Module 9 Unit 1
I’m going to do long jump.
龙岗小学 武雪飞
一、 教学目标与要求:
1、知识与能力目标
1.会用来
达将要做的事情,并能在课文中认读的句型。
2.能够初步了解课文情景,知道本课出现的重点句型所使用的语言环境。
3.词汇:
听、说、认读(字母拼读)
1)能够听懂、会说、认读和运用下列词汇:
long jump / Sports Day / high jump / race / run a race
2)能够听懂、会说、认读和运用下列句型:
I’m going to do long jump .
Amy is going to do high jump.
Daming is going to run a race.
3)能够初步了解课文情景,跟读课文。
4)能够运用be going to do…句式描述即将要做的事情。
2、情感态度目标
通过学习描述即将要做的事情,培养学生形成做事要有计划性的人生态度。
二、 教学重点及难点
重点:
1)能够听懂、会说、认读和运用下列词汇:
long jump / Sports Day / high jump / race / run a race
2)能够听懂、会说、认读和运用下列句型:
I’m going to do long jump .
Amy is going to do high jump.
I’m going to run a race.
难点:能够运用be going to do…句式描述即将要做的事情。
三、 课前准备
、卡片、图片
四、 教学过程
Step 1 Warm up
1.Greetings.
2.Sing a song
Can you throw high in the sky?
通过歌曲,渗透本课的两个单词:high/race(racing) 帮助学生在语境中理解。
2.T: Can you throw high in the sky?
Ss: Yes, I can.
T: Can you throw it very far ? Like a racing a car?
Ss: Yes , I can.
T: Now you can do many things . Sam can do many things too. Let’s see what he can do. Look , he can …
Word reading
Include:
Play basketball / play football / swim / run / jump/play ping – pong
1) Read them together. ( Act the phrases).(T: Read and do them , please)
2) Read one by one.( 1 line ).
3) Find the winner in pairs. ( pair by pair)
通过认读练习,复习学过的有关运用的动词词组,为本课新授内容的理解和认读做好铺垫。
T: Sam can do these things , can you do these things ?
Ss: Yes , I can.
T: O.K., do and read them , please.
Have the Ss read them together and mime them.
Ss: play basketball (mime playing basketball)
…
Step 2 Presentation and practice
1. T: It’s going to be Sports Day on Friday. Do you know what is ‘Sports Day’?
T: On Sports Day , what are you going to do? (你打算参加什么项目呢?) You can speak English , and you also can speak Chinese.
S: play basketball
T: XX is going to play basketball.
S: play football
T: XX is going to play football
S: play volleyball
T: XX is going to play volleyball.
S: play ping – pong
T: XX is going to play ping – pong.
S: swim
T: XX is going to swim.
S: run / run fast
T: XX is going to run a race.
T: Look , “run a race”(show the card) . What is “run a race”?
S: (参加)赛跑
不断渗透XX is going to 这一句式,并借机引出新的词汇:run a race / do long jump / do high jump 。
Little teachers read , others follow.
run a race 、long jump、high jump、do high jump 、do high jump
2. T: Oh , you are wonderful. But do you know what are Sam , Amy and Daming going to do on Sports Day? Let’s see. O.K.? Please watch carefully , answer these questions :
1) What is Sam going to do ?
2) What is Amy going to do?
3) What is Daming going to do ?
Watch one or twice.
教师可以根据前面学生自由
的情况,针对学生已经在发言中引出的新词组,进行提问。
Ask the Ss to answer the questions.
Answer keys:
1) (Sam is going to do) long jump .
Ask the S who answer this question to act Sam.
Sam : I’m going to do long jump.(Design the sentence)
小组合作学习课文
3. T: Look at the blackboard , find out the same points with the 3 sentences.
Ss: going to ( T underlines ‘going to’)
Step 3 Consolidation and extension
1. T: (Open your books ), listen to the tape ,point and find ‘ going to’.
a. Have the Ss take out the pencil.
b. Look at activity 1 , ask a volunteer to read the request and clear its meaning
c. Circle ‘going to’ in the request
d. Listen , point and find ‘going to’ in the text.
e. Check up
T: How many ‘going to’ do you find?
S: There are 4 ‘going to’.
Have the S read the 4 sentences.
2. Read the 4 sentences after the tape. Mime the tunes and internation.
3. T: On Sports Day , Sam ,Amy and Daming are going to do sth. What about you ? What are you going to do?
S1: I’m going to …
S2: I’m going to …
1) Talk about your plan in pairs.
2) Ask the volunteers to say.
T: XX is going to …
Have the Ss to talk about other’s plan in 4-person groups.
A: I’m going to do high jump.
B: XX is going to do high jump.
C: …
D: …
4. Clap , clap , point:
Review the phrases.
a) Look at the picture and the font style.
b) Only look at the font style.
5. Finish AB activity 1 , have the Ss listen , match and say
1) Have the Ss explain the request .
2) Have the Ss read the phrases
3) Listen and match
4) Have the Ss say the sentences.
6. Imitate writing sentences:
I’m Amy . I’m going to do high jump..
I’m Sam. I’m going to ____________.
Step 4 Summary
Let the Ss to sum up : 今天,我们学习了用‘I’m going to …/XX is going to …’来谈论将要做的事情。
点评
让学生更直观、更生动的理解课文,接受知识。第四,开书跟读、指读,从耳动到眼动。让学生熟悉文字
。最后,让学生走上讲台表演课文。可以一次同时上台十来位同学,熟练者可以带动不熟练者。一堂课下来,整个教学过程很平实,学生学得比较轻松,知识掌握得也比较快。游戏的设计应该实用、有效、合理,精简、能让更多的人得到训练。在这篇课文中,我设计了两个游戏,一个用于复习有关词组,为运用句型打基础。学生听词组,做动作,紧接着看动作,说词组。
应该改进的地方:
第一, 当教授句型be going to 的时候我太急于求成,琐碎的讲解be 动词的三个组成,以及和不同人称的搭配,把这些语法知识堆砌在一起讲,学生根本无法理解消化,费时而且无效,不如分阶段慢慢表达,让学生螺旋式的上升,并且在练习中理解,养成固定搭配的习惯,这样效果可能更好。
第二, 由于时间关系,学生课文表演的时候比较粗糙,没有很好的评价,也没有鼓励。可以让学生自己评价自己,给心目中表现最棒的人发奖。