Words in each unit教学设计内容推荐

Unit 4 What can you do?

Chengkan Primary School Jiang Liqiao

一、Teaching content: P73 Words in Unit 4

二、Teaching objects and demands

Knowledge objects:

1.Grasp the four-skilled words and expressions: sing English songs, play the pipa, do kung fu, dance, draw cartoons, swim, speak English, cook, play basketball, play ping-pong.

2.Enable ss can listen, speak and read the words and phrases: we’ll, party, next, wonderful, learn, any, No problem, want ,send, email, at.

3.Make sure ss can use the key words in the true situation: What can you do? Can you…? Yes, I can. No, I can’t.

Ability objects:

1.Train students’listening, reading, speaking and acting skills.

2.Develop ss’abilities of using different vocabulary leaning strategies to memorize words.

3.Encourage students to write, direct and act their own plays using the target languages.

Emotoin objects:

Train the students to pay attention to the emotion of

life and love of life.

三、Teaching key points and difficult points:

Key points: Four-skilled words,phrases and sentences. Difficult points: Lead the students to make up some dialogues or plays using the key words and act them out.

四、 Positions Unit 4 What can you do ?

Positions P73 Words in Unit 4

Grade__________ Name_________

一.

Try to read and write the new words what you have learnt.

—————— —————— ————————

———————— ————————

More words and phrases:

________________________________________________________ ________________________________________________

二.Can you share your secrets with us? And guess what your partners can or can’t do .

eg: What can you do? Can you …? Yes,I can. No, I can’t.

I can______________________. I can______________. I can_________________________________________________________ _____________________________________ . But I can’t _______________________________________________.

三. The play

五、Teaching procedure

(一)Self-study

The students try to finish the positions.

(二)Cooperative study

1. Get the students to discuss their worksheets in groups and correct their pronunciation and spelling each other.

2. Deal with difficult language points or new words.

3. Choose 1 or 2 groups to show their answers, the others make evaluation to check the students’ answers. (三) Extended study

Students works in groups to make up a new dialogue or a play and act.

六、Teaching reflection

新课标的实施的关键在于贯彻实施英语课程的基本理念,即充分的发挥学生学习的主体作用,因此,我转变教学理念。尝试“一切为了学生,高度尊重学生,全面依靠学生”的生本课堂,真正从心里改变过去“一家言”的满堂灌教学模式,利用“先做后学、先会后学、先学后教”等多种方法。

(一)、建立Word spider 平常在复习词汇时,教师手中的“法宝”只是让学生读读背背默默单词,长期以来,学生兴趣倍

减,“法宝”也失去了它的魔力,而这样的教学模式是否能够有效调动起学生的学习积极性,是否能够使得每一个学生都能在轻松的环境中主动地参与词汇复习过程?我把Unit4词汇之间建立一种发散性思维建构模式,学生可根据自已的喜好,建立word spider,在众多词汇之间建立起某种联系,将它们联系成一体。可以轻松地解决上述问题

(二)布置前置性作业真正体现了学生是学习的主体。相信他们能够练习,通过自己掌握这个单元的四会单词和句型。词不离句,前置性作业第三、四是基于在布置第二题的基础上为学生创设一个有选择和开放的平台,让学生表演对话,课本剧,朗读课文,演唱歌曲及chant小剧本,把要学的语言知识变成服务于语言实践活动的素材,为我所用,给琐碎的语言知识赋予更多的生命力:让学生自导、自排、自演剧本。

小学生的年龄特征决定了他们对好玩、有趣的事情有着强烈的好奇心,因此我认为单元词汇课同样也要注意到培养学生运用英语进行交际的能力,而不是一味地应付考试。在学完一个单元之后,将从学生的视角出发,我往往会利用一节课的时间让学生进行归纳和运用所学目标语言。让学生在一遍又一遍的表演中自然学习英语、熟悉英语、运用英语,将语言的学习最终落实到运用,并拓展学生各方面的学习能力:在展示中学习如何尊重和倾听他人发言;学会如何与他人合作能力;增强用英语进行交流的自信心。