1、第四册 Module 2 单元及课时备课一、 模块分析：围绕模块主题，主要是通过第一单元的对话来呈现教学内容，第二单元继续前一单元的教学内容同时又有一定的拓展。第一单元的重点是使学生掌握句型的简单表达，同时掌握带有句型的四会句子的书写， 初步理解和运用句型。学习及使用是重难点，通过学习，希望可以使全体学生能够在情境中正确运用。第二单元的重点是使学生加深理解， 熟练掌握句型的表达，掌握带有句型的四会句子的书写。但是使用仍然是难点，通过学习，希望可以使全体学生能够在情境中正确熟练运用。词语学习目标是单词。但是个别的发音对有的同学来说还是有些困难，需要老师个别指导，学生加强练习。二、 教学策略创设合
2、理的教学情境，运用“任务驱动法”，让学生在完成老师提前布置的任务中，完成课时的学习，在学习的过程中，学生们可以进行小组讨论，共同完成预设任务，达到高效的课堂教学。三、教学目标：（1）知识目标：90%的学生能够掌握四会单词，85%的学生能够听说读重要句型：。80%的学生可以正确分析句型的用法。（2）能力目标：80%的学生能够在学完本课内容后能理解内容并回答老师提出的问题，60%的学生能够复述本课时内容。（3）情感目标：100%的学生能积极的投入到课堂教学活动中来，激发学生的好奇心和求知欲，培养他们的竞争意识和合作精神。（4）语言运用目标：80%的学生能在恰当的情境中运用所学内容。每课时的新单词要
3、求做到学生能听说,认读. 在学习单词的同时,强化复习已学句型的听说。能较正确的使用新授句型。第 2 模块 主题：London语用目标：learn to describe a city第一单元语言结构学习目标 单词及句型：Capital, about, beautifulLondon is the capital of 重点：掌握句型的简单表达， 初步理解和运用句型。难点：能够在情境中正确运用句型, be able to use England. And its very big. adjectives to describe cities and buildings。第二单元语言结构学习目标单
4、词及句型：Long, wide, many, river, old, famous复习第一单元出现的句型。学习新句型， 对句型加以理解和运用。重点：熟练掌握句型的表达，能够在情境中正确熟练运用。难点：句型的区分使用。教后反思：本单元主题跟学生日常生活联系紧密，学生学习的兴致很高，学生在学习单词和句型时没有遇到多少问题。单词 教学过程 设计意图hot dog 1.T: Lets meet a new friend, Garfield.Show the introduction of Garfield on the screen.T: He is fat. Do you know why ?S:
5、He likes eating. 2.T: Good! What kind of food does he like? At the end of class you can tell me. 1.把又胖又懒的加菲猫引入课堂。因为本课教学内容是汉堡等垃圾食品，所以用了个胖胖的卡通人物形象，即亲近学生，让学生感兴趣，又形象地告诉学生垃圾食品吃多了会变成什么样，引导学生的健康地饮食习惯。做到知识目标与情感目标不分离。2.带着悬疑进入学习.图片中涉及了姓名，颜色，动物的单词。是对旧知识认读方面的复习。将要学习的新单词，图文并茂的展现出来，词形词义同时出现，并且在语境中教词汇。对于非本课新单词，标注出
6、汉语意思，有助于学生理解，减少认知负荷。1. T: Do you know his name? Who can ask?S: Whats your name?G: My name is Garfield.T: Lets say hello to him.S: Hello. How are you?G: Fine.2.T: Garfields favorite animal is dog. But he likes hot dogs, too.What is hot dog? Is it a real dog?S: No. 1.介绍新朋友的同时，复习有关姓名，问候的听说与运用。2.加菲猫最喜欢的
7、狗是什么狗？答案是热狗。这是平日里一个类似脑筋急转弯的问答。在这里通过这个问答由旧知 dog 引入新知 hot dog新旧知识不分离3.Follow the tape.4.Spell and write it on the blackboard.5.Pay attention to incomplete plosion.6.Read it one by one.76.G: I like hot dogs.T: What about you? Who likes hot dogs?S: I like hot dogs.3.跟读磁带，而不是 follow me。首先接触标准发音。4 重视板书，强化
8、学生对单词的辨识，复习字母的认读。5.语音教学，不完全爆破的发音。只讲具体如何发音，不讲语法。6.学生读词，纠正发音。7.在句子中练习单词，词不离句。Pay attention to “s”G/T: me too.hamburger1.T: Look. Garfields favorite food is hamburger. 2.Listen to the tape and repeat.3.Spell and write it on the blackboard.4.T: ham-bur-ger.5.Game: make a hamburger.6.Play the game togeth
