Lesson 9优秀教学设计

呈现完整图片“planting flowers ”

1、Ask and answer 学生们新知有所了解,为了巩T:What’s your grandpa’s

固此处知识点,教师设计围绕hobby ?

实际生活的练习。练习贴近学生实际,学生们有话可说。帮助同学们掌握此处知识点。便于更好地理解、学习下文。

2、Game

One person ask “What’s your

SA: What’s your grandpa’s 教师安排形式更为紧张、刺激grandpa’s hobby ? ”the pupil

hobby ? 的游戏活动,督促学生们的熟who is behind the person is

SB: His hobby is …ing .

answering “His hobby is …练掌握。

SB: What’s your grandpa’s

ing .”Then the pupil turn

hobby ?

back ask with the same

SC: His hobby is …ing .

question like this .When the

……

person finish the last

question , teacher tell them

how many seconds they spend at

the end . The team that uses

the fewest time will win . .

3、Read this part follow the

tape .

4、Act with the tape.

T:Who wants to be Jim and act 教师引导学生们回到课文。学SA: Jim !Do you want to look

with tape ? 习、理解文中对话形式。

at my family photos

为了引起同学们的学习兴趣, Tape: Sure !Wow !What’s he

教师因势力导,安排了人-机doing ?

SA:My grandpa’s fishing 对话。改变了以往的学习习惯, Tape: Is that his hobby 为学生们带来耳目一新的感SA: Yes , What’s your

觉。并增加了孩子们的练习兴grandpa’s hobby ?

趣。

Tape: His hobby is planting

flowers .

T: Who wants to be GaoWei and

act with tape ? Tape: Jim !Do you want to look

at my family photos ?

SB: Sure ! Wow ! What’s he

doing ?

Tape :My grandpa’s fishing .

SB : Is that his hobby?

Tape: Yes . What’s your

grandpa’s hobby ?

SB: His hobby is planting

flowers .

5、Pair work

(1)Fill in the blanks 教师设计稍有挑战性的活动, SA: Hi ,Gaowei .Do you want to

according to the text . look at my family photos ? 激发同学们不断努力克服。小SB; Sure ! What’s he doing ? 组活动更紧密。

SA: My grandpa is fishing .

另一方面,学生们在学习、使SB: Is that his hobby ?

用的过程中,不断增强对学习SA: Yes . What’s your

内容的理解和使用方式。以便grandpa’s hobby ?

SB: His hobby is planting 于更好地学以致用打下基础。

flowers .

(2)To make a new dialogue SA: Hi ×! Do you want to look

according to the text . at my family photo?

SB: Sure !What’s he doing ?

SA: He is playing ping-pong .

/ playing football .

SB: Is that his hobby ?

SA: Yes . What’s your

grandpa’s/ dad’s hobby ?

SB: His hobby is playing

chess. / playing computer

games .

教师变换练习方式,区别于前(二)Go on learning the text

面带问题听音,回答问题,这T:Let’s continue to learn the

一部分是听音后连线。练习方other family member s’

hobbies 式的多样,既消除学生视疲劳, If we are GaoWei , we want to 又以新鲜感吸引同学们继续学know Jim’s grandma’s hobby , Ss: Wha t’s your grandma’s

习的兴趣。保证了课文教学的how to ask ? hobby?

顺畅进行。

T板书:What’s your grandma’s

hobby ?

T:What’s Jim’s grandma’s

hobby ?Does she like

singing ?drinking Chinese

tea ?/cooking ?

在呈现新知的过程中,教师用T点击drinking Chinese tea

Ss learn to know the new

直观、形象的图片为同学们认超链接展示完整的图片意思。

phrases of this lesson .

T点击喇叭听音频。知提供帮助,有易于扫清新知Ss listen to the tape .

T:What’s Jim’s grandma’s 学习障碍。

hobby ?

Ss: Her hobby is drinking 教师帮助学生们小步走的策T点击鼠标连线→drinking

Chinese tea . 略,为不同层次的学生提供了Chinese tea .以及完整图片

安全感,在一个个容易实现的T板书答句“Her hobby is

drinking Chinese tea . ”小目标中,学生们的信心增强, T: What’s Jim’s dad’s 为克服更大的困难,奠定了基

Ss listen to the tape . And

hobby ? 并播放音频

础。

answer the question .

T点击鼠标连线→cooking 以及Ss: His hobby is cooking

完整图片

T: What’s Jim’s mum’s Ss: Her hobby is singing

hobby ?并播放音频

T点击鼠标连线→singing 以及

完整图片

T:Look at grandma again .

Drinking tea is good for the

health . So that’s great .

