小学英语二年级下册教案(一年级起点)外研社

Module1
Unit1
一，教学目标：
1．能听、说、读、天气类单词sun, sunny, rain, rainy, snow, snowy, wind, windy。

2．掌握日常交际用语：What’s the weather like today? It’s….
What’s the weather like in Beijing/Shanghai…? It’s….
What’s the weather like on Monday/Tuesday…? On Monday, it’s….
3．了解大自然关于气象学方面的一些常识，培养学生爱科学的思想感情。

二，教学内容重难点分析：
本课的教学重点是通过各种形式（听，说，读，写，画，游等等），让学生掌握并运用
有关天气的词汇及日常交际用语。

三，教学过程：
Part 1.Free talk and motivation:
T/S: Good morning boys and girls./Miss Jin.
T: What day is it today?
Ss: Today is….
T: Is it hot?
Ss:No,it isn’t.
T:Ok,we can say the weather is not hot,it’s very cold. Follow me, weather(write the word on the blackboard ,repeat the word several times) Part 2.Presentation:
T:Today,Amy and Sam come to the park,lisen to the radio,fin d out what’s the weather like in this story?(lisen the tape,write the title on the blackboard )
T: So what’s the weather like in this story ?
Ss: It’s sunny. (write the word on the blackboard .Point to the sentence one by one,)
T: Can you draw a picture about sunny? ( let a S to draw a picture on the blackboard )
T:Ok,very good! Follow me,sunny.( repeat the word several times) T:Can you find out another word about weather?
Ss:It’s windy.(Teach other word just as above)
T:Anthers?
Ss:It’s raining”.
T:Is it really raining? Get the answer and explain why?
Ss:…
T:Read it after me”rain”! (Teach the word just as above)
Part 3.Practice:
Review the words.(升降调，one by one)
T:Open your book,turn to 3,listen and say!(listen the tape)
Choose several pairs to act it out.
Part4.Consolidation:
T: Look at these tools.(Draw some pictures on the blackboard:umbrella ,gloves , hat)what can you imagine? What will you think about?
For example: An umbrella, when do we need an umbrella? When it is rainy, we need an umbrella.
T:Ok!Today,we learned diffierent weather,sunny,rain,windy.After class, make dialogues with your partners or students .
Part5.blackboard design：
What’s the weather like today?
It’s sunny. sunny
It’s windy. Windy
It’s raining”. rain
Unit2
一、教学目标：
认知目标：
1. What do you like doing in summer? I like swimming
2. weather, like, sunny, windy, rain, come on, here, snow
能力目标：使学生能简单谈论喜好。

二、教学重难点：
使学生通过练习句子：What’s the weather like? It’s hot.
What do you like doing in summer? I like swimming.
三、教学技术：
语言座、与本课相关的单词卡片和张贴画。

四、教学过程：
Ⅰ.Class Opening
1. Greetings.
2. 1 Go over the story by listening and repeating.
2 Look and say.
课件依次出示表示天气的图片，进行师生、生生之间的问答练习。

What’s the weather like? It’s…
Ⅱ.Main Activities for Teaching and Learning.
【任务呈现】
1 Feedback of the homework.
请同学出示上次的调查作业，首先两人一组比较调查结果。

教师板书What’s the weather like in ______? It’s …然后进行问答练习。

2 Introduce Activity Two.
今天我们去一个美丽的地方,如果我们想知道这个地方的天气，应该怎么问呢？（擦去板书中的in_____换为 here,即What’s the weather like here? ）Let’s listen to the introduction.
【任务准备】
1 Complete Activity One and Two.
① Listen to the dialogue in Activity One.
② “What’s the difference between the two pictures.”
Learn to say “summer” and “winter”
③ Add “in summer”and “in winter ” to the question “What’s the weather like here?”
And get the students answer the questions
Module2
Unit1
活动目的
Warm up
（启动）
1. Sing a song. It‘s raining.
2. Greetings.
T： Good morning！ What day is it today？What’s the weather like？
Ss：It‘s...
3. Review the old words that are relative to today’s lesson.(Family members and activities.)
T： Brother.(Choose one word from one topic. Anyone is OK.)
Ss： sister， mother....(Say the words that are relative to the theme as many as they can.)
通过唱歌、与学生亲切问候活跃课堂气氛，根据歌曲内容将学生分为SUNNY 与WINDY开展竞争与互动活动。

