Unit 2 I made a kite.教案教学设计导入设计

Module 8 Unit 2 I made a kite.

教学设计

（一）热身导入Warm-up and lead-in（

5分钟）

1. Greeting:

2. Sing a chant:

3. Revision Module8 Unit1 Talk about the pictures in U1

Q1: Is Daming going to take a toy panda? Why?

Q2: What present will Daming take?

Q3: Will Fangfang help Daming?

Q4: Will Simon love this kite? Why?

Q5: What can Daming write on the kite? 【设计意图】在图片的帮衬下，以问答的形式，帮助学生回顾前一单元课文，训练学生仿真状态下的语言输出，激活学生已有的知识储备。

4. Lead in: 【设计意图】利用图片解⑴Watch the CD-ROM and answer the question: What did this girl do?

⑵ Listen and chant.

⑶ Chant together. 读本课小故事,学生通过观看CD-ROM，感到此小故事的趣味性，进而激发学生学习兴趣,同时也为课文的学习打下伏笔。

（二）任务呈现Task presentation（

1 分钟）

T: Last lesson, we learn Module8 Unit1.We know Daming will going to make a dragon kite for Simon. Today we’re going to learn Module8 Unit2 I made a kite. Let’s learn how to make a kite. 【设计意图】交待这节课要学习什么，要完成什么样的任务。以此激活学生学习新语言的参与兴趣。

（三）课文学习Text learning（19 分钟）

1. General question:

(1)Watch the CD-ROM, and order the pictures.

Daming made a kite. How to make a kite? Step1. I drew a dragon.

Step2. I painted it.

Step3. I cut the paper.

Step4. I put sticks on it.

Step5. I tied strings to it .

Step6. Then I could fly my kite. (2)Discuss in groups. 【设计意图】通过视听感知，带领学生整体感知课文大意，为学生建构整体思维框架，同时为引导和帮助学生理解课文和解决问题，做好语境和思维上的铺垫。

2. Answer the questions and learn the new words.

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If you were Daming, how to make a kite?

Step1: I drew a dragon on a piece of yellow paper.

Learn: draw--drew

piece

Step2: I painted it.

Learn: paint—painted

Step3: I cut the paper.

Learn: cut—cut

Step4: I put sticks on it .

Learn: put—put

stick Step5: I tied strings to it.

Learn: tie—tied

Step6: Then I could fly my kite.

Learn: can—could 3. Match the words.

draw

painted paint

cut cut

drew put

tied tie

could can

put 4. Retell the text according to the given words.

根据PPT上呈现的词语

drew, painted, cut, put, tied, could 复述课文。

5. Look and say: (Activity3)

(1) Practice by yourself: What did Lingling do? (2) Discuss in groups. (3) Report answers. 6. Sum up the grammar

一般过去时：表示过去发生的动作或存在的状态。

时间副词：yesterday, last year /week /month，then, ago

肯定句结构：主语+V过+其它.

动词过去式：规则变化：

paint—painted

tie—tied

不规则变化：

draw—drew

can—could

put—put

cut—cut

Practice:

① I ______

a picture yesterday. (took, take, taking)

②Will he play football? Yes, he _______.

No, he _______. 【设计意图】学生通过板书观察、总结、提炼信息，给学生一定的思维基础，然后进行语法知识的整合，从而搭建了思维平台。

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（四）训练巩固

Practice（6分钟）

1. Read the text by themselves

2. Read together. 【设计意图】在理解课文的基础上进行朗读训练，培养学生的语感和语言输出的能力。

3. Listen and say. Then sing.(Activity5) ⑴Listen to this song, then answer: What’s in the sky? ⑵Let’s sing this song together. 【设计意图】在歌曲学习中体会节奏和韵律，培养英语语感。

4. Listen and say. (Activity4)

⑴

Read and sum up:

tell

will

/l/ / l / / l /

along

sing

/ŋ / /ŋ / /ŋ /

English

angry

/ŋg/

/ŋg /

/ŋg/

think

drink

/ŋk/

/ŋk/

/ŋk/ （2）Find the same pronounce of the letters. tell

will

still

rill

along

sing

long

song English

angry

English

Think

drink

ink

thank 5. Look, ask and answer. (Activity6) ⑴

Ask and answer in pairs.(PPT出示活动4中的六幅图片) 指着第一幅图片，老师和一名学生进行一问一答，为学生们做示范，接着同桌两人针对六幅图进行对话练习

⑵Let’s play a game.(PPT将活动6中的六个小图片用数字挡住，让学生选择序号，说正确之后图片上会出现相应的幸运分数) 【设计意图】将枯燥的对话转变为学生乐于接受的、生动有趣的游戏。选图片加相应的幸运分数，极大的调动了学生的兴趣，使孩子们乐于开口用英语去交际。同时学生会在运用中，进一步理解和运用本课重点知识。

（五）任务完成

Task completion（7分钟）

Writing: How to make a dragon kite?

(1) Practise in groups “How to make a dragon kite?”

(2) Reports.

(3) Writing:

(4) Reports. 【设计意图】此环节完成开课布置的任务，做到有布置，有完成。学生在真实的语境中，先练习说，再练习写，不仅综合了说和写的训练，也将本模块所学的知识和形成的技能转化为在真实生活中运用英语的能力。训练学生的语言输出能力，使大多数学生完成本课的任务，同时，也尊重了学生的个体差异。

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（六）小结与布置作业

Summary and homework（2 分钟）

1. What have you learnt this lesson?

【设计意图】先让学生进行总结归纳，教师进行点拨，帮助学生进一步加深记忆和理解。

2. Homework:

⑴All of the students: Write the new words and sentences 3 times.

⑵

All of the students listen and read the text 3times. ⑶

Some of the students can write a message about “I made a kite.”.

【设计意图】设计必做和选做的部分，让不同层次的学生选择适合自己的学习任务，消除学生的抗拒心理，激励学生不断提升自己的能力。

七、板书设计: Module 8 Unit 2

I made a kite.

Step1: I drew a dragon on a piece of yellow paper.

draw--drew

piece

Step2: I painted it.

paint—painted

Step3: I cut the paper.

cut—cut

Step4: I put sticks on it.

put—put

stick Step5: I tied strings to it.

tie—tied

Step: Then I could fly my kite.

can-- could

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