一、 Teaching aims
1.Teaching on the knowledge
The students be able to listen \speak \read and write the verb phrases:taking pictures,watching insects,picking up leaves,doing an experiment,catching butterflies.
2.Teaching on the abilities
The students be able to listen\speak and read the stences“What’s …doing?She’s/He’s…”and use them in suit stuation.
3.Teaching on the emotion
Let them know love nature ,love life.
二、Main points and difficulties
Main points:To grasp the verb phrases.
Difficulties:the pronunciation of “insects ,experiment and picking up”.
三、Teaching aids
1教师准备四张图片。
2教师准备相关的实物:一个放大镜、几片树叶、一个照相机和几个试管。
3教师准备本课短语的词卡。
4教师准备录音机和录音带。
5教师准备CAI。
6学生准备五个短语的词卡。
四、Teaching method and study method
根据本课的教学内容我采用了任务型教学法、情境教学法、实物教学法和TPR教学法。
结合教学方法我安排了小组合作的学习方法。
I’ll finish this lesson in five steps.
五、Teaching steps
Step1 Preparation
Now I have 4 gardens,they are for group 1,2,3,4.If you do well,you can get some flowers for your groups.(教师在黑板上画个四个花园的形状,分给四个小组,如果在课上他们表现的好就可以为他们组获得花朵。既激发了同学们的竟争意识,同时也为板书增色彩。)
1.Do as I do:walking, walking ,I’m walking./Running, running, I’m running./ Flying,flying,I’m flying./ Jumping ,jumping,I’m jumping./Swimming,swimming,I’m swimming./Climbing,climbing,I’m climbing./Cooking,cooking,I’m cooking dinner./Cleaning,cleaning,I’m cleaning the room…(通过课件出示这些动词,让学生跟我做,这个热身活动既复习了现在进行时,为新课做铺垫,也为后面的扩展活动做准备。)
2.Play a game(哑剧猜谜)
每组派两名同学上台做一个刚才热身时的动作,然后老师问:What is …doing?He’s /She’s ….(由I’m doing …过渡到She’s /He’s doing…层层递进.)
3. We are ready to go for the field trip now.Let’s sing a new song of “Field Trips”.
老师领唱歌曲。(以教学主题歌曲创设活动情境,提示活动主题,贴切自然。)(
Step2 Presentation
1.Last weekend our class had a field trip,too.We took many pictures about the field trip.Now let’s look at the pictures.
a.taking pictures
Look at this picture.What is …doing?引导学生回答:He’s doing an experiment.
教师出示“doing an experiment”的卡片,让生跟读,鼓励学生边说边做动作。接着板书单词,让学生一起书空,并配上相应的简笔画。然后让学生小组读,个人读。再拿出准备好的试管,让几个学生做动作,师先问:What’s… doing?让生回答:He’s doing an experiment.再让生问生回答。(练习形式由单词到句子,做到词不离句,层层递进。)
b.Look at this picture.What’s he doing?师示范说:He’s watching insects.师在黑板上画两只蚂蚁,并介绍“insects”.以同样的方式练习“insects”,并让一生拿着课前准备的放大镜上黑板做观察蚂蚁的动做,来练习What’s he doing? He’s watching insects.
因为“experiment和insects”的发音是个难点,所以在这个地方设置了一个冷暖游戏来突破这两个难点。(让一生背对全体学生,把词卡藏在另一生的书底下,让这生找,全体学生一起喊“experiment”,或“insects”当这个学生离词卡越近时,学生声音越大,离它远时,声音渐小,让生跟据声音的大小来找寻词卡。)
c. 以上述同样的方法操练catching butterflies,picking up leaves,taking pictures.
2.Listen to the tape.
听音正音部分我放了两遍录音,第一遍只让学生边听边指,指读对学生来说是很有必要的,可有效改善学生的单词认读能力差的情况。第二遍跟读。
3.Read in groups.
单词导呈和听音正音结束后的合作交流,我认为就是学生咀嚼、消化的过程,是学生查漏补缺的过程,是为后面的Practice环节作好知识上的铺垫的过程。学生在活动前,教师一定要注意提出具体的学习要求,避免学生无目的的读。我的合作要求是:Now read in groups. Pay attention to your pronunciation.You can help each other. Let’s see who reads best.
Step3 Practice
1.教师先用词卡检查学生的认读情况。
2.What’s missing? (说和认读的训练)
3.Guessing game:what’s he doing?
让学生到讲台上看老师出示的单词做动作,让其他学生猜。师先问:What’s he/she doing?生答:He’s/She’s…然后生问生答。
4.Let’s chant:
Doing, doing,what’s he doing?
Watching,watching,he’s watching insects.
Taking,taking,he’s taking pictures.
Picking,picking,he’s picking up leaves.
Catching,catching,he’s catching butterflies.
Doing,doing,he’s doing an experiment.
(Chant既朗朗上口激发学生兴趣,又富有实际意义,有利于学生理解与记忆。)
Step4 Production
1.课前准备好四张大纸,每组一张,每张纸上都有个中心活动如: Group1 is doing housework. Group2 is having a field trip. Group3 is having a sports meeting. Group4 is staying in the classroom. 每张纸上的动词都围绕这个中心活动,配上如李丽在照相的图与相应的动词,但是只给出动词,让学生完成填空,并在小组内练习句型。比如 take___ pictures让学生试着加上ing,并读出。
2.小组内练习,利用句型What is Li li/he/she/ doing? He’s/She’s _____ing.充分讨论。
3.让各组学生汇报结果。
适当的加上情感受教育:Love nature,love life.
(通过便设情境,训练学生的口语交际能力及实际运用语言的能力。)
Step5 Production
1. Do Activity Book.
2. 总结评价哪个花园里的花最多,即哪个组是今天的获胜者。
3. Homework: ⑴.Listen to the tape and remember the 5 verb phrases. ⑵ Write a passage about your field trip.(将英语学习延伸到课外,达到学以致用的目的。)