Lesson 2 What are you going to do tomorrow?PPT配套教学设计内容

白蕊

洛阳市实验小学

教学设计

Mr Going-to-do

教学设计

教材版本及内容：科普版小学英语Book 8 Lesson 2 Read “Mr Going-to-do”

一、

教学目标

1．知识目标

(1)认读新单词never, Saturday, son , another. (2)理解句子But he never does it. If you say you are going to do something ,then do it.

(3)理解文章大意。

2．能力目标

(1)能根据图片及关键词进行复述。

(2)能在老师的帮助下，结合自己所学过的语言对文章进行复述。

(3)能让学生通过不同层次的读，获取文本信息，并掌握阅读的方法。

3．情感目标

(1)进一步激发学生学习的积极性和自信心；

(2)通过阅读文本，培养学生从小养成好习惯，不要成为只说不做的人。

二、教学重难点

（1）通过不同层次的阅读，让学生获取文本信息，并能够掌握阅读的方法。

（2）通过圈、划等方式，学生能够学会自我分析文本，发现问题，提出问题，解决问题，最终能够总结学习方法。

三、教学过程

Step 1

Pre-reading 1.

Greeting: Hello, everyone ！Do you remember the homework yesterday ?Ss: Yes. T:Ok. Now who wants to try to say something about “Your Day Plan”

2.

S1:I’m …Today is Monday . I will …

3.

S2:Hello! I’m…Today is Monday . There are six classes in the day. I’m going to learn English class at 9:00. After school , I will have an English class again. I am going to sleep at ten. This is my plan.

4.

T: Ok! Well done! How hardworking she is ! Right ? 【设计思路】通过学生的描述或表述,复习一般将来时，对本课的学习做好铺垫。

Step 2

New lesson 1.

Look at the picture . What can you see ? Ss: I can see a man . T: What do you think of the man ?And let’s learn the story about the man . OK ? 【设计思路】激发学生兴趣，引导学生自主提出问题

2.

Fast-reading

Read and answer.

T:What’s the man’s name ? How many people are there in the story ? 【设计思路】

学生通过快速阅读初步了解文章主要人物和事件.

3.

The Second reading

Read it again，from the second reading , can you answer the questions ? a.

What do people often call John? b.

Why do people often call him “Mr-Going-to-do”? c.

Does Mr. Smith like him ? d.

What does Mr. Smith often say to his son ?

【设计思路】教师在巡回的过程中，关注学生的两个方面，一是否明确任务要求，即知道读什么，怎么读；二是看学生完成的速度与准确度，并随时做好helper的准备。

4.

The third reading

T:Please read carefully and underline

（1）Now let’s move to paragraph1. Can you show me which word

you don’t understand or can’t read it fluently. 教师引导学生进行深入细致的阅读，并在书上画出问题的具体信息,深入了解课文细节。

S1:I don’t know the word “never”

解释词义，并引导学生用英语造句。

Eg. I like pictures. But I never draw . Tom is lazy ,he never does his homework. 学生模仿造句。

（2）Now let’s move to Paragraph 2. Can you read the red word ? Ss : Saturday. T: What do you often do on Saturday ? Ss: I often …T: What about John’s Saturday ? Read and answer . （3）T: Do you remember in Paragraph 2. John often goes to …. I’m going to … Does Mr Smith believe him ? Does Mr Smith think John is going to clean his house or wash his car ? Now let’s move to Paragraph 3. Who can read ? Who can read again ? T: Mr Smith knows that . Can you use English to explain “that”

Ss : Mr Smith knows John isn’t going to clean his house or wash his car . （4）Does Mr Smith like to talk with John ? Then what does he do ? Let’s move to Paragraph 4.

（5）Now let’s move to Paragraph 5. Have you any words you don’t understand or can’t read . What does Mr Smith often say to his son ? 出示son , another ,讲解

If you say you are going to do something ,then do it . How do you understand this sentence ? 【设计思路】精读课文，学生在边读边划线的过程中学会提取文本信息,找出信息，并对信息进行梳理。学生完成信息的收集，已经基本掌握了本篇文本的框架，此时再将学生找到信息归类讲解，帮助学生再次梳理文章脉络，让学生自然的达成完整语篇语句的表述，水到渠成。

5.Listen to tape Now do you know “Mr-Going-to-do”

? Do you like him ? Do you want to be another “Mr –Going-to-do”? 【设计思路】学生已完全掌握文本内容，此次聆听课文原声录音可以帮助孩子再次回忆课文的具体内容，在原版录音的帮助下感知语速和语流，感受语言美，为下一步朗读和复述课文做准备。

6.The fourth reading

Let’s read the text again, more carefully and beautifully ,OK? 【设计意图】通过这个环节的再次朗读，学生再次加深对课文的理解；同时通过朗读，了解自己对文章的掌握情况，及时通过读课文进行查缺补漏，也为复述课文做好铺垫。

三．

Retell the text I think you have known “Mr-Going-to-do” very well. Can you retell the text ? You can use the key words on the blackboard .

利用板书，教师可示范介绍一遍，然后学生尝试介绍课文内容。

【设计思路】在老师的帮助下，借助板书的关键词用自己的话讲述文本的大概内容。

Step 4

Summary a.

T: “Well, children. Do

you know how to write a passage about somebody？You can talk about it after class. ”

b.

引导学生思考并总结文章的写作方法。

【设计思路】对于学生的分享与交流，教师及时通过鼓励、赞赏的语言给予肯定，并对writing skill的技巧进行总结。

Step 5

Homework 1.Read the text three times and try to recite. 2.Write a passage about somebody

【设计思路】从文本和老师的描述引导，让学生来说一说自己身边的朋友。他们描述的都来自于自己真实的感受，能够激发学生的英语表达欲望，真正实现培养学生综合语言运用的目的。

Blackboard - writing

Mr Going-to-do John 1.

never do it 2.

go to …talk with Mr. Smith 1.

know that

2.

do some work