英语（新标准）（小学三起）

四年级上册M9 U2教学设计


Module 9 Unit 2 I’m going to do the high jump.
【教材】新标准英语（三起）四年级上册(外语教学与研究出版社)
【教学内容分析】本模块呈现和学习关于运动的动词短语do the long jump, do the high jump, run the 200 metres, run the 400 metres, 要求学生能运用be going to…结构询问和表达即将开展的体育运动。同学们在第八模块的学习中已经学习用be going to…说明计划和即将发生的事情。本模块属于旧结构，新话题，难度不大。
【学生学情分析】四年级学生具备了基础的听说读能力。他们能听懂、会说简单的句子，能进行非常简单的日常交际。大部分学生敢于开口，热衷于参与活动，喜欢活跃的学习气氛。本学期的两个学习重点是现在进行时和be going to…结构。后者与动词以及动词短语息息相关，需要老师在教学中巧妙灌输动词概念，并帮助学生积累动词词汇。
【课型描述】 听说课
【学时分配】 一课时
【授课时间】 40分钟
【教学目标】
1.知识目标：
a.学习本课动词短语do the long jump, do the high jump, run the 200 metres, run the 400 metres.
b.掌握句型：What are you going to do? I’m going to …
2.能力目标：能听懂会说动词短语和句型do the long jump, do the high jump, run the 200 metres, run the 400 metres; What are you going to do? I’m going to …并能运用句型说明和讨论计划。
3.情感、态度、价值观：激发学生学习兴趣；通过运动主题的学习，激发学生运动的热情。
【教学重点】
1. 能听会说动词短语do the long jump, do the high jump, run the 200 metres, run the 400 metres.
2. 能运用句型What are you going to do? I’m going to …说明和讨论计划。
【教学难点】
动词短语的学习
【教学方法】任务型教学法、交际法，TPR全身反应法
【教具】 单词卡片、课件
【教学过程】
Step 1. Greetings and warming up
1.1 Greetings.
Good morning, boys and girls.
Good morning, Ms Meng.
1.2 Let’s chant and do the actions “ What are you going to do？”
设计意图：缓解紧张情绪，调动学生学习积极性。复习旧知，为新课的引出做铺垫。
Step2. Lead-in
2.1 Show the pictures and introduce the topic.
T: These are my three friends Lingling, Amy and Sam. They are going to have a sports day. What are they going to do？Let’s have a look.
Pre-task
Step3 Presentation
3.1 Watch the video.
3.2 Present the new verb phrases.
T: Lingling, Amy and Sam are going to have a sports day. Lingling is going to run the 200 metres and 400 metres. Amy is going to do the high jump. Sam is going to do the long jump.
设计意图：以看课文动画的形式开展听前活动，从视听入手，让学生整体感知课文。通过对课文简单的复述让学生了解课文内容，提炼并呈现本课四个动词短语
Step4. Learn the new phrases
4.1 Learn the verb phrases one by one.
4.2 Games and competitions to practise the new phrases.
a. Simon says.
b. I say, you do the actions. I do the actions, you say.
c. A competition. Who is the fastest one?
设计意图：跟读，机械操练之后，利用孩子们喜欢的Simon says，我说单词你做动作，我做动作你说单词的游戏，以及抢答竞赛的方式学习单词。目标明确，层次分明，梯度性强的游戏活动较好地激发学生学习热情，避免了枯燥单调的单词教学，体现教学的活动化。
While task
Step 5. Learn the text
5.1 Listen and match.
T: Well, Lingling, Amy and Sam are going to have a sports day. What are they going to do? Lingling is going to …. Amy is … Sam is….OK, let’s listen and match.
Amy run the 200 metres
Sam do the high jump
Lingling do the long jump
run the 400 metres
5.2 Listen and fill the blanks.
T: Now, listen again and fill in the blanks in groups of four.
Trainer: What are you going to do, Amy?
Amy: I’m going to ________.
Trainer: What are you going to do, Sam?
Sam: I’m going to ________.
Trainer: What are you going to do, Lingling?
Lingling: I’m going to ________.
5.3 Role play in groups. I’m the trainer. You are …
Students put on the masks of Amy, Lingling and Sam to practise the dialogues above. Then act out.
5.4 Listen and repeat the text.
5.5 Read by students themselves.
设计意图：学习动词短语之后，开展听中活动，连线题帮助学生抓住关键词理解课文大意，四人小组填空练习，让学生再次听课文，选择恰当的动词短语填空，提炼出课文的语言结构开展四个角色扮演的语言练习，抓住重点进行突破，完成课文学习。
Post-task
Step6. Language learning
6.1 Show the sports table.
T: Amy, Lingling and Sam are going to have a sports day. We are going to have a sports day, too. What are you going to do on the sports day?

