Unit 2 The horse is turning around.教学设计内容推荐

2018一师一优课教学设计

外研社2011课标版（一起）二年级下册

教学设计：Module 8 Unit 2 The horse is turning around.

授课教师: 大连市实验小学

许润琦

1.

教材分析

本单元The horse is turning around.是外语教学与研究出版社出版的《英语（新标准一年级起点）》二年级下册第八模块第二单元。本模块的话题是描述路线，说明正在进行的动作、正在发生的事情或存在的状态。本单元课文情景是学校电视台小记者Xiaohu在赛马现场进行报道，并对比赛过程进行解说：马在奔跑、转弯、跳跃（跨越障碍）、回到起点（到达终点）。本模块的重点是“be doing”的综合运用。

2.

学情分析

二年级下册重点学习内容为现在进行时，本册前几模块的学习重点即为现在进行时的运用，大部分学生能熟练感知情境并表达现在进行时。本单元要学生会运用本课涉及到的动作，同时在练习及任务完成环节结合上单元的方位介词描述设定的动作及人物正在进行的动作，操练时会有一定难度。教师创设了学生们喜爱的小猪佩奇和弟弟乔治赛跑的情境，直观而生动，触发了学生的表达欲望；任务完成环节，结合春季适合出游的实际情况，让学生自主设计周末活动路线并进行展示，使学生们在或有趣或真实的语境中操练本单元目标语句，从而达到本单元的教学目标。

3.

设计理念

本单元教师采用的是“以话题为牵动的任务型教学模式”，结合本模块的目标语句，创设了有趣而符合实际的语境，通过让学生自主设计周末出游的活动路线的运用任务，让学生带着明确的学习目的主动参与到本课的语言学习中来，让学生在用中学，培养学生运用英语做事情的能力以及综合语言运用能力。

4.

教学目标

（1）语言知识目标

功能：描述路线，说明正在进行的动作、发生的事情或存在的状态。

语法：全体学生能运用...be turning around/ jumping/ coming back.

词汇：全体学生能理解turn around, ground, again, jump,back，

come back。

全体学生能运用again，jump，back，come back。

语音：感知现场新闻报道的语音语调。

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2018一师一优课教学设计

（2）语言技能目标

全体学生能听、说：The horse is turning around.

全体学生能读：again, jump, back, come back.

全体学生能抄写：The horse is turning around. （3）运用

全体学生能运用含有方位词的现在进行时语句描述正在进行的动作、正在发生的事情或存在的状态。

（4）学习策略

在课堂交流中注意倾听。

（5）文化意识

通过了解西方赛马运动，初步注意到中外文化的异同。

（6）情感态度

乐于感知并积极尝试实用英语。

（7）任务

制作小组成员周末出游的海报，展示活动路线。

5.

重点与难点

（1）重点

全体学生能运用...be turning around/ jumping/ coming back. （2）难点

运用本模块目标语句描述路线及正在进行的动作。

6.

教学过程

Ⅰ

Warm-up and lead-in 1.

Warm-up (1)

Greeting. (2)

Let’s chant!

T: On sunny days we’d like to play in the playground. Now let’s chant and act. “We are playing in the playground...”(from Activity4 in M5U2) 【设计意图】以欢快、节奏感强的韵句开启今天的学习之旅，在欢乐的气氛中复习现在进行时，调动了学生们的学习热情。

2.

Lead-in（Activity 1）

(1)

Let’s mime and guess.

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2018一师一优课教学设计

Three volunteers come to the front. The others mime when the phrases are shown on the screen. The three students speak out the phrases as fast as they can. The phrases are as follow: read a book

go swimming

ride a bike

go up

go down

touch the desk

touch the sky

touch the ground

turn around 【设计意图】有下划线的短语是下一环节chant中涉及到的动作，同时新授单词ground,turn,around,turn around, 跟读turn around时，教师引导学生边说边做，强化词义；教师引导学生反复认读时，引出新单词again。本环节采用学生喜欢的游戏形式，为下一环节做铺垫。

(2)

Let’s chant! A.

Now let’s enjoy. (Ss watch the video.) B.

Let’s listen and chant.

C.

