外研版三起点小学英语Module 8 Unit 1 What do you suggest 教学设计.doc
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1、外研版三起点小学英语Module 8 Unit 1 What do you suggest ?教学设计 一、教材分析:Daming要到美国去,打电话征求Sam送什么礼物给表弟,最后商定送一个中国龙风筝。通过Daming和Sam的讨论,学习如何征求意见和建议。二、教学目标(一)知识目标1、能听懂、会说、运用重点单词:suggest,了解背景单词 quickly, excited, Chinese,kind。2、学会征求建议: What do you suggest? 会表达建议:What about-?How about-?Why dont you- ? 能根据实际情况表达自己的观点:Thats
2、 a good idea. Thats great! I agree, thank you. Sorry。(二)情感目标教育学生在讨论中积极参与,主动请教,培养合作意识;在比赛中乐于模仿,敢于开口,培养公平竞争的态度及创新精神。三、教学重难点1、教学重点:学习新语言句型: What do you suggest?What about-?How about-?Why dont you-?2、教学难点使用新语言知识进行交流。四、教具: 单词卡、点读笔、课件。五、教学过程(一)Warming up1、GreetingsT:Be seated, quickly. (提前渗透新词的运用) Lets be
3、gin our class.T:Look, there are so many teachers here. I am very excited. I am very excited to have lessons with you.(出示卡片学习新词)。 How about you?S1: I am very excited too.T: What about you?S2: I am very excited too. (询问几个同学,练习新单词excited)T:Say it quickly, please.( 学习新单词:quickly)(二) Presentation1T: Tomo
4、rrow is my sons birthday. I want to buy some presents for them But I dont know, What to buy?What do you suggest?(出示卡片suggust,学习新词)S: A pen. T: Good!Thank you.T:What do you suggest? S: A kite.T: You should say: How about a kite.What about a kite.(板书How about-What about -)2T: Now, lets go on.What do y
5、ou suggest?S1: What about a bag?T: Yes, thats a good idea. Her bag is broken. Thank you. What do you suggest?(板书答语:Thats a good idea.)S2: How about a pencil-box?T: Sorry. Shes got a new pencil-box. What do you suggest?S3: What about a dress?T: Thats great!She likes a new dress. What do you suggest?
6、(板书答语:Thats great!)S4: How about a kite?T: Oh, yes. It is a sunny day. We can fly kites.Do you agree?S:Yes, I agree.(板书答语I agree.)T:Oh,I agree.Thank you. What do you suggest? (贴上答语:I agree.)S9: How about a book?T: What kind of book? A Chinese book or an English book?(出示一本英语书,一本语文书)S: An English book
7、.T: I agree, thank you.(学习新单词:kindfind T:For example,A dog is a kind of animals。 Football is a kind of sports。Are you clear?)3T: Lets look at the sentences:1)What about -?How about -?They are the same meaning. (板书“=”,让学生明白这两种提建议的方法是相同的)小精灵儿童网站2)If you agree with others,(贴上笑脸) you can use: Thats a go
8、od idea. Thats great! I agree, thank you.3) If you dont agree,(贴上哭脸) you can say: sorry.4)Now ,Lets read after me.(板书的重点句型)5)Lets read together.(三)TextT:We know ,Daming is going to America,Hes going to take a present for his consin.What is he going to take?Do you know?1、第一遍听录音T:Now,listen to the tap
9、e and try to answer:What is he going to take?T:Now,who can answer :What is he going to take?S:A kite。T:What kind of kite?S: A Chinese dragon kite。It s a traditional Chinese present. Now, look here。(出示中国龙的风筝图片)T:Theyre Chinese Dragon Kites.文化知识的渗透:Chinese Dragon KitesChinese dragon kites are very fam
10、ous.They are very beautiful.Peple love them all over the world(全世界)Some dragon kites are small.One boy can fly them。Others are very big.You need lots of people to fly them.They are very long.Dont fly them near trees or houses.Its dangerous.T:Do you like Chinese dragon kites?S:Yes。T: You can fly Chin