围绕主题说单词活动对本课相关内容进行有效复习，激活学生的英语思维，为新任务活动的展开做好铺垫。

Presentation（任务呈现）
1. Listen to the sound， and guess what is happening.
Record some sounds before class， such as the sounds from the radio，someone is talking or reading and so on.
T： What can you hear？ You can say it in Chinese.
Ss：我听到有人在.......
2. Show them the corresponding pictures and describe them.
T： This is.......
She‘s or He’s doing STH. (Describe the pictures.)
3. Present the task.
T： Can you tell us what is happening in your pictures？我们共同学习后，一会就来个配解说词大赛！
Now，let‘s learn from Daming and see how he do as a commentator .
多种感官参与活动加深了学生对重点语句含义的理解。

帮助学生对be + doing 结构与其所表达含义之间建立联系
通过先声音后画面再听图片介绍的过程让学生完整感受新知，自然呈现本课运用任务，促使信息差的产生，同时导入课文，驱动学生的求知欲。

Preparation
（任务准备）
1. Listen， point and repeat. (Using the CD-ROM and the cassette.)
Ss read the text after the tape with the books open. (Remind them to point to the corresponding sentences.)
2. Work in pairs. Then try to act the text out.
3. Copy the actions. S1 does the actions from the sentence cards he sees. The other Ss guess what he or she is doing.
Ss： She / He is doing STH.
Then encourage the others to take S1’s role.
4. Let‘s watch TV. Look at the pictures on the television.(CAI)， and guess what is showing on TV？ What is he/ she doing？ Then the teacher show them the pictures with sentences.
5. Good Drawer. Give each pair two different pictures. Listen and draw. (The teacher must give the example first.)
S1： This is a....... She / He is doing STH.
S2： Draw the picture according to what he/she says.
Switch the role. Then compare them with the given pictures. Who is better？
再次巩固学习基本语句。

为避免文盲英语的出现，夯实对单词和句子的识认能力训练。

猜谜游戏使学生对目标语句进行了扩展、延伸及运用。

培养学生用英语进行发散思维的能力。

多媒体课件在此有效恰当的辅助了教学。

通过说、听、画活动培养学生的语言基本技能；将知识内化为能力；情境的灵活设置培养了学生用英语思维的能力。

Production
（任务完成）
1. Work in small groups. Describe the pictures or photos to your group members.
Ss：This is....... She’s / He‘s doing STH.
2. Competition. Who is the best commentator？
Each group takes turns to come to the front and show their works.
3. Choose the best commentator group with Ss together.
4. Sum up： What have we learned today？
Do you have any questions about today’s lesson？
在描述图片的过程中实现了学以致用。

在小组合作中互学、互助，增大了信息交流量，体验了团队合作精神。

在评价与质疑中充分发挥学生的主体作用。

Homework
（课后作业）
给你的爸爸、妈妈当一回英语解说员，介绍你搜集的图片、照片或广告画中的人在做什么。

Unit1
Teaching Aims:
1.Grasp the phrases: tidying the room; doing the homework; birthday card.
2.Grasp the sentences:
(1)Sam isn’t tidying his homework.
(2)Is he doing his homework?
Yes, he is/No, he isn’t.
The Prepositive Homework:
1.Underline the words you can say.
2.Circle the words you can’t say.
3.Underline the important sentences.
Teaching procedures:
Step 1: Greeting and Warming up
1. Sing the song “I’m listening to music”
2. Read the a rticle “I Am Nobody”.
3. Play a game
Step2: Presentation
1.Discuss the Prepositive homework in groups and read the words and sentences they can say.（学生对自己的前置性作业积极进行讨论，小组合作交流效果较好）
2.Discuss the words or sentences they can’t say.（学生能大胆的提出自己的问题，做到“知之为知之，不知为不知”，这也是低年级孩子的心理特点，对开展教学具有启迪作用）
3.Teach the words, and have the students read one by one.
4.Listen to the tape of the dialogue and repeat.(大部分学生指读到位，个别学生跟不上录音的节奏，状态不佳)
5.Listen and repeat again.
6.Practise the dialogue in groups.（各小组积极进行角色分配，并对对话内容进行动作设计，热情较高）
7.Have a show.（因时间关系只进行了两个小组的展示，但各小组成员都积极进行配合）
Step 3：Practice
Practice the sentences: Is he \she _______?
Yes, he\she is.
No, he\she isn’t.
1. Practice in groups.
2. Have a show.
Step 4：Homework
1.Listen to the dialogue for 2 times.
2.Make a card for your mother.
Unit2
一、教学目标：
认知目标：1. 学习如何询问和回答有关正在进行的动作和正在发生的事情。

