué)生在前一模塊已經(jīng)學(xué)習(xí)了“It’sraining.”句型，所以該結(jié)構(gòu)本身難度不大。教師在教學(xué)過程中應(yīng)盡量設(shè)置真實(shí)語境來幫助學(xué)生練習(xí)并掌握這一結(jié)構(gòu)。本模塊的任務(wù)是介紹自己或家人的照片，或者自己制作海報(bào)，描述照片或圖畫中人物正在做的事情。教學(xué)可以鼓勵學(xué)生模仿Becky給自己的照片或圖畫添加說明，然后把照片或圖畫及說明一起發(fā)布到學(xué)生的交流展示網(wǎng)站上。教師也可以專門為學(xué)生開設(shè)一個博客，展示學(xué)生的成果。教學(xué)過程：TitleModule2Unit1Sheislisteningtotheradio.TeachingaimsTeachershowsSssomepicturesandSscandescribethepictureswithonesentence.Theyareclearwiththepresentcontinuoustense.Suchas(She/Heislisteningtotheradio.Iamdrawingapicture.).Difficult＆importantpointsThewordsandphrasesaboutpeoples’behavior(singing,playingfootball,listeningtotheradio…)Thesentencepattern(He\Sheislisteningtotheradio…)TeachingmethodListen,pointandsayPlaygamesTeachingtoolsPicturesrecorderandcardsTeachingprocessTeacher’sactivityStudents’activityAdditionalWarmup&leadin=1\*ROMANI.WarmingupandRevision1、Greetings.①Howareyou?=2\*GB3②Theteacherstandsinfrontoftheclassroomandgreetsthestudents.T:Hello.Boysandgirls.What’stheweatherliketoday?T:Isitwarm?Thenteacherplaysthemusictothestudentsandgivesthestudentsorders.T:listentothemusic.T:readabook.II.Leadingin1.Showsomepictures.Ssanswerthesequestions.Ss:It’ssunny.Ss:yes,it’swarm.Ss:listentothemusic!Listening!Ssreadabook.Reading!Ssdotherelativeactionandshoutthecentralwordtopracticethecontinuouspresenttense.Thenexchangetheroles.SingasongPresentationWordstimeTeachercouldshowthestudentsomepicturesandConversedwiththem.T:Whatdoyoulikedoing?T:Canyoudotheactionofreadingabook?(Thestudentdemonstratestheirownactionofreadingbooks).Whenthestudentchoosesthepictureoflisteningtoaradioorthepictureofreadinganewspaper,teachershouldenforcetheirimpressionofthesetwonewwords.PhrasestimeTeachercanrepeatthewarmingupexercisetopracticethephrases.Aminiteachercanbeinvitedtothefronttoinstructthereststudents.SentencestimeAboyandagirlareinvitedtothefront.Theydodifferentactions,whileanotherstudenttakesphotographsforthem..Whentheyarestill,therestclassshoulddescribetheirbehaviors,withtheprincipleofboyssupportingtheboyandthegirlwithgirlsstandingbehind.Thustheycanhaveapetition.Ssopentheirbooks,andlistentothetapecarefully.Ss:Ilikereadingabook.Answerthesequestionswhatteachergives.Readthetexttogether.PracticeT:lookattheactivity2,please.Lookatthepictures.Whatcanyouseeinthefirstone?T:excellent.Whataboutyou?Whatcanyouseeinthesecondpicture?T:nowI’mgoingtoplaythetape.Iwantyoutolistenandrepeatthesentences.Iwillpausethetapeaftereachsentence