Module4InthePark.doc

Module 4 In the Park
Unit 1 What are they doing?教学设计 
教学目标：
一，知识目标：
（1）学生能够听，说,读短语Doing taijiquan
Rowing a dragon boat, playing chess, drinking soybean milk及用句型
What are they doing?They’re …进行交流。
二，技能目标：学生能够用所学句型和短语交流或做事情。
三，情感目标：激发学生的学习兴趣和竞争意识。
教学重点：
一，能够听，说，读短语Doing taijiquan
Rowing a dragon boat, playing chess, drinking soybean milk。
二，理解会说：What are they doing?
They’re …
教学难点：ing形式的读法和用法。
教学准备：图片（卡片），幻灯片，光盘
教学设计：
1.       Greeting
2.       Evaluation
3.       T: Boys and girls, look here. I want to divide the whole class into two groups. This lake is for the girls. That lake is for the boys. If you do a good job, I’ll give you a boat. Let’s see how many boats you have on your lake. Let’s begin.
（为了渗透和完成本课的情感目标，课前先建立与课文内容相关的评价手段，并运用于课堂教学当中，不仅可以激发和培养学生学习英语的兴趣，而且可以发挥他们的竞争意识，使大家大胆开口说英语，促进语言交流的有效性。这节课通过评价方式的成功运用和老师激励语的配合，孩子们学习的积极性提高了，发言的频率也在增加，整堂课下来学生会说会用，达到了教学目标，整堂课也是有效的。）
Warming-up
Come on! Boys and girls stand up and do the action with me.
Jump, jump, I’m jumping.
Hop, hop, I’m hoping.
Run,run,I’m running.
（这一个环节的设计主要是P5教学策略里的第一部分PREPARATION。因为这一课的难点知识是ing形式的读法和用法，重点知识也是四个进行时短语，所以热身环节内容的设计主要是为后面新知识的学习打基础和做铺垫，让学生有一个初步的感知，这样学生在接受新知识时才不会感到陌生。特别是本课四个动词短语较长，学生要能流利的表达和运用，铺垫就必不可少了。）
Leading-In
T: Good job!. Sit down, please. Now, everyone, look at the picture, What’s it?
S: Park
T:Right. In the park.
 Today, We shall learn Module 4 In The Park. (writing and reading)
Listening to the text.（用光盘）
T: In the park, we can see lots of interesting things. Let’s go and see.（播放）
（语言学习要创设情境，给学生提供交流的平台和机会，激发学生学习的兴趣。如果学生对所学知识一无所知，那么就会对学习后面的知识产生影响。所以这个环节的设计主要是让学生通过观看和听的方式对课文内容和重点知识有一个整体的感知和把握，对后面的学习更有自信。同时也给学生提供了一个语言交流的环境：in the park。）

Presentation of the phrases and sentences（简笔画）
1)T: So nice! Look at the people in the park. What are they doing?
S: Taijiquan.
T: Great ! do taijiquan.（板书、带读）   I’m doing taijiquan.（用彩色笔写ing，带读）
 doing taijiquan(2 times) They’re doing taijiquan. What are they doing?
S: They’re doing taijiquan.
T: Let’s come to Unit 1. What are they doing? (writing/reading)

2) T: Look, a dragon boat. Action: row a dragon boat. Follow me: row,row row a dragon boat.
   (板书row a dragon boat)   I’m rowing a dragon boat.
   Rowing a dragon boat.   They are rowing a dragon boat.
T: What are they doing?
 S: They are rowing a dragon boat.
   （板书主打句型） A: What are they doing?
                    B: They”re…
3) T：（示图片）Hey, Chess, chess. Follow me: chess, chess, chess,play   chess
 They are playing chess (           ) They are playing chess
T: What are they doing?
S: They’re playing chess.

4)        （用豆奶）look, soybean milk. Action: drink, drink soybean milk(板书、带读)
Read after me: drink soybean milk    I’m drinking soybean milk. They are drinking soybean milk. (    板书ing/read after me: drinking soybean milk. They are drinking soybean milk.)
T: What are they doing?
S: They are drinking soybean milk.
（这一个环节主要是教学策略中的呈现新知环节，有针对性的，有层次性的，有条理的清楚的呈现新知识，也是有效教学的一个重要体现。由动词原形短语到动名词短语到句子的过渡这样的呈现方式，学生对四个短语的学习和输入有一个清楚的过程，重难点就迎任而解了，而且虽然短语长发音不容易，但是学生也能够清楚的记住和运用，说明输入方式是有效的。）

Consolidation of the phrases
1) OK, now, read after me. (2 times for everone)
2) read them together. 3) OK, listen: Doing, doing, doing taijiquan.
                              Rowing, rowing, rowing a dragon boat.
                              Playing, playing, playing chess
                              Drinking, drinking, drinking soybean milk.
T: Do you like it” Follow me. Let’s chant.
（短语呈现后要有一定的巩固时间，只有短语巩固了，后面句子的学习和语言的输出才能顺利的进行，才能体现语言运用和课程学习的有效性。而且有韵律和节奏的小歌谣学生朗朗上口，记得更牢了。）

Practice these sentences
1) T: clap, excellent! Look at the Bb, what are they doing?
2)         Answer : What are they doing?
                 S: They’re doing taijiquan.
3) T: What are they doing? They are rowing a dragon boat.
4) Let’s ask and answer: What are they doing?
                  S: They are rowing a dragon boat.
5) Go to the pupils: We ask together/Let’s ask: What are they doing?
                 You answer: They’re playing chess.
 T:You ask, we answer: What are they doing?
                    T: They’re drinking soybean milk.
（实践环节是为知识的生成和运用做准备的。也就是PRODUCTION和PROGRESS。后面课文的学习和游戏的开展是否顺利主要是依赖实践环节学生的成功交流，这也是语言知识的初步输出。这一部分学生交流得很好很流利。）
6看幻灯片带读、齐读一遍
7Groups Work,pairs work.
8Look at the book and listen,then read after the teacher twice.
9Activity: 1)Guessing game
(1)    student 1,2,3…. and the class
the class ask: What are the doing?
Student1,2,3…answer:They are reading a book\playing football\watching TV\listening to music\swimming\flying a kite\playing basketball……
（游戏环节主要是对所学知识的一种扩展运用，是更高语言层次的输出。在玩的过程中学生放松的尽情的运用所学的和课外的知识，他们得到了一种愉悦的情绪，在这种情绪中他们得到了情感上的满足，体验到了学习的快乐。他们得到了扮演者的角色，而且演得很成功，这就体现了教学策略的有效性。）

Homework
完成《学习指导》Module 4