Unit 1 Things I like doing优质教案设计

2B Module 2

My favourite things Unit 1

Things I like doing I.

单元教学目标

【知识与技能】

1.能够听懂、认读并能拼读run, skate, hop, skip, ride a bicycle等核心词汇,对动词的ing形式有初步的了解，能正确朗读。

2.在创设的语境中，能使用Do you like (doing)...?询问新朋友喜欢做的事情，并能使用Yes. I like (doing)…/ No. I like…的句型来表达自己对活动的喜好。

3.能够了解字母k, g在单词中的发音，并能正确朗读词汇。

【过程与方法】

通过创设情境，播放flash、听音频、使用实物等方法引出并教授新知，通过模仿，合作交流，表演、模拟情境练习儿歌、童谣来带动词句的学习等方式巩固所学知识，让学生在直观、有趣的课堂氛围中学习、体验和感悟英语知识，提高学生的英语语言使用能力。

【情感、态度和价值观】

1、通过教学情景让学生体验活动的丰富及其所带来的快乐。

2、通过活动让学生乐于了解他人的喜好，并勇于表达自己的喜好。

II. 学情分析

基于课标，我们对本单元的内容进行了适当的整合。学生在一年级和二年级上学过run, ride a bicycle, skip a rope等词汇，通过简单询问What can ... do? I/He/She can …句型进行复习，为本课的学习打下一定的基础。

本单元重点学习句型Do you like(doing)…？Yes. /No. I like(doing)…用于询问对方对活动的喜好和表达自己的喜好。Doing这个形式是第一次出现，对于二年级的学生而言有一定难度，是本课的重点和难点，需要通过丰富多彩的活动和朗朗上口的儿歌童谣来降低难度，提高语言训练有效性。

Ⅲ.语用任务

在主人公Peter认识新朋友的语境中，学生能使用run, skate, hop, skip, ride a bicycle，及Do you like (doing)? Yes. I like (doing)…/ No. I like…等与新朋友交流

喜欢做的事情，做到语音语调正确，表达较流利。

IV.分课时目标

课时

话题

语用任务

语言知识与技能

1、能够听懂、认读并拼读run, skate, hop, skip, ride a bicycle等核心词汇及其ing形式。

2、能够使用I like (doing)…的句型来表达自己对活动的喜好。

3、能了解动词加ing的变化。

4、能正确朗读字母k, g在单词中的发音。

情感目标

通过教学情景让学生体验活动的丰富和活动所带来的快乐。

能在句型结构的帮助下，尝试用核心句型和词汇进行简单地交第流。语音基本正一Sports I like

确、内容基本达课意。

时

在语篇、语境带动学习下，较正确地使用核心句型和词汇与他第人进行问候，做二Do you like 到语音正确、内课skating?

容连贯。

时

1、能够熟练运用run, skate, hop, skip, ride a 通过“寻找共同bicycle等词汇。

爱好的朋友一2、能熟练运用核心句型Do you like 起玩”这样的活(doing)…?及其答句形式来交流。

动让学生勇于3、在一定语境中，能熟练运用Yes. I like 表达自己的喜(doing)…/ No. I like…的句型来表达自己对好，并乐于了解活动的喜好。

他人的喜好，增4、能够正确朗读字母k, g在单词中的发音

进彼此的感情。

5、能够运用核心句型进行综合语用。

四、教学文本和教学过程：

Period 1 Sports I like I.第一课时主体学习文本：

(1)Peter:I’m Peter. I can skate.

I like skating. How happy ! Alice:Hi,Peter. I’m Alice.

I can ride a bicycle. I like riding my bicycle.

(2)Ben: Hi, I’m Ben.

Peter: Hi,Ben.Do you like skating? Ben: No. I like running. Peter: Wow! How happy ! (3)Eddie: Hi, I’m Eddie.

Peter: Hi, I’m Peter. Do you like skating?

