《Unit 2 Does your mum go to work on Saturdays？》集体备课教案下载-通化市优质课

1．知识目标：掌握单词/词组Saturday,go to work, go shopping；能初步运用句子“Does your mum/dad go to work on Saturdays?”及其回答“Yes, she/he does./No, she/he doesn’t.”

2、能力目标：（1）能看图讨论并预测故事的发展，激活相关背景知识，提升思维素养。（2）掌握一般疑问句的第三人称单数的句型及回答。

四、教学重点和难点

1.教学重点：能初步运用句子“Does your mum/dad go to work on Saturdays?”及其回答“Yes, she/he does./No, she/he doesn’t.”

2.难点：能结合实际运用句型谈论自己父母的周六活动。

教学准备：PPT课件、词卡、每人一张练习表（每周六家人的活动安排）

教学过程

Step1. Warm-up and lead- in.

师生齐唱韵律歌，既快速地吸引了学生的注意力到课堂当中，也借助已学目标语言回答问题：So what do you like? 从而引导学生在真实、有效的语言环境中复习已学知识。再引导学生观察图片，看小猫和小狗的食物猜测：Does the cat like meat?观看动画视频回答问题。

Greetings.

Chant together.

I like coffee.I like tea. I like cats and they like me.

I like coffee.I like tea.I don’t like lions and they don’t like me.

3.Lead-in

(1)Watch and answer.

T： Look! Here’s a cat and a dog. The cat is eating fish. (图片获取信息引导学生表达出来) Does the cat like meat? Watch and answer.

(2)Read together.

设计意图：师生齐唱韵律歌以激发学习兴趣；谈论喜欢的食物，以激发学生的思维。一方面复习了旧知识，一方面为接下来的课堂文本做好词汇和句型的铺垫。

Step2. Presentation

教师呈现Lingling 和Amy谈话的图片并引导学生观察图片，然后观看动画回答问题。学生初步感知，了解大意。随后，教师呈现Lingling 和Amy谈话的图片，引导学生进行猜测对于Lingling提问的：Does your mum/dad go to work on Saturdays? Amy的回答。接下来听音频文本搜索信息并完成问题。精细阅读，处理细节，学习了词汇、短语：Saturday、dad、go to work,go shopping和句型Does your mum/dad go to work on Saturdays?”及其回答“Yes, she/he does./No, she/he doesn’t.”最后学生跟读文本。

Watch and answer: Who are they talking about?

Listen and check听一听，并检测自己猜的结果。

T: Look at the picture. Lingling asks Amy: Does your mum/dad go to work on Saturdays?(图片获取信息引导学生表达出来)Can you guess the answers? Now listen and check.

3. Listen and follow.

设计意图：学生观察图片不仅激发了阅读文本的欲望，也使得获取信息的能力得到提升。在经历了视频观看后，学生在最短时间内把握了对话的主要人物。再精听对话，引导学生捕捉对话关键信息。教师设计了回答问题、自主问答等活动，完成了帮助学生梳理关键问题、分析文本内容，也是诱发学生思维发展的过程。学生猜测自主问答的过程也是探究性学习的过程，可以帮助学生形成一定的学习策略。

Step3.Practice

学生在学习对话文本后，先是分小组角色扮演阅读，再引导学生借助图片和句型支架复述对话。

Role-play reading.

Retell the dialogue.

T: Now close your book. Try to retell the dialogue with your deskmate. One minute for you.