2. 正确理解，掌握对话内容。

能力目标 1. 能对正在进行的动作和正在发生的事情进行询问、回答。

2. 能流利地朗读，并初步表演对话。

二、教学重难点：
Sam isn’t tidying your room. Is he doing his homework？Are you tidying your room now? Yes, I am.
三、教学技术：
语言座、与本课相关的单词卡片和张贴画。

四、教学过程：
Ⅰ.Class Opening.
1. Greetings.
2. 歌曲：Are you sleeping？.
通过唱英文歌曲，活跃课堂气氛，同时激活学生所掌握的现在进行时的知识。

3. 游戏：Listen and say.
通过挂图，教师提问：What is he/ she (are they) doing? 引导并帮助学生用 He/ She is (They are) doing…来回答。

Sam is doing his homework.
Ⅱ.Main Activities for Teaching and Learning.
【任务呈现】
1 在学生回答Is Sam doing his homework?.之后出示图片，确认学生的答案。

然后出示图片，并用What is Sam doing?提问，帮助学生用Sam isn’t tidying your room.回答。

2 引出课题：Sam isn’t tidying your room. Is he doing his homework? What is he doing? What is secret? (板书课题)
3 设问：让我们看看到底是什么秘密？
【任务准备】
1 Look and listen to the story.
2 Answer the following questions.
What is Sam doing?
Is he doing his homework?
What does Sam give to his mom?
在回答问题过程中教师需要吧Sam isn’t tidying your room. Is he doing his homework？Are you tidying your room now? Yes, I am.等几个句子写在黑板上，进行解释帮助学生理解。

3 Listen and repeat. Then read by themselves. 听音跟读，注意纠正学生的语音、语调和发音错误。

4 Complete Activity One in AB. 首先请学生自己选词填空，然后把自己的
答案读给同伴，最后有教师播放录音，全体学生检查、核对答案。

【任务完成】
1 两人小组活动。

发给每组一张纸。

上面出示多项活动的图片，小组内的每个人，选择其中几项提问：Is he/she v-ing…? 并回答
Ⅲ.Class Closing.
板书设计：
Unit 2 Are you doing your homework?
Sam isn’t tidying your room.
Is he doing his homework？
Are you tidying your room now? Yes, I am.
Module4
U 教学目标：
知识与技能目标：
Aim 1.能够听、说、读、写动词短语的ing形式：drawing pictures, doing the dishes, cooking dinner, reading a book, answering the phone 。

Aim 2.能运用句型“What are you doing? I’m doing the dishes/….”询问别人正在做什么并作答。

Aim 3.通过说唱Let’s chant部分的歌谣巩固复习Let’s learn部分的动词短语和句子。

情感目标：培养学生热爱生活的美好情感。

教学重点：本课时需要掌握五个动词短语的ing形式，能够理解下一课时的主要句型“What are you doing?”并能用“I am doing the dishes/…”作答。

教学难点：动词短语ing形式的读音。

教师要多做示范，逐步引导学生流畅地连读。

课前准备：
1、教师准备本课时Let’s chant, Let’s learn的录音带。

2、教师准备锅、铲、电话、碗碟等小道具。

3、教师准备本课时所需课件。

教学过程：
一、 Warm-up
1、 Greetings
2、Sing a song: I Can Help.（师生做动作共同演唱）Then ask the students:What phrase can you hear in this song ?
（设计思路：通过师生边唱边做动作，既活跃了气氛，复习了有关家务劳动的短语，又为新课的学习做了铺垫。

）
二、 Review
1、教师用课件出示五年级上册所学动词短语的图片，让学生认读，其他同学边跟读边做动作。

do the dishes cook the meals read a book
set the table do homework clean the room
……
2、Free talk
I can do housework.
What can you do?
Can you cook the meals?
Can you clean your bedroom？
……
三、 Presentation
1、教学doing the dishes，并呈现现在进行时的问答形式:What are you doing？I am …。

