2021-2022年三年級英語上冊 Module 8 Unit2 Where s the cat？教案 （新版）外研版

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1、2021-2022年三年級英語上冊 Module 8 Unit2 Where s the cat？教案 （新版）外研版 一、教學(xué)目標 1、基本能聽懂、說出并讀出How old are you？語言結(jié)構(gòu)，并能運用“I’m+數(shù)詞.”的語言結(jié)構(gòu)進行回答。同時，能用“I’m+數(shù)詞，+too.”的語言結(jié)構(gòu)表示對相同年齡的附和。熟練掌握詞匯look。學(xué)唱歌曲I’m ten. 2、 you？語言結(jié)構(gòu)及其回答。熟練掌握數(shù)字one ——ten。熟練掌握詞匯too及其用法。 3、能運用How old are you？語言結(jié)構(gòu)來詢問他人的年齡并能運用 “I’m+數(shù)詞.”的語言結(jié)構(gòu)進行回答。同時，能用“I’m

2、+數(shù)詞，+too.”表示對相同年齡的附和。 4、能運用How old are you？ I’m+數(shù)詞.的語言結(jié)構(gòu)完成自我介紹以及小記者的采訪活動。 5、通過詢問他人的年齡培養(yǎng)學(xué)生主動與人交往,樂于與人交往的情感態(tài)度,從而培養(yǎng)學(xué)生大膽、積極、主動、活潑的性格。 二、教學(xué)重、難點 “How old are you？ I’m….”的語言結(jié)構(gòu)。 “I’m…，too.”的語言結(jié)構(gòu)。 三、教學(xué)準備 錄音帶、錄音機、1——10英文數(shù)字卡片、皮球、單詞卡片(cat \dog\dragon\bird\kite)、自制年齡牌、調(diào)查表 四、教學(xué)過程 1、啟動 （1）師生同唱第5模塊歌曲Stan

3、d up！ （2）教師任意給4個大組依次出示不同數(shù)字的英文詞卡，各組學(xué)生根據(jù)看到的詞匯迅速喊出該數(shù)字，并站起與所說出的數(shù)詞相同人數(shù)的學(xué)生。教師為4組學(xué)生進行記分，并對優(yōu)勝組予以獎勵。（如果站起來的學(xué)生人數(shù)與數(shù)詞不符，或者英文數(shù)詞表述錯誤，則不得分。） （3）教師拿出已準備好的卡片運用What’s this ?的語言結(jié)構(gòu)對學(xué)生進行提問，鼓勵學(xué)生運用It’s a ….來進行回答。答對者可將該單詞卡片放入教師準備好的幸運盒中。當問完所有問題后，教師慶最后一個回答對問題的學(xué)生從幸運盒中任意抽取一張卡片,并將圖片的背面面朝其他學(xué)生,此時，教師可以鼓勵其他學(xué)生運用Is it a …？對圖片內(nèi)容進行猜

4、測。教師可以在學(xué)生猜測之前運用Is it a …？來進行猜測,給學(xué)生做出示范。 2、導(dǎo)入 教師對答對的學(xué)生予以獎勵——將貼有雙面膠的年齡牌貼于答對問題的學(xué)生胸前。每發(fā)出一個年齡牌，教師可以利用英文說出年齡牌上的數(shù)字，引起學(xué)生的注意。 3、呈現(xiàn) 教師從口袋中取出自制年齡牌,貼在胸前，并借助年齡牌對自己進行介紹。 教師教學(xué)用語: Look, I’m 10. (如果學(xué)生不理解,教師可作適當?shù)臐h語解釋。) 教師向任意一位得到年齡牌的學(xué)生詢問“How old are you？”并引導(dǎo)學(xué)生運用“I’m+數(shù)詞.”的語言結(jié)構(gòu)進行回答。如果教師碰到與自己年齡牌上的數(shù)字一樣的學(xué)生，教師還可以運用 “I

