Unit 2 I made a kite.教学设计模板

Module 8 Discussion Unit2 I made a kite. 教学目标:

一、知识目标

1. 学习本单元词汇：drew(draw的过去式), made (make的过去式) cut (cut 的过去式) put (put 的过去式) tied (tie 的过去式) paint piece of, paper 和

scissors、sticks、tied、strings. 2、学习描述在过去时间里做事情过程的话语：Target Language：

I drew a dragon on a piece of yellow paper. I painted it. I cut the paper. Then I put……on it. I tied strings to it.

I could fly it. 二、能力目标：

1、能够听、说、读、写词语：drew(draw的过去式), made (make的过去式) cut (cut 的过去式) put (put 的过去式) paint a piece, paper 和

scissors.并且能用英语描述自己或者他人做事情的过程。

2、通过本单元的学习，培养学生学以致用的能力。自己动手并能够描写如何制作手工制品的过程的表述能力。

三、情感目标：

培养学生对传统文化的了解，对自己制作手工制品的回顾和概述总结的能力，以及学生在小组合作中的协作能力。

教学重、难点：

1. 重点：重点掌握四会单词：drew(draw的过去式), cut(cut 的过去式) put ( put的过去式) tied (tie 的过去式) piece paint piece, paper 1

和scissors sticks tied strings。通过对本课的学习，学生能够用英语描述大明如何制作风筝和其他手工制品的过程。

2. 难点：掌握draw make cut put painted tie等动词的过去式，了解词语：sticks 和

strings could的意思。

学生通过本课的学习后，能够描述制作手工制品的过程，能力较强的学生可以用连词：

And Then Finally等连接词进行描述。

三、课前准备：1. 单词卡片，彩纸等。2. 多媒体课件。

教学过程：

Step1: warming-up(启) 1.

Greetings: T：What day is it today? What’s the weather like today? What the weather will be tomorrow?

设计意图：教师在开课前用学生以前学过的句型进行Free talk，既能增加学生的学习自信心，也能有效调动学生对已学知识存储的搜集和应用。

Step2: Revision: T: (根据学生的回答，呈PPT2教师问：)

Will you play the computer tomorrow?

S1: Yes, I will. I will play the computer tomorrow. 2

No, I won’t. I will read my book tomorrow. T: Will you fly the kite tomorrow ？

S2：Yes, I will. I will fly the kite tomorrow. T：He/ She will fly the kite tomorrow.

What will you do tomorrow? (呈PPT3) S1: I will play football tomorrow. What will you do tomorrow, Lili？

S2: I will …… tomorrow. What will you do tomorrow? S3: I will…… tomorrow.

T: What will he/she do tomorrow? Ss: He/she will…… tomorrow.

设计意图: 教师运用Will you fly the kite tomorrow ? What will you do tomorrow? 句型复习前面M8U1句型，检测学生对上节课所学知识掌握情况的同时，进行新授课的衔接。放手让学生提问学生，也能让学生获得知识的成就感，进一步以放松的状态进入新课的学习。

Step3 Leading-in and Presentation（学，练，议）

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T: Oh, he/she will … tomorrow. Please tell Miss Yuan: What did you do yesterday? （呈PPT4）

S1: I…… (学生用过去时态的短语向同学交流自己昨天做了的事情) T：What did he/she do yesterday？

S2: He/she …… (学生根据同学的回答，用自己听到的过去时态的短语向大家交流刚才一位同学昨天做了的事情)。

设计意图：运用What did you do yesterday ? 句型唤醒学生对以前所学的过去时态以及动词过去式的短语等知识内容进行快速搜集和回应。这也起到对本模块新内容学习的一个承接。

1.

T: We know he /she …… yesterday. Let’s guess : (呈PPT5) What did the little girl do yesterday? Let’s watch the video of activity 1 together.

Ss : ( 边观看课文动画

边思考问题) T：What did the little girl do? S1: She drew a dragon.

T：drew ---- drew (教师运用音标教读单词) 4

T: What else did she do? ( 教师根据学生的回答教授新单词：cut made )

T：Who did she make the kite for? S: She made the kite for her sister.

设计意图：教师运用前面学了的特殊疑问句：What did he/she do? 与学生交流观看活动一的课文内容。通过学生的回答进行新单词的初步学习，为下面课文的学习做好铺垫。

2.

Presentation of the text：

T：The little girl made a kite for her sister

T:(呈PPT6)Da Ming visited his cousin in New York. And he made a dragon kite with Fang Fang. (呈PPT7) Da Ming flew the kite in the park. T: Did you make a kite a kite two years ago? Ss: Yes, I did. T：（呈PPT8）Please talk in groups of two : make a kite, How many steps do we need ?

设计意图：教师运用How many steps do we need ?的简单问题，让学生通过同桌讨论初步获取制作风筝需要几个步骤。教师通过学生讨5

论出来的过程进行教学，体现三性教育中以学生为主体的教学要求。为本堂课难点的学习做好“无声”地铺垫。

Step 4: learn the difficult point

1、T: Make a kite How many steps do we need? S1, S2, S3, answers the question.

T：You need three steps, but you need five steps to make a kite. Let’s listen and answer: How many steps did Da Ming make a kite? (呈PPT9)

Ss watch the video of activity 2 (just listen and watch) 设计意图: 教师运用How many steps did Da Ming make a kite? 让学生带着问题听课文，能有效地促进学生专注的听课文，检测学生对课文内容的理解。

2 、T:You’re listening to the text carefully. Can you put these pictures in right order? (呈PPT10)

S1, S2, S3, S4, S5, S6 look and put the pictures in right order. 3、T: You’re so clever. Now, let’s listen the video again and thinking: How did Da Ming make a kite?