（1）教师拿出一个盘子: I can do the dishes
Can you do the dishes?
请学生拼词，教师同时在黑板上写下do the dishes,教师边做洗碗的动作,边对学生说: I am doing the dishes . 然后在黑板上的短语后面加上ing变成doing the dishes ，强调ing的发音. 教师引导学生做洗碗的动作,并跟说: I am doing the dishes. 用其他的词组进行替换,通过适当的动作引导学生理解现在进行时表达的含义.并适时帮助学生总结：在人称后面加上系动词，在把动词加上ing 就可以表示现在正在进行的动作。

（2）出示几个动词短语,请学生将动作短语转换成ing 的形，并试着读一读.
（3）导入What are you doing？句型
T：Now I’m doing the dishes。

学生做洗盘子的动作，师问：What are you doing？
S1：……
多问几个学生。

教师请学生猜What are you doing？的意思，并板书领读。

（4）Play the game“Go，Stop”to drill the sentences.
Ask the students pass a plate one by one.(师生一起边拍手边问：What are you doing？当师说Stop时，拿到盘子的同学要边洗盘子边说：I’m doing the dishes。

)
（设计思路：通过传盘子游戏集体练习、重点突破主句型What are you doing？
2、教学cooking dinner。

（1）出示词组。

T：You can do the dishes. Can you cook dinner?
教师板书，领读。

并说：It means: cook the meals.
T:（师那锅做饭并问）Now who can ask me with the sentence?
T: I’m cooking dinner。

教师板书ing，画连字符号、领读。

（2）Drill.
T:Now,please cook something and practice in pairs.You can cook eggs,noodles,tomatoes…
T:(师生示范)Mm…Yummy. What are you doing？
S1: I’m…
（设计思路：由问You can do the dishes. Can you cook dinner?自然引出
cooking dinner的教学。

并用两人合作的形式，边做动作边练习，让学生全员参与，拓展了思维。

3．学习reading a book。

T：（师读书并问）What am I doing？
请生试答并板书在黑板上：I’m reading a book。

T：I’m reading an English book。

Please read books and say: ：I’m reading____ book。

（设计思路：让学生随便说出自己读的书，既是对旧知的复习，又是对新知的操练。

）
4．学习drawing pictures
T：（当学生说到读picture book时）You are reading a pictu re book.Let’s see.教师边看边说：Pictures, beautiful pictures.Can you draw pictures?
教师边板书边说：I am drawing pictures。

领读并引导学生拼写。

T：Now I am drawing a tree. What are you doing？
T：（引导学生边画边说）：I am drawing …
5.学习 answering the phone 。

（1）出示词组。

Now let’s listen and look.
T:(出示打电话的课件)What’s he doing ?
教师板书：answer the phone请生加ing并试读，教师强调连读，请学生单个读。

（2）操练。

A .做高低声游戏。

If the teacher says quietly, the students say loudly. If the teacher says loudly, the students say quietly.
（设计思路：answering the phone 这个词组的发音是难点，所以用这个游戏让学生集中注意力多次重复，加深记忆。

）
B.同桌打电话练习新词组和句型。

师生示范打电话用语：T：Hello,____. This is Miss Yu.
What are you doing？
S: I am… What are you doing？
T: I am…
C.请同桌展示。

（设计思路：师生示范打电话，自然渗透打电话常用语，然后通过小组练习，既是对前面四个短语的阶段性总结，又渗透下节课Let’talk的内容。

）
四、Consolidation and extension （扩展活动）
1、Make a chant
(1)The teacher asks, the students answer.
What are you doing?
I’m doing the dishes．
Doing，doing，doing．
What are you doing?
I’m cooking dinner．
Cooking，cooking，cooking．
(2) 把全班学生分为男、女生两大组，一组问，一组答，并配合动作。