5、’m+數(shù)詞，+too.”的語言結(jié)構(gòu)表示對相同年齡的附和。自然地為學(xué)生呈現(xiàn)這一語言結(jié)構(gòu)。 4、操練指導(dǎo) （1）教師出示句型“How old are you?”詢問學(xué)生對該語言結(jié)構(gòu)的理解，并對該語言結(jié)構(gòu)進行教授。 （2）教師可以為該語言結(jié)構(gòu)加入相應(yīng)的動作，如：how old——拍手兩下，are you——拍膝蓋兩下。 （3）教師請學(xué)生邊作動作邊練習該語言結(jié)構(gòu)。 （4）教師請男、女生完成互問互答。 教師教學(xué)用語：Now，boys，please stand up！Ask and do the actions. Girls，please answer. Boys: “How old are

6、 you?” Girls: “I’m….” （5）Chain-games 教師向?qū)W生扔出皮球并詢問 “How old are you?”。 接到皮球的同學(xué)運用“I’m+數(shù)詞.”的語言結(jié)構(gòu)進行回答。 5、課文呈現(xiàn) （1）教師請學(xué)生們猜測一下書中4位小主角的年齡。 （2）在學(xué)生完成猜測之后，教師揭秘——播放第2單元課文錄音，并請學(xué)生打開課本，聽音看圖。 （3）教師請學(xué)生們將聽到的故事用簡潔的語言描述出來。 （4）跟讀課文。 （5）教師請學(xué)生們以4人小組為單位，自由讀課文。 （6）全班齊讀課文。 6、鞏固訓(xùn)練 （1）做活動用書第2單元活動1。教師對學(xué)生活動情況予以評價。

7、（2）做活動用書第3單元活動2。（4人小組或同座位活動。） 7、完成運用任務(wù)1 （1）教師先向?qū)W生展示自己制作的調(diào)查表，然后向幾位學(xué)生的年齡進行調(diào)查，填調(diào)查表。 （2）教師利用自己的調(diào)查表，向?qū)W生們匯報自己調(diào)查表的內(nèi)容。 （3）教師請學(xué)生們自制調(diào)查表，找到自己的朋友，對朋友的年齡進行調(diào)查，并填表，匯報。 （4）根據(jù)學(xué)生們的表現(xiàn)，評選出最佳調(diào)查員。教師對其表現(xiàn)予以獎勵——將任意一動畫人物的卡通圖片貼于該生的胸前。 8、復(fù)習總結(jié) 教師請學(xué)生總結(jié)所學(xué)各語言點。 [教學(xué)反思] 附送： 2021-2022年三年級英語上冊 Module 9 Unit 1 I’m going to

8、do long jump教案 外研版 一、教學(xué)目標與要求： 1.知識與能力目標 1）會用來表達將要做的事情，并能在課文中認讀的句型。 2）能夠初步了解課文情景，知道本課出現(xiàn)的重點句型所使用的語言環(huán)境。 3）詞匯： 聽、說、認讀（字母拼讀） a.能夠聽懂、會說、認讀和運用下列詞匯: long jump / Sports Day / high jump / race / run a race b.能夠聽懂、會說、認讀和運用下列句型： I’m going to do long jump . Amy is going to do high jump. Daming is g

9、oing to run a race. c.能夠初步了解課文情景，跟讀課文。 d.能夠運用be going to do…句式描述即將要做的事情。 2.情感態(tài)度目標 通過學(xué)習描述即將要做的事情，培養(yǎng)學(xué)生形成做事要有計劃性的人生態(tài)度。 二、教學(xué)重點及難點 重點： 1）能夠聽懂、會說、認讀和運用下列詞匯: long jump / Sports Day / high jump / race / run a race 2）能夠聽懂、會說、認讀和運用下列句型： I’m going to do long jump . Amy is going to do high jump. I

10、’m going to run a race. 難點：能夠運用be going to do…句式描述即將要做的事情。 四、教學(xué)過程 Step 1 Warm up 1.Greetings. 2.Sing a song Can you throw high in the sky? 通過歌曲，滲透本課的兩個單詞：high/race(racing) 幫助學(xué)生在語境中理解。 2.T: Can you throw high in the sky? Ss: Yes, I can. T: Can you throw it very far ? Like a racing a car?

