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2019-2020年二年級(jí)英語(yǔ)下冊(cè) 2B Unit4 In the park教案 滬教牛津版 Let’s learn Teaching Aims: Basic aims:Using verbs to identify momentary actions: e.g. walk, climb, skip, swing, fly, ride Difficult points: Using the verbs to say sentences Education Aims: To love sports and deep a good health Materials: Picture and word cards Teaching procedures: Pre-task preparation: 1. Sing a song 2. Listen and act: e.g. sing a song , sing, sing, sing 3. Daily Talk: e.g. What do you see? What do you hear? While-task procedure: 1．Learn to say “walk” a. T: look at me (Do action) I walk like this. walk –walk Show the word card and say the word b. T: I can walk. Can you walk? c. Say “I can walk.” ( Ask some pupils to act the model , old man to walk) 2. Learn to say “ride” a. Look at the teacher’s action b. Learn to say the word c. Try to say: ride a bicycle 3. Learn to say “climb” a. Look at the picture and ask: “Who is behind the tree?” b. Try to say the word card c. Try to say : climb the tree d. Say the sentences: The monkey can climb. 4. Learn to say “fly” a. Look at the picture and say : Look at the sky. I can fly a kite in the sky. Look, it’s very high. b. Try to say “fly” c. Say a rhyme : Fly, fly, fly a kite. High, high, high in the sky. 5. Learn to say “skip” a. Look at the teacher’s action b. Try to say the word c. Ask and answer one by one : e.g. Can you skip? 6. Learn to say “swing” a. T: Look, I like to skip. I like to swing, too. b. Try to say “swing” c. Play a passing game: If you get the ball, please say the word properly. 7．Sing a song Post-task activity: 1. Look and say: a. work in pairs :one acts,another says the word b.Teacher acts, pupils say one by one 2. Play a game : Which word card is change? Put the word card on the blackboard ,then teacher change one , pupils try to point the word 3. Do a survey: Using “What do you like to do?” to ask the other classmates. And we will see which activity is the most popular. Consolidation : Workbook Page 12 a. Circle the correct picture for each word Homework : 1.Read the new words 2. Using the verbs to make sentences Purpose 歌曲能為學(xué)生營(yíng)造一個(gè)良好的學(xué)習(xí)氛圍。 兒歌富有節(jié)奏，學(xué)生愿說(shuō)，同時(shí)又復(fù)習(xí)了舊動(dòng)詞。 讓學(xué)生既動(dòng)口又動(dòng)手，這樣能加強(qiáng)記憶，提高學(xué)生的學(xué)習(xí)興趣。 從單詞到詞組再到句子，從易到難，遵循學(xué)生的學(xué)習(xí)規(guī)律。 兒歌能維持學(xué)生的積極性。 進(jìn)步鞏固新單詞。 競(jìng)賽型的游戲能有效提高學(xué)生的競(jìng)爭(zhēng)意識(shí)和協(xié)作能力。 運(yùn)用新學(xué)知識(shí)進(jìn)行初步的交際，使學(xué)生更主動(dòng)，大膽地參與英語(yǔ)教學(xué)活動(dòng)。 