Lesson 2优秀课堂实录

Unit 2 School Activities（period 2）教学设计

一、教学内容

Book 3

Unit 2 School Activities（Story，song and Activity 2）

二、教学流程图

Warm up →Review→ Presentation →Practice→ Act out the story →

Summary → Homework

三、教学目标

1、知识目标：

（1）能听说认读单词“fish、swim”及其ing形式。

（2）掌握句子

“ What’s he\she doing? He’s\She’s …”

（3）能正确理解story的内容，并能分小组表演story。

（4）学生能初步会唱what are they doing？

2、能力目标：

（1）学生能借助图片运用句子“ What’s he\she doing? He’s\She’s …”进行问答。

（2）学生能根据story的内容将人物和图片配搭起来。

（3）学生能分角色表演story的内容。

3、

情感目标：

（1）通过各种形式的教学活动激发学生学习英语的兴趣，并养成良好的学习习惯。

（2）发挥学生自身的想象力研读文本背后的内容，提高学生的思维技巧及对语言的综合运用能力。

四、教学重点和难点

1、教学重点：

1）对单词“fishing、swimming”

的听说、认读。

2）对句子“What’s he\she doing? He’s\She’s …

”的理解和初步运用。

2、教学难点：

在实际情景中正确运用句型“What’s he\she doing? He’s\She’s …”

五、教学策略

1、教学准备：

(1)学生准备: 复习好第一课时的内容，对第二课时进行预习。

(2)教学准备: 课件、单词卡、学生作业用纸、课堂激励机制用的鱼和猫等。

2、教学方法：

通过学生喜欢的多种活动形式，营造一个宽松、民主、和谐、愉悦的学习氛围，调动学生学习的积极性。重视联系生活实际，做到“在学中用，在用中学”，提高学生的语言运用能力。

六、教学过程

Step1.Warm up 1. Greetings and free talk. T: Good morning, boys and girls. Today I’m your new English teacher.

T: I like English. Do you like English? What subject do you like? ... Look! I’m reading English. And what are you doing?

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（设计意图：通过师生交流，复习已学的vocabulary ＆ target 出现的单词、句子。）

Step2. Review：Look at the pictures and read the words. T: Now, please look at the screen. Let’s read the words. （设计意图：利用图片，让学生读单词，帮助学生复习单词读音。）

Step3. Presentation 1. Lead in.

T: Oh, look! Class. I have two cats. They are my friends. They’re in the park. The yellow cat is fishing. (He’s fishing.) The green cat is fishing, too. (She’s fishing). And look at the fish. They’re swimming. 2. Teach the words “fishing” and “swimming”. （先出示fish和swim让学生认读，然后再出示其ing形式让学生自己尝试读，教师给予指导帮助）

T: Who can read this word? （出示fish、swim，让学生认读。）When we add “ing”, how to read？Who can try? （出示fishing\swimming,让学生先尝试自己去读）

T: OK! Fish + ing →fishing, swim+ m+ ing →swimming. (贴单词板书) Please remember “swimming” have two “m”. We met other words like this. Which one? Do you remember? (running) (设计意图：通过老师的指引，让学生知道fishing 和swimming的意思以及进入到既定的情景当中。) 3. 利用卡通人物学习句子“What’s he\she doing? He’s\She’s…”。

T: Many friends are in the park, too! This is Lan Yangyang. That is Hong Tailang…

Look, he’s\she’s…(板书”What’s he\she doing? He’s\She’s…”)

(设计意图：通过创设情景，介绍卡通人物在公园的各种活动，让学生初步了解本节课的重点句子，并尝试回答。) 4. Pair work. T: Lan Yangyang is sleeping. How about other friends? Please pair work .Use the sentences “What’s he\she doing? He’s\She’s…” ask and answer with your partner. 5.Check the students. (设计意图：利用学生喜爱的卡通人物进行pair work，激发学生的表达兴趣，突破本课难点。) 6. 引导学生学习story。

T: Look at the picture. Gogo is in the park, too. What is he doing? OK! Let me tell you. He’s skating. And what are his friends doing? “Shh”, Let’s look and listen. Before you watch the

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video, here are some questions for you.(出示问题）

7.学生第一次观看视频，对故事进行整体感知。

T: OK! This is Peter. What’s he doing? Is he running? Maybe. Now, let’s listen. (边呈现问题，边把问题里面出现的人物及相关单词的图片贴在黑板上)

1.

What’s Peter doing? 2.

What’s the girl doing? 3.

What’s Lisa doing? 4.

What’re Ben and Lisa doing? 5.

What’s Gogo doing? （设计意图：让学生带着老师的问题进行第一次听看故事，对故事有了初步的整体感知

。) 8. 学生再一次听看故事，完成人物与动作的配对。

T: Please open your books and listen again. Then match the pictures and the words. （设计意图：学生翻开书本后进行第二次的听看故事，加深了对故事的整体感知，从而更好地完成人物与动作的配对练习。) 9. Check the answers. 10.带领学生看着黑板的图片、单词读句子。

T: Look at the blackboard. Let’s read the sentences. “Peter is fishing…”

Step4. Practice

1. Listen and read after the tape. (学生跟读，模仿人物的语音、语调，老师给予指导。) 2. Group work. (四人小组分角色朗读故事) T: Now, 4 students a group. Read the story. You have two minutes. (设计意图：通过模仿录音语音语调对课文进行透彻的理解，通过分角色朗读让学生感受情景，趣能两得。) Step5. Act out the story.(根据时间，邀请1到3组学生上台表演)

T: OK！Everyone！Which group can come to the platform and act out the story. (设计意图：通过邀请学生上台表演，让学生通过自己的语言输出课本的语言。) Step6. Summary: （1）

小结本课知识。（2）Sing a song : What are they doing? T: Everybody！What we have learned today? Yes, we learn about “fishing” and “swimming”. Also the sentences “What’s he\she doing? He’s\She’s…”Please remember them. OK! Let’s listen to a song“What are they doing?” Please open your book and try to sing after the tape. （设计意图：从词到句对所学知识进行总结，让学生更清晰本节课的重点知识；歌曲的

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表演将本课的授课引向完满的结束，让学生在意犹未尽中渴望下一课的学习。）

Step7. Activity 2 这一部分的内容可做单独处理，也可以根据教学设计的内容融入进去。

Step8. Homework

1. 必做作业：模仿、朗读并背诵Story。

2. 选做作业：从作业纸的两个作业中挑选出一个你喜欢的来完成。

（设计意图：通过设计不同层次的作业，减轻学生的负担，也有利于不同层次学生发展。）

七、板书设计：

Unit 2 School Activities

What is he/she doing?

He’s/She’s…

studying

fishing

reading

swimming

painting

堂上练习

根据课文内容，将人物和动作连起来

studying

fishing

reading

swimming painting

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Homework 请同学们根据自己的能力自主选择其中一道题目并完成。

一、根据图片内容选择正确的单词补充完整故事。

( reading, swimming, park, fishing, painting, studying)

Today is a nice day. Tony, Jenny, Look, Gogo is skating. Peter is

Gogo are in the ________.

The girl is

Oh, Lisa is

_____________.

Ben and Lisa are _______. They’re happy.

Wow！Gogo is ________in the fountain…

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二、判断下列句子与Story 的内容是否一致，一致的请写“T”，不一致的请写“F”。

1. (

) Gogo is in the zoo.

2. (

) Peter is fishing. 3. (

) The girl is reading. 4. (

) Ben and Lisa are swimming. 5. (

) Gogo and his friends are very happy.

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