football
basketball
swimming
Long jump
High jump
100
metres
200
metres

Sue








Jim








…








6.2 Practise the key sentences in pairs.
What are you going to do?
I’m going to….
6.3 Do the survey and fill in the blanks, then report.
Sue is going to ….
Jim is going to ….
设计意图:课文学习之后开展听后活动，创设 “我们也要开运动会”的任务活动，以两两问答的形式运用本课重点句型开展调查、汇报活动，体现语言的交际化。
6.4 A chant to relax and consolidate.
T: Boys and girls, you did a good job! Sports day is coming. Now let’s chant together for sports day.
I’m training for sports day.
I’m training every day.
I’m going to run and I’m going to win.
I’m training every day.
Come on, come on! Good luck, good luck!
Good luck on sports day!
Step7. Summary and homework
7.1 Summarize the words and the key sentences.
7.2 Homework--- Look, ask and answer. 看图写话( P 54 3)
【板书设计】
Module 9 Unit 2 I’m going to do the high jump.
What are you going to do ?
I’m going to do the high jump.
do the long jump.
run the 200 metres.
run the 400 metres.
【教学反思】
教学活动化 活动交际化
本课出自新标准英语（三起）四年级上册(外语教学与研究出版社)。学习重难点在于运动类动词短语的学习，能用关键句型What are you going to do？ I’m going to…询问和表达即将开展的体育运动。本课教学旨在通过各种有趣的教学活动和任务掌握运动类动词短语, 并能就即将开展的体育运动展开对话。
一、教学活动化。四年级孩子活泼好动，喜欢各种游戏、活动、竞赛。基于此，我设计目标明确、层次分明、梯度性强的游戏活动开展教学。利用孩子们喜欢的Simon says（我说单词你做动作，我做动作你说单词）的游戏，以及抢答竞赛的方式学习单词。较好地激发学生学习热情，避免了枯燥单调的单词教学，课堂氛围活泼轻快，学生乐于参与。巧妙避开单个零散的单词教学，从课文中提炼动词短语，以短语的形式学习新词，让学生更好地整体理解和学习课文。
二、活动交际化。接下来的句型、课文学习仍以活动和任务贯穿始终，并在活动和任务中注重学生的语言交际，在单词学习的基础上展开对话，尝试交际。首先，老师请学生认真听课文，通过连线练习帮助学生抓住关键词理解课文，四人小组根据听到的内容选择恰当的动词短语填空。I’m going to _____ (do the long jump; do the high jump; run the 200 metres; run the 400 metres)通过听的方式，引起学生注意力，对单词学习进行再运用，既是对单词学习的反馈，也是对句型的呈现和导入，起到很好的承上启下的作用。由此提炼出重点句型What are you going to do? I’m going to…并进一步以角色扮演的活动开展句型操练，完成课文的学习。最后设置真实的情境“我们的运动会”，布置调查任务引导学生在情境中开展对话，课堂学习实现由机械性操练逐步向意义性操练过渡，体现了英语学习的交际功能，达到了较好的语言交际效果。
本节课，学生通过各种有趣的活动和任务体验语言的学习仅仅停留在口头上。课堂上布置的看图写话作业，也仅仅是课堂缺失的书面练习的补充。如何识记、熟练运用所学知识仍旧是课后学习、持续性学习必须关注的焦点，需要老师发挥更大的教学智慧去实践。