Teaching essay The second period Let’s act Teaching Aims : Basic aims: Using imperatives to express prohibition e.g. Don’t walk on the grass. Difficult points : Using imperatives to express prohibition Education Aims : To protect the surrounding Materials : Picture Teaching procedures: Pre-task preparation： 1Sing a song 2. Listen and act 3. Free Talk : e.g. T: It is spring now. Do you like spring? Why? T: What can you see in spring? T: Oh, it is very beautiful. Let’s walk to the park.. While-task procedure: 1. Learn to say “Don’t walk on the grass.” a. Look at the picture T: Look, May is walking on the grass. Oh, my God, I think the grass is sad. It is crying. So we must persuade May: “Don’t walk on the grass.” b.Try to say the sentence c.Act the different roles to say: e.g. act an old man , an ugly man , an angry man 2. Learn to say “Don’t ride a bicycle here.” a. Look at the picture T : What can he do? ( He can ride a bicycle) b. Try to say “ride a bicycle” c. Sam is wrong . He can’t ride a bicycle here. So the man persuade him. d. Learn to say the sentence 3. Learn to say “Don’t climb the tree.” a. Look at the picture b. Try to say “ climb the tree” c. T : Sam is very dangerous. It’s terrible. Who can persuade him? d. Learn to say the sentence e. Say and act with deskmates: E.g. Don’t climb the tree. I’m sorry. That’ all right. Post-task activity: 1. Listen to the tape and read after it. 2. Teacher act, pupils try to say 3. Act and say : Have some pupils take turns to act out one of the actions they have just learnt. Let them choose which one to act. The rest of theclass call out the correct prohibition. 4. Free talk : The topic is “In the park” ( Four pupils a group) Ask pupils try to act and say: e.g. – Good morning. –Good morning. --Let’s walk to the park. –OK. --There’s a girl on the grass. –Don’t walk on the grass. --OK. Homework : 1.Listen to the tape and read after it. 2 Make a short dialogue with your deskmates. Purpose 創(chuàng)造去公園的情境，能集中學(xué)生的注意力，還能 引出新授知識(shí)。 進(jìn)行學(xué)生思想教育 運(yùn)用不同的語(yǔ)音語(yǔ)調(diào)去說(shuō)同一句話(huà)，努力培養(yǎng)他們的語(yǔ)感，提高他們的口語(yǔ)水平 創(chuàng)設(shè)情境 啟發(fā)學(xué)生用Don’t的句型來(lái)說(shuō)出這句新授句子 自由操練，培養(yǎng)他們的合作能力和交際能力。 在具體的情節(jié)中復(fù)習(xí)鞏固所學(xué)的句型。 將語(yǔ)言與真實(shí)生活緊緊聯(lián)系在一起，達(dá)到“學(xué)以致用”的目的。 Teaching essay The third period Teaching Aims: Basic aims : 1. Using the modal verb “can” to express abilities e.g. I can climb. 2.Asking “Wh-“ questions to find out particular information about a person e.g. What can you do? Difficult points : Using verbs to indicate momentary actions e.g. I can skip. Education Aims : To love sports Materials : Pictures Teaching procedures: Pre—task preparation : 1.Sing a song 2.Read the verb words: e.g. skip climb run sleep walk swing fly ride 3.Play a game : One pupil es to the front , face to the blackboard . The other pupil acts, then the first one try to guess. 4.Say sentences: e.g. I like to skip. I like to walk. While –task procedure: 1. Learn to say “I can walk.” a. T: Look, I can walk. (Do action) b. Learn to say the sentence c. Ask and answer: e.g. T: What can you do? P: I can walk. d. Ask one by one 2. Learn to say “I can climb.” a. T: This time , who can use “ I can…” to say (Do action) b. Try to say “ I can climb.” c. (Point one pupil ) Ask pupils to say : She can climb. He can climb. 3. Learn to say “I can climb.” a. T: I can walk. I can climb. I can skip,too. b. Try to say the sentence c. Ask and answer: What can you do? I can skip. d. Work in pairs 4. Learn to say “ Spotty can run.” a. T: Look, this is Spotty. Spotty can run.. ( Look at the picture) b. Ask and answer: e.g. T: What can Spotty do ? P : Spotty can run. c. Using the verbs, ask and answer Consolidation: 1. Review the new sentences a. Repeat or clap b. Ask one by one c. Play a missing game: Put the word cards on the blackboard , ask pupils to close their eyes , and then teacher puts down a card , they try to say the missing word 2. Say and act : a. Show the pupils the pictures and say: --I am May . I am a girl. I can skip. Look ! “ One –Two –Three” b. Choose one picture try to say c. Listen to the tape and try to read after it 3. Make a short dialogue: e.g. –Look, what’s this? –It’s a bicycle . I can ride the bicycle. (Do action) --Hey. Don’t ride the bicycle on the grass. –I’m sorry. –That’s all right. Homework: Listen to the tape and read after it Purpose 復(fù)習(xí)有關(guān)動(dòng)詞，為新授內(nèi)容作準(zhǔn)備。 在游戲中鞏固舊知識(shí)，學(xué)生輕松愉快，效果也不錯(cuò)。 通過(guò)師生間的問(wèn)答來(lái)引出要學(xué)內(nèi)容。 接龍游戲能大面積操練，使大部分學(xué)生都能開(kāi)口說(shuō)。 加大操練的密度 訓(xùn)練學(xué)生的聽(tīng)力能力 訓(xùn)練學(xué)生的記憶能力 發(fā)揮想象，融合新舊知識(shí)來(lái)進(jìn)行交流，努力提高會(huì)話(huà)能力。 Teaching essay The fourth period Teaching aims: 1) Using nouns to identify things. e.g. tree umbrella 2) Learning the letters: T t, U u Difficult points: Writing the letters correctly. Materials: Pictures, cassette, word cards Teaching process: Pre-task preparation 1. Sing a song ‘Alphabet song’ 2. Ask and answer. T&P P&P e.g. What do you see? I see a…. 3. Review the letters. a. Read the letters from Aa to Ss. b. Match the capital letters and small letters. c. Listen and raise the correct letter cards. While-task procedure 1. Teach: tree a. Show a tree and ask: What do you see? b. Pupils learn to say. c. Make sentences. e.g. tree, tree, tree, I see a tree. 2. Teach: T t a. Point to the word card and say: tree, tree, t-r-e-e, t t b. Pupils read after the teacher. c. Show letter card ‘ T’ and say: What’s this? It’s ‘T’. The capital letter ‘T’. Pupils read the letter one by one. d. pare the letters. e. Write the letters with the fingers. 3. Teach: umbrella, U u (Using the same way) 4. Play the cassette. Listen and repeat. 5. Learn to write the letters. a. Teacher writes the letters on the board. Pupils look carefully. b. Ask the pupils to say how to write. c. Try to write. Post-task activities 1. Sing a song. 2. Read the Letters and words. a. Read the letters and words one by one. b. Clap or repeat. 