上海牛津版四年級英語下冊Module2 My favourite things教學設計
procedurecontentsmethod
purpose
pre-task
preparation
1.song
2.daily talk
3.revision
ps sing together
t-p
while-task
procedure
say and act
radio
learn the sound
t (show)
i‘ve got a radio.
look, peter has got a radio.
p read: radio
t peter, we can talk.
t show a cat.
what’s its name?
what colour is it?
where is it?
p answer
t i can’t find ginger.
where is it? (tape)
p listen and guess
t encourage the able ps to predict what will happen next.
p divide ps into groups of three to act the story
use the walkers-talkers as props.
p-p act
小組活動體現合作學習和作用，同時也是交際能力的體現和展示，將本課學習的內容反饋出來。
post-task activities
p extend the task by having the same groups practice the dialogue, substituting ginger with names of ps own pets
homework
copy the words and sentences
sixth period
contents: review unit 3
imperatives: be+doingpredicative adjectivespresent continuous tense
difficult points:be+doing
procedurecontentsmethod
purpose
pre-task
preparation
1.song
2.daily talk
3.revision
ps sing together
t-p
p read and spell the words.
while-task
procedure
say and act
do the exercises
a. act out p31
b. act the dialogue
1,spiderboy can ride a horse.
can_______________?
2.what can you do?
i can_______________.
3. grandpa is drying the dishes.
is__________________?
4. they are watching television.
what________________?
5. is susan singing a song?
no,__________.
6. mr chen’s got some letters.
what________________?通過一系列練習，將本課學習的內容反饋出來。
homework
review unit3
feedback:
正確引導，培養學生的團結協作精神。英語學習是一個合作互動學習的過程。在活動過程中學生往往需要組成多個小組，各成員互相幫助、互相協作才能較好地完成各項任務。教師不失時機地加以點撥，能促進學生形成良好的非認知品質，養成相互協作的精神。“學生的發展是英語課程的出發點和歸宿。英語課程在目標設定、教學過程、課程評價和教學資源的開發等方面都突出以學生為主體的思想。課程實施應成為學生在教師指導下構建知識、提高技能、磨礪意志、活躍思維、展現個性、發展心智和拓展視野的過程�！