Unit5OurSchoolLifeTopic2Afewstudentsarerunningaroundtheplayground.SectionD一、教学目标1.引导学生复习巩固本话题的重点词汇并学习新词：because,Japanese,wonderful2.能够在活动中总结各人称的现在进行时的特殊疑问句、一般疑问句及回答的用法以及借阅图书的相关表达，巩固情态动词may，can，must等用于礼貌询问的表达法；3.能根据图片信息书面描述正在进行的活动。二、教学重点及难点1.在SectionsA—C已学的基础上，能自行总结各人称的现在进行时的特殊疑问句、一般疑问句及其回答的用法以及借阅图书的有关表达，巩固情态动词用于礼貌询问的表达法；2.能在阅读过程中，训练寻读的能力以及在文字信息与图片信息间转换的能力。三、教学准备教师：教学课件；多媒体设备学生：课前预习四、相关资源五、教学过程Step1Warming-upGuessingGameAccordingtopictures,guesswhattheyaredoing.【设计意图】通过游戏再次复习进行时态，既做到了知识巩固又激发了学生的兴趣。Step2Presentation1.Fillintheblanksin“Grammar”and“Functions”individually.Thenthewholeclasschecktheanswerstogether.2.Lookatthesentences.Findoutthemistakesandtrytocorrectthem.e.g.(1)Sherunningontheplayground.(2)Heisrun.(3)Iishavingaclassintheclassroom.(4)Mariaisdancinginthegym.【设计意图】培养学生自己归纳本话题所学的语法与功能并通过改错练习进一步巩固知识。Step3PracticeWorkon11.Lookatthetableandpredictthelisteningmaterialin1.PersonActivityPlaceJaneintheroomMariaisdancingKangkangontheplaygroundMichaelisswimmingTheteachersintheoffice2.Listento1andcompletethetable.3.Checktheanswerswiththeirpartners.4.Accordingtothetable,makesomedialoguesbasedonthefollowingstructures.A:WhatisJanedoing?B:Sheissinging.A:Whereisshesinging?B:Sheissingingintheroom.A:So,Janeissingintheroom....【设计意图】通过听录音填表格，训练学生获取听力信息的能力；通过对话练习，巩固描述校园活动的有关表达法。Workon21.Do2.Listento2andthennumberthepictures.2.Readthepassage,circletheactivitiesandunderlinetheplaces.WenWeiismygoodfriend.Herearesomephotosofhis.Look!HeisrunninginthegyminPicture1.InPicture2,heisswimminginaswimmingpool.Helookshappybecausehelovesswimming.InPicture3,heistalkingtoaJapanesegirlontheGreatWall.TheGreatWalliswonderful.Ialsowanttovisititoneday.【设计意图】通过阅读练习，培养学生对短文细节信息的获取能力。Step4PresentationLearnsomelanguagepoints.1.Herearesomephotosofhis.photosofhis双重所有格，his在此用作名词性物主代词。双重所有格，即“of+名词性物主代词或名词所有格”，表示“……中的一个或一些”。e.g.afriendofhers=oneofherfriendsafriendofMary’s=oneofMary’sfriends2.Helookshappybecausehelovesswimming.lovedoingsth.=lovetodo，喜爱做某事，比like程度深。e.g.Helovesreading.=Helovestoread.他喜爱阅读。3.Ialsowanttovisititoneday.also意为“也”，置于be动词、情态动词和助动词之后，行为动词之前。e.g.I’malsogoodatEnglish.我也擅长英语。IcanalsospeakEnglish.我也会说英语。too也表示“也”，also常用于句中，too用于句末。e.g.Ialsolikeswimming.=Ilikeswimming,too.【设计意图】通过举例讲解课文中出现的重要语言点，帮助学生掌握相关知识。Step5ProductionAccordingtothepictures,retellthepassage.【设计意图】通过图片复述课文，训练学生口头运用现在进行时的特殊疑问句和一般疑问句的能力，同时培养学生信息转换的能力。Workon31.Listento3forthefirsttimeandanswerthequestions,“Whatareyoudoing?”,“Whoareyouwritingto?”2.Thenlistentothesongforthesecondtimeandanswerthequestions