3. Listen and raise the letter cards. 4. Play a game. Put some letter cards in the box. Ask: Which letter is on the top? 5. Make a dialogue with the new words. 歌曲使學(xué)生集中注意，活躍課堂氣氛。 字母歌既復(fù)習(xí)字母，又為新字母作鋪墊。 用造句的形式，使學(xué)生反復(fù)使用“tree”，達(dá)到操練的目的。 通過(guò)單詞引出新字母，有意識(shí)地培養(yǎng)學(xué)生拼單詞的能力。 書(shū)空教會(huì)學(xué)生正確書(shū)寫(xiě)筆順。 調(diào)節(jié)課堂氣氛。 通過(guò)快速反應(yīng)，把音形結(jié)合起來(lái)。 Teaching essay The fifth period Teaching aims: 1. Using modal verb ‘can’ to express abilities. e.g. Spotty can climb. 2. Using verbs to indicate momentary actions. e.g. Spotty can skip. Difficult points: Using modal verb ‘can’ to express abilities. e.g. Spotty can climb. Materials: Cassette, picture, dice, counters Teaching process: Pre-task preparation 1. Sing a song 2. Listen and act e.g. Walk on the grass. Walk,walk,walk. 3. Match the words a. Put the pictures and cards on the board. Let pupils match the correct word with the picture. b. Ask pupils to read the word together. c. Make sentences with the words. 歌曲創(chuàng)造英語(yǔ)氛圍。 培養(yǎng)學(xué)生的聽(tīng)力和語(yǔ)言能力。 圖片和單詞相結(jié)合，訓(xùn)練學(xué)生認(rèn)單詞，并用單詞造句的能力。 While-task procedure 1. Show the picture of page 20 and ask: What can Spotty do? To elicit : Spotty can climb. Pupils say it one by one. 2. Ask the pupils to say and do the action. 3. Select more able students to demonstrate the game. 4. Let pupils open the books. Listen to the tape and point at the game. 5. Listen and repeat. 6. Give each pair of pupils two counters and a dice. Let them play the game in pairs. Post-task activities 1. Sing a song 2. Have a match To divide the pupils into two groups. The first to finish of the groups will give a star. 3. Workbook page 13 運(yùn)用問(wèn)答新式引出新句型，提高學(xué)生的交際能力。 邊說(shuō)邊做動(dòng)作，創(chuàng)設(shè)真實(shí)的情景。 運(yùn)用比賽的形式調(diào)動(dòng)學(xué)生的積極性。 Teaching essay The sixth period Teaching aims: 1. Using verbs to describe movements. e.g. Walk like a cat. 2. Using prepositional phrases to describe locations. e.g. On the floor. Difficult point: Using modeled phrases to municate with other learners. Education aims: To love sports and the animals. Materials: Cassette, cassette player, pictures Teaching process: Pre-task preparation 1. Sing a song 2. Daily talk e.g. What can you do? I can 3. Say and act e.g. Walk, walk, walk, I can walk. While-task procedure 1. Learn: floor a. Point to the floor and say slowly ‘floor’. Pupils repeat b. Put something on the floor and ask: Where….? Pupils answer: On the floor. c. Say the rhyme: Floor, floor, floor, on the floor. 