Unit 2 The cows are drinking water.教学设计思路

Unit 2 The cows are drinking water. 教学内容分析

本课选自外研社《新标准英语》（三年级起点）第八册第三模块第二单元，本课围绕Daming寄给Lingling的一封信和照片介绍，学习如何描述图片或照片中的情景，进一步强化复习现在进行时的运用。

学情分析

六年级学生思维活跃，乐于表达，渴望通过自己的努力来体验成功的喜悦，大部分学生对英语学习有着浓厚的兴趣。他们在四年级接触过现在进行时，了解它表达的“某人正在做某事”的含义，同时通过上一单元的学习，了解了它的另一用法“表示图片中正在发生的事情”；对于本课中出现的“swimming, singing,

playing, having, shining”等现在分词能认读并了解含义；能通过观察图片和阅读短文了解课文大意。

教学目标分析

1. 语言知识和技能目标：

(1) 能理解并运用本课生词：cow, blow, rabbit (2) 能听懂会说：The sun is shining. The cows are drinking water. (3) 能正确朗读课文并用英语进行看图说话；

(4) 能运用所学语言描述图片或照片中的情景。

2. 情感态度目标：体会英语学习的乐趣，感受外出游玩时大自然的美好，学会热爱生活。

教学重难点分析

1. 教学重点：

(1) 词汇：cow, blow, rabbit, (2) 句型：The sun is shining. The cows are drinking water. 等表示正在发生的事情

2. 教学难点：用现在进行时描述图片或照片中的情景。

教学过程

Step 1 Warming-up 1. Greetings. 2. Say a chant: Look at the naughty bird, it’s flying. Look at the little

dog, it’s crying.

3. Ask the questions: What is the bird doing? What is the dog doing? 4. Show the learning aims: Today we’ll continue to learn how to

describe the things happening now. 5. Play a game: Tongue Twister (send—sending, shine—shining, sing—singing, look—looking,

start—starting, fly—flying, eat—eating, cry—crying, play—playing, swim—swimming, jump—jumping,

drink—drinking, clean—cleaning, help—helping, sleep—sleeping, rain—

raining) 【设计意图】通过上一单元节奏明快的chant来热身，既能快速地集中学生的注意力，又能通过直观的动画进行复习和导入本课的学习目标；而“快言快语”游戏的设计也是为了帮助学生复习已学的动词现在式，为本课的学习做好铺垫。

Step 2 Presentation 1. Show the picture of Simon’s house, and show the question “What are

Simon and Simon’s cat doing?”

T: Do you know what is Ms Chen’s question?

（Let a student to read the question for all the classmates）

2. Listen and think about the question. 3. Ask the students to give the answers. (1) What is Simon doing? ——He is cleaning the room.

(2) What is Simon’s cat doing?——Simon’s cat is helping him.

(3) Why does the cat like the shoe so much? ——

Because it smells like a fish. So if you can’t find your shoes, you

can

ask the cat you help you.) 4. Listen and repeat. 5. Lead in: Simon and his cat are cleaning the room in this picture.

Now please look at this picture that Daming sent to Lingling. 【设计意图】通过带着问题观看对话视频，学生从中提取教师问题中的信息，进一步复习了现在进行时的表达法；同时从Simon在家劳动的情景过渡到Simon外出玩耍的情景，无论从语境还是表达方法上都有相似之处，便于学生理解和运用语言。

Step 3 Text learning 1. Look at the picture, and answer the question: Where are they？

——They are in the mountains. 2. Listen and answer the question: What are they doing there?——

They are playing hide-and-seek. Learn the new phrase: hide-and-seek 3. Look at the photo and ask the students: What can you see in this

photo? Eg. T: I can see the sun. Ss: I can see … (Put the corresponding pictures on the blackboard.)

4. Learn the new words: cow, rabbit. 【设计意图】通过让学生观察图片，用已知的语言来描述图中的地点、景物、人物、事件等信息，通过大家的收集，将零散的信息拼凑成较完整的信息，帮助学生形成英语看图写话的基本构架。

5. Read the letter by themselves and see how Daming is describing the

photo. 6. Describe the photo by the teacher’s help.

T: What’s the weather like?——In this photo, the sun is shining. The

wind is blowing. （Learn the new word: blow）

T: What about the birds/ cows/ rabbits?——The birds are singing. The cows are drinking water. The rabbits are jumping. 7. Look at the pictures on the blackboard and describe them: The sun is shining. The wind is blowing. The birds are singing. The

cows are drinking water. The rabbits are jumping. And Daming and

Simon are playing hide-and-seek. They are having a lovely time. 8. Listen and repeat. 【设计意图】在老师的引导和示范下，学生模仿例句描述图中的情景，通过学生的回答引导他自己或其他同学发现同学们在语言运用上存在的问题（如：名词单复数的使用、be动词的用法、现在分词的读音等），以便及时给予纠正和改进。这样不仅利于培养学生的观察能力和自主表达能力，还有意识地培养了学生倾听和纠错的能力。

Step 4 Practice 1. Look at the screen, describe the photo according to the notes

together. Eg. In this photo, they are in the mountains. The sun… The wind… The

birds… The cows… The rabbits…

Simon and Daming… They are having a lovely time.

2. Describe the photo by themselves. 3. Ask some individual student to describe the photo in front. 【设计意图】通过全班描述来复习巩固本课知识，为接下来的个人独立描述做铺垫；自己看图描述，让每个学生都有操练的机会，既是对自己的检测也是为展示做准备；请个别同学上台描述，教师可以较快地了解学生的学习情况，并适时给予指导和纠正。

4. Lead in: We can use the present tense to describe the photo, we can also use it to describe the things we are seeing now. Look, this is a

boy, he’s on the train. He is going to meet a friend. Now listen what

he is seeing on the way. 5. Listen twice, and write down the words according to the notes. 6. Check the answer. 7. Look at the picture of Lingling’s family. Listen and click on the corresponding pictures. 【设计意图】通过听音填空、听音找图等练习，为学生创设现在进行时的运用语境，在听音过程中不断巩固知识，提升学生在听力中提取信息的能力，为接下来的任务完成做准备。

8. Make a short story about you and your friends. The teacher gives the example first. T: It’s sunny. I am reading a book under a tree. … is flying a kite…. is

riding a bike. … is playing football. We are having a lovely time.

(The students who appears in the teacher’s story should stand up and

act it out.) 9. Ask the students to make a short story about themselves. 10. Ask them to show the story in oral first, and then write down on

the books.

【设计意图】通过做个小导演的活动，让每位学生自编一个属于自己和朋友的小故事，要求在故事中出现的人物要配合“导演”进行角色表演。这样既满足了孩子喜欢创新和自由表达的欲望，又紧扣本课教学重点，有利于培养学生的综合语言运用能力。

Step 5 Summary 1. Lead in: We know Qingming Holiday is coming. We can go out and

have a lovely time.(Enjoy some beautiful pictures and introduce some

good places to go in holiday.) We should love the nature, love our life.

Wish you a happy Qingming Holiday. 2. Make a summary: (1) New words and phrase: cow, blow, rabbit, hide-and-seek (2) Sentences: The cows are drinking water. The wind is blowing. The

rabbits are jumping. Step 6 Assessment Step 7 Homework 1. Write a story on Page 19. 2. Finish the exercises of the Activity Book on Page 12—13.

Blackboard Writing: