Useful expressions教学设计内容推荐

一、教学内容:A Let’s try Let’s talk Let’s find out C Good to know

二、教学目标与要求

1、能够听说读写句型:What did you do last weekend? I played football. 并能够在实际情景中运用。

2、能够用过去式的一般疑问句形式进行简单的提问,如:Did you clean the room? Yes, I did. / No, I didn’t.

3、能够听懂并完成Let’s try部分的联系。

4、能够运用新语言完成Let’s find out 中的任务。

5、了解Good to know当中的标志的意思。

三、教学重点

能够听说读写句型:What did you do last weekend? I played football.

并能够在实际情景中运用。

四、教学难点

学生初步了解动词过去式的一般疑问句形式。识记help的意思。

五、课前准备

1、教师准备若干张图片。

2、教师准备录音机与磁带。

3、教师准备该课时的教学挂图。

4、学生准备一张调查表。

六、教学过程

1、Warm-up

(1)、Enjoy the song: At the zoo

Good morning. Glad to meet you. How are you? What day is today? What’s the weather like today?

2、Preview

(1)、Activity 1

(2)、Let’s try.

T: What did you do last weekend?

S: …

T: What about Chen Jie?

3、Presentation and practice

Let’s talk

设计主情景“我是小小侦探”

(1)、“谁打扫了教室”

教师用课件动画形式出现一个明亮干净的教室。

出现一个老师和一个学生John。

Look, our classroom. It’s very clean and tidy. But who cleaned it. I don’t know. I want to thank him. Can you help me to find him?

J: I can help you to find him.

John跑了出去,碰到了Sarah,John就问Sarah. J: What did you do last weekend? Sarah: Hmm! I watched TV.

John跑去问了Wu Yifan.

J: What did you do last weekend?

板书句型:What did you do last weekend? I played football. 学生朗读。

教师头带John的头饰T: Look, John come to our class. He wants to find who cleaned the classroom last weekend.

T: What did you do last weekend?

S1: I …

T: What did you do last weekend?

S2: I …

T: Did you help the teacher clean the classroom?

引导学生回答。

板书help,并朗读。

(2)、Activity 2

(3)、Activity 3 Make the chant.

(4)、“找到了”

通过课件展示John和Zoom的对话。

J: What did you do last weekend?

Z: I played football at school.

J: Did you help the teacher clean the classroom?

Z: Yes, I did.

J: Oh, Zoom. You are great!

(5)、听录音,跟读书本对话。

(6)、学生一起朗读对话。

(1)、对话操练:Let’s find out. p28

(2)、完成活动手册相应练习

(3)、Good to know

七、板书设计:

What did you do last weekend? I played football.

help

课后反思:在对话教学中,多进行PAIR WORK是非常重要的,但是进行小组间的合作对话又是比不可少的,为此我摸索着进行两套思路的教学:

一、“以本为本”读对话。新授课完成后立即给学生5分钟左右的时间,以四人小组为单咬准每一个音,发好每一个单词,尽量模仿录音中的语音、语调,把整个对话完整、流利、整齐地朗读出来。

二、“合作创造”编对话。这一阶段的训练旨在培养学生对场景的想象能力,以及对在适当的场景里运用适当、得体的语言的判别能力。这是一个自主学习,自觉“消化”的过程。此时还是以四人小组为单位,但这时更充分体现了任务型教学,更强调合作学习,我要求小组围绕话题展开讨论,大胆创设各类场景来运用所学知识