2. Learn: door a. Point to the door and say slowly ‘door’ Pupils repeat b. Make sentences with ‘door’ c. Do the action to elicit: Out of the door. Pupils say it one by one. 3. Using pictures to learn: In the sea. In the tree. 4. Ask and answer e.g. Where…? On/In/Out of the… 5. Have a rest. Sing a song 6. Show pictures of animals. e.g. a cat, a dog, a fish, a monkey Ask questions. e.g. Can a cat walk? Can you walk? Can you walk like a cat? To elicit: Walk like a cat, On the floor. Pupils repeat. 7. Using the same way to learn: Run like a dog, Out of the door. Swim like a fish, In the sea. Swing like a monkey, In the tree. 8. Listen and repeat. Post-task activities 1. Get the pupils to say the rhyme and do the actions. (Using some masks) 2. Show some cards ‘walk, run, swim, climb’ and some animal pictures. Ask the pupils to match each animal in the rhyme with the correct word. 3. Have a match Divide the class into a ‘cat’, a ‘dog’, a ‘fish’, a ‘monkey’ group. Let each group practise their lines from the rhyme. They then take turns to say their lines to the class. Encourage them to say the rhyme faster and faster. 問(wèn)答復(fù)習(xí)can句型。 邊說(shuō)邊演，體現(xiàn)學(xué)生自主參與性。 通過(guò)指教室中的地板教學(xué)生詞，使外語(yǔ)與客觀(guān)事物直接聯(lián)系，激發(fā)學(xué)生興趣。 用形體動(dòng)作表現(xiàn)out of the door，學(xué)生較易接受。 由四種不同動(dòng)物聯(lián)想到四個(gè)動(dòng)作，訓(xùn)練了學(xué)生的思維能力。 運(yùn)用頭飾表演兒歌，富有童趣。 比一比，賽一賽，促進(jìn)學(xué)生熟練掌握兒歌。 Teaching essay 附送： 2019-2020年二年級(jí)英語(yǔ)下冊(cè) 2B Unit4 In the park（1-3）教案 滬教牛津版 一、教材地位 (UNIT POSITION) 1、本單元教材的內(nèi)容是圍繞“在公園里”這個(gè)主題展開(kāi)的，學(xué)生通過(guò)對(duì)一些行為動(dòng)詞、情態(tài)動(dòng)詞can引導(dǎo)的句型以及祈使句的否定形式的學(xué)習(xí)，學(xué)會(huì)對(duì)人物的能力進(jìn)行初步的描述、學(xué)會(huì)勸說(shuō)某人不要干什么的表達(dá)方式。 2、學(xué)生在二年級(jí)第二學(xué)期Unit 3學(xué)習(xí)了Close the window, please. Open the window, please. Clean your room, please.等祈使句的基礎(chǔ)上，本單元又增加了Don’t walk on the grass. Don’t ride a bicycle here. Don’t climb the tree.用來(lái)表示不要干什么的祈使句的否定形式。 3、詞匯方面，二年級(jí)第一學(xué)期學(xué)習(xí)了動(dòng)詞play, draw, write，在此基礎(chǔ)上，本單元又增設(shè)了walk, skip, swing, climb, fly, ride這些表示行為的動(dòng)詞。 4、句型方面，主要是學(xué)習(xí)以情態(tài)動(dòng)詞can 主導(dǎo)的陳述句I can … Spotty can …、來(lái)表示某人會(huì)做的動(dòng)作，以及相對(duì)應(yīng)的特殊疑問(wèn)句What can you do? What can Spotty do? 來(lái)進(jìn)行問(wèn)答。 二、學(xué)習(xí)目標(biāo)（LEARNING OBJECTIVES） 1、學(xué)生能夠理解本單元中祈使句的含義，并且能夠根據(jù)這些祈使句做出相應(yīng)的反應(yīng)。 2、學(xué)生在原有的基礎(chǔ)上，能夠運(yùn)用所學(xué)的語(yǔ)言知識(shí)對(duì)人物能夠做的動(dòng)作進(jìn)行描述。 3、學(xué)生通過(guò)兒歌的學(xué)習(xí)，能夠體會(huì)到人與動(dòng)物的友好關(guān)系。 三、教學(xué)資源（TEACHING RESOURCES） 1、現(xiàn)代技術(shù)支撐（I.P. support） 錄音機(jī) 電腦 實(shí)物投影機(jī) 2、視聽(tīng)材料輔助（Audio-visual aids） 圖片 實(shí)物 3、學(xué)習(xí)材料（Materials） 學(xué)生用書(shū) 配套練習(xí)冊(cè) 教學(xué)參考書(shū) 四、課時(shí)劃分（PERIOD DIVISION） 本單元建議分六課時(shí)完成。 