1、教学单元Unit2 第 1 课时课题Unit2 School activities教学内容1. Vocabulary.2. Target.教学目标1. Ss are able to describing what sb is doing now. 2. Key words: paint/painting, read/reading, sleep/sleeping, sing/singing, write/writing, study/studying, play/playing, run/running3. Language structures:What are you doing? ImW
2、hat are they doing? TheyreWhats she/he doing? She/He is 教学重点教学难点1. Be able to listen, speak, read and write the new words.2. Be able to read and use the new language structures.3. Can spell the new words fluently and correctly.4. Be able to understand how to use the tense学情分析及教学法选择本单元主要让学生掌握学校里的活动以及
3、初步接触正在进行时。这节课我主要让学生掌握4个词汇以及能够正确回答What are you doing?一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。教学准备CAI, masks, picture cards教学设计教学过程设计要练说，得练听。听是说的前
4、提，听得准确，才有条件正确模仿，才能不断地掌握高一级水平的语言。我在教学中，注意听说结合，训练幼儿听的能力，课堂上，我特别重视教师的语言，我对幼儿说话，注意声音清楚，高低起伏，抑扬有致，富有吸引力，这样能引起幼儿的注意。当我发现有的幼儿不专心听别人发言时，就随时表扬那些静听的幼儿，或是让他重复别人说过的内容，抓住教育时机，要求他们专心听，用心记。平时我还通过各种趣味活动，培养幼儿边听边记，边听边想，边听边说的能力，如听词对词，听词句说意思，听句子辩正误，听故事讲述故事，听谜语猜谜底，听智力故事，动脑筋，出主意，听儿歌上句，接儿歌下句等，这样幼儿学得生动活泼，轻松愉快，既训练了听的能力，强化了记
5、忆，又发展了思维，为说打下了基础。Step One: Warming-up语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以
6、在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。1. Free talk: Hello. Whats your name? Can you swim?2. Do action follow the teacher.(swimming/cooking/3. Sing a song: “I can walk”.Step Two: Presentation.1. “The wolves are coming. But What are the sheep doing? They are ver
7、y busy.” Lets see. Present the story about the sheep and the wolf. 2.Barrier 1: Remember the words. Show the pictures and have the Ss recall what they are doing. 3. Let the Ss choose the words. Teach the words: paint/painting, read/reading, sleep/sleeping, sing/singing, write/writing, study/studying
8、, play/playing, run/running4. Practice the words by doing actions.5. Teach the sentences: what are you doing？ Im6. Sing a song: What are they doing? Step Three: Practice.1. Practice reading Target.Watch it once, then Ss read after T, at last, Ss practice in group.2. Do the actions and ask and answer
9、.What are you doing? Im 2. Barrier 2: Play the dice game. Throw the dice one by one, asking and answering according to the pictures on the dice. Play in group of four.Step Four: Extension.1. Barrier 4: Talk about the animals activities in the zoo. Lead in some other words like: jumping, walking, swi
10、mming, cooking etc.Step five: SummarySum up the words and sentences作业设计practice reading the words and sentences.板书设计Unit2 School ActivitiesWhat are you doing?Im paint/painting, read/reading, sleep/sleeping, sing/singing, write/writing, study/studying, play/playing, run/runningWhat are they doing?The
11、yre教学后记或反思本课时运用声形并貌辅助教学，学生也比较感兴趣，能够配合老师的课堂，参与度比较高。这节课主要是对现在进行时要掌握和理解，并要掌握What are you doing?/ What is he/she doing?的运用。接触了一个新的时态，学生在发音方面还是比较混淆，经常会原形、现在分词读音不分，有部分学生把单词第一个字母错写成大写的，不过在通过纠正，还是取得比较良好的效果。学生在学习过程中，painting这个单词发音比较混乱，大部分学生发音不正确。且在做练习册过程中，学生容易把art 跟paint 两个单词意思混淆。结合作业出现的总总原因，表明学生对现在进行时态还了解不够到位。