11、 Ss: Yes , I can. T: Now you can do many things . Sam can do many things too. Let’s see what he can do. Look , he can … Word reading Include: Play basketball / play football / swim / run / jump/play ping – pong 1)Read them together. ( Act the phrases).(T: Read and do them , please) 2)Read

12、one by one.( 1 line ). 3)Find the winner in pairs. ( pair by pair) 通過認讀練習，復(fù)習學(xué)過的有關(guān)運用的動詞詞組，為本課新授內(nèi)容的理解和認讀做好鋪墊。 T: Sam can do these things , can you do these things ? Ss: Yes , I can. T: O.K., do and read them , please. Have the Ss read them together and mime them. Ss: play basketball (mime playi

13、ng basketball) … Step 2 Presentation and practice 1.T: It’s going to be Sports Day on Friday. Do you know what is ‘Sports Day’? S: 運動日 Learn : Sports Day 運動日 1)Choral 2)Read it one by one.(2 lines) 3)Read together. T: On Sports Day , what are you going to do? (你打算參加什么項目呢？) You can speak Eng

14、lish , and you also can speak Chinese. S: play basketball T: XX is going to play basketball. S: play football T: XX is going to play football S: run / run fast T: XX is going to run a race. T: Look , “run a race”(show the card) . What is “run a race”? S: （參加）賽跑 不斷滲透XX is going to 這一句式，并借機引出

15、新的詞匯：run a race / do long jump / do high jump 。 T: First , let’s see ‘race’. Show ‘race’ and ‘face’ f-ace → r-ace Ask volunteers to read , others follow. Learn : run a race a. Choral b. Read one by one(in 4 person group) act it out. c. together S: jump/jump far T: Good . He can jump far .

16、So he is going to do long jump. (Show the card.) Clear its meaning : 跳遠 Learn : long jump 跳遠 1) Look at the word side , clear the meaning of ‘long’ 2) Choral like : long – long long jump (X-X XX) 3) Read pair by pair. (one group) 4) Together. 2. T: Oh , you are wonderful. But do you know

17、what are Sam , Amy and Daming going to do on Sports Day? Let’s see. O.K.? Please watch carefully , answer these questions : 1) What is Sam going to do ? 2) What is Amy going to do? 3) What is Daming going to do ? Watch one or twice. 教師可以根據(jù)前面學(xué)生自由發(fā)言的情況，針對學(xué)生已經(jīng)在發(fā)言中引出的新詞組，進行提問。 Ask the Ss to answer

18、 the questions. Answer keys: 1) (Sam is going to do) long jump . Ask the S who answer this question to act Sam. Sam : I’m going to do long jump.(Design the sentence) 通過觀看，讓學(xué)生通過對重點句的問答初步了解對話內(nèi)容。 Give the S a headwear , ask him to say like Sam讓學(xué)生戴上頭飾，試著來用第一人稱表達 a. Choral (Point on the board) b.

19、 Check up c. Chant: do long jump , do long jump I’m going t - o , do – long – jump 2) T: What is Amy going to do? S: Amy is going to do high jump.(Design the sentence) (Show the card.) Clear its meaning : 跳高 Learn : high jump 跳高 a. Look at the word side , clear the meaning of ‘high’ b. C

20、horal like : high – high high jump (X-X XX) c. Read group(4 person) by group(4 person). (one group) 4) Together. Learn the sentence: Amy is going to do high jump. a. Choral (Point on the board) b. Check up c. Chant: (Ask the Ss to make the chant by self) 用帶節(jié)奏的伴奏引導(dǎo)學(xué)生自編歌謠。 do high jump , do

21、high jump Amy is going t - o , do – high – jump 3) T: What about Daming? S: Daming is going to run a race. Give the S a headwear , ask him to say like Daming S: I’m going to run a race. Ask the volunteers to act Sam , Amy and Daming . Sam : I’m going to do long jump.( Mime doing long jump

22、.) Amy: I’m going to do high jump. (Mime doing high jump.) Daming: I’m going to run a race. (Mime running a race.) 請三位學(xué)生到前面來表演新學(xué)習的三個詞組。 3. T: Look at the blackboard , find out the same points with the 3 sentences. Ss: going to ( T underlines ‘going to’) Step 3 Consolidation and extension 1.