Eddie: No. I like hopping. Peter: Hopping? How cool ! (4)Tom: Hi, I’m Tom. I can skip. I like skipping. (5)Peter:I want to make friends with you.

Alice&&Ben&Eddie&Tom: OK. Let’s go playing together.

II.预设输出语言：

Hello, I’m _________.

I can_____________.(do)

I like_____________.(doing)

How________!

III．Teaching procedures：

Procedures

Warming up

Pre-task preparation

2. Listen

Contents

1.Learn the sounds Methods Purpose

在课前学习一下字母的k,g的读音规律，使学生初步感知其发音。

创设语言情景，为新授课作铺垫。

1. Listen to Peter 通过创设Peter在认识朋友中先自我介绍的情景，在语境(1)Learn the word

T: What can Peter do?

and the pattern:

skate,

skating I’m... I can...(do) I like…(doing) How happy! Ss: Skate T: Yes,Peter can skate, and he likes 下看通过视听整体skating. 2.Learn the new word :skate, skating 3.Chant . .4.Sing a song. 5.Say like Peter and act it out

--I’m Peter. I can skate. I like skating. How happy! 感知教学内容。并以旧知引出新授句型，并通过Chant、儿歌以及边演边说的方式操练新授句型，简单的进行语言积累。

通过视听及问答引出核心单词，以rhyme和song的形式操练词汇，通过边演边说的方式进一步操练新授句型，进行语言积累。

While-task procedure (2)Learn the word 1. Listen to Alice and Peter and the pattern:

ride a bicycle riding a bicycle I’m... I can...(do) I like…(doing) How happy! T: Now Alice is coming.

What can Alice do?

--Ride a bicycle. T: I’m Alice. I like ______. –- Riding a bicycle. 2. Say a rhyme

3.Sing a new song 4.Listen to Alice, say and act it out

--I’m Alice. I can ride a bicycle.

I like riding a bicycle.

How happy!

(3)Learn the word 1.

T: Look,Ben is coming. and the pattern:

run, running I’m... I can...(do) I like …(doing) How happy!

Now guess What can Ben do? Can he skate or ride a bicycle?

通过视听和提问的方式引出并学习核2.Listen carefully to the dialogue.

心单词，简单地进Ask and answer T: Tell me,what can Ben do?--run I’m Ben.I can run.I like___. ——running 2.

Make a new rhyme T:Can you run?

Do you like running?

Now let’s say：

Run, run, I can run. Running,running,

I like running．

3.Listen to Ben. T: I’m Ben. I can___.I like____.

Is it happy? --Yes.How happy! 3.Say like Ben and act it out

--Hi, I’m Ben.

I can run. I like running. 8. Listen and say like Tom 行语言积累。

通过小儿歌chant等操练形式巩固新授的单词。

通过扮演Ben，边说边演，来激发学生语用兴趣，巩固所学知识。

(4)Learn the word 1.

Look and say and the pattern:

hop , hopping I’m... I can...(do) I like…(doing) How happy! T: Look.Here’s a boy.

What can he do? Do you know? 2.

Listen to the dialogue. T：Oh,He is Eddie. Peter likes skating.

Eddie likes____. So,Eddie can hop. ——hop Now I’m Eddie. I like____. ——hopping 3.

Make a new rhyme 4.

Say like Eddie and act it out.

通过提问及视听，教授核心单词；通过rhyme和说话练习巩固输出文本。

(5)Learn the word 1.

Guess and the pattern:

skip,skipping I’m... I can...(do) I like …(doing) How happy! T: Now. Here’s a boy.

Guess who is he? what can he 通过提问和猜猜看do? Then listen to him and think. 2.

Listen and ask T: Who is he?——

Tom 引出Tom和核心单词。

通过rhyme和说话

Yes. I’m Tom. I can skip. I like 练习巩固输出文skipping.

