Ling is skipping

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新标准英语第四册 Module 5 Unit 1 五、教学方法

从学生已有的英语与知识和生活实际出发， 使用学生可以理解的

简单英语，通过问题、介绍、说唱以及 TPR

等多种形式趣味导入相

关话题，并利用学生的经验体验加深对语言的理解和应用。

七、教学过程

Step 1. Warm-up . 1.Greeting . 2.Free talk .

T: Look .What game do you usually play during playtime?

S1 : … .

S2: … .

T: skipping / clapping games / hide-and- seek …

3.Clapping games .

T: So many games . You like … .

I like clappi ng games . Do

you like clapping games too? Ss: Yes .

T: Well , Let‟s play clapping games together !

One , two , three , four . I am opening the door . … 、

Step 2 .Presentation . 1.Show a picture .

T: Are you happy ? Ss: Yes .

T: You‟re happy . But Fangfang isn‟t happy . She‟s sad . Why ?




Now look at the word . Teach : Sad / 伤心 . bag – bad – sad

Do and read after the teacher .

T : Why is she sad , let‟s watch TV together . Ss :

没有人和它玩 .

T does the action and says : Yes , no one is playing with her 2.

Watch and answer .

T : Look at the picture . Is she sad now ?

Ss: No .

T: She‟s happy now . Why ?

Ss : Amy is playing with her . T: What are they playing ? Ss :

拍手游戏

/Clapping games .

Read after the teacher : Amy and Fangfang are playing clapping games . 3.

Watch and teach .


T: Amy and Fangfang are playing clapping games . What about the other children ? What are they doing ? Let‟s watch again .

Ss : Lingling , Daming , Sam , those girls . a.

Show a picture about Lingling . T: Look at Lingling , is she running ? 、

S: No .

T: Is she playing clapping games ? S: No .

T does the action and asks : Is she skipping ? S: Yes . skip –

skipping

We are skipping . Check up in pairs . T: What‟s Lingling doing ?

Ss: She‟s skipping .

BL and read after the teacher: Lingling is skipping . b.

Show a picture about Daming and Sam . T: Look at Daming . Is he skipping ? S: No .

T: Yes . He‟s hiding .

Teach : hide hide


–

hiding . ( Do the action )

Read and BL : Daming is hiding .

T: What is Sam doing ? Is he skipping ? S: No .

T: Is he hiding ,too ? S: No .

T: What‟s he doing ?He‟s seeking .

Teach : see – seek seek –

seeking . ( Do the action )

Read and BL : and Sam is seeking . T: Now read after me together .

Daming is hiding and Sam is seeking . T: Let‟s clap your hands togeth er .

Chant : Daming is hiding and Sam is seeking . ( 注意语调的变化 )

Sum up :

T: Look at the blackboard , Daming is hiding , and Sam is seeking . So Daming and Sam are playing hide-and-seek .

Read after the teacher .

T: Ok , children . I prepare a chant for you . Now listen . Ss listen .

T: Do you want to try . Ok , Let‟s chant together !

Chant: Daming is hiding . Sam is seeking .

Daming and Sam are playing hide-and-seek . Practice :

T: Hide-and-seek is very intresting . I like it . Do you like hide-and-seek ? S: Yes .

T: Who want to play hide-abd-seek here ? ( The two Ss play this game )

T: Ok , children . Let‟s say together .




S: *** is hiding and *** is seeking .

S: ***and*** are playing hide-and-seek . Chant .

c.Show the picture about those girls .

T: Look at those girls . What are those girls playing ? Look

and choose .

A: Those girls are skipping .

B: Those girls are playing hide-and-seek . Ss choose and read after the teacher : T: Ok . No one is wrong .

Those girls are playing clapping games . d.Sum up .

T points the blackboard and say: At the beginning , Fangfang

is sad .

Because no one is playing with her . But Amy is playing with her . So Fangfang is happy , too . Now Lingling is

skipping . She‟s happy .

Daming and Sam are playing hide-and-seek . They are happy .Those girls are playingclapping games . They are happy ,too . So They are all happy .

T: Are you happy now ? S: Yes .

4.Read the story .

a.Ok . Let‟s read the story together ! Now open your books and turn to page 18 . Listen , point and repeat . Ss read it .

b.Read and circle the words with “ - ing” .

T: Who can read the sentences ? 1)Yes, no one is playing with me .


2)Lingling is skipping .

3) Daming is hiding and Sam is seeking . 4)Those girls are playing clapping games . 5)Do you like clapping games ?

6)Well , let‟s play clapping games together !

7)I am opening the door .

Step 3.Practice.

AB . P18. 1 . Listen and draw .

T: Close your books , open your activity book and turn to page18 .

a.Understanding .

T: Is Fangfang sad ?S: Yes .

T: Are children playing with Fangfang ? S: No .

b. Read and draw .

c.T: Some of you have finished . Now discuss it in pairs . d.Check .

e.Try to retell the story in pairs .

Fangfang is sad . No one is playing with her . Lingling is

skipping . Daming and Sam are playing hide-and-seek . Daming is hiding and Sam is seeking . Fangfang likes clapping games . So Fangfang and Amy are playing clapping games together . let ’

s read the story again . Listen , point and read after me . 3. Summary .Do some filling exercises. 4. ppt. (6pictures)Whatare they doing ?They „

er singing „ . 5. Let ‟

s say . Step 5:

1. Listen and read the dialogue. 2 Free talk. 八、教学反思

一、导入含活式——带着兴趣，带着思索




如何在短时间内有效地导入课文， 唤起学生潜在的好奇心和迫切 的求知欲，

使学生都能带有兴趣去学习理解课文， 一直是每位教师不

断努力的方向。本节课有效的把本课最后一幅图的 clapping games 作

为了热身活动，既调动了学生的兴趣，又开篇点题，而且分散了本课 的一个难点。

二、形式求活泼——方式多样化，感受多方位，信息反馈畅通

传统的教学模式：复习——导入新课——讲授新课——练习—— 布置作业的运用有它一定的合理性。 但每个学生在学习的接受方式上

各有不同，因此在本节课的教学环节中我采用了课件、图片、动画等 给学生以视觉冲击，利用 TPR 、 chant 、

说做等形式让学生通过体 验、实验来习得语言。

三、探索有活力——思维有深广度，见解有创新度

学生如果有明确的学习动机， 参与的活动具有交际性， 通过活动

学生能收到明显的学习效果， 那才是学生的有效参与。 而教师就是要

充分调动学生的主观能动性，


使之在学习时进行积极思维， 激活学生

已有的图式，并能准确、恰当地表达自己的见解和思想。在本节课中 主要体现在对学生的情感教育上， 通过学生对本篇课文的理解， 畅所 欲言，

“没有正确答案， 只要你说的合情合理。 ”

培养学生的发散思维，

也希望学生能够体会人与人之间交往的那份真诚

四、结尾有活意——留有激情，留着悬念

如何提高课堂教学活动的质量是提高教学质量的关键之所在。 且

须遵循以下原则： （ 1

）学生在做中学习。 （ 2

）学习应该与学生的需要 和兴趣相关联。 （ 3

）学习应该和课堂以外的现实世界相关联。本节课 的情景设计的非常好，

与学生的实际生活密切相关， 教师带有激情的 煽动 “

Playtime is coming ， let ‘

s play together


！

”巧妙的将课文情

景带入现实当中，让学生再一次的体会了 happy 的心情。

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