Unit 1 She's listening t…优秀教学设计说课稿

英语（外研社新标准）一年级起点二年级下

Module2 Unit 1 She’s listening to the radio

教材分析: 本课是英语（外研社新标准）一年级起点第四册Module2 Unit 1第一课时内容。学生初步接触了be + doing 结构的句子，本节课主要是让学生学会这个句子，和如何灵活运用该句式描述“某人正在做某事。”教材主要通Daming描述照片中的人“正在做什么”展开，十分贴近实际生活，比较有利于任务活动的开展。

学情分析

对于刚刚接触现在进行时的二年级学生来说，理解be + doing 结构的句子有一定难度，但只要把语言运用任务设置在贴近生活实际的适当情境中，也不难理解。这个年龄段的学生活泼好动，模仿力强，所以充分考虑这一特点，创设与其相适应的动态真实环境且行之有效的教学活动是顺利完成本课教学目标的关键。

教学目标: 1、知识技能目标

(1)

听说认读单词: photo, radio, newspaper, camera, smile. (2)

会说会用重点句子: A.She’s listening to the radio. B.He’s reading a newspaper. C.Tom’s playing with his train.

(3)

能够用英语描述一个人现在正在做什么事情。

(4)

正确理解和掌握对话内容。

2、运用能力目标

(1)

能正确使用本模块所学的单词和短语描述正在进行的动作。

(2)

在学习中善于利用图画等非语言信息理解主题。

(3)

能流利地朗读课文，并初步表演对话。

3、素质教育目标

(1)

培养学生学习英语的积极态度。

(2)

培养学生合作精神和爱家庭、爱家人、爱集体的情感。 4、教学步骤：

Step1、Warm up 1. Sing a song. It‘s raining. 2. Greetings. T：

Good morning！

What day is it today？

What’s the weather like？

Ss：

It‘s... 3. Review the old words that are relative to today’s lesson.(Family members and activities.) T：

Brother.(Choose one word from one topic. Anyone is OK.) Ss：

sister，

mother....(Say the words that are relative to the theme as many as they can.)

通过唱歌、与学生亲切问候活跃课堂气氛，根据歌曲内容将学生分为SUNNY与WINDY开展竞争与互动活动。

围绕主题说单词活动对本课相关内容进行有效复习，激活学生的英语思维，为新任务活动的展开做好铺垫。

Step2、Presentation（任务呈现）

1. Listen to the sound，

and guess what is happening.

Record some sounds before class，

such as the sounds from the radio，

someone is talking or reading and so on. T：

What can you hear？

You can say it in Chinese. Ss：

我听到有人在....... 2. Show them the corresponding pictures and describe them.

T：

This is.......

She‘s or He’s doing STH. (Describe the pictures.) Step 3. Present the task. T：

Can you tell us what is happening in your pictures？

我们共同学习后，一会就来个配解说词大赛！

Now，

let‘s learn from Daming and see how he do as a commentator .

多种感官参与活动加深了学生对重点语句含义的理解。帮助学生对be + doing 结构与其所表达含义之间建立联系。

通过先声音后画面再听图片介绍的过程让学生完整感受新知，自然呈现本课运用任务，促使信息差的产生，同时导入课文，驱动学生的求知欲。

Step4、

Preparation 1. Listen，

point and repeat. (Using the CD-ROM and the cassette.)

Ss read the text after the tape with the books open. (Remind them to point to the corresponding sentences.) 2. Work in pairs. Then try to act the text out. 3. Copy the actions. S1 does the actions from the

sentence cards he sees. The other Ss guess what he or she is doing.

Ss：

She / He is doing STH.

Then encourage the others to take S1’s role.

4. Let‘s watch TV. Look at the pictures on the television.(CAI)，

and guess what is showing on TV？

What is he/ she doing？

Then the teacher show them the pictures with sentences. 5. Good Drawer. Give each pair two different pictures. Listen and draw. (The teacher must give the example first.) S1：

This is a....... She / He is doing STH. S2：

Draw the picture according to what he/she says. Switch the role. Then compare them with the given pictures. Who is better？

再次巩固学习基本语句。为避免文盲英语的出现，夯实对单词和句子的识认能力训练。

猜谜游戏使学生对目标语句进行了扩展、延伸及运用。培养学生用英语进行发散思维的能力。

多媒体课件在此有效恰当的辅助了教学。

通过说、听、画活动培养学生的语言基本技能；将知识内化为能力；情境的灵活设置培养了学生用英语思维的能力。

Step5、Production 1. Work in small groups. Describe the pictures or photos to your group members.

Ss：

This is....... She’s / He‘s doing STH. 2. Competition. Who is the best commentator？Each group takes turns to come

to the front and show their works. 3. Choose the best commentator group with Ss together. 4. Sum up：

What have we learned today？Do you have any questions about today’s lesson？

在描述图片的过程中实现了学以致用。在小组合作中互学、互助，增大了信息交流量，体验了团队合作精神。在评价与质疑中充分发挥学生的主体作用。

Step6、Homework 给你的爸爸、妈妈当一回英语解说员，介绍你搜集的图片、照片或广告画中的人在做什么。