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1、Unit 1 Days of a WeekLesson 21教学目标 语言知识目标:能听、说、认、读单词Sundays 、with、wonderful并能结合句子使用。能听懂、会说句型: Do you like Sundays? I can do sth with sb on Sundays/Mondays. ?并能回答。2. 语言技能目标:会使用本课句型Do you like.和“I can do sth with sb on Sundays/Mondays.?s ?自由交流问答。3. 学习策略目标:掌握字母组合th的发音,形成一定的认读策略。4. 情感态度目标:能从中体味丰富多彩的社会活动
2、并热爱生活,感受家庭、社会温情。5. 文化意识目标:知道中西方对一周第一天的不同理解。重点难点 1. 教学重点:正确认读Sunday、with两个四会单词,能大胆灵活应用句型I can do sth with sb on Sundays/Mondays.2. 教学难点:with的发音, 感知“I can do sth with sb?”等长句中意群的划分和句子重音的位置以及句子的升降调。4教学过程 4.1.1warmup 1.学生值日报告。帮助学生情绪切换至英语课堂模式。2,Greeting,3.听唱儿歌Days of a Week熟悉本课主题4.TPR 复习动词短语、在欢快的活动中激活旧知,
3、为后面教学活动,output做铺垫。4.1.2leadin 1 .free talk导入本课目标句型T: boys and girls ,what day is it today? Do you like days?Ss : Yes ,I do追问why给学生更多表达机会(如果遇到no的回答,多追问一个why not,同时与学生共情,拉近师生距离)。T:I like days, too. I can have English classes with my students.PPT呈现老师丰富多彩的生活. 继续介绍I like Sundays ,I can do sth with sb.。出示
4、句型I can go walking with my friends. Mr.Gao likes every day ,because I have a colorful life. 板书课题“Days of a Week”引导学生说更多类似句子who can say more?帮孩子正音,用自然拼读法帮助学生发准th.3.watch and choose”在播放学生录像视频前设置问题,带着问题让学生观看。为后续语言输出提供范例。A: Hi,xx , nice to meet u!B: Nice to meet u,too.A: What day is it today?B: Today is
5、 SundayA: Do you like Sunday .B Yes ,I do ,I can play football with my father .I can have a dancing class with my friends. Do you like Sundays?A: No ,I dont ,I have a music class、an English class、 a Chinese class and a math class.B :oh ,my,its so badA: its so boring讨论.Do you like As Sundays. What do
6、 you do on Sundays ,please talk about it in pairs.4.1.3教学活动 活动1 beforereading Discuss(讨论)通过讨论Does Wendi like sports ? Does his father love his family? What do you like to do with your father?让学生感悟父爱,体味亲情。2,总结齐读本课单词句型,评价小结,3, Homework,复习表演对话活动2 whilereading 1.Self-reading:Read by yourself and circle
7、the unknown words or phrases.(自己小声读对话并圈出自己不会的单词或短语)2. Work in groups, try to learn difficult ones.(小组互助解决不懂的词句)read in group together。3. GLS show。4.Listen and repeat,Read with proper gesture 跟着视频加上动作有感情的学),正音5.优秀个人分角色读。6.read in role by groups(以组为整体分角色读)7.check in groups组内互学,帮助后进生正音,通过评价机制,调动对子学习积极性
8、,减少两级分化。8.group show小组学习成果展示。评价激励。9.个人表演活动3 afterreading 1.Lets try to number the sentences.打乱文本顺序,让学生排序2.Fill in 选词填空挖空文本,只留少量提示词,给出打乱顺序的备选项,让学生还原文本。语言主要借助词汇、语句和篇章进行,但核心是思维的表达。通过深入挖掘文本,重构文本的任务型活动,将不外显的语言思维,用看得着、听得见的方式一步步搭建起来,让语言学习思维化,使学生的分析思维、序列思维、拓展思维、逻辑思维、创造思维等得到发展,让学生在自我体验、学习、领悟、理解的内化与思维碰撞中习得语言。活动4 summary Discuss(讨论)通过讨论Does Wendi like sports ? Does his father love his family? What do you like to do with your father?让学生感悟父爱,体味亲情。2,总结齐读本课单词句型,评价小结,3, Homework,复习表演对话活动5 评价 1. 评价内容:评价学生的课堂参与质量,表现展示的精彩程度。2. 评价方法:本课的评价为:把全班分为6个大组,根据学生课堂参与的积极性和表现情况进行加分,课堂结束时进行统计评比。各大组中学习小组固有的合作学习和评价模式不变。
