教学内容 |
Unit 2 I’m Liu Tao Period 2(Fun time & Rhyme time) |
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教学目标 |
1 在游戏的过程中进一步熟练掌握句型Are you……?Yes I am. / No I’m not,并能在实际中自然、熟练地运用; 2 熟悉人物Mike, Yang Ling, Su Hai, Liu Tao,做到看图能够分辨出人物; 3 能正确读出英文人名Moe(莫伊), Joe(乔); 4 了解You are right 的使用 5 能熟练诵读歌谣 Are you Mike? 6 会自己编一首rhyme; 7 在游戏和诗歌的学习过程中激发学生对英语学习的兴趣。 8 学会用英语认识新的朋友。 |
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教学重点 |
1 能熟练掌握本课句型并自然、熟练地运用; 2 能熟练地诵读歌谣Are you Mike。 |
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教学难点 |
1 能有序、有效地参加Run time:Guess and say的游戏,在游戏中使语言运用能力得到锻炼和提高; 2 能自己编写一首rhyme。 |
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教学准备 |
图文并茂的单词卡片 |
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教学过程 |
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教学环节 |
师生互动 |
二次备课 |
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Step1 Free talk |
T: Hi boys and girls. S: Hi, Miss / Mr……. T: Good morning. Are you ××? S1: Yes. I am.(引导学生用肯定形式完整回答) T: Nice to meet you, ××. S1: Nice to meet you, too. T: Good morning. Are you ×××? S2:No. I’m not. I’m ××.(引导学生用否定形式完整回答) T: Oh, nice to meet you, ××. S2: Nice to meet you, too. |
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Step2 Revision |
(复习第一课时story的对话) T: ( ppt出示一张Mike和Su Hai的图片)Look at the boy, who is he? S: He is Mike. T: You’re right. The girl is Mike’s new friend. And how dose Mike know the girl’s name? How does Mike say? S: ……(引导学生说Are you Sui Hai?) T: And the girl says: ……(引导学生说Yes, I am.) (同时老师板书句型Are you……? Yes, I am.) T: (出示第一课时story time中的图2) Now I am Mike. Who wants to be Su Hai? (师生对话图2) T: Now who wants to be Mike? Who wants to be Su Hai? (请几组学生表演对话图2) T: (出示一张Liu Tao 的图片) Look, our class has a new student, is the boy Wang Bing? S: No. T: How does Mike say? S: ……(引导学生说 Are you Wang Bing?) T: And how does the boy say ? S: ……(引导学生说No, I’m not. I’m Liu Tao.) (同时在之前的板书上补充No, I’m not. I’m ……)(然后请几组学生表演对话图4) (出示总结句型用法的一张ppt,复习句型的使用) |
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Step3 Play a game
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T:Now let’s play a game: Guess and say. (用ppt中文展示游戏规则) T:I need five students, who wants to play the game? (找五名学生上讲台后,先分别用Hello,I’m××.作自我介绍) T: Now who wants to guess? T:(对一名猜的学生) You need to face the blackboard and you can’t look back. T:(对另四名学生)One of you can say something to him/her, and you can say “Hello”. (引导猜的学生用Hello, are you××?提问,然后另外的学生回答Yes or No。) (循环往复,游戏约两组。) T: (游戏结束后) Now open your books, turn to page 14. Read the dialogue by yourselves, and answer my questions: Who is the girl? (出示一张Yang Ling的图片) S: She is Yang Ling. T: Now read the dialogue in pairs, one is Mike, one is Yang Ling. (请几组学生表演本部分对话) |
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Step4 Play a guessing game
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T: Now Mike is very happy , because he has many friends. Do you know them? Let’s Play a guessing game. (出示一张有几个人物阴影图片的ppt: Guessing game: Who am I?) (本环节旨在让学生熟悉课本的人物形象) |
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Step5 Rhyme time
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T: Now it’s the rhyme time. There is a rhyme. First read by yourselves. (学生先第一遍自由读) T: Now let’s listen to the tape. Let’s read after the tape. (第二遍跟录音读) T: This time, let’s say together.(第三遍齐读) T: This time I say “Hi. Hi. Are you Mike? ”, you say “Yes. Yes. You’re right.” What does it mean? I say “Hi. Hi. Are you Moe?”, You say “No. No. I’m Joe”. Understand? S: Yes. (第四遍师生分角色齐读) T: Read after me “Mike right Moe Joe”. (引导学生体会诗歌韵律韵脚) T: Now group 1 and group 2 say……. Group 3and group 4 say……. Understand? S: Yes. (第五遍分组分角色齐读) T: Look at my new rhyme. (齐读一遍 ppt上老师自己创作的新诗歌) T: Can you make a rhyme? Now you can talk with your partners, make a rhyme in groups. T: Today’s homework: Read the rhyme to your father or mother. |
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Step6 Homework
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1 熟读小诗,并自编一首。 2 预习Cartoon time的对话,读5遍。 3 学写字母Ee, Ff, Gg。 |
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Bb Design:
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Unit 2 I’m Liu Tao Date
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Feedback: |
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