Mothers Day 教学设计.docx

Mothers Day 教学设计Mothers Day 教学设计 目标预设： 1、认知目标： (1)学生能听懂、会说、会读单词：prepare, present,way,supper,kind,pillow 词组：take care of (2)学生能比较熟练地掌握句型：be going to. 2、能力目标：培养学生用英语思维的能力，以及语言组织能力。 3、情感目标：培养学生正确对父母表达爱意。 教学重点： 学生能正确理解、掌握对话，并能朗读对话。 教学难点： (1)学生能熟练地掌握单词及词组。 (2)学生能初步掌握将来时态be going to. 设计理念： 本课主要通过Mothers Day引出“准备做某事”，主要教授“be going to”重点句型。在教学中，我充分利用学生已有的知识和生活经验，创设生活化的真实情境，引导学生在运用语言中学习语言，穿插听、说、读、写的能力训练，从而达到在学习新的语言知识后创造性地运用语言。学生已经有了一定的语言基础，本文的生词量比较大，语法点虽不要求学生彻底清楚，但也应尽可能让学生正确使用，达到意会的效果。根据学生的年龄特点，充分利用多媒体课件，使教学内容与学生生活结合，以减少语言障碍，提高学生实际应用能力。 教学过程： Step1 Leading-in 1.T: Good morning/afternoon, boys and girls. Lets do some exercise. Wherere your hands? Follow me, please. L-O-V-E( 跟老师说两遍，并配以动作) Which word? T：Good! Lets say together. 2.T: Everybody needs love. I love my mother. Do you love your mother? Question: Do you know your mothers hobby? Do you often do housework for your mother? (设计思路：学生才是课堂的真正主人，给学生创造多些课堂交流的机会，提高学生综合运用语言的能力。) 3. T: You all love your mothers. There is a holiday of our mothers. Do you know? T: Yes, Mothers Day. (板书，并领读) Mothers Day is on the second of May. On Mothers Day, I usually prepare a present for my mother. ( Teach: a present) I usually prepare a cake. ( Teach: prepare) How about you? (设计思路：同样，以学生们最爱的妈妈导入新课“Mothers Day”的话题， 为学生们营造了母亲节的氛围，衔接自然，激发学生的兴趣，提高了教学效果。 Step3 Presentation 1. T: On Mothers Day, we are going to prepare a present for our mothers. But my friend Ann and Jacky are going to prepare a big surprise.( Teach: surprise) (多媒体出现前言)T：What is the big surprise? Please read the dialogue quietly, then find out the surprise. 2. T: Wonderful! The surprise is a card. But what is talking about? Please read the dialogue with your partner, then finish the exercise. 3.T: Yes, they are talking about Mothers Day. And Ann going to draw a card for her mother. Right? But what is Jacky going to do on Mothers Day? Please read the dialogue in group, then finish the exercise.( Teach: kind , be going to) 4. T: Well done! Jacky is going to buy some food and cook for supper. Please read the dialogue carefully, then judge sentences. ( Teach: way, take care of, pillow) 5. Ss read the dialogue in roles. (设计思路：分角色朗读是学生喜欢的课堂活动，提高了他们学英语的积极，体现了合作学习的教育理念，从而进一步进一步理解文本，提高口语表达能力。) Step4. Consolidation 1.T: On Mothers Day, we are going to prepare a present for our mothers. But we are going to prepare a present for our father on Fathers Day. Now , look! Fathers Day is coming. I am going to prepare a present for my father. What about you? (设计思路：从母亲节到父亲节，使学生的感情得到了升华的同时，也操练了本课的重点句型“be going to”，能够使学生进一步的掌握。) 2. T: OK. Fathers Day is coming. Lets draw a card for your father. You can write the sentences on the card. Lets begin!( 学生写完后朗读，并将爱心贺卡贴在黑板上) Step 6.Homewok: 1. Read the dialogue five time. 2. You are going to draw a card for your father and grandfather on Fathers Day. Blackboard Design Mothers Day Love