（设计思路：通过吟唱，使学生进一步掌握本节的短语和句型。

）
2、教师播放Let’s learn 部分的录音，学生边听边指边读，力争做到“眼到、手到、口到、心到”。

3、快速反应
教师带领学生做快速反应的游戏。

教师说本部分的动词短语，如：do the dishes, 让学生说出它的ing 形式：doing the dishes 。

（设计思路：用游戏的方式，强化和区分动词ing 形式的词组，教师注意适时纠正学生的发音，巩固动词短语的同时纠正发音。

）
4、看课件猜词
教师先出示课件的一部分，让学生猜：What is she\he doing?学生猜对了，再整体呈现课件，并请他们拼写词组，最后齐读句子。

如，先出示盘子，师问：What is she\he doing? 生猜。

再呈现整个张鹏洗盘子的画面和句子，请他们拼写doing the dishes，并齐读句子He is doing the dishes.
（设计思路：学生在猜的过程中就发展了发散思维，而且还让学生读出来，还要背出来，因为这五个词组中四个已经在上册就背下来了，培养了学生听说读写的能力，并拓展了第三人称的现在进行时，让学生练说He/She is ……，为后面的内容做铺垫。

）
5、创编对话。

(1)布置任务。

T: Today we learned so many actions.now please make a
dialogue with them.You can do housework,have a picnic,do sports ,study and so on.
（2）出示课件提供需要的语言材料，请学生分组创编。

（设计思路：在拓展环节，我不只让学生着眼于今天学的五个词组，而是把学过的大约20多个词组给大概归为四类，通过屏幕提供给学生，让他们自编对话，使学生在具体的语言场景中，运用所学知识进行交流。

）
五、总结：
T：What have you learned in this lesson? 请生回答。

师总结：本课除了学会了这些知识之外，我们还要学会丰富自己的课余生活，使自己的生活变得更加绚丽多彩。

六、Homework.
After school, please give your friend a call in English and talk about what you are doing.
板书设计：
Unit 4 What Are You Doing?A Let’s learn.
What are you doing?
doing the dishes.
I am cooking dinner.
reading a book.
drawing pictures
answering the phone
Unit2
Aims Ⅰ:To be able to understand, say and recognize: photo\smile\camera Ⅱ:To master some phrases: listening to the radio\reading a news paper\playing with his train
Ⅲ:Talking about activities place now.
Focus Ⅰ:To grasp main words and phrases.
Ⅱ: Talking about activi ties place now.
Aids pictures, cards, tape--recorder
Teaching
Process Teaching's Activity Students' Activity Re-
preparation
Ⅰ: Warming up\Revision
1. Greeting..
2. The chant: Is this weather true?
Ⅱ: Leading-in
Game: Listen and do.
Say a command.
Ⅲ: Listening & reading Activities
1. Show picture and ask questions.
2. Play the cassette.
3. Play the cassette again.
4. Play the cassette.
1. Greeting..
2.Say it.
The students listen and do.
1.Look and answer.
2.Llisten.
3.Listen and point.
4.Repeat each utterance.
Teachings
Process
Teaching's Activity Students Activity Re-
preparation
5. Write the phrases and teach.
6. Teach sentences.
7. Turn on the tape.
Ⅳ: Further Development
1. SB: Listen and say.
2. SB: Practise.
3. Have a race.
Ⅴ: Homework
1. Own family who describe the affair does tonight.
2. AB (U2) 5.Learn carefully.
6.Learn and drill.
7.Listen and repeat.
1.Do it.
2. Work in pairs.
3.Do it.
Listen carefully.
Feed
back
Teaching Plan
Title NSE Book 4 Module 2 Unit 2
Aims i. To master: drawing writing playing reading listening.
ii. Talking about the on-going activities of somebody. Focus To understand and use main knowledge correctly.
Aids cards . tape
Teaching
Process Teacher's Activity
I.Warming up and Revision
1.Greeting.
2.Chant
II.Leading-in
1.Review :play/sing/watch/listen…
Lead the class to say v-ing.
2. Say something about the text.
III.Listening & Reading Activities
1.Show the picture and play the tape.
2.Questions for children.
3.Write "I'm___ing."on the board.
4.Play the ape again.
5.A few minutes for children.
IV.Further Development
1.Lead the class in a discussion about A
2.
2.Teach this song.
3. AB U2 E1&2.
V.Homework
Talking about the on-going activities of family members.
Students' Activity
1.Greeting.
2.Say and do the actions.
1.To review them.
2.Listen..
1.Listen.
2.Discuss and answer.
3.Look and repeat.
4.Listen again.
5. practise in pairs and act.
1.Work in pairs.
2.Learn to sing.
3.Do them. Re-preparation
Feed
Back
Teaching Plan
Title NSE Book 4 Module4 unit 1
Aims i.To master main knowledge--What are you doing ?\What's he/she doing?
ii.To use main knowledge freely.
Focus i.Ask and answer the present action.
i.The pronunciation of the V+ing
Aids Cards, Tape-recorder
Teaching
Process Teacher's Activity
I.Warming up and Revision
1、Greeting.
2、A song.
3、Let children use--Are you V+ing ? and --Yes./No. to ask and answer.
II.Leading-in
Review --V+ing .eg."swimming,
jumping ,walking ".Etc.
III. Listening and reading Activities
1、Turn on the tape.
2 、Turn on the tape again.
3、Teach new sentences :
4、Activity2-Listen and say.
IV. .Further Development
1、Show the pictures of part 3
2、Have a race.
V. Homework
Declare homework:
1、Listen and read the text.
2、AB(P14,15). Students' Activity
1、Greeting.
2、Clap and sing
3、Do it in pairs.
Read these words.
1、listen and point
2 、Listen and underline new knowledge.
3、Learn and drill them.
4、Work in pairs.
1、Practise and show it.
2、Do it.
Listen carefully. Re-preparation
Feed back
Title Module4 Unit2 What's she doing?
Aims 1.Learn the new words and sentences, then say.
2.Let students can talk about occupations.
Focus 1.Words: noice、drink、talk、there、game .
2.Sentences: What's she doing?
She's playing a game with Amy and Sam.
Aids Radio、cards、VCD、tapes、chalks
Teaching Process
Teacher's Activity
I Warming up and Revision
i. Greetings
ii Sing the song
II Leading-in
Show the picture.
T: What's are they doing? Students'Activity
S: Say "hello" to teacher.
S:Sing and do.
S: They are talking. Re-preparation
Teaching Plan
Teaching
Process
T: What's she doing?
T: Now we will learn Moudle 4 Unit 2
III Listening and Activities.
Turn on the tape.
IV Further Development
Invite three students to the front of the class. Tell them to mime an action.
Stop them and ask them this.
S: she's playing.
Listen and learn.
Do the action.
Answer.
Teaching Process
Game: Say and guess.
ShT: What's she doing?
Say and sing the chant.
V Homework
Read the dialogue and the sentence .
Preview Module 5 Unit1.
She's playing basketball.
Sing the chant
ow a picture and ask the students
Module5
Unit1
Aims:
1.知识目标：playtime, sad, skip(ping), hide-and-seek, clap(ping) games, She is…They are…
2.技能目标：听说：playtime, sad, skip(ping), hide-and-seek, clap(ping) games：能听懂发生在校园课间中的故事；大声跟读课文。