PERIOD TITLE CONTENTS 1st period Let’s learn Let’s talk skip, swing, fly What can you do? I can … 2nd period Let’s learn Let’s talk walk, climb, ride What can … do? … can … 3rd period Let’s act Don’t walk on the grass. Don’t ride a bicycle here. Don’t climb the tree. 4th period Let’s play Spotty can … tree umbrella 5th period Let’s enjoy Rhyme 6th period Revision 2B Unit 4 In the park 【教學(xué)設(shè)計(jì)（TEACHING DESIGN）】 第一課時(shí) (1st PERIOD) 一、主要新授內(nèi)容(new contents) Let’s learn—skip, swing, fly Let’s talk—What can you do? I can … 二、學(xué)習(xí)目標(biāo)(Objectives) 1、 學(xué)生能夠用英語(yǔ)表示動(dòng)作skip, swing, fly。 2、 學(xué)生能夠掌握情態(tài)動(dòng)詞can 所引導(dǎo)的句型，并能表達(dá)自己會(huì)做的事情。 3、 根據(jù)學(xué)生的語(yǔ)言水平，教師能夠適量的拓寬學(xué)生的語(yǔ)言信息，補(bǔ)充與教學(xué)內(nèi)容相關(guān)的一些知識(shí)，如skip, skip a rope, swing, swing on the swing等，使學(xué)生對(duì)動(dòng)詞的學(xué)習(xí)能更進(jìn)一步。 三、教學(xué)建議 1、任務(wù)前期準(zhǔn)備階段（Pre-task preparation section） 教師通過(guò)創(chuàng)設(shè)自然的情景，呈現(xiàn)給學(xué)生在平時(shí)生活中熟悉的場(chǎng)面和相關(guān)的物品，引導(dǎo)學(xué)生對(duì)新授的語(yǔ)言知識(shí)有初步的感知，為學(xué)生最終能夠運(yùn)用句型進(jìn)行描述奠定基礎(chǔ)。 Activity 1 （Looking and saying） 1、教學(xué)輔助(Aids) 1)電腦（2B-U4-1） 2）屏幕 2、活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 The video of the school sports meeting 教師在屏幕上呈現(xiàn)給學(xué)生熱鬧的學(xué)校運(yùn)動(dòng)會(huì)的場(chǎng)景This is the sports meeting of our school. What can you see? 學(xué)生可以運(yùn)用句型：I can see …回答。 創(chuàng)設(shè)情景，使學(xué)生在熟悉的場(chǎng)景中感知將要學(xué)習(xí)的語(yǔ)言知識(shí)，并且復(fù)習(xí)鞏固已學(xué)的語(yǔ)言知識(shí)。 2 I like to --- 　　教師提問(wèn)：What do you like to do? 學(xué)生可以用句型I like to …進(jìn)行簡(jiǎn)單回答。隨后在班級(jí)中進(jìn)行調(diào)查, 學(xué)生之間互相說(shuō)出喜歡干什么，教師在自然的情景中引出所要學(xué)習(xí)的新的語(yǔ)言知識(shí)。 通過(guò)真實(shí)情景中的調(diào)查，以吸引學(xué)生學(xué)習(xí)的注意力，并且使學(xué)生能自然感知新授知識(shí)，并對(duì)動(dòng)作有初步的印象。 Activity 2 （Introduction） 1、教學(xué)輔助(Aids) 實(shí)物 2、活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 Introduction I can … 教師將繩子、模型秋千、風(fēng)箏呈現(xiàn)給學(xué)生，并運(yùn)用這些物品做出不同的動(dòng)作，用I can …句型進(jìn)行簡(jiǎn)單的描述。 教師讓學(xué)生了解老師能干什么，并用句型I can …進(jìn)行描述,既能調(diào)動(dòng)拉進(jìn)師生之間的距離，又在情景中讓學(xué)生反復(fù)地感知新授的語(yǔ)言。 2 Introduction What can you do? I can … 教師邀請(qǐng)學(xué)生來(lái)效仿教師剛才的動(dòng)作，同時(shí)不斷提問(wèn)：What can you do?并引導(dǎo)學(xué)生嘗試用I can---的句型進(jìn)行回答。 教師讓學(xué)生邊做動(dòng)作邊回答老師的問(wèn)題，是為了讓學(xué)生在實(shí)際的情景中體驗(yàn)語(yǔ)言、感受語(yǔ)言、理解語(yǔ)言，為后面的操練和活用語(yǔ)言打下埋伏。 2、任務(wù)中期實(shí)施階段（While-task procedure section） 學(xué)生通過(guò)跟讀、音調(diào)變化、競(jìng)猜、快速問(wèn)答等形式的仿說(shuō)活動(dòng)來(lái)操練句型，做到語(yǔ)音語(yǔ)調(diào)基本正確，并能理解其含義。 Activity 1 （Repetition） 1、教學(xué)輔助(Aids) 1） 錄音機(jī) 2） 圖片 2．活動(dòng)過(guò)程（Process） Steps Contents Methods Purpose 1 skip, swing, fly 全體學(xué)生跟著錄音機(jī)朗讀。 培養(yǎng)學(xué)生良好的模仿習(xí)慣。 2 skip, swing, fly 教師出示圖片，學(xué)生以one by one, pair by pair的形式進(jìn)行朗讀。 糾正個(gè)別學(xué)生的語(yǔ)音語(yǔ)調(diào)。 3 skip, swing, fly 教師用響亮的聲音讀單詞，學(xué)生則用微弱的聲音朗讀，反之教師用微弱的聲音朗讀，學(xué)生則用響亮的聲音進(jìn)行對(duì)比。 為機(jī)械的模仿單詞增添樂(lè)趣，使學(xué)生能樂(lè)于反復(fù)地讀單詞。 Activity 2 （Quick response） Which is missing? 