23、T: (Open your books ), listen to the tape ,point and find ‘ going to’. a. Have the Ss take out the pencil. b. Look at activity 1 , ask a volunteer to read the request and clear its meaning c. Circle ‘going to’ in the request d. Listen , point and find ‘going to’ in the text. e. Check up T: How

24、 many ‘going to’ do you find? S: There are 4 ‘going to’. Have the S read the 4 sentences. 2. Read the 4 sentences after the tape. Mime the tunes and internation. 3. T: On Sports Day , Sam ,Amy and Daming are going to do sth. What about you ? What are you going to do? S1: I’m going to … S2: I’m

25、 going to … 1) Talk about your plan in pairs. 2) Ask the volunteers to say. T: XX is going to … Have the Ss to talk about other’s plan in 4-person groups. A: I’m going to do high jump. B: XX is going to do high jump. 4. Clap , clap , point: Review the phrases. a) Look at the picture and the

26、 font style. b) Only look at the font style. 5. Finish AB activity 1 , have the Ss listen , match and say 1) Have the Ss explain the request . 2) Have the Ss read the phrases 3) Listen and match 4) Have the Ss say the sentences. 6. Imitate writing sentences: . I’m going to do high jump.. I’

27、m going to ____________. Step 4 Summary Let the Ss to sum up : 今天，我們學(xué)習了用‘I’m going to …/XX is going to …’來談?wù)搶⒁龅氖虑椤? Step 5 Homework Step 6 Blackboard design Unit 1 I’m going to do long jump. I’m going to do long jump . Amy is going to do high jump . I’m going to run a race I

28、’m going to do long jump. 一、基本說明 1、教學(xué)內(nèi)容所屬模塊：Sports 2、年級：小學(xué)3年級 3、所用教材出版單位：外研社新標準英語（一年級起點） 4、所屬的章節(jié)：Module 9 Unit 1 5、學(xué)時數(shù)：40分鐘 二、教學(xué)設(shè)計 1、教學(xué)目標： （1）知識目標： a.學(xué)生能在創(chuàng)設(shè)的情境和老師的引導(dǎo)下學(xué)習、理解課文，能認讀運動項目：long jump, high jump, race, run a race和Sports Day。 b.學(xué)生學(xué)習能理解be going to為“意愿和打算”的意思，能夠聽懂他人的計劃，并表達自己的計劃和打算。

29、 （2）情感目標：引導(dǎo)學(xué)生在課堂上有興趣聽英語、說英語、樂于模仿，敢于開口，積極參與。 （3）能力目標：在課堂創(chuàng)設(shè)的各項任務(wù)、活動中，培養(yǎng)學(xué)生的聽、說技能。 2、內(nèi)容分析：本課以運動會為主題，通過運動會前Sam, Amy和Daming介紹他們自己將要參加的運動項目，使學(xué)生學(xué)會怎樣用be going to 詢問他人的計劃和描述自己的計劃。 3、學(xué)情分析：小學(xué)3年級學(xué)生，有濃厚的英語學(xué)習興趣，有了一定的英語基礎(chǔ)。已學(xué)習了一部分動作短語，但學(xué)生水平有差異，大部分同學(xué)都能積極地參與到教學(xué)活動中來。 4、設(shè)計思路：本課主題為Sports，我根據(jù)學(xué)生年齡特點和心理特點，通過設(shè)計“動物運動會”這個生

30、動的情境，結(jié)合小組爭奪獎杯競賽來激發(fā)學(xué)生的學(xué)習興趣，刺激學(xué)生的競爭意識，充分調(diào)動其積極性，引導(dǎo)學(xué)生輕松愉悅地自主學(xué)習和交流運用。在新授部分，運用圖片、動畫、聲音、熟悉的故事、猜結(jié)局等多元形式來對新單詞、短語、句型和課文層層突破、逐個掌握。練習環(huán)節(jié)我設(shè)計了兩個貼近生活、易于反饋的任務(wù)：Chant和Happy guessing game，囊括了所學(xué)的新短語、句型，在短時間內(nèi)高頻率地輸入與輸出，以達到鞏固運用的目的。拓展環(huán)節(jié)，我結(jié)合實際情況，設(shè)計一個討論周末計劃的情境，讓學(xué)生盡情自由地綜合運用，最后以小組為單位，采用小記者訪問的形式將第一人稱介紹自己的計劃和第三人稱描述他人的計劃很自然地融合在一起，

31、使孩子們的自主交流更真實、自然。最后總結(jié)環(huán)節(jié)中，滲透了勤于鍛煉、團結(jié)努力奪獎杯的德育意識，并讓生體驗成功的樂趣和完成任務(wù)的欣喜。 三、教學(xué)過程 教學(xué)環(huán)節(jié)及時間 教師活動 學(xué)生活動 對學(xué)生學(xué)習過程的觀察和考查及設(shè)計意圖 Step1: Warmer. 1. Greetings. Say “hello” to Ss. Say “hello” to teacher. 營造輕松愉悅的教學(xué)氛圍。 2. Sing the song: Sing and do actions. Then introduce the match.