11、ese dragon kites at the weekend.I think:youll be very happy.小2、第二遍听录音跟读(画出Sam提的三个建议)T:Now,open your books at p30,listen and repeat,then anwer:What did Sam suggest?you can undertline the sentences.T:Who can tell us :What did Sam suggest?Read out the sentences.S1:What about chopsticks?S2:Why dont you
12、give him a kite ?S3:How about a dragon kite?T:You did very well.We can use “Why dont you-?to make suggestions.for example:Why dont you give him a cake/her a dress/go to school?T:Now,Lets talk about traditional Chinese Presents.Fuwa is a traditional Chinese Present.Can you tell us some traditional Ch
13、inese Presents ?S:Chinese tea 、Tang clothes -。T:Boys and girls, if you are Sam, what do you suggest? Now ,you can use “Why dont you -?”S1: Why dont you give him a -?T:Thats a good idea,thank you.3、第三遍听录音跟读,画出新单词.Now,Listen and repeat,underline the new words.4、自读课文,同桌间讨论完成对话练习。Now,first read the text
14、 by yourselves,then do the exersies in pairs。D:Im going to go to in the summer。What do you ?S: chopsticks?D:Hes got chopsticks,his mum and grandma are 。S: a kite?D:What of kite?S: a Chinese dragon kite?D:I agree,thank you。T:Who pair can do the exerises?(四)Practise1、课本31页Make suggestionsT:look at the
15、 picture,I want to buy a present for my brother,What do you suggest?You can use the sentences.(教师指着板书的句子)S1:What about a bag?T:Sorry,hes got a new bag。S2:How about a T-shirt?T:Thats a good idea,his T-shirt is broken,thank you。T:Now ,practise in pairs。T:Who can act it out ?(五)拓展练习1、课外延伸。T:I want to t
16、ravel on Summer holiday.But I dont know,Where to go?What do you suggest?S:How about Beijing?T:Why?(如果学生不会回答,教师可以引导Is it beautiful?Is it famous?)S:Beijing is a beautiful city,Its very famous.Beijing is the capital of China.T:Thats a good idea.In Beijing ,I can visit Tiananmen and the Great Wall.I can
17、 eat some troditional food.T: Now, Lets talk about it in groups.2、阅读练习要求学生读短文,回答问题。(六)Homework 1、Listen to the tape three times. 2、If your family are going to go to gramdmas home,give some suggestions for your father and mother what should they take .板书设计:Module 8 DiscussionUnit1 What do you suggest
18、?What about chopsticks?Why dont you give him a kite? How about a dragon kite?一、任务型教学的形成与特征任务型教学途径(task-based approach,也可译为“任务为基础的途径”或“任务教学法”)是20世纪80年代以来西方英语教育最新发展成果,是“交际法”(communicative approaches)的最新发展。“任务”作为一种有明确的教学目的的活动(P. Skehan,1999),通常分为两大类型:学习性任务(pedagogic tasks)、真实生活任务(real-life tasks)(D. Nu
19、nan,2000)。前者是指学习语言知识的活动,如Listen and repeat. Read and write.等等;后者是指在日常真实生活中运用语言的活动,如Listen to the instruction and then fill out the form. Read the advertisements of two book clubs and decide which you would like to join in.传统的以结构为基础的教学法注重知识教学,教学活动基本都是学习性任务,而且只能用于语言知识结构的教学和语言技能的训练,难以培养学生在真实生活中运用英语的能力。
20、以功能为基础的交际教学法则试图克服结构主义教学法的缺陷,通过功能化的课文学习,提倡模拟交际性教学活动(典型的活动有角色扮演、模拟真实生活中的交际、小组活动),以培养学生的交际能力,然而,在教学实践中的交际活动本身往往是模拟的,缺乏真实性,导致在教学中出现很多虚设的交际活动。显然,以功能为基础的交际教学法强调教学结果(培养交际能力),但却对教学过程重视不够,而模拟的交际活动却难以实现培养交际能力的教学结果。随着对以功能为基础的交际教学法的深入研究,教学过程开始受到重视,在1987年,C. Candlin 与D. Murphy出版了Language Learning Tasks,J. Yalden
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