1、教學(xué)輔助(Aids) 圖片 2、活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 skip, swing, fly, run, swim 教師出示圖片，讓學(xué)生認(rèn)讀單詞。 學(xué)生能夠熟練朗讀單詞，熟知新授的單詞的含義，為接下來(lái)的快速反應(yīng)作準(zhǔn)備。 2 skip, swing, fly, run, swim 教師從圖片中抽掉其中的一張，只呈現(xiàn)其余的四張，讓學(xué)生快速反應(yīng)少掉的是哪一張圖片，說(shuō)出這個(gè)英語(yǔ)單詞。 通過(guò)快速反應(yīng)的形式，增加學(xué)生朗讀單詞的趣味性，激發(fā)學(xué)生的學(xué)習(xí)熱情。 3 skip, swing, fly, run, swim 由學(xué)生代替教師，抽取圖片，并以小組競(jìng)賽的形式，進(jìn)行比賽。 在學(xué)生熟悉游戲規(guī)則的基礎(chǔ)上，由學(xué)生代替教師，并通過(guò)小組競(jìng)猜的形式展開(kāi)，可以更大地發(fā)揮學(xué)生的主觀(guān)能動(dòng)性。 Activity 3 （Guessing game ) Who is the leader? 活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 I can … 教師從全體學(xué)生中選三個(gè)學(xué)生，一個(gè)做尋找者，一個(gè)做鏡子，另一個(gè)做領(lǐng)導(dǎo)者。由“領(lǐng)導(dǎo)者”指示鏡子做出動(dòng)作并說(shuō)出句子I can …全體學(xué)生跟著“鏡子”邊說(shuō)邊坐。 教師通過(guò)“誰(shuí)是領(lǐng)導(dǎo)者？”的游戲，讓學(xué)生將句型I can---與各種行為動(dòng)作結(jié)合起來(lái)進(jìn)行操練，既加深學(xué)生對(duì)新授語(yǔ)言的理解和掌握，又使機(jī)械性的操練形式富有童趣，以培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣。 2 What can you do? I can … “鏡子”根據(jù)“領(lǐng)導(dǎo)者”的指示，不斷更換動(dòng)作和口令，其他學(xué)生也隨之改變動(dòng)作及口令。而作為尋找者的學(xué)生要通過(guò)觀(guān)察，來(lái)判斷全班學(xué)生中誰(shuí)是“領(lǐng)導(dǎo)者”。期間，教師引導(dǎo)全班學(xué)生問(wèn)“鏡子”：What can you do?并由“鏡子”回答“I can ---”，然后全班學(xué)生跟著“鏡子”說(shuō)“I can …”。 　　教師創(chuàng)設(shè)的有意義的情景，讓學(xué)生在情景中初步運(yùn)用新授語(yǔ)言，同時(shí)向?qū)W生提供的互相合作交流的平臺(tái)，讓學(xué)生將所學(xué)語(yǔ)言運(yùn)用于合作交流的活動(dòng)中，使新授語(yǔ)言的操練富有意義。 Activity 4 （Game ） 1、教學(xué)輔助(Aids) 1)電腦（2B-U4-2） 2）屏幕 2、活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 skip, fly, swing, sing, draw, write, swim 教師在屏幕上顯示Ben 的圖片和他的一周安排表格，讓學(xué)生猜一猜他每天都會(huì)做哪些事情，學(xué)生可以用skip、fly a kite等簡(jiǎn)單的語(yǔ)言來(lái)應(yīng)答。 出示學(xué)生熟悉的人物，激發(fā)學(xué)生的學(xué)習(xí)興趣及好奇心，為下階段的活動(dòng)奠定基礎(chǔ)。 2 What can you do? I can … You can --- 學(xué)生通過(guò)小組內(nèi)互相問(wèn)答的形式，將自己每天做的事情來(lái)告訴自己的同學(xué)。然后來(lái)進(jìn)行一個(gè)小組間的猜謎。由全班學(xué)生問(wèn)：What can you do? 某個(gè)學(xué)生回答I can … （用動(dòng)作來(lái)表示），讓其余同學(xué)用You can ---的句型來(lái)猜一猜。 通過(guò)小組內(nèi)問(wèn)答和搶答競(jìng)猜的活動(dòng)方式， 以增加學(xué)生的開(kāi)口頻率，并將句子在情景中進(jìn)行合理地整合，以培養(yǎng)學(xué)生良好的交際能力。 Activity 5 （Finding friends） 活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 I can skip (swing, fly a kite, draw, swim …) 教師請(qǐng)每位學(xué)生想好自己會(huì)做什么事情，并低聲地用句型I can …說(shuō)一下。 教師讓學(xué)生將所學(xué)知識(shí)與實(shí)際生活相聯(lián)系。 2 What can you do? I can skip (swing, fly a kite, draw, swim …) 學(xué)生自由活動(dòng)，尋找與自己會(huì)做相同事情的同學(xué)，成為好朋友。學(xué)生運(yùn)用句型What can you do？ I can …進(jìn)行問(wèn)答，當(dāng)聽(tīng)到對(duì)方用I can …，too.來(lái)表示會(huì)做相同動(dòng)作時(shí)，即找到好朋友，可以說(shuō) We are friends. 教師為學(xué)生提供互相交流的機(jī)會(huì)，使所學(xué)知識(shí)能運(yùn)用于實(shí)際交流之中，使語(yǔ)言操練有意義。 Activity 6 (Reading prehension) 活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 Reading prehension 教師在黑板上出示一篇關(guān)于描寫(xiě)一個(gè)男孩的文章，文章中包含句型I am … I can …，請(qǐng)學(xué)生先自己輕聲朗讀，然后全班朗讀。 