Peter is writing.教学设计及反思.docVIP

Unit4 Peter is writing.教学设计及反思 一、教学目标 ⒈ 能听懂、会说新单词sleeping, working, sweeping, cooking, painting, ⒉ 通过学习字母组合“ee”、 “or”、 “oo”、 “ai”的发音，能推断出含有相同字母组合的单词发音。 ⒊ 能用现在进行时描述某人（第三人称）正在做某事。 二、教学重点及难点 重点：掌握新单词sleeping, working, sweeping, cooking, painting,能用现在进行时描述某人（第三人称）正在做某事。 难点：通过学习字母组合“ee”、 “or”、 “oo”、 “ai”的发音，能推断出含有相同字母组合的单词发音。 三、教学准备 PPT、教学碟片等。 四、教学步骤 The first Period Step1. Warming up and presentation. T: Good morning, boys and girls. Ss: Good morning, Miss Zhu. T: Nice to meet you. Ss: Nice to meet you, too. T: Please look at the blackboard. This picture is for Group1 and that picture is for Group2.If you can do well, I will give you books, ok? 【设计意图】学校正在创建书香校园，老师以“赠书”的方式来激励学生，让他们在这种氛围中你追我赶，学英语的兴趣越来越浓。 T: Look, can you say?(课件描述：PPT课件内容为学过的行为动词，如write、sing、run、jump、fly、climb、draw、play、read、swim.图片和动词同时出现，帮助孩子们复习了旧知，为后面的学习做铺垫。) T: Wonderful. Now, look, I can swim, too. Can you swim? Lily, I can swim. Can you swim? S1: Yes,I can. T：Swim, please. Are you swimming? Look , Lily is swimming. Good. Jack, can you jump? S2: Yes, I can. T: Jump, please. 板书：Jack is jumping. T: Hi, girl, can you run? Now, Lucy is…. Ss: Lucy is running. T: Good morning, lovely girl, can you write? Who can say? Together. Ss: Sweet is writing. 【设计意图】以旧带新，用已学过的单词、句型，引出新的句型。 出示Peter的头像。 T: Who’s he? Ss: He is Peter. T: Peter is writing, too. Today we are going to learn Unit4.Peter is writing. Peter正在写字，今天我们不写字，我们去青青草原看看喜洋洋和他的伙伴们正在干什么，好吗？ Let’s go. Who’s he? Oh, where is Xi yangyang? Is Xi yangyang writing? Yes or no? Good, We can also say Xi yangyang is painting. (Bb)painting “ai”[ei]paintpainting This team one by one. Good. Xi yangyang is … Who can read these words? (ppt) paint rain wait 思考：大家发现它们的发音有什么规律？ 【设计意图】通过学习新单词painting和字母组合“ai”在painting中的发音，让孩子们能读出其他含有“ai”字母组合的单词，达到举一反三的效果。 Look, Mei yangyang is painting. Yes? Mei yangyang is cooking. (Bb) cooking “oo”[u]cookcooking The team one by one. Mei yangyang is … Let’s read the words, who can? (ppt) foot look good T:I like Man yangyang. Look, Man yangy