Ss; That’s great ! 此处教学设计目的在于引导学T: In our daily lives , some

生们对评价语言的区分和识别people have bad hobbies .

Let’s judge . Which one is

great ? Which one is not great

T播放幻灯片Ss judge the pictures .教师设计的判断题,一方面让

T: Mum usually cooks in the

学生们分辨出哪些是Great , kitchen . Jim’s dad likes

哪些是Not great .另一方面也cooking . That’s

让学生们形成正确的价值观, interesting .

Ss: She’s singing at her

T: Where is Jim’s mum singing 摒弃坏的生活习惯,引导学生birthday party .

并点击音频“In this photo , 们建立起健康、积极的生活习

she’s singing at her birthday

惯。为教学“That’s great ”party ”

增添一抹色彩。

T: At a birthday party , you

can play games 、eat food and

listen beautiful songs . How

That’s wonderful .

do you feel ?

教师此处设计跟读课文,是对T: Let’s read after the whole

文章脉落的重新梳理。此时, Ss read the text after the

text .

tape . 学生们对课文段落也急于见一T ask them to read by

Practice in pairs .

themselves 见“庐山真面目”。抓住学生

Ss show the perforation

们的求知心理,教师呈现整篇文章,易于让学生们养成宏观大局关,又让学生们在朗读的过程中,找到之前铺垫、积累的影子,会更好地理解和把握文章重、难点。

Consolidation and production

此处针对课文的专项练习,是1、To answer the questions Ss answer family’s hobbies

对学习知识点的情景再现,帮about the text .

助学生们把握住主要内容。2、Say a chant . Ss say the chant together 此处教师有意识地把主要的知识点以歌谣的形式编成朗朗上口的儿歌,易于学生们消化接受

3、Guessing game Ss guess their hobbies . 猜测游戏是孩子们喜闻乐见的

T: Look here at my friends .

学习活动,在不断呈现的图片Let’s guess what their

中,学生们能集中注意力,调hobbies are .

动自己的经验和理解做出正确且快速的判断。不同游戏方式是对新知的进一步巩固。

4、Survey . Discussing your

此处设计的游戏注重在对家庭write down their news about

family member s’ hobbies . Ss

成员爱好的实际运用。以调查the family members’

hobbies . Then discussing 表的形式写出家长们的爱好, them between the partners . 一方面克服了一些孩子在英语SA: What’s your dad’s 方面“难以启齿”的尴尬,另

hobby ?

SB: His hobby is …ing . SA: That’s great .

hobby ? 一方面,书写练习形式也让孩子们疲劳的神经得到缓冲、放松,在与文字的对话中,有意

多孩子述说、对话中不曾注意

SB : What’s your dad’s 注意到语法知识点,这是在很

SA: His hobby is …ing . 到,而在写的时候却突出体现SB: That’s interesting .出来的不足:His hobby is …ing . 为培养学生们的书写打下基础。

5、To talk a picture about

their family members’

最后的练习几近实战。教师还hobbies .

T lead them see the picture .Ss: He/ She is …ing . 原、模仿了真实的对话情景,让学生们在自然而然的状态下“What’s he /she doing ? ”

T gives them some minutes to SA: Do you want to look at my 进入到实际运用中,在对话伊practice in pairs . family photo? 始,教师设计的幻灯片提示语, SB: Sure !What’s your …为学生们的对话助力,大信息doing ? 量的输入和对话形式的转换, SA: He/She is …ing . 奠定了此处孩子们对话的自然SB: Is that his /her hobby ? 而然,让新知在学生们的使用SA: Yes . What’s your …’s 中内化成自己的语言,用于评hobby ? 论家庭成员的爱好。

SB: His / Her hobby is …ing .

SA: That’s …

Ss write a composition on

6、To write a composition . their exercise books . 文章最后,教师引导学生们将T: We live in a happy family .

对话的语言,有意识地变成叙Everyone has their own hobby .

述性的语言,将原来由两个人They make our lives very happy

完成的内容,过渡到一人概括and colorful . Let’s write it

down on your exercise books Ss read the knowledge of this 叙述。叙述的过程始终有一根lesson . 线贯穿:即讨论家庭成员的爱Ss shave their hands and have 好。学生们模仿、回忆文本的a good time together情境,摸索出语言主线,从大到小的叙述顺序,为作文提供榜样素材,更好地为教学服务Summary

T: What did we learn in this

师生互动,总结本节课所学知识。lesson ?

T: Now we’re ready for the

师生随乐曲节奏挥动手臂,完成授party .

课伊始的号召,与家人同欢。仅以此代表未能到校的家长。为课文授新画上一个圆满的句号。