Unit 1 I like football.教学设计范文

教材及年级名《英语》（新称

标准）（小学一起）

二年级下册

教材分析

模块名称

Module 3

Unit 1

Sam isn’t tidying his room. Unit 2 Are you doing your homework?

本模块的话题是家庭生活活动，谈论正在发生的事情和正在进行的动作。学习重点是“Are you doing···? Is he doing ··· ?”结构及其回答。在上一模块中，学生学习了现在进行时态的陈述句“be+doing”结构，在本模块将继续学习现在进行时态的一般疑问句表达及其回答。

学情分析

现在进行时态是小学阶段四大时态之一，二年级学生接触英语时间不长，基础薄弱，初次接触现在进行时态结构“be+doing”，容易漏掉be动词或do后的-ing后缀，还需要教师在今后的教学中反复强调。

模块教学目标

知识技能目标：

1.全体学生能学习新单词，正确理解，掌握对话内容。

2.全体学生能学习如何询问和回答有关正在进行的动作和正在发生的事情。

3.全体学生能学习如何将进行时的肯定句结构变为否定及一般疑问句结构，并针对提问，进行肯定与否定回答。

语言运用目标：

1.全体学生能正确使用本模块所学习的单词和短语描述正在进行的动作。

2.全体学生能对正在进行的动作和正在发生的事情进行询问、回答。

3. 全体学生能流利地朗读，并初步表演对话。

情感态度目标：

通过学习本课使学生热爱生活，学习之余，全体学生能帮父母做力所能及的家务活。

教学重点及难教学重点：

点

1.全体学生学会单词tidy, room, do, homework,

sleep, secret, card, flower, science, today。

2.全体学生能在图片或录音的提示下，读出课文中带-ing的句子；

3.全体学生能正确理解，掌握对话内容。

4. 全体学生能学习如何询问和回答有关正在进行的动作和正在发生的事情。

教学难点：

1.全体学生能询问及回答正在做的事情。

2.全体学生能将进行时的肯定句结构变为否定及一般疑问句结构，并针对提问，进行肯定与否定回答。

教学辅助

教学方法

PPT课件、单词卡片、图片、多媒体设备

视听法、任务型教学法、情景教学法

教学过程

第一课时教学设计

教材分析

Unit1的课文情境是Sam

的妈妈要求Sam做作业，然后收拾自己的房间。可是Amy却告诉妈妈Sam既没有做作业也没有在收拾房间。妈妈非常生气，质问Sam在干什么，却意外的收到了Sam送给自己的生日卡片。然后Sam乖巧的开始收拾房间了。

全体学生能运用room, do, homework, sleep 部分学生能运用tidy，secret，card 全体学生能运用Sam isn’t tidying his room.说明和询问他人正在做的事

课时教学目标

1.全体学生能运用room, do, homework, sleep；部分学生能运用tidy，secret，card 2.全体学生能够在图片提示或动作说出：

tidying your room, doing homework, 3.全体学生能用He isn’t…/She isn’t…谈论别人正在做的事情；

4.全体学生能用Is he/she…Yes/No 询问及回答他人正在做的事情；

5.全体学生能用Are you…?询问对方正在做的事情并能对问题做出回答。

教学重点与难点

教学重点：

1.全体学生能运用room, do, homework, sleep；部分学生能运用tidy，secret，card 2.全体学生能正确理解，掌握对话内容。

3全体学生学习如何询问和回答有关正在进行的动作和正在发生的事情。

教学难点：

学习如何将进行时的肯定句结构变为否定及一般疑问句结构，并针对提问，进行肯定与否定回答。

教学辅助

教学方法

PPT课件、单词卡片、图片、多媒体设备

视听法、任务型教学法、情景教学法

教学活动

教学内容

Step1:Warm up

Step2: Presentation

学生活动

Greeting. Chant with the teacher. Do the actions while they chant it again.