3.情感目标：快乐游戏，参与今日英语游戏：clapping games.
4.学习策略：学生能利用英语儿歌或歌谣的方式更积极地开口表达英语，更流利地发音。

Important and difficult points:
1. 感受现在进行时态与一般现在时态动词的形态变化V-ing，同时能区别is, are在人数变化时的运用；
2. 积极听、说、跟读课文
Teaching methods:
1. TPR教学法
Teaching preparations:
1.准备：课件，CD-ROM，奖励用贴纸
2.游戏教学法
将课文中的clapping games较好地在学生中间推广。

Teaching Procedures:
Step1. Warm up
T: Let’s sing a song. ”I’m listening to music.”
T: Let’s say a chant. “What are you doing?”
T: Hello boys and girls! Ss: Hello teacher.
T: Glad to meet you! Ss: Glad to meet you, too!
T: How are you, today? Ss: I’m fine. Thank you. And you?
T: I’m fine too. Thank you. Sit down, please!
T: Who knows? What day is it today? S1: It’s Wednesday.
Yes, clever. Sit down.
T: What’s the weather like? S2: It’s sunny.
Very good. Sit down.
Step2.Review
T: Please review words
T: Everyone, stand up. Please listen and do the actions. OK, now listen to me. (draw a picture, jump, play football)
T: What are you doing? Ss: I’m ……
T: Please hurry up! Sit down your chair. Please sit well and listen to me.
Step3. Free talk
T: 英才学校为了让小朋友们更健康地学习，开设了一个playtime，在我们学校也有一个playtime，What’s playtime? Guess please! Do you like this playtime?
Ss:游戏时间。

T: 在我们学校可以叫做大课间。

It’s our time to play games and do exercise.
T: In the playtime. Amy finds Fangfang is sad, why? Let’s see it, together? Please open your books at page 18.
T: First, listen and find new words. Show CD.
T: Who can say new words? (sad, hide-and-seek, seek, hide, skip, clap). 教读单词。

