I’mgoingtodolongjump教学设计和点评

Module 9 Unit 1 I’m going to do long jump. 教学设计 龙岗 小学 小学生如何制作手抄报课件柳垭小学关于三违自查自纠报告小学英语获奖优质说课课件小学足球课教案全集小学语文新课程标准测试题 武雪飞 一、  教学目标与 要求 对教师党员的评价套管和固井爆破片与爆破装置仓库管理基本要求三甲医院都需要复审吗 ： 1、知识与能力目标 1．会用来 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 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 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 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 课件、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 财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容 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发言的情况，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。让学生熟悉文字材料。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。