Ss read the word “secret”

教师活动

Greeting. Before our class, let’s chant together. Show me your hands. Follow me. Show the chant on the white board: 1.

reading-reading-reading a book

2.

writing-writing-writing a letter

3.

playing-playing-playing football 4.

doing-doing-doing the homework listening-listening-listening to music

Now look at this picture. Let’s play a guessing game. There are three bears. One, two, three. What is he doing? (Point to the bear) We don’t know. It’s a secret. (Show the word card “secret” and ask ss to read after the teacher.)

设计意图

通过一首chant复习学过的V-ing形式，既引起学生的兴趣，又自然过渡到了本课的主题。

通过创设情境，与孩子互动来解决本课部分单词，加强孩子对单词的记忆。

Ss guess by using “Yes/No.”

Ss watch the video.

He’s sleeping.

Ss read the small dialog together.

Watch the video and find who they are in this story: Amy/Sam/Ms Smart

Ss discuss with their group members and reorder the pictures.

Is he reading a 反复使学生感受进book? Is he 行时态的一般疑writing a letter? 问。初步使学生学Is he drawing a 会一般疑问句完整picture? Is he 的答语。

listening to

music?

Now let’s watch

the video to find

the answer.

What is he(the

bear) doing? 理解小对话内容。

Yes, he’s

sleeping. Let’s

read it together.

The bear isn’t

doing his 自然过渡到本课。homework. Is 初步感知课文。

Sam doing his

homework?

Today we are

going to learn a

new story.

Module 3 Unit 1.

First, let’s watch

the video and

find who they are

in this story.

Now please look 给图片拍顺序，初at these pictures. 步理解课文。

They are

disordered. Now

please discuss

with your group

members and

reorder these

pictures. Let’s

start!

3-2-4-1

3-2-4-1

3-2-4-1

No.

“Sam, please do your homework! And tidy your room!”(Read after the tape)

Amy.

“Mum, Sam isn’t tidying his room”.(Read after the tape) “ Is he doing his homework?”

“No, he isn’t.”

“No, he isn’t.”

Now tell me the answer of your group.(Ask some of the groups to answer it.)

OK. Let’s watch the video again to check your answer. (Show the answer on the whiteboard)

Let’s learn the dialog picture by picture.Look at Ms Smart. Is she happy? No, she isn’t. She isn’t happy, because Sam isn’t tidying his room and doing his homework. So Ms Smart says: “···”

Now look here. Ms Smart is cooking. Who’s coming?

She says to Ms Smart: “···”

So Ms Smart asks: “···”

The teacher asks: “Is he doing his homework?”

He isn’t doing his homework.

学习课文内容，

加强对课文的理解

“What is he doing?”

“It’s a secret.”

No, she isn’t.

“Sam, what are you doing?”

“This is for you,Mum. Happy birthday!”

“A birthday card!”

“Are you tidying your room now?”

Sam is a good boy···

Ss do the actions and guess what their partner is doing.

Then “···”

Amy says:“···”

Now look at Ms Smart. Is she happy now?

She’s angry. She wants to know what Sam is doing, so she say: “···”

Let find the secret.

What is the secret?

Sam made a birthday card for Ms Smart. So Ms Smart says: “Thank you, Sam!”

Now what is he doing? Ms Smart asks: “···”

Then Sam answers: “Yes, I am.”

Now boys and girls, what do you think of Sam? Is he a good boy? Why?

Two ss as a group. Play a game: I do, you

Step3:Consolidation

Summary

Homework

Do the exercises.

Listen and imitate the dialog.

guess. Please take out your activity book and do the exercises.

Play the video of the song(P12) and ask ss to sing this song together.

听力练习，检验对进行时态的掌握。

歌曲朗朗上口，便于学生记忆进行时态的短语和句子。

加强课文的朗读，加深对课文的理解，为运用打好基础

Classroom Assessment 学生在进行课文朗读时，部分学生对动词原形和现在分词区别不开；

课文前半段较后半段难，需加强朗读。

家庭作业：Listen and imitate the dialog.

板书设计： Module3 Unit1 Sam isn’t tidying his room.

Is he doing his homework?

Yes,he is.

No, he isn’t.