6B Unit 2 More exercises Period II教學設計
(進一步提問):who’s good at chinese/english/ maths/ music/ art/…?
設計意圖:以who like pe? who can swim? who runs faster?作為切入點,水到渠成地引出be good at的教學,使學生能自己感悟出be good at的詞義。
2.t: do you know jim?
listen and answer:is he good at pe?
listen again and answer:what is jim good at?
why doesn’t jim do well in pe?
(he’s not as strong as other boys.)教學not as …as…句型:不如…
設計意圖:將聽力訓練滲透到教學過程中,培養學生在對話中獲取信息的能力。在聽的過程讓學生通過回答問題自己理解課文,對提高高年級學生的邏輯思維能力有較好的訓練作用。
3.listen and read the sentences above
設計意圖:控制性的簡單操練是語言學習的基礎環節,也是必不可少的環節。這種相對機械的朗讀練習,對學生鞏固句型有較好的作用。
4. read the dialogues and discuss:
what are jim’s advantages?
what are jim’s disadvantage?
what should jim do?
小組討論后,可派代表發言,其他同學補充
設計意圖:新課程倡導學生主動參與、樂于探究、勤于動手、互相協作、獲取信息和解決問題,本課的對話內容邏輯性較強,適合學生合作討論和交流。這對學生合作精神的培養、分析概括能力和語言組織能力的提高都有較好的作用。
5. read and learn the dialogues:
邊聽讀對話,邊學習詞匯: have problems with…,player, true
邊通過與學生的交談學習相關語言項目
do you have problems with your homework?—and you? do you have problems with your english homework?/ do you have problems with your maths?…
i’m not doing well in pe.—do you doing well in pe/ computer studies/ science…?
ben runs faster than me.—who runs faster/ slower than you?
mike runs as fast as ben. – who runs/ swims as fast as you?
and you can swim fast. – can you swim? can you swim fast?
i’ll get up earlier every day and do more exercises before i go to school.—what exercises can jim do?
設計意圖:很多語言學家認為:語言是“說”會的,不是“學”會的。通過自然的問答和交流學習新句型,使教學過程自然流暢,并以課本的內容為生長點,融會貫通、以舊引新,將新舊知識融合掌握。同時,能通過不斷變化的問題,緊緊抓住學生的注意力,自然的交流又能減輕學生學習的壓力。
6. read in roles
設計意圖:聽、說、讀、寫四種基本技能的培養是基礎教育階段英語教學的主要任務,這四種技能互相聯系、相輔相成,此處以聽讀課文鞏固所學對話,即“以聽帶讀”、“以讀促說”;分角色朗讀有利于激發學生的興趣。
7. read and judge
設計意圖:通過閱讀判斷練習,培養學生分析信息、獲取信息和概括歸納等思維能力。
step3. further learning(這一環節課根據班級情況選用)
1. t: i’m not good at pe. i want to do more exercises. do you have any suggestions?
have ss discuss in group
2. have ss make an exercise planning for each student (也可不局限于體育學科,進一步擴展到其他學科, 如英語、美術等)