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难点:“foreign language”的读音教学及一般过去时的运用。
教学过程:
Step 1 Warming up
Greetings.
T: Today , we are going to learn Module 2 Unit 1 She learn English.
Now ,let’s sing a song “where did you go “ . pay attention to the past forms of the verbs.
设计意图: 开始上课,给学生创造一个轻松的环境,师生同唱一首关于动词过去式的歌曲,从中学生能够复习过去式,并为这节课的学习做铺垫,复习已经学过的知识。
Step 2 Leading in
Have a guessing game . 猜职业并复习有关职业的单词。
T:Look at the picture , and what is she /he ?Can you guess ?
设计意图:通过复习职业的英文表达,一个猜职业的游戏激起学生的兴趣,使其能很快融入到课堂,并复习了职业的单词为学习dancer做了铺垫。
Show the picture of Yang Liping and ask :
What is she ?
She is a dancer.
She danced in lots of Chinese cities.
T: Who can dance ? (找同学到前面跳舞) Then ask: What did she/he do ?
设计意图:通过杨丽萍的跳舞图片让学生练习单词dancer,并很自然地学习了danced,再让学生上去表演,提问并让学生思考如何回答问题,这样把学到的过去式运用到具体语言环境中去。
Show a photo. Introduce : Ten years ago, I was a student . I learnt English.(教授learnt并练习)
T:English is a foreign language.( 学习foreign language,同时介绍Japanese,French, Russian等外国语)
设计意图:通过学生时代学习的照片,创设真实的情境,让学生感知learn和foreign language.
Step 3 Presentation
Lingling is talking about her grandparents whit Amy and Sam.
Listen and ask questions, then underline the answers.
Did Lingling’s grandma learn English ?
Did Lingling’s grandpa learn English ?
What is Lingling’s grandpa doing now?
Listen again , then circle the new words, and read the new words.
Read the text in groups and talk about the questions.
Check the answers.
设计意图:让同学们带着问题听并在课本上画出相应的语句,培养了学生从课文中找答案的能力,同时也培养学生养成了不动笔墨不读书的习惯。另外让学生圈出新单词,并在语境中学习新单词,可以加深学生对新单词的领悟和提升其理解能力,做到词不离句,句不离篇。