教師通過(guò)語(yǔ)段的形式，進(jìn)一步使學(xué)生掌握所學(xué)的單詞與句型，并促使學(xué)生從單詞、句子逐步向語(yǔ)段過(guò)渡。 2 Oral practice 教師呈現(xiàn)上述語(yǔ)段中的基本句型，請(qǐng)學(xué)生參照教師所提示的基本句型進(jìn)行說(shuō)話(huà)訓(xùn)練，訓(xùn)練的形式可由小組討論再到個(gè)別交流。 讓學(xué)生在語(yǔ)段朗讀的基礎(chǔ)上，對(duì)語(yǔ)言的運(yùn)用能力有所提升，同時(shí)提供給學(xué)生基本的句型，讓學(xué)生進(jìn)行說(shuō)話(huà)訓(xùn)練，以降低學(xué)生語(yǔ)言表述的難度。 3 Listening prehension 全班學(xué)生可針對(duì)個(gè)別學(xué)生自我介紹的內(nèi)容進(jìn)行提問(wèn)，并由自我介紹的那位學(xué)生進(jìn)行回答。 培養(yǎng)學(xué)生良好的聽(tīng)說(shuō)習(xí)慣，以進(jìn)一步提升學(xué)生的語(yǔ)用能力。 Activity 7 ( Matching Game ) 1、教學(xué)輔助(Aids) 小圖片 2、活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 Words 教師將畫(huà)有swim, swing, skip, fly, sing, draw, write, 以及pool, swing, rope, kite, microphone, paper, crayon的小圖片發(fā)給學(xué)生，讓學(xué)生看圖片認(rèn)讀單詞。 教師進(jìn)一步幫助學(xué)生建立音形義之間的聯(lián)系，鞏固新舊單詞，為后面的配對(duì)游戲活動(dòng)作準(zhǔn)備。 2 I can … 學(xué)生尋找互相匹配的圖片，來(lái)進(jìn)行語(yǔ)言表述。如持有skip圖片的學(xué)生找到持有rope圖片的學(xué)生，則配對(duì)成功。 教師為學(xué)生互相合作學(xué)習(xí)提供機(jī)會(huì)。 3 What can you do? We can … 配對(duì)成功的學(xué)生回答全班學(xué)生的問(wèn)題。全班同學(xué)提問(wèn): What can you do?配對(duì)的二位學(xué)生回答：We can---此時(shí)適時(shí)補(bǔ)充句型 We can --- 教師讓學(xué)生通過(guò)合作學(xué)習(xí)完成任務(wù)，并在真實(shí)的情景中適當(dāng)?shù)貫閷W(xué)生拓展相關(guān)的語(yǔ)言知識(shí)。 3、任務(wù)后期完成階段（Post-task activity section） 教師通過(guò)創(chuàng)設(shè)情景布置任務(wù)，為學(xué)生提供運(yùn)用知識(shí)的機(jī)會(huì)，使學(xué)生在合作互動(dòng)中學(xué)以致用。 Activity 1?。℅ame） A little adventure 1、教學(xué)輔助(Aids) 1)電腦（2B-U4-3） 2）屏幕 2、活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 Introduction 教師在屏幕上呈現(xiàn)一張尋寶地圖給學(xué)生，并告訴他們：We will have a little adventure today. We will meet some difficulties. Look, here are some tools . You can use them. Now let’s hunt our treasure. 教師創(chuàng)設(shè)情景，呈現(xiàn)任務(wù)給學(xué)生，將語(yǔ)言與真實(shí)任務(wù)相結(jié)合，激發(fā)學(xué)生的思維，培養(yǎng)學(xué)生解決問(wèn)題、完成任務(wù)、活用語(yǔ)言的能力。同時(shí)塑造學(xué)生團(tuán)隊(duì)合作的精神?！　? 2 I can … 在屏幕上顯示不同的場(chǎng)景，如越過(guò)兩座山之間的深谷，放飛消息給同伴，游過(guò)小河等，學(xué)生可選擇不同的道具，搶答并運(yùn)用句型I can …進(jìn)行描述，最后越過(guò)重重難關(guān)，尋到寶藏。 3 What can you do? Ｉcan … 學(xué)生通過(guò)小組討論的形式，對(duì)尋寶過(guò)程進(jìn)行復(fù)述。 Activity 2 ( Survey ) 1、教學(xué)輔助(Aids) 表格 2、活動(dòng)過(guò)程 (Process) Steps Contents Methods Purpose 1 I can … 教師將調(diào)查表發(fā)給學(xué)生，學(xué)生先將自己會(huì)做的事情進(jìn)行表達(dá)，并填寫(xiě)表格。 教師幫助學(xué)生將所學(xué)的語(yǔ)言知識(shí)與實(shí)際生活緊密聯(lián)系，并進(jìn)行語(yǔ)言表述。 2 What can you do? I can … 　　學(xué)生通過(guò)調(diào)查的形式，將自己的信息與他人交流，了解班級(jí)中其他學(xué)生會(huì)做的事情，教師可提示給學(xué)生句型What can you do? I can …進(jìn)行問(wèn)答。 學(xué)生能夠在實(shí)際生活中，用所學(xué)的句型進(jìn)行交際，增進(jìn)學(xué)生之間的了解，實(shí)現(xiàn)英語(yǔ)的語(yǔ)用功能。 2B Unit 4 In the park 【教學(xué)設(shè)計(jì)（TEACHING DESIGN）】 第二課時(shí) (2nd PERIOD) 一、主要新授內(nèi)容(new contents) Let’s learn—walk, climb, ride Let’s talk—What can … do? … can … 二、學(xué)習(xí)目標(biāo)