32、 T: Wow, group 1 and group2, you’re wonderful. Look, today we will have a petition. Group1 and group2, you’re red team. Group3 and group4, you’re blue team. e on! Try your best! OK? Sing and do actions after teacher. Try to understandthe match. 復(fù)習曾學(xué)習的部分運動類短語：run fast, jump far.讓學(xué)生自主演唱，充分調(diào)動積

33、極性。介紹分組競賽機制，激發(fā)學(xué)生求勝心和積極性，牢牢抓住學(xué)生的注意力。 3. Game: Magic eyes. CAI show some pictures quickly. jump run play football play basketball swim play Ping-Pong … Play the game. Try to say the words and phrases as quickly as possible. 幫助學(xué)生加深了對短語的記憶，為本課的教學(xué)作了知識的鋪墊，構(gòu)建知識表象。 Step2: Presentation. 1. Le

34、arn the words. (1)T: Look! Animals like sports, too. Show the picture. Do you know? What day is it today? T: Yes! It’s the Sports Day. Show the card: Sports Day. Read and write it. (2). Show the picture Miss Rabbit and Mr. Turtle. T: What are they going to do? Let’s look. Woo. They are

35、 Miss Rabbit and Mr. Turtle. What are they going to do? Play the cartoon. T: Yes, run. They’re going to run a race. Look! Show the card, teach: race Read with action of running, then write it on the blackboard. Let Ss read the phrase and do actions together. Let Ss stop and ask “What are you

36、going to do?” Show the sentence and write. T: Good. You can say: I’m going to run a race. (3). Show a kangaroo. T: Miss Rabbit and Mr. Turtle are going to run a race. How about Ms Kangaroo? What is Ms Kangaroo going to do? Show the flash of Ms Kangaroo. “Ms Kangaroo is going to do long jump

37、.” Show the cards, read and write it. Long, long, jump, jump, do long jump. T: Stop. What are you going to do?(To all students.) (4). T: Now, listen. Another animal is ing. Guess, what is he going to do? Show a frog and play the voice. T: Wonderful. You are so clever. He is going

38、 to do high jump. Show the phrase “do high jump”. Read and write it. T: high, high, do high jump. Read with action of doing high jump. Answer: 運動會. Look and read after teacher. Write together. Answer it: Run. Look at the TV. Read it some times. Write it together and s

39、ay the letters. Read and do. Stop and answer. S1: Run a race. Read team by team. Ss: Jump/跳遠. Look! Read it loudly. Ss stand up and read with action for several times. Ss answer: I’m going to do long jump. Read the sentence 4 times. Listen and look, then guess. Ss: 跳高。

40、 Read and write it. Ss stand up and read with action. 圖片配以歡呼聲使情境更加真實自然。呈現(xiàn)一些參加運動會的動物，讓生從已有的知識經(jīng)驗出發(fā)，根據(jù)這些動物的特點來猜猜他們分別參加的運動項目，引入運動項目短語，學(xué)生表現(xiàn)很積極、爭先恐后地猜。 學(xué)生集體邊做動作邊說短語，突然停止后，師的詢問自然地引出了問句，同時學(xué)生也能簡單地用剛學(xué)的短語回答，教師順勢一接就可輕松引出句型I’m going to … 2. Little match. Let

41、all the students stop, then point to a boy or a girl. Ask questions to students. What is he going to do?(Point to a boy.) T: He is going to— What is she going to do?(Point to a girl.) Read the sentence and write it. He/She is going to do high jump. T: Who is going to do high jump? Who can try

42、? T: What is he going to do?(Point to the boy.) T: What is she going to do?（Point to the girl.） The boy and the girl have a match. Try to jump high to get the cup! Praise the winner and another. Stop. Answer them. Ss: Do high jump. Ss: She is going to do high jump. 2 stud

