Mothers Day 教学设计.docx

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1、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 D

2、ay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

3、. 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

4、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)

5、 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 surpri

6、se? 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

7、? 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)

8、 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 comin

9、g. 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