Unit 4 Whose football is it?第一课时导学案

Teaching design Unit 4

Title Whose football is it ?

1.Ss can master the new phrases“Kick the football, Watch me ,No problem ,I’m so sorry” by making situation .

课型/课时

New/The second Period

Teaching aims

2.Ss can act the new dialogue of “Listen and act”freely with partners by working in groups. Ss can sing a song“Fly my kite”happily.

3. Educate the Ss to say sorry when they do something wrong and foster the Ss’abilities of cooperation with others. Important point Difficult Ss can master the four new phrases and the new song“Fly my kite”

Ss can use the phrases freely and correctly in daily life. point 教

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教学内容及教师指导

Step1.

Warming up and Revision.

1．T says “Hello”to Ss.

Ss say “Hello”to T. 跃了课堂气Ss listen to the teacher and 氛，又把学生read the title. 轻松地带入

英语课堂。

学生活动及设计意图

看，做，既活

2 .T shows CAI.“chant”

Ss read the chant together.

旧知的复习，为新知的呈现起到了很好的铺垫作用。

Step2. Presentation and Drill.

T shows CAI

T teaches the sentence “Kick the football”

“No problem.Watch me.”

Look and say loudly “Kick the football”

“No problem.Watch me.”

Ss practise step by step T act the action and say “No

problem.Watch me.”

T shows some pictures: T leads the students to make a dialogue

T shows CAI. T leads Ss to match T shows the picture and teaches“I’m so sorry.”

Drive a car. _________._________. Ss read and make a dialogue.

Fly a kite ________._________.

采用语篇教学模式，首先Walk like a robot. 让学生初步_________.__________. 感知文本，然

后带着任务Ss look ,read and match. 体验文本，学Ss understand the new 生根据所听sentense “I’m so sorry.”

的内容，回答Ss listen and say “Who are 问题，提高了they? 学生听音理

解、捕捉重要信息的能力，从而完成任Ss listen to the tape again T leads Ss to listen to the tape Read the questions. first.

Describe the pictures. Show four questions and lead Ss to listen to the tape again. Q1:What do they do? Q2:Whose football is it ?? Q3:Whose house is it ? Q4:What does Panda say ? T directs Ss to answer the last two questions. “When do you say sorry?”

and try to answer them A1: Kick the football Look ,read and practice. Read loudly A2: No problem. A3: It’s Panda’s. A4: He says“I’m so sorry”. Ss practice step by step

务。利用多媒体课件创设情境，学生能积极主动地进行学习。真实的情境可以更好地帮助学生理解、感知短语和句型，教学中词不离句，句不离目标，目标与实际紧Sum: We must say “sorry”

when Answer in Chinese. we do something wrong. Step 3. Practice T plays the recorder. T leads Ss to read the new dialogue. T directs Ss to practice the dialogue in groups . T directs Ss to read the new dialogue.

Show exercise

Step4.Consolidation and

Look and match. Ss listen to the tape and 密结合，便于repeat. 学生更好地Ss read the new dialogue 掌握. after the teacher.

Ss practice to read the new 学生在自由、dialogue in working groups. 愉快的氛围Ss read the new dialogue with 中与同伴儿their partners in roles.

What’s missing? Look and read in roles.

展开会话练习，使所学语言得到了灵活实际应用。

Extension

各种形式的练习全方位有效地提高学生的听、说、读的技能，小组合作 T makes situation and directs Look and match. Ss to match.

T directs Ss to learn a new song Ss learn a new song.

“Fly my kite”

Play the recorder three times

Ss read the importance 更好地提高T and Ss sum up the importance.

T shows the homework: (1)Act the dialogue (2)Sing the new song.

together.

了综合语言运用能力。

Ss finish the homework after 唱歌调动学class.

生学习的积极性和兴趣，提高了语言的应用能力

有效的作业可以帮助学生更好地掌握和巩固重点，强化记忆，使课堂教学得以延伸和补充。

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Unit 4 Whose football is it ?

Kick the football Watch me No problem I’m so sorry.

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思

本节课设计合理，过程流畅，各环节紧密衔接。旧知的复习也为新知的呈现打下了良好的铺垫。我采用语篇教学模式，让学生听录音初步感知文本，然后带着问题再次听录音去真实体验文本，小组合作共同解决问题。真实的情境既帮助了学生更好地理解教学重点，又使语言得到了实际灵活应用。但是部分环节仍有不足，小组合作中应更好地发挥优等生的作用，以优带差，以达到共同提高的目的。