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Ss: listen the text again, and thinking the question: How did Da Ming make a kite?

4、T: Can you tell me how did Da Ming make a kite first?

S1：（look at the picture and say ）He draw a dragon on a piece of yellow paper.

T：（point to PPT）He drew a dragon on a piece of yellow paper. How to spell drew? Which word is present tense? (教师运用音标教授新单词drew) T: Please read the word: drew.

S1----S8 read the new word: drew (反馈学生对drew这个单词的读音是否准确) T：Where did Da Ming drew a dragon on ? On a……? Ss: On a piece of paper. T: Look, what’s this? Ss: It’s a paper.

Teacher show a piece of yellow paper and teach to say: a piece of paper.

a piece of yellow paper.

T: And how did he do? 7

S2: He painted it. Teacher correct the pronunciation of the word: painted

T: Then how did Da Ming make his kite? S3: He cut the paper.

Teacher teaches to read cut—cut

T: What else did he do? S4: He put sticks on it. Teacher use the real things to teach the new word: stick sticks put –--put

T: Da Ming put the sticks on the kite. How did he do then? S5: He tied strings to it.

Teacher use the real things of the strings to teach the new word: strings as do action as say: He tied the strings to it. T: Finally could Da Ming fly his kite? S6: Yes, he could. He could fly his kite. 设计意图：这部分是本堂课的难点，教师基于教材内容设计的教学步骤又高于教材。教师引导学生复述大明如何制作风筝的过程时，将英语中的连接词渗入在课堂口语中。既增加了课堂教学内容和词汇，8

也让学生初步感知可以用简单的连接词描述日常生活中做事情的步骤。

Step 5：Consolidate the difficult point

1、

Look and say

T: Da Ming make a dragon kite. If you want to make a dragon kite, how do you make it? Match the pictures and the phrases.

(PPT呈现制作龙风筝的步骤，让学生图片与短语连线) 2、

T: Da Ming made a dragon kite. (Take out a piece of paper) Miss Yuan wants to make a dragon kite too. Please help me make the dragon kite, Ok?

①(教师做第一步，边做边说：I draw a dragon on a piece of yellow paper. 画好后说：I drew a dragon on a piece of yellow paper. Step 2 :Who want to help me ? (请3位同学同时做第二步)做好后S1—S3 说：I painted it. ②Step 3: Who want to do it? (请3位同学同时做第三年步) 做好后S1—S3 说：I cut it. Use the same way to review the steps. 3、T: Look, Da Ming’s kite is so beautiful. And we made a beautiful kite too. Beautiful kite flying so high. Flying above the 9

clouds. Now let’s fly the kite together. (师生同欣赏同唱activity 5 《Fly, Fly in the sky 》

设计意图：Look and say , Help make a kite这两个环节分别通过图片刺激感知记忆，一起边制作边复述过程来巩固本堂课所学的新知识点，让学生感受到学习的快乐。大家一起演唱《Fly, Fly in the sky 》歌曲，渲染课堂氛围，营造课堂气氛，有助于缓解学生紧张的课堂情绪,用轻快的音乐带学生进入下一环节的学习。

Step 6：Comprehensive practice

T: Make a kite is one of our traditional art. In China, we have many traditional arts. Such as shadow play、Beijing Opera 、Paper -cut. 1、T: Look ,What did Lingling do？

S1: She made a paper -- cut.

T：Let’s enjoy how beautiful the paper—cut is!

2、T: How did she make the paper ---cut? You can discuss each other. 3、T: Look at here, Please match the pictures and the sentences. S1, S2, S3, S4 match the pictures and the sentences. T: You did a good job. Make a paper cut the step one is : (引导学生复述连线后句子) 10

S1: She had a piece of red paper. S2: And she drew a picture on a piece of red paper. S3: Then she cut the paper. S4: Finally she put it on the window. T: Is the paper cutting beautiful? Ss: Yes, it is. T: Do you like the paper cut? Ss: Yes, I do.

设计意图: 学生通过运用本堂课所学句型进行交流，从老师和同学处获得评价的成就感，体会到学以致用的自豪感。

Step6 : Emotion education主题升华，渗透情感教育

T：

After class, you can try to make a paper-cut. In China, we have many traditional art. It’s very interesting. So we should love Chinese traditional art, love our country. 设计意图：通过课文的学习，让学生了解更多的中国传统艺术，热爱祖国。

Step7：Consolidation and Examination（检）

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（1）（enjoy others handicraft ）T: In our daily life, we can make many things with our hand. Such as paper bag、bookmark. (2) Draw ＆Write down the steps

T：Today we learn how to make a kite、a paper cut. You can choose one to make, and write down the steps you make it. I made a_____ yesterday. And I _____a _____on a piece of ______. Then I __________. Then I ____ the paper. Finally I____________. 设计意图：通过记录制作自己喜欢的手工艺品的步骤，进一步锻炼学生的书写能力，同时借助我国传统艺术和日常生活中多彩的手工艺品对学生进行情感教育，不但加深了孩子们对祖国传统文化的热爱，对生活的热爱，也使师生之间的情感交流更加真实。

Step8 ：Homework 1.听录音，跟读课文。

2.父亲节马上到了，请你制作一张父亲节卡片送给爸爸，并写出制作过程和祝福的话。

3．自由读，个别读，注意语音语调。

教学反思：

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