Let’s chant and act. (Ss stand up, chant and act.) 【设计意图】本环节通过有梯度的三次处理，学生由听到说再到边说边演，符合学生的认知规律，使本环节的操练扎实到位，激发学生对本节课学习的兴趣，为任务呈现做好准备。

Ⅱ

Task Presentation T: It’s spring now. It’s time to go out to play at the weekend. So today let’s learn to report a horse racing and make a poster in groups to tell the routes at the weekend.

T: Now let’s learn Module8 Unit2 The hose is turning around. (Ss read the title after T.) 【设计意图】学生明确本课学习目标和运用任务后，带着目的主动学习新知，将大大提升学习效果。

Ⅲ

Text learning (Activity 2) 1.

Listen and find. Show the picture of the video. T: Look at the picture. The boy is the reporter of School TV, Xiaohu. Let’s watch the video and find what Xiaohu is reporting. (Ss watch the video.) T: What is Xiaohu reporting? S1: Horse racing.

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2018一师一优课教学设计

T: Actually the horse racing in our class has already begun. Good performance one step forward. At last let’s see which horse is the closest to the flag. And that’s the winner.

【设计意图】让学生带着问题听录音，有利于学生注意力始终聚焦在报道的内容上。顺势引出赛马，交代本节课评价方式即每匹马代表一个小组，表现好可酌情向前移动，离红旗最近的小马代表的小组即为本节课胜利者。评价方式与本节课内容相关，活泼有趣，激发学生的兴趣。

2.

Let’s find and say. (1)

Picture One T: Look at the picture. What is the horse doing?

Ss: The horse is running. (T sticks “running”on the blackboard and Ss read the sentence after T.) (2)

Picture Two T: Look at the picture. What is the horse doing?

Ss: The horse is turning around. (T sticks “turning around”on the blackboard and shows the new words and the phrase “turn around”. Ss stand up, do and say “turn around”. Ss read the sentence after T. T shows the two meanings of the phrase “turn around”.) (3)

Picture Three T: Look at the picture. What is the horse doing?

Ss: The horse is jumping. (T sticks “jumping”on the blackboard. Ss stand up, do and say “jump”. Ss read the sentence after T. ) (4)

Picture Four T: Look at the picture. What is the horse doing?

Ss: The horse is coming back.

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2018一师一优课教学设计

(T sticks “coming back”on the blackboard and shows the new words and the phrase “coming back”. Ss read the sentence after T. ) 【设计意图】通过出示课文截图帮助学生回顾课文内容，引导学生回答小马正在进行的动作，同时操练新授单词及短语，“jump”和“turn around”让学生边做边说，既有趣又加深学生对新授词语的理解。教师同时完善思维导图，帮助学生理解课文描述的思路。

3.

Let’s read imitate. Ss read and imitate the pronunciation and intonation sentence by sentence. 4.

Let’s read and point. Ss read and point sentence by sentence. 5.

Read by yourselves. 6.

Dub the text. Ss dub together. 【设计意图】学生通过模仿语音语调、指读、自己练习朗读、为动画配音这些环节，层层递进，使学生对本单元的目标词汇及语句有较好的把握，培养学生的语感，为下一学习环节做准备。

7.

Let’s match. Stick the pictures to the right places.

and

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2018一师一优课教学设计

【设计意图】通过本环节，最终完成思维导图，帮助学生加深对课文的理解，图文相结合，也可达到考察学生对新授词组理解的目的。

8.

Let’s act!

(1)

T sets an example to be the horse. Ss act as Xiaohu. Ready, go! (2)

Volunteers to act as the horse group by group. The other members in the group act as Xiaohu. 【设计意图】通过本环节，教师把课文内容从课本上跳脱出来，采用学生喜爱的表演方式再现赛马报道现场，操练范围广，全班同学参与度很高，学生们在玩中学，全体同学都能操练目标语句的表达。

9.

Let’s retell.

Retell together according to the mind map on the blackboard.

【设计意图】学生完成了由读到演的过程，最后根据思维导图完成对课文的复述，使学生对本单元的目标词汇及语句有较好的把握，为练习及任务完成打下坚实基础。

10.