——

skip, skipping 3.Say a new rhyme 4. Say like Tom and do it. 本。

(1)Review the story Listen to the story

让学生自己说说自己的喜好，用所学语言自编儿歌，培养语用能力。

通过组内分角色练习输出语言，进行小组互动，了解身边朋友的喜好，有助于语言的运用。

Post-task activities (2)

Do a role-play

1.

Practice in group of 3 or 4or5

2. Group show.

1. Listen and read: page 14-17.

2. Read and copy the words: run, skate, hop, skip, ride a bicycle. 3. Talk with your friend or family: Assignment Hello,I’m... I can...(do) I like…(doing) How happy!

2BM2U1 Things I like doing（Period 1）

Sports I like

Who

What can...do

What...like doing

How

Peter

skate

skating Board-Writing

Alice

ride a bicycle

riding a bicycle

happy

Ben

run

Eddie

hop

Tom

skip

running

hopping

skipping

Period 2 Do you like skating? I.第二课时主体学习文本：

(1) Peter:

Hello! I’m Peter.

Eddie:

Hi, Peter. I’m Eddie.

Peter: Do you like skating? Let’s go skating together.

Eddie: No. I like running. Sorry!

(2) Peter:

Hello! I’m Peter.

Dora:

Hi, Peter. I’m Dora.

Peter: Do you like skating? Let’s go skating together.

Dora: No. I like skipping. Sorry!

(3) Peter:

Hello! I’m Peter.

Tom:

Hi, Peter. I’m Tom.

Peter: Do you like skating? Let’s go skating together.

Tom: No. I like riding a bicycle. Sorry!

(4) Peter:

Hello! I’m Peter.

Kitty:

Hi, Peter. I’m Kitty.

Peter: Do you like skating? Let’s go skating together.

Kitty: Yes. I like skating. Let’s go.

II.预设输出语言：

A: Do you like _____? Let’s go_____ together.

B: Yes. I like _____. Let’s go. / No. I like_____. Sorry!

III．Teaching procedures：

Procedures

Warming up Pre-task preparation

2. look and read

Contents

1.Learn the sounds Methods Purpose

通过学习语音以及朗读相关单词、句子，学习巩固本单元语音知识。

Scene 1: Peter: Hello! I’m Peter.

Eddie: Hi, Peter. I’m Eddie.

Peter: Do you like skating? Let’s go skating together.

Eddie: No. I like running. Sorry! Learn the sentences Say a chant Read the dialogue in pairs. 通过Peter放学后想在新家的小区寻找朋友一起玩的情境，学生能够体会到friend的重要。

While-task procedure Scene 2: Peter: Hello! I’m Peter.

Dora: Hi, Peter. I’m Dora.

Listen to the dialogue. Learn the dialogue

通过学习，学生能Act out the dialogue in 够融入角色简单模仿Peter进行问答。

Peter: Do you like skating? pairs.

Let’s go skating together.

Dora: No. I like skipping. Sorry!

Scene 3: Peter: Hello! I’m Peter.

Tom: Hi, Peter. I’m Tom.

Listen to the dialogue. Ask and answer.

学生通过相似情境与语句能够分析判Act out the dialogue in 断，并且能演一演。

Peter: Do you like skating? pairs.

Let’s go skating together.

Tom: No. I like riding a bicycle. Sorry!

Scene 4: Peter: Hello! I’m Peter.

Kitty: Hi, Peter. I’m Kitty.

Peter: Do you like ___?

Let’s go ____ together.

Kitty: Yes. I like ____.

Let’s go.

Look and guess. Fill in the blanks.

通过看一看，猜一Act out the dialogue in 猜，并尝试填空，pairs. 巩固句型。学生能够伴随儿歌体会到找到朋友的乐趣。

Review the story Listen to the whole story Read in roles. Read with your partners Act out the story

通过角色扮演，回顾并演一演这个故事，锻炼学生团队合作能力的同时巩固句型。

Post-task activities Find your friends: Do you like…?

Ask and answer. Group show.

内化语言，结合话题，找跟自己有相同爱好的朋友。达成学生语用目标。

Assignment

Board-Writing