Unit 5 I’m Skating教学设计

第一课时 Let’s Sing
【教学内容】
Let’s sing: I’m having a happy time
What are you doing??
What are you doing?
What are you doing, dear Jane?
I’m dancing. I’m singing.
I’m having a happy time.
* eating * drinking
* swimming * skating

【设计理念】
抓住儿童语言能力发展的关键期，以语言运用为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，以“听、说”为突破口，开展看图会话，自主听读，协作表演等多种活动，让学生在颇为真实的语言情境中进行语言交际，培养学生的听、说技能，提高语言的综合运用能力。

【教学目标】

单词：dancing, singing, eating, drinking, swimming, skating
拓展单词：flying a kite, skipping, riding a bike, drinking coke
拓展短语：having a happy time
拓展句型：What are you doing ?
I’m…ing.
2. 语言技能目标:
(1) 能听、会说词汇：dancing, singing, eating, drinking, swimming, skating,并能理解词义,优生能听、说拓展词汇：flying a kite, skipping rope, riding a bike, drinking coke
(2) 听、说并能理解、运用本课句子What are you dong ?I’m ---ing.
(3) 通过课件、图片为学生创设贴近真实生活的情景，让学生在语篇中自然习得句型，培养学生在实际交际中的综合口语表达及语言迁移运用能力。
(4) 通过让学生借助资源听、说与本课知识相关的英语故事并回答问题，以及学唱课标的英文歌曲，不断增强英语语感及提高听力，同时也进一步提高了孩子自主学习的意识及能力。
3．思想情感目标：
通过本课学习，进一步激发学生学习英语的兴趣及参与课堂学习的积极性，提高听、说及口语表达的能力。并在合作学习中，逐步培养孩子相互协作学习的意识。

【学情分析】

? ?本节课的教学对象为二年级学生。本节课之前学生已经掌握了部分动作词汇：dance, skip rope, draw, ride a bike, swim, play the piano, skate, fly a kite, 等等。学生也已经掌握了以下句型：Can you…? 及What time is it? It’s time to/for…。本节课知识点对学生来说较容易理解，也容易上口。因此，本节课的设计是在教师的指导下，让学生通过游戏、歌曲自学新知，发挥学生的自主学习能力，提高学生的学习积极性、主动性，使学生踊跃、主动参与课堂的每一个教学活动，提高同学之间的协作学习，从而进一步提高学生的听、说及口语表达的能力，同时在实际口头交际学习中，也逐步培养了孩子迁移运用英语的能力及发散性思维。

学生已经熟练地掌握了简单的操作技能，并能在计算机的辅助下进行自主听读，自主学习及自我评价。

【教学资源】
1. 教材为广州市小学英语实验教材第三册《英语口语》；
2. 为本课所制作的图片；
3. 辅助语言交际课件、图片等

【教学过程】
Step I: Warming-up 组织教学，歌曲激趣

T: Hello, … What time is it ? ... Oh, it’s 8:30. Is it time to play games? No, it’s time for class. So let’s sing a song to begin our class, OK?

Step II: Presentation 引入新知，呈现新知

T: Can you sing/dance/swim/skate/eat/drink?
P: Yes, I can. //// No, I can’t
T: Show me. //// Oh, I see.
P: (Do some actions)
T: Oh, you’re singing/dancing/swimming/skating/eating/drinking.
Look, I’m singing/dancing/swimming/skating/eating/drink.

Step III: Practice 任务驱动，学习新知
T: OK, children.
Ps: Yes?
T: Are you happy now? Yes, we are having a happy time now. What about Jane? Is she happy? Let’s listen to a lovely song about Jane. Listen carefully. Is Jane happy？
（1）观看Let’s Sing 的flash 动画，整体感知新知。
（2）自制课件，学生通过游戏 ”Who Can Be Jane”，自主学习新知。
（3）教师通过游戏”Who Can Be Jane”，引导学生在情景对话中巩固新知，也在此环节中检查学生的学习掌握情况。（师与优生示范，师与全体学生对话，学生与学生练习）
对话 T: Hello, Jane, can you drink?
S: …
T: Can you show me? What are you doing?
S: …
（4）学生自学歌曲。
T: OK, now, children, put on your earphones to enjoy the song.
（5）Pair work：分角色唱歌。
（6）学生表演。

Step IV: Development合理拓展，巩固新知
T: Boys and girls, what’s the time now?? It’s …. We’re all having classes. But what about Jiaming, Ben….? Where are they? What are they doing? Let’s go and listen to the dialogues, OK? Put on your earphones
（1） 将教材Let’s learn的内容放在情景对话里让学生进行自主听读。
Dialogue 1:
Jiaming: Oh, it’s a nice day. Hello, Ben. Nice to meet you.
Ben: Hi, Jiaming. How are you today?
Jiaming: I’m fine, thank you. Oh, Ben, what are you doing?
Ben: I’m riding a bike. What about you?
Jiaming: I’m thirsty. I’m drinking coke.
Oh, who’s she?
Ben: She’s Xiaoling.
Xiaoling: Hi, Jiaming.
Jiaming: Hello, Xiaoling. What are you doing here?
Xiaoling: I’m swimming. Can you swim?
Jiaming: No, I can’t.
Xiaoling: I can teach you.
Jiaming: OK.
Dialogue 2:
Janet: Hi, Sally. What are you doing?
Sally: I’m skipping rope. What about you?
Janet：Oh, I’m flying a kite. Can you fly a kite?
Sally: Of course I can.
Yongxian: Hi, girls. What are you doing?
Sally: I’m skipping rope.
Janet: I’m flying a kite. Are you skating?
Yongxian: Yes, I am. By the way, what’s the time?
Janet: It’s 11 o’clock.
Yongxian: Oh, it’s time for lunch. Bye-Bye!
Development2：整体运用，灵活表达
（2）创设情景---Jane 到公园游玩，同桌两两对话
model and key points:
dialogue 1:
J: Hi, … What are you doing?
S: I’m …. What are you doing?
J: I’m…. Can you…?
S: Yes. / No.
J: Let’s play together. / I can teach you.
dialogue 2:
J: Hi, … What are you doing?
S: I’m …. What are you doing?
J: I’m ….. By the way, what time is it?
S: It’s….
J: Oh, it’s time to … Thank you very much. Bye-bye!
S: Bye-bye！
(3) 两组学生表演

Step V：Feedback自我评价，及时反馈
1.学生自我评价，填写并提交课堂、反思记录表

2．教师借助网络查看学生课堂、反思纪录表，做出综合评价

Step VI: Homework:持续学习，巩固发展