Module2 Unitl She learnt english 教粲设计 、教学目标 知识目标 (1 Learn some new words: driver, dance, dancer (2)Learn some words of past tense: is was dance -danced learn- learnt 技能目标 Learn some important sentences Did your grandma learn English? Yes, she did./No, she didn't 情感目标 (1)To foster students' consciousness of good cooperation and proper competi tion. (2)To develop students' interest in English. 二、重点与难点 重点 新单词和新句型的教学与运用 难点
Module2 Unit1 She learnt English. 教案设计 一、教学目标 知识目标 (1)Learn some new words: driver , dance,dancer (2)Learn some words of past tense: is – was dance –danced learn- learnt 技能目标 Learn some important sentences: Did your grandma learn English? Yes, she did./No, she didn’t. 情感目标 (1)To foster students’ consciousness of good cooperation and proper competition. (2)To develop students’ interest in English. 二、重点与难点 重点 新单词和新句型的教学与运用。 难点
(1) Students can underst and the present cont inuous tense and the past tense correctly. (2)To enable students to study in groups and cooperate skillfully 三、课前准备 教师准备:教师准备:录音机、教学挂图、单词卡 2.学生准备:写下自己昨天做的事。 四、课时安排:—课时 五、教学过程 Stepl. Warming up Today, We' ll learn Module2Unitl She learnt English First, I will give you three minutes, preview the lessons and try to read the text with your partner Now, Let s sing a song Where did you go)sing together with the students Pay attention to the words of past tense 设计意图:开始上课,给学生一个轻松的环境,师生同唱一个关于动词 过去式的歌曲,学生能够复习过去式,并为这节课的学习做铺垫,复习已 经学过的知识。) Step2 Presentation 1)单词词组学习: T: Have a guessing game
(1)Students can understand the present continuous tense and the past tense correctly. (2)To enable students to study in groups and cooperate skillfully. 三、课前准备 1．教师准备：教师准备：录音机、教学挂图、单词卡 2．学生准备：写下自己昨天做的事。 四、课时安排：一课时 五、教学过程 Step1.Warming up T: Today,We’ll learn Module2Unit1 She learnt English. First,I will give you three minutes, preview the lessons and try to read the text with your partner. Now,Let’s sing a song . 《where did you go》sing together with the students. Pay attention to the words of past tense. （设计意图：开始上课，给学生一个轻松的环境，师生同唱一个关于动词 过去式的歌曲，学生能够复习过去式，并为这节课的学习做铺垫，复习已 经学过的知识。） Step2.Presentation 1）单词词组学习： T: Have a guessing game
Look at the picture, what is she? Can you guess? teach language She taught language when she was a teacher driver, She was a driver when she was young dancer, dance, She danced in lots of chinese cities learn to cook He learnt to cook two years ago write a book He wrote a book 5 years ago (设计意图:依次复习职业和日常生活的动作词组,并通过单词和句子结 合的方式,让大家知道怎么使用职业名称介绍过去的职业和经历。一个 guessing game激起学生的兴趣,能很快融入到课堂) 2)课文学习 1. Listen and chant 2. Listen read and act out 1)Let students look at the pictures of the text and show their opinion. (2)T: Do you know Lingling's grandparents. Did they learn English Listen and answer the questions: I. Who are they? II. Why is she wearing these clothes? III. Did Lingling s grandma learn foreign languages? IV. Did Lingling s grandpa learn English?
Look at the picture, what is she? Can you guess? teach language She taught language when she was a teacher. driver , She was a driver when she was young. dancer,dance, She danced in lots of Chinese cities. learn to cook He learnt to cook two years ago. write a book He wrote a book 5 years ago. （设计意图：依次复习职业和日常生活的动作词组，并通过单词和句子结 合的方式，让大家知道怎么使用职业名称介绍过去的职业和经历。一个 guessing game 激起学生的兴趣，能很快融入到课堂） 2）课文学习 1.Listen and chant 2.Listen read and act out (1) Let students look at the pictures of the text and show their opinion. (2) T: Do you know Lingling’s grandparents .Did they learn English ? Listen and answer the questions: I. Who are they? II. Why is she wearing these clothes? III. Did Lingling’s grandma learn foreign languages? IV. Did Lingling’s grandpa learn English?
(设计意图:教学应体现以学生为本,全体同学参与,要尽可能的利用教 材资源,结合学生实际,把新知知识和原有的知识技能紧密联系,从而真 正内化为自己的语言。 3. Listen and say 小组合作分角色朗读、表演课本第三部分对话。 (设计意图:训练过去式和现在式的对比运用。练习课本第三部分,充分 练习了过去式的用法。) Step3. practice 1.练习课本 practice部分。 2.与同桌讨论自己昨天做的事。 3.小测试 Daming (go) to Bei jing last weekend He(watch)Tv last night e (learn English many years ago 4.你能写出下列单词的适当形式吗? learn(同义词) teach(名词) these(单数) dancer(动词) city(复数) driver(动词) Step4. Summary
(设计意图：教学应体现以学生为本，全体同学参与，要尽可能的利用教 材资源，结合学生实际，把新知知识和原有的知识技能紧密联系，从而真 正内化为自己的语言。) 3.Listen and say . 小组合作分角色朗读、表演课本第三部分对话。 （设计意图：训练过去式和现在式的对比运用。练习课本第三部分，充分 练习了过去式的用法。） Step3.practice 1.练习课本 practice 部分。 2.与同桌讨论自己昨天做的事。 3.小测试 Daming ______ (go) to Beijing last weekend. He__ (watch) TV last night . She _______(learn )English many years ago . 4.你能写出下列单词的适当形式吗？ learn （同义词） teach（名词） these（单数） dancer （动词） city(复数） driver(动词） Step4.Summary
Today we learnt some new words and sentences Do you remember?What did you learn? 六、作业布置 (1)Listen and read Module2 Unit1 (2)Write down what you did yesterday 七、板书设计 Module2 Unitl She learnt English Words driver, dance, dancer 1S was dance -danced learn- learnt Sentences: Did Lingling s grandma learn English? Yes, she did What is lingling, s grandpa doing now? He' s learning English. 八、教学反思 这节课词汇容量很大,教学中要注意引导学生积极思考,当堂记忆。 积极促成生生互动,小组合作克服学习困难完成学习完成学习任务。在 组织课堂用语方面,要精炼,越简单越好,下达的任务要明确,要使学生 目的明确。教学环节的设计,由易到难,环环相扣,要始终为目标服务, 而不是为了热闹而热闹
Today we learnt some new words and sentences. Do you remember?What did you learn? 六、 作业布置 (1)Listen and read Module2 Unit1。 (2)Write down what you did yesterday . 七、板书设计 Module2 Unit1 She learnt English. Words: driver , dance, dancer is – was dance –danced learn- learnt Sentences: Did Lingling’s grandma learn English? Yes,she did. What is Lingling’s grandpa doing now? He’s learning English. 八、教学反思 这节课词汇容量很大，教学中要注意引导学生积极思考，当堂记忆。 积极促成生生互动，小组合作克服学习困难完成学习 完成学习任务。在 组织课堂用语方面，要精炼，越简单越好，下达的任务要明确，要使学生 目的明确。教学环节的设计，由易到难，环环相扣，要始终为目标服务， 而不是为了热闹而热闹