43、ents e to the front to do high jump. Get the cup. Ss: He is going to do high jump. Ss: She is going to do high jump. Read together and say “You’re the winner!” to the winner. 突然停止后，老師向全體學(xué)生詢問其中一個男孩或女孩將要做的動作，引出第三人稱的問句和答句。 小比賽旨在調(diào)節(jié)課堂氣氛，操練輸出答句，自然引入“You’re the winner!”。 3. Learn the tex

44、t. T: Our friends Sam, Amy, Daming. They will have a Sports Day on Friday. T shows the picture of the text. Play the CD. Listen to the CD, then tick or cross. Show 3 sentences. Play again and show 3 questions. (1) What is Sam going to do? Ss: He’s going to do long jump. (2) What is Amy goin

45、g to do? Ss: He’s going to do high jump. (3) What is Daming going to do? Ss: He’s going to run a race. T: At last, who is the winner? Just train every day, so you can be the winner. Listen again, then repeat. Look and listen. Finish the exercises. Listen again and answer the questio

46、ns. Ss: Daming. Listen and repeat. 把配套的課文動畫插入幻燈片中，完成播放與跟讀，簡單方便易操作。 每一遍都設(shè)定了相應(yīng)目標，由易到難，層層遞進，培養(yǎng)學(xué)生的理解、觀察能力，實施任務(wù)型教學(xué)。 使生感受地道地英語，模仿跟讀。 Step3: Practice. 1. Chant. T: Now stand up, let’s chant! Follow me! Run, run, run a race. I’m going to run a race. Long, long, do long jump. I’m g

47、oing to do long jump. High, high, do high jump. I’m going to do high jump. Sports Day, Sports Day. It’s going to be Sports Day. Ss clap and chant. 囊括了本課的新短語、句型，全面、有節(jié)奏感，初步感知輸入——學(xué)生模仿——集體輸出這個連續(xù)的過程，實現(xiàn)短時間、高頻率的操練。 2. Game: Happy guessing game. T show some pictures. Someone is going to do something.

48、 Let Ss guess. T: What is he/she going to do? T: What are you going to do? Pictures: Students, Miss Wang, Sports Stars. Ss guess. Ss:He/She is going to … S1: I’m going to … 緊緊抓住學(xué)生好奇、愛猜的特點,讓學(xué)生猜猜班上的同學(xué)、老師和非常著名的運動明星打算進行的活動。 Step4: Extension Survey. Show a survey: What are you goin

49、g to do at the weekend? Show the date of the weekend and some interesting pictures of activity. Make an example at first. Chooses some groups to show their tables and tell the whole class “I’m going to…”. Teacher be a reporter to ask them. Look and listen carefully. Practice in gro

50、ups. A student be the reporter. Show it. 結(jié)合實際情況，設(shè)計討論周末計劃的真實情境，精美的活動畫面勾起學(xué)生對于周末的向往。先由教師擔任記者進行問題的拓展輸出，將個人回答與集體回答綜合運用兩個重點句型。 Step5: Summary T：Let’s make a good sports plan. Do sports everyday , and we are going to be stronger and stronger! Show the result of the match. Which group catch the Me

51、dal Cup? Read it. Ss: We’re the winner. 簡單總結(jié)，提倡每天做運動，提高身體素質(zhì)。通過“Medal Cup”評價總結(jié)，讓生認識到集體目標的實現(xiàn)離不開個人的努力，使生體驗到了成功的樂趣和完成任務(wù)的欣喜。 Step6: Homework Ask your friends what they are going to do at the weekend. Look and read. 符合教學(xué)實際，突破了時間空間的限制，使學(xué)生將課堂內(nèi)的內(nèi)容延伸到課堂之外。 Writing on the blackboard:

52、 Module 9 Unit 1 run a race. 爭奪獎杯賽 On Sports Day I’m going to do long jump. he/she is going to do high jump. Unit 1 I am going to do long jump Analysis of textbook: It mainly learns the important

53、word phrases. long jump high jump run a race, play basketball, play table tennis, swim and the important sentences: I’m going to…. The topic is mainly about the sports day. After the learning of new sports words, the teacher can lead into the sentences. What are you going to do on Sports Day