9、er with their desk mates.7.T: Who likes hamburgers?S: I like hamburgers.T: Here you are, hamburgers.S: Thank you.2.跟读磁带，而不是 follow me。首先接触标准发音。3重视板书，强化学生对单词的辨识，复习字母的认读。4.分音节进行语音的学习与模仿。5.叠汉堡的游戏是平时就玩的游戏，这里出现汉堡一词，用这个游戏，是汉堡这个词的又一个用法，进行了拓展，同时又机械练习了新词。6.同桌合作,锻炼学生的 协作能力.7.前一个词练习了 I like。这个词在此基础上加入了 here yo
10、u are.一句。循序渐进，增加难度。词不离句、句不离篇、篇不离用French fries1.T: He also likes French fries.2.Listen to the tape and repeat.3.Spell and write it on the blackboard.4.Pay attention to f5.Read one by one.6.T: Look, I have some French fries. Who likes French fries?S: I like French fries.T: OK. Have some French fries.2
11、.跟读磁带。3.重视板书，强化学生对单词的辨识，复习字母的认读。4.语音教学。5.纠正发音。6.进一步增加难度，加入句子 have some用真正的道具，让学生在真实的语言环境中体验语句。语言与情境不分离 课堂的其他教学环节。T: He is fat. He likes. They are all fast food. They are convenient and fast. But we cant eat a lot.在课堂的最后回到加菲猫,首尾呼应，进行情感教育。教学过程：Step1 warm-up1. Share the song: What would you like?2. Rev
12、isionSay as qiuckly as you can:rice, soup, beef, fish, noodles, vegetables.Read together.Then read in pairs,read in groups,read one by one.Free talk ：-What do you like?-I like_【设计意图：让学生在抢答中复习单词以及可数名词的复数形式。在自由对话中运用，做到词不离句。从 What do you like?过渡到 What would you like?】Step2.Presentation T:Listen and ans
13、wer:What would Mike like for dinner?What would Mikes mother like for dinner?Listen again and Check the answer.Mike would like some rice and soup for dinner.Mikes mother would like some fish and vegetables for dinner.【设计意图：初听录音，整体感知，带着问题有目的的去听，培养生捕捉信息的能力。】Teacher point to the beef,ask:-Id like some b
14、eef. What would you like? Students:-Id like some ，please.(1) Free talk: -What would you like?- Id like some(2).Ask and answer in pairs.【设计意图：对话 What would you like? Id like some突破本节课的重点难点。】T：Read the dialogue and tick or cross.( )Mike would like some rice and soup for dinner.( )Mikes mother would li
15、ke some fish and vegetables for dinner.( )Mikes father would like some beef and noodles for dinner.【设计意图：判断的正确与否，从侧面反映了学生的阅读理解能力。】Chant: Whats for dinner? Whats for dinner?What would you like for dinner ? Rice and soup , rice and soup. Id like some rice and soup.【设计意图：自编 chant，在有韵律的歌谣中巩固本课的重点难点。】Ste
16、p3 Practice1.Listen ，point and repeat.2.Open your books，turn to Page 59,listen,point and read loudly.【设计意图：从听、指、读考查学生对本节课重点难点的掌握。】3Act out the dialogue：Role-play, teacher check two pairs. Step 4.ProductionMake A survey：P59 Group work Mike: What would you like for dinner？ Chen Jie: Id like some Homework：Read and try to recite the dialogue.Test:Name rice noodles beef soup meat fish chickenvegetableMike
