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TeachingdesignTitleUnit4Whosefootballisit?课型/课时New/ThesecondPeriodTeachingaims1.Sscanmasterthenewphr

ases“Kickthefootball,Watchme,Noproblem,I’msosorry”bymakingsituation.2.Sscanactthenewdialogueof“Listen

andact”freelywithpartnersbyworkingingroups.Sscansingasong“Flymykite”happily.3.EducatetheSstosaysorrywhentheydosomethingwrongandfostertheSs’abili

tiesofcooperationwithothers.ImportantpointSscanmasterthefournewphrasesandthenewsong“Flymykite”DifficultpointSscanusethephras

esfreelyandcorrectlyindailylife.教学过程教学内容及教师指导学生活动及设计意图Step1.WarmingupandRevision.1．Tsays“Hello”toSs.Sssay“Hello”toT.Sslistent

otheteacherandreadthetitle.看，做，既活跃了课堂气氛，又把学生轻松地带入英语课堂。2.TshowsCAI.Step2.PresentationandDrill.TshowsCAITshowsapicture

:Guess:“Whose„isit?It’s”TleadsSstolistentothetapefirst.Describethepictures.LiMingwalkslikearobot.LiuGangdrivesacar„.Playthere

corder.ShowfourquestionsandleadSstolistentothetapeagain.Q1:WhatdoMonkeyandPandado?Q2:CanPandakickthefootball?Q3:Whosefootballisit?Q4:WhatdoesPandasa

ytoGrandmaBear?Showthepictureandteachthenewphrase“Kickthefootball”.Sslook,readanddoLookandsayloudly“Whatcanyousee?”Look,matchandtalk.“W

hosefootballisit?It’sBilly’s.Whosebookisit?It’sBob’„.”Sayfollowtheteacher.Sslistenandsay“Whoarethey?Readthequestions.Sslistentothetapeagaina

ndtrytoanswerthemA1:KickthefootballLook,readandpractice.旧知的复习，为新知的呈现起到了很好的铺垫作用。采用语篇教学模式，首先让学生初步感知文本，然后带着任务体验文本，学生根据所

听的内容，回答问题，提高了学生听音理解、捕捉重要信息的能力，从而完成任务。Tmakessituationandshowsthesentence“Watchme”Explainthemeaningof“Noproblem.”Itmeans“OK,Ican,soeasy.”

TdirectsSstopracticethenewsentences“Kickthefootball,Watchme,Noproblem”TdirectsSstoanswerthelasttwoquestions.

TshowsthepictureandteachesSsthenewphrase“I’msosorry”.“Whendoyousaysorry?”Sum:Wemustsay“sorry”whenwedosomethingwrong.TshowsapictureanddirectsSst

omatch.Step3.PracticeTplaystherecorder.TleadsSstoreadthenewdialogue.TdirectsSstopracticetheReadloudlyA2:Noproblem.Liste

n,understandandread.Pronounce“problem”Sspractisethenewphrasestepbystep.Dotheexercises.A3:It’sPanda’s.A4:Hesays“I’msosorry”.Sspracticestepbys

tepAnswerinChinese.Lookandmatch.Sslistentothetapeandrepeat.Ssreadthenewdialogueaftertheteacher.利用多媒体课件创设情境，学生能积极主动地进行学习。真实的情境可以更好地帮助学生理

解、感知短语和句型，教学中词不离句，句不离目标，目标与实际紧密结合，便于学生更好地掌握.学生在自由、愉快的氛围中与同伴儿展开会话练习，使所学语dialogueingroups.TdirectsSstoreadthenewdialogue.ShowexerciseStep4.Consolidatio

nandExtensionTmakessituationanddirectsSstochoose.TdirectsSstolearnanewsong“Flymykite”PlaytherecorderthreetimesTandSssumuptheimpor

tance.Tshowsthehomework:(1)Readthetext.(2)Makeapuzzle.Sspracticetoreadthenewdialogueinworkinggroups.Ssreadthenewdialoguewiththeirpartn

ersinroles.What’smissing?Lookandreadinroles.Lookandchoose.Sslearnanewsong.Ssreadtheimportancetogether.Ssfinis

hthehomeworkafterclass.言得到了灵活实际应用。各种形式的练习全方位有效地提高学生的听、说、读的技能，小组合作更好地提高了综合语言运用能力。唱歌调动学生学习的积极性和兴趣，提高了语言的应用能力有效的作业可以帮助学生更好地掌握和巩固重点，强化记忆，使课堂教学得以延伸和补充

。板书设计教学反思Unit4Whosefootballisit?KickthefootballWatchmeNoproblemI’msosorry.本节课设计合理，过程流畅，各环节紧密衔接。旧知的复习也为

新知的呈现打下了良好的铺垫。我采用语篇教学模式，让学生听录音初步感知文本，然后带着问题再次听录音去真实体验文本，小组合作共同解决问题。真实的情境既帮助了学生更好地理解教学重点，又使语言得到了实际灵活应用。但是部分环节仍有不足，小组合作

中应更好地发挥优等生的作用，以优带差，以达到共同提高的目的。教学设计Unit4Whosefootballisit?Thesecondperiod绥中县实验小学王崇