.S:Icanseeaboy.It’ssunny.S:it’srainingandthere’saboy.Heislookingoutofthewindow.Production1.Traceandmatch.Thensay.2.nowpoint,askandanswer.3listenandmatch.4.Lookandanswer.Thestudentstaketurnstoreadthesentencesandtheotherpersonpointtothepicture.Thestudentssaythesentencesasquicklyaspossible.Homework1、Encouragethestudentstopracticethedrillsafterclass.2、Copythenewwords4times.3、Readthetext2times.BlackboarddesignFeedbackTitleModule2Unit2I’mdrawingapicture.Teachingaims1Helpstudentsgraspthekeysentences:IamV+ing.2.Talkabout“I’mdoingsth.”PayattentiontousageofV+ing.Difficult＆importantpointsHelpstudentsgraspthekeysentencesIamV+ing.Enablestudentstousethedrillsfluentlyandcorrectly.TeachingmethodListenfind;listenandpointthensay;gameTeachingtoolsTape,CD,cards,stickers,ect.TeachingprocessTeacher’sactivityStudents’activityAdditionalWarmup&leadin=1\*ROMANI.WarmingupandRevision1.Reviewthewordsofweather.2.Freetalk:Whatdoyoudoattheweekend?TeacherguidethestudentstodosomeTPRactivities.Teachercansay:“playingfootball!”Teachercanalsogivethechancetosomecertainstudenttobetheguide.Suchaprocedureisusedtomaketheatmospherelive.2、SingthehappysongII.Leadingin1.Showsomepictures.Ssanswerthesequestions.Studentsdotheactionofplayingfootball.SingasongPresentation1Theteacherdrawsagirlintheblackboardanddescribestheboy.Thentellthestudents:“thereisanEnglishgirl.HernameisBecky.ShehasagoodfriendnamedFangFang.Oneday,BeckywantstowritealettertoFangfang.Let’shavealookatBecky’sletter.etothetextteaching,firstlyteacheraskedthestudentstolookatthetwopicturesandteachercangivethestudentssomequestionsforconductingthetextreading.Thentheteacherletsthestudentslistentothetapeandanswerthequestions.Payattentionthatstudentsshouldpointwhiletheyarelistening.Teacherinvitessomestudentstoreadthetextandunderlinethesentenceswhichdescribedthepresentcontinuousaction.Teacherwritesthesethreesentencesontheblackboardandmakesthestudentstounderstandthesewords“write,draw,andcolor”withthehelpofhergesture.Ssopentheirbooks,andlistentothetapecarefully.studentslistentothetapeagainStudentsreadafterthetape.AnswerthesequestionswhatteachergivesReadthetexttogether.PracticeTeacheraskedthestudentstoturntopage8.Firstlyinvitethestudentstolookattheprecedingthreepictures.What’sBeckydoing?She’swritingaletter.Nextteachercandividethestudentsintotwogroups.Oneasksandoneanswers.Teachercanusethesamewaytodealwiththelasttwopictures.Forthethirdtime,studentslistentothetapeandtrytoimitate.S:instructthestudentstoanswerthesequestions.Practisethespeakingabilityofmunication.Production1.Traceandmatch.Thensay.2.nowpoint,askandanswer.3.Lookandanswer.Thestudentstaketurnstoreadthesentencesandtheotherpersonpointtothepicture.Thestudentssaythesentencesasquicklyaspossible.Homework1、Encouragethestudentstopracticethedrillsafterclass.2、Copythenewwords4times.3、Readthetext2times.BlackboarddesignFeedback模塊小結(jié)

Module3Activities教學(xué)目標(biāo)：情感態(tài)度：積極參加課外英語活動，樂于運(yùn)用所學(xué)知識進(jìn)行表達(dá)和交流語言知識目標(biāo)：1.功能：描述家庭生活活動，談?wù)撜诎l(fā)生的事情和正在進(jìn)行的動作。2.語法：全體學(xué)生能運(yùn)用：Samisn’ttidinghisroom.Areyoudoingyourhomework?3.詞匯：全體學(xué)生能夠理解:tidy,room,do,homework,sleep,secrect,card,flower,science,today全體學(xué)生能運(yùn)用：room,do,homework,sleep,today部分學(xué)生能運(yùn)用：tidy,secrect,card,flower,science4.語音:感知“Samisn’ttidyinghisroom.”和“Areyoudoingyourhomework?的語音語調(diào)三：語言技能目標(biāo)：1.聽：全體學(xué)生能聽懂：Samisn’ttidinghisroom.Areyoudoingyourhomework?2.說：全體學(xué)生能說：She’slisteningtotheradio.I’mdrawingapicture.3.讀：全體學(xué)生能認(rèn)讀：room,do,homework,sleep,today部分學(xué)生能認(rèn)讀：tidy,secrect,card,flower,science4.寫：全體學(xué)生能拼寫23個自選單詞四：運(yùn)用：全體學(xué)生能運(yùn)用“Samisn’ttidinghisroom.”和“Areyoudoingyourhomework?”說明和詢問他人正在做的事情。五：學(xué)習(xí)策略：積極運(yùn)用所學(xué)單詞和句型說明自己正在做的事情，并嘗試詢問他人正在做什么事情六：文化意識：初步了解中國小學(xué)生與外國小學(xué)生作業(yè)內(nèi)容的異同七：任務(wù)：Unit1:以小組為單位，舉辦“Photoshow”活動Unit2:在全班或全校開展“Photoshow”活動教學(xué)內(nèi)容分析：本模塊的話題是家庭生活活動，談?wù)撜诎l(fā)生的事情和正在進(jìn)行的動作。Unit1的課文情境是Sam放學(xué)回家后，MsSmart督促他做作業(yè)、打掃房間。過了一會兒，Amy偷偷告訴MsSmart并沒有在做作業(yè)，也沒有打掃房間。Sam在做什么呢？Amy不肯告訴MsSmart，于是MsSmart要去看個究竟。原來今天是MsSmart的生日，Sam為她做了一張生日賀卡，MsSmart很感動。將賀卡送給媽媽后，Sam開始打掃房間。Unit2的課文情境是MsSmart文Amy是否在做作業(yè)，Amy回答說自己在做作業(yè)，可是MsSmart發(fā)現(xiàn)Amy明明在畫畫，Amy告訴媽媽，這是科學(xué)課布置的作業(yè)。本模塊的學(xué)習(xí)重點(diǎn)是“Areyoudoing…?Ishedoing…?”結(jié)構(gòu)及其回答。由于學(xué)生已經(jīng)非常熟悉“Areyou…?Ishe…?”結(jié)構(gòu)，而且在小學(xué)的英語學(xué)習(xí)中，這兩種結(jié)構(gòu)處于同一認(rèn)知層面，教師不必再小學(xué)階段特別強(qiáng)調(diào)這兩種結(jié)果的差異，只要求學(xué)生理解并能運(yùn)用“Areyoudoing…?Ishedoing…?”即可。本模塊的課文涉及“學(xué)生作業(yè)”這一話題，建議引導(dǎo)學(xué)生圍繞“你最喜歡的英語”和“你最不喜歡的英語作業(yè)”等話題展開主題討論。教師可參考討論結(jié)果來設(shè)計(jì)和布置英語作業(yè)。