复习现在分词的构成。

T: Please look these questions.下面我们要带着问题进入课文学习。

T: Listen and repeat. (边跟读边讲解)
T: Fangfang刚才有些不高兴，那你们现在知道为什么了吧？
Ss: No one is playing with Fangfang.
T: 那现在她高兴了吗？Ss: Yes, she is happy.
T: Listen and repeat again.
T: Please read the story.
让学生自读课文。

齐读课文
T: Everyone read the story. (It’s playtime.)
T: Boys is Amy. Girls is Fangfang.
T: Second, who can answer the questions. Show questions
(listen, sing, watch, dance, talk, read, write, eat, drink, jump, play, run)
Step4.Consolidations
1.Show problem sentences，for “they” write activity 3 games.
引出重点句型，人称代词they
2. Look at some photos and learn to say the games.
Practice “What are they doing? They’re……”
展示图片，学生练习句型
Ss practice activity 3. What are they doing? T hey’re……
Step5.Play games.
设置一个活动时间。

1. T: This is playtime, you can play games.
T: What are you doing? S1: We’re…
T: What are they doing? S2:They are ……
2. 出示课件图片练习句型。

T: 我们以前也学习过第三人称询问什么的句子，那我们来看看。

Step6.Drills:
今天我们学习了5个新单词，(sad, hide-and-seek, seek, hide, skip, clap).
一个询问某些人正在做什么活动的问句。

(What are they doing? They are ……)
Step7.Homework
T: Look at our homework.
(1) Repeat Module 5 Unit 1 three times;
(2) In playtime, try to Introduction student’s games.
Blackboard
Module 5 Unit 1
Lingling is skipping.
sad seek-seeking
hide-and-seek hide-hiding What are they doing?
skip-skipping They’re……
clap-clapping
Unit2
一. 教学意图：
本节课的学习内容为外研社出版的新标准英语一年级起点第四册第五模块第二单元What are you playing?一课，这是本模块的第三课时。

本节课主要复习句式(1)What a re they playing? They’re… Can I help with you? Yes, you can.
(2)What am I playing? Are you…及skipping/clapping /hide and seek等活动的单词。

通过网络，学生自主听读Chant, 并拓展句式Where are they? They are in the playground. What are they playing? Some are…Some are… 同时拓展听读与课文知识相关的对话，拓展句式Do you like…? What do you like? Let’s…拓展听读英语小故事，提高学生的听力，增强学生的语感。

最后学生在教师指导下合作进行看图说话，初步培养学生的语言迁移能力及发散性思维。

从中也更进一步发展了学生自主听、说及协作学习语言知识的能力.
二. 教学目标分析：
1. 语言知识目标：
单词: skipping, playing hide-and-seek，playing clapping games ，
playground
句型: What are t hey playing? They’re…
Can I help with you? Yes, you can.
What am I playing? Are you…
扩展句型：Where are they? They are in the playground.
What are they playing? Some are…Some are…
Do you like…? What do you like? Let’s…
2. 语言技能目标:
l 能听、会说词汇skipping, playing hide-and-seek，playing clapping games ，playground
l 听、说并能理解、运用本课句子What are they playing? Where are they? They’re… Some are…描述他人正在做的事情.
l 通过引导学生根据与课标内容相关的PPT图片及关键词句进行看图说话，初步培养学生在key points辅助下口语表达及语言迁移运用能力。

l 通过让学生借助网络资源自主听、说与课文知识相关的英语故事，不断增强英语语感及提高听力，同时也进一步提高了运用网络资源辅助学习的意识及能力。

3．思想情感目标：
通过本课学习，进一步激发学生学习英语的兴趣及参与课堂学习的积极性，并在合作学习中，逐步培养学生相互协作学习的意识。

从中也渗透如何合理安排学习与娱乐，并处理好两者之间的关系。

4. 教学重点及难点：
教学重点：用现在进行时态来描述他人现在正在进行的活动。

教学难点：理解和感知现在进行时的意义。

熟练地运用所学的单词、句式来描述他人现在正在进行的活动。

三. 教学对象分析：
本节课的教学对象为二年级学生。

学生在电脑操作方面已有一定的基础，能按老师要求搜索到所要学习的资源。

且此课之前学生也已掌握了部分游戏活动的词汇： skipping, playing hide-and-seek，playing clapping games，five stones.及描述他人活动的句式She’s…He’s…They are…具有较好的英语听、说能力，迁移运用英语的能力及发散性思维。

