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资源白班 幻灯片教学流程设计意图
StepⅠ.The introduction of situation
StepⅡ.Learning new knowledge
StepⅢ.Communicative application
Step 4.Homework
1. 询问学生周末的日常活动,教学单词weekend。
T: What do you usually do at the weekend?
板书weekend,同时引导学生通过观察日历明白weekend的意思,学生跟读at the weekend并造句。
S1: I read books at the weekend.
S2: I do my homework at the weekend.
...
2. 顺着上面的活动,教师介绍自己和家人在周末常做的事情,引出 row a boat, see a film这两个词组。
T: I usually go to see a film with my friends at the weekend. My grandparents usually stay at home. My son likes to go to the park. We usually row a boat in the park.
板书词组 row a boat, see a film,学生跟读。教师可以通过提问与学生交流,给学生搭建运用这些词组的平台。如:Do you usually see a film at the weekend?
1. 教师呈现自己这个周末的计划表,告诉学生自己的计划和打算,同时教学单词plan。
T: Look. This is my plan for this weekend. I’m going to visit my parents. I’m going to buy some books. I’m going to see a film with my family.
教师板书plan,学生跟读单词。
2. 请学生思考周末打算做什么事情,然后和学生问答。
T: Do you have a plan for the weekend?
S1: Yes, I do.
T: What are you going to do this weekend?
S1: I’m going to see a film with my family.
...
3. 播放Listen and say的录音,学生听完后教师提问,集体完成表格,培养学生在听录音时抓住人物、事件等关键信息的能力。
NamePlan for the weekend
Peter
watch TV with his grandparents
Jill
row a boat and fly a kite
再次播放录音,请学生逐句跟读,鼓励学生尽量模仿录音中人物的语音语调。然后学生六人一组,分角色有感情地朗读对话。教师在教室内来回巡视,适时给予必要的帮助。