教學(xué)過程：TitleModule3Unit1Samisn’ttidyinghisroom.Teachingaims1.Getstudentstograspanewdialogueandsomenewwords2.CandiscussataffairoractionsthattakeplaceDifficult＆importantpoints1.Keywords:“tidyroomhomeworksecretcard”.2.Helpstudentsgraspthekeysentences:Samisn’ttidyinghisroom.Ishedoinghishomework?No,heisn’t.TeachingmethodListenfind;listenandpointthensay;gameTeachingtoolsRadio,cards,picture,TeachingprocessTeacher’sactivityStudents’activityAdditionalWarmup&leadin=1\*ROMANI.WarmingupandRevision1.Say“hello”tochildren2.Singasong“I’mlisteningtomusic”.3.Reviewthepresenttenseoftheverbs.II.LeadinginShowapictureofSamtidyinghisroomandaskstudents:What’sSamdoing?Ishereading?Now,let’slistenandlook.1.Say“hello”toteacher2.Singtogether3.Forexample:playplayinglistenlisteningOpentheirbooksandtakealook,thenanswerthequestions.No,heisn’t.PresentationListening&readingActivitiesPlaytherecorder.2.Playandrepeatthequestion.3.Showapictureaboutactions(listeningtotheradio)andask:Ishedoinghishomework?Ishelisteningtotheradio?1.listenandpoint2.Samistidyinghisroom.3.Lookandanswer:No,heisn’t.Yes,heis.4.Lookandanswer:Yes,he/sheis.No,he/sheisn’t.PracticeDosomeexerciseShowsomepicturehishomework?IV:FurtherDevelopment1.DotheSBActivityBook.2.Makeadialoguewith“Ishe/she?Yes,he/sheis.No,he/sheisn’t.3.Actthedialogueaboutthetext.Lookandanswer:Yes,he/sheis.No,he/sheisn’t.1.Doandcheck2.Workinpairs3.ActasrolesProduction1.Traceandmatch.Thensay.2.nowpoint,askandanswer.3.LookandanswerThestudentstaketurnstoreadthesentencesandtheotherpersonpointtothepicture.Homework1、Encouragethestudentstopracticethedrillsafterclass.2、Copythenewwords4times.3、Readthetext2times.BlackboarddesignFeedback模塊小結(jié)Module4Telephone教學(xué)目標(biāo)：情感態(tài)度：積極參與各種課堂學(xué)習(xí)活動，樂于在游戲中學(xué)習(xí)英語，逐步把興趣轉(zhuǎn)化為穩(wěn)定的學(xué)習(xí)動機(jī)。語言知識目標(biāo)：1.功能：詢問正在發(fā)生的事情。2.語法：全體學(xué)生能運(yùn)用：Whatareyoudoing?What’shedoing?3.詞匯：全體學(xué)生能夠理解：call,noise,drink,talk,stone,fivestones,behind,hide,seek,hideandseek全體學(xué)生能運(yùn)用：drink,talk,behind部分學(xué)生能運(yùn)用：call,noise,drink,talk,stone,fivestones,hide,seek,hideandseek4.語音：學(xué)習(xí)“Whatareyoudoing？”的語音語調(diào)特征。三：語言技能目標(biāo)：1.聽：全體學(xué)生能聽懂：Whatareyoudoing?What’shedoing?2.說：全體學(xué)生能說：Whatareyoudoing?What’shedoing?3.讀：全體學(xué)生能認(rèn)讀：drink,talk,behind部分學(xué)生能認(rèn)讀：call,noise,drink,talk,stone,fivestones,hide,seek,hideandseek4.寫：全體學(xué)生能拼寫23個自選單詞四：運(yùn)用：全體學(xué)生能運(yùn)用“Whatareyoudoing?What’shedoing?”詢問正在發(fā)生的事情五：學(xué)習(xí)策略：通過熟知的游戲?qū)W習(xí)英語，注意觀察生活中常見的和媒體經(jīng)常使用的簡單簡單英語六：文化意識：感知“fivestones”等中外游戲，初步了解中外文化異同七：任務(wù)：Unit1:通過觀察動作，猜測同伴在做什么，并使用疑問句來確認(rèn)Unit2:參與簡筆畫猜畫比賽，用所學(xué)句型詢問簡筆畫內(nèi)容。教學(xué)內(nèi)容分析：本模塊的話題是詢問正在發(fā)生的事情。Unit1的課文情景是Lingling給Amy打，聽到里傳來了噪音，就問Amy是否在和飲料或吃東西，Amy說自己沒有喝飲料也沒有吃東西，Lingling問Amy到底在做什么，Amy半開玩笑似地說在和她說話。