Let's learn more. (Micro lesson made by T) T: The horse racing is very interesting. Do you want to know more about the horse racing? Let’s watch the video. 【设计意图】教师自制微课让学生了解更多关于中西方赛马的知识，尤其提到我国马术队在奥运会上取得的傲人突破，增强学生的民族自豪感。

Ⅳ

Practice 1.

Let’s guess. T：Look at the picture. Do you know who they are? Ss: Peppa and George. T: Today is a fine day. Peppa and George are having a racing, too. Now let’s guess their racing routes. (1)

Picture One T: Peppa and George start from their home.

(Ss: Look at the picture.)

(2)

Picture Two T: There is a big lake over there. Let’s guess what George is doing. (One student from every group guesses : George is ...)

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2018一师一优课教学设计

(3)

Picture Three T: There are so many stones. Guess what Peppa is doing. (One student from every group guesses : Peppa is ...)

(4)

Picture Four T: That is a big hill. Guess what George is doing. (One student from every group guesses : George is ...)

(5)

Picture Five T: Guess what Peppa is going past. (One student from every group guesses : Peppa is ...)

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2018一师一优课教学设计

(6)

Picture Six T: There is a big tree. And George’s toy-Mr Dinosaur- is in the tree. What is Peppa doing? (One student from every group guesses : Peppa is ...)

(7)

Picture Seven T: Look! Their home is over there. They are coming back.

(8)

Picture Eight T: Guess who is the winner.

【设计意图】学生们在情境中表达目标语句，达到了很好的输出效果。通过有趣的佩奇和乔治的赛跑，教师引导学生思考通过这个故事说明了什么道理，即要学习佩奇做事情专注，而非像乔治那样三心二意，半路想要去玩玩具，有一定的教育意义。

2.

Retell. Ss retell their racing together with T according to the pictures.

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2018一师一优课教学设计

【设计意图】利用学生感兴趣的动画人物小猪佩奇和弟弟乔治赛跑的情境，让三小组对他们的动作进行竞猜，对本课涉及到的重点动作和路线描述进行全面操练，学生在玩中学，反复操练目标语句，很好地达到了教学目标。

Ⅴ

Task Completion Let’s have a show! T : It is time for us to make a poster to tell our routes at the weekend. Let’s have a show! Step 1: Stick the pictures you like on the poster. One student one picture. And then talk about your routes. Step 2: Have a show. Look at the children. They are having a show. Let’s watch the video and learn.

(T plays the video.) 【设计意图】任务完成前，通过观看视频学生示范，使学生们明确任务内容、形式、语句，为学生完成任务搭梯子，降低了任务的难度。学生们在用中学、学后用，真正做到“运用英语做事情”，培养了学生们的综合语用能力。

T: Now I believe you have known what to do. Here we go! Step 1: Ss make their posters and discuss. 【设计意图】给学生时间进行练习，并鼓励学生之间互相纠错完善，有利于学生更好地掌握学习内容，并使学生在合作中提高沟通与合作的能力。

Step 2: Ss have a show group by group. 【设计意图】学生们集体展示海报路线，能体现较好的协同合作的精神，对本模块重难点目标语句进行综合运用。教师明确加分点，让学生了解改进和努力的方向，对表达好的小组给予充分肯定，使学生有成就感和荣誉感。

Ⅵ

Summary and homework 1.

Summary and quiz. T: Today we’ve learned to report a horse racing and talk about our routes at the weekend. Now let’s have a quiz. Listen to the recording carefully.

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2018一师一优课教学设计

【设计意图】通过随堂检测，及时了解学生对本节课知识的理解和掌握情况，为下一步的教学提供参考。

2.

Song （Activity 4）

T: Now let’s have a rest. Let’s sing a song.

(1)

Enjoy the song. (2)

Listen and sing. (3)

Sing and act. 【设计意图】本节课的学习在欢快的韵句中开始，在好听的歌曲中结束。

3.

Homework A.

听录音，跟读课文，模仿语音语调。

B.

将家人出游的活动路线制作成海报，下节课向同学们展示。

【设计意图】为学生提供有层次的、可选择的作业，有助于不同学业水平的学生根据自己的能力和喜好选择适合自己的作业形式，主动且及时地复习本节课的目标语句并加以运用，使学生在自己的水平基础上知识得到巩固、能力得到提升。

板书样式如下：

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