54、? I’m going to …. Teaching aims: A：basic aims a. The students could read, recognize and use the new words and phases：long jump, high jump, run a race, play basketball, play table tennis, swim. b. The students could use the basic sentence to express that he or she wants to do something. I’m g

55、oing to …. B: motion aims a. cultivating the students’ idea of loving labor. b. improving the interests of learning English. c. reinforcing the confidence of students. Teaching important points: A: Master and use these words and phrases: long jump, high jump, run a race, play basketball, play

56、 table tennis, swim. B: Master and use the sentence: I’m going to …. Teaching difficult points: Understanding and mastering the new sentences： What are you going to do on Sports Day ? I’m going to …. Teaching preparation: Multi-player Teaching steps: The teacher prepares a song that the

57、y have learned in the last lesson. New knowledge showing: a. showing the multi-player (Five Friends and Panpan run to xx the Olympic Game in Beijing.) T: OK! Look at the board, boys and girls. Do you know who they are? Ss: …….. T: They are Panpan, Beibei, Jingjing, Huanhuan, Yingying and N

58、ini. YES! They go to the Olympic Games 2008 in Beijing, yes or no? Ss: …… T: Let’s do some sports on the ground, ok? (do sports with Ss ,then lead in new words and phrases , Showing some pictures of playing football and many other pictures to lead into the new words, Reinforcement of the w

59、ords All the students read after the teacher to get familiar with the new words. Showing some sports stars pictures. For example:姚明,貝克漢姆,劉翔,喬丹 T: Look at the board carefully. Do you know who he is? Ss: ……. T: He is Yao Ming. He is playing basketball, he is a basketball player , right ? Wit

60、h the same way, the teacher requires the students to practice the sentences. Showing the new sentences: Next week, we are going to have a sport meeting, and what are you going to do on Sports Day Then the teacher leads them to answer like this: I’m going to … Then the teacher asks continuo

61、usly: What are you going to do on Sports Day? I’m going to … The teacher engages a game to help students to remember the new words. All the students speak the sentence together: What are you going to do on Sports Day? Then the teacher says “Stop”. The student who gets the book should say the

62、 following sentences: I’m going to … Practice: The teacher shows and uses the sentence: what are you going to do on Sports Day? He can ask one or two students and then asks students to answer to each other. And then another student writes down what they will do in the sports meeting of next we

63、ek. Then another sentence will be shown: What is he /she going to do on Sports Day? The students will be leaded to answer like this: He /She is going to … Summary: Today, we have learned some new words and phrases: long jump, high jump, run a race, play basketball, play table tennis, swim and

64、new sentences: What are you going to ….? I’m going to….. You did a good job. Homework: Survey: having a survey about the sports day. 反思 從總體上來說，學(xué)生對新知識的掌握程度還是令人滿意的，但是我在今后的教學(xué)中還要注意以下方面：（一）在教授兩個相似的詞組后（如 do long jump和 do high jump），應(yīng)該再次同時呈現(xiàn)給學(xué)生，指出不同之處，用動作示范（long

65、和high），幫住學(xué)生更清楚地區(qū)分和更好地掌握，避免混淆。（二）在讓學(xué)生聽錄音自主學(xué)習新句型后，有必要用中文向?qū)W生解釋I’m going to … 這個一般將來時的句型功能，讓學(xué)生能更好地理解和運用。（三）在學(xué)生做運動會報名表呈現(xiàn)的時候，教師應(yīng)用“What are you going to do on sports day?”先提問，以和學(xué)生的陳述形成對話，創(chuàng)設(shè)更真實有效的語言交流情境。（四）新教授的詞組不應(yīng)只用課件呈現(xiàn)，應(yīng)該用板書呈現(xiàn)在黑板上，并讓學(xué)生拼讀新單詞，使學(xué)生的聽、說、讀、寫綜合發(fā)展。（五）教師對學(xué)生的評價應(yīng)該更及時和體現(xiàn)有效性，充分發(fā)揮評價在課堂中的重要作用。（六）在時間允許的情況下，應(yīng)該在今天所學(xué)的句型和詞組的基礎(chǔ)上加以拓展，讓學(xué)生將所學(xué)的新句型應(yīng)用于實際生活中的其他方面，而不是僅限于談?wù)撨\動這一主題。