Lingling問聽到的是什么聲音，Amy才告訴Lingling，是Tom在玩小火車呢。Unit2的課文情境是MsSmart向Daming詢問Lingling和Amy在哪里，在做什么，Daming說他們在玩五石游戲。MsSmart又問起Sam，Daming告訴MsSmart，Sam藏在樹后面，正和自己玩捉迷藏呢。五石游戲、捉迷藏等是小學(xué)生非常喜歡的游戲，學(xué)習(xí)這一單元時，教師可以適當(dāng)拓展，向?qū)W生介紹一些外國小朋友喜歡的游戲。本模塊的學(xué)習(xí)重點(diǎn)是“Whatareyoudoing？”結(jié)構(gòu)，這一結(jié)構(gòu)難度不大，教師的教學(xué)重點(diǎn)可以放在培養(yǎng)學(xué)生的綜合語言運(yùn)用能力上。本模塊的任務(wù)是觀察他人畫畫，然后根據(jù)畫出的局部猜測并詢問所畫內(nèi)容。這類活動有助于發(fā)揮學(xué)生的想象力，促進(jìn)學(xué)生心智發(fā)展，建議盡可能請全體學(xué)生參與這一活動。教學(xué)過程：TitleModule4Unit1Whatareyoudoing?TeachingaimsStudentcanusethepresentcontinuoustensetodescribetheirownorothers’behaviors.Difficult＆importantpointsThewordsandphrasesaboutpeoples’behavior(singing,playingfootball,listeningtotheradio,talking,writing,eating…)Thesentencepattern(He\Sheiswriting…)TeachingmethodListen,pointandsayPlaygamesTeachingtoolsPicturesrecorderandcards.TeachingprocessTeacher’sactivityStudents’activityAdditionalWarmup&leadin=1\*ROMANI.WarmingupandRevisionTeacherguidethestudentstodosomeTPRactivities.Teachercansay:“playingfootball!”Teachercanalsogivethechancetosomecertainstudenttobetheguide.Suchaprocedureisusedtomaketheatmospherelive.Teachercandividethestudentsintoseveralgroupsandguess.Teacherholdsthepictures(singing)andfacetothe2、SingthehappysongII.Leadingin1.Showsomepictures.Studentsdotheactionofplayingfootball.Studentsdotheactionsandteacheraskedthemquestions.SingasongPresentation1.Teacherguidethestudentstoreviewalltheverbsswimming,jumping,walking,reading…Teachershouldpaymoreattentiontotheirintonation.2.Teachercanguidethestudentstoplayajigsawgame.Givethemsomepicturestodifferentstudents,andtheyshouldputthepartsintoawholeduringtheshortesttime.Andthenteacherasksthemquestions.3.TeacherpretendstobemysteriousandasksthestudentswhethertheywanttoknowwhatAmyandlinglingaredoing.DoyouwanttoknowwhatlinglingandAmyaredoingnow?Let’shavealookSsopentheirbooks,andlistentothetapecarefully.Answerthesequestionswhatteachergives.Readthetexttogether.Practice1.Forthefirsttime,teachercanputupthepicturesontheblackboardandasksthestudentstolistentothewholetext.2.Forthesecondtime,teacherasksthestudentstoopenthebooksandpointtothesentenceswhiletheyarelistening.Teacherwritesthesentence“Whatareyoudoing”intheblackboardandcolorsitred.Meanwhileteacherguidesthestudentstofindoutthesimilarsentences.Whatareyoudoing?Whatishedoing?Whatisthatnoise?Thenteacherexplainsthetextsentencesonebyonebytheformofaskingandansweringquestions.studentsshouldunderlinethenewsentencepatternandtrytoguessthemeaningofthesenewsentencesaccordingtothecontext.Studentstrytoguessthemeaningofthesesentencesbasedonthetextcontents.Production1.Traceandmatch.Thensay.2.nowpoint,askandanswer.3listenandmatch.4.Lookandanswer.Thestudentstaketurnstoreadthesentencesandtheotherpersonpointtothepicture.Thestudentssaythesentencesasquicklyaspossible.Homework1、Encouragethestudentstopracticethedrillsafterclass.2、Copythenewwords4times.3、Readthetext2times.BlackboarddesignFeedback模塊小結(jié)Module5Games教學(xué)目標(biāo)：情感態(tài)度：樂于運(yùn)用英語開展捉迷藏等游戲，體驗(yàn)學(xué)習(xí)的樂趣。語言知識目標(biāo)：1.功能：描述正在發(fā)生的事情和談?wù)撜谶M(jìn)行的活動。2.語法：全體學(xué)生能運(yùn)用：Linglingisskipping.Whatarethekidsplaying?3.詞匯：全體學(xué)生能夠理解：skip,hurryup,late,sad,no,those,clap,game,clappinggame,well,kid,catch,ofcourse全體學(xué)生能運(yùn)用：skip,late,sad,no,game,kid部分學(xué)生能運(yùn)用：hurryup,those,clap,clappinggame,well,catch,ofcourse4.語音：進(jìn)一步學(xué)習(xí)現(xiàn)在進(jìn)行時態(tài)語句的語音語調(diào)三：語言技能目標(biāo)：1.聽：全體學(xué)生能聽懂：Linglingisskipping.Whatarethekidsplaying?2.說：全體學(xué)生能說：Linglingisskipping.Whatarethekidsplaying?3.讀：全體學(xué)生能認(rèn)讀：skip,late,sad,no,game,kid部分學(xué)生能認(rèn)讀：hurryup,those,clap,clappinggame,well,catch,ofcourse4.寫：全體學(xué)生能拼寫23個自選單詞四：運(yùn)用：全體學(xué)生能運(yùn)用“Whatare…playing?”詢問他人正在進(jìn)行的活動五：學(xué)習(xí)策略：通過動作幫助理解和單詞，將詞語與相應(yīng)事物建立聯(lián)系。六：文化意識：了解捉迷藏等中外小朋友都在玩的游戲，初步注意到中外文化的異同七：任務(wù)：Unit1:通過看圖片或照片描述學(xué)校運(yùn)動會的活動，在組內(nèi)選拔學(xué)校電視臺小記者候選人Unit2:繪制某集體活動的照片或是展示照片，根據(jù)圖畫或照片進(jìn)行現(xiàn)場報(bào)道，全班評選學(xué)校電視臺小記者教學(xué)內(nèi)容分析：本模塊的話題是描述正在發(fā)生的事情和談?wù)撜谶M(jìn)行的活動。Unit1的課文情境是Amy看到Fangfang一個人坐在臺階上，沒有和大家玩耍，就問她是不是不高興。Fangfang說她沒找到人一起玩，因?yàn)榇蠹叶荚诿τ诟髯缘幕顒樱篖ingling在跳繩,Daming和Sam在捉迷藏，還有兩個女生在玩拍手游戲。Amy問Fangfang是否喜歡玩拍手游戲，F(xiàn)angfang說喜歡，于是她們就高興地玩起了拍手游戲。這篇課文旨在培養(yǎng)學(xué)生友愛互助的品質(zhì)。Unit2的課文情境是兩個男孩在聊天，其中一人問另一個小伙伴們在玩什么游戲，另一個人告訴他，他們在玩追認(rèn)游戲。第一個人又問可不可以加入他們，隨后得到了肯定的回答。本模塊涉及的游戲的英文名稱，我們在前一模塊的教學(xué)提示中曾經(jīng)介紹過，如果教師在前一模塊的教學(xué)中已經(jīng)提到這些游戲名稱，在開展本模塊教學(xué)時可以制作一張?jiān)~匯表，幫助學(xué)生回顧這些游戲的名稱。在這個模塊中，“bedoing”結(jié)構(gòu)用于說明、介紹現(xiàn)場正在發(fā)生的事情，這種結(jié)構(gòu)在新聞報(bào)道中經(jīng)常出現(xiàn)。而這一模塊的任務(wù)就是對學(xué)校的各項(xiàng)活動進(jìn)行報(bào)道。這個任務(wù)與學(xué)生的現(xiàn)實(shí)生活聯(lián)系緊密。教師也可以適當(dāng)拓展，請學(xué)生報(bào)道其他活動，如課間操、升旗儀式等。Module5unit1Linglingisskipping.翟任和教材分析：我校選用的的英語教材是外語教學(xué)與研究社出版的《新標(biāo)準(zhǔn)小學(xué)英語》，第四冊第5模塊的Unit1，本課的教學(xué)內(nèi)容是描述正在發(fā)生的事情和談?wù)撜谶M(jìn)行的活動。學(xué)生能在實(shí)際情景中用現(xiàn)在進(jìn)行時描述正在發(fā)生的