Module6
Unit1
Aims
1. Get students to grasp a new dialogue and some new words
2.Talking with“usually” and “...ing”
Focus
1.Key words：“usually， Sunday， help， it， thing， ill，him “.
2. Help students grasp the key sentences：
I usually help my father. But I‘m not helping him today.
Aids
Radio， cards， picture， CAI
Teaching Process
Teacher’s Activity
Students‘ Activity
Re-preparation
ⅠWarming up and Revision
1.Say hello to students.
2.Sing a song
ⅡLeading-in
I usually listen to music，but I‘m not listening to music today. Daming usually do many things. But he’s not doing them today. Why？Let‘s listen and find.
ⅢTeaching and Learning
1.Play the tape.
2.Ask some questions. On Sundays，Daming usually plays basketball/helps his father/rides his bike/does his homework. Is he playing/helping him/riding it/doing it today？ Why？What’s he doing now？
3.Show the pictures and sentences.
4.Play the tape
ⅣFurther Development .
1. Look and Fill blanks
2. Practice in pairs.
ⅤHomework.
1. To all students：Make some sentenc es with”usually“and “-ing”，then draw them.
2. To a part of students： Make a dialogue and act it out.
1.Say“hello”to teacher
2.Sing and do the actions
Listen carefully， then listen to the tape.
1.Listen and point 2 times.
2.Answer questions.
No，he isn‘t. He’s ill.
He‘s watching TV.
3.Look and say.
4.Listen and repeat 2 times.
1. Look and say.
2. Show a dialogue.
Unit2
Aims 教学目的
Comparing routines with current actions
Focus
教学重难点
Language：Today is gandma’s birthday and we are helping her.
Function： Comparing routines with current actions
Aids
教学准备
Word-cards
Teaching process
Teacher‘s activity
Student’s activity
Re-preparation
教学过程
一.Warming up and revision
Say hello to the students. 二.leading－in
Draw two circles on the board. In one write “usually” and in the other write “now”
三.Listening and reading activities
Activity1. Listen and repeat
Show the picture about the text. Play the tape.
Play the tape， again.
Write the words on the board.
Play the tape， sentence by sentence.
Draw the table on the board.
Usually
Now
Grandma
Father
Girl
Activity 2 look and say
Choose four students to come to the front of the class to do some mimes.
Look at the picture， talk about it. Teach the sentence： I usually ... but now I am ...
Activity 3.listen and say then say the poem.
Before saying the poem：
1. Have the students describe the picture
2.play the tape. Teach the poem sentence by sentence.
3.choose eight students to come to the front. Write out the eight parts of the poem and give one to each person at the front in a jumbled up order.
Here are the eight parts of the poem：
1) What do you usually do on Sundays？
6) What are you doing now？
3) I usually play all of the day
5) And what are you doing now this Sunday
7) I am lying in bed with a pain in my head.
2) What do you usually do？
8)That is what I am doing now！
3) That is what I usually do.
四.Further Development Activity 4.game， find five differences say them.
Before doing activity4
Tell the students that I am going to describe things from the pictures.
Now one the board writes these verbs.
wearing eating
holding reading
Do activity 4.
五.Homework
Make a dialogue with your partners.
Sing th e song “I am listening to music.
The student suggests activities and writes them around the circles. Then they can pick one activity from each circle and make sentences.
Look at the picture. Guess what happen in this girl‘s home？
Listen and find the words don’t understand.
Read after the tape.
And do some mime.
Look at the table then ask and answer.
Each student should perform two mimes. The first mime is what usually happens. The second mime is what is happening now. Other students answer what are they doing.
Say it one by one.
Then say it together
Look at the picture and talk. (A girl is sick in bed and she is thinking about playing with her friends)
Listen to the tape， do some mimes.
The eight students should hold up their pieces of paper so the class can read them. The student holding the first parts of the poem should be on the left and the student holding the last part of the poem should be on the right.
The students have to say if it is from picture 1 or picture 2.
Look at the two pictures and write all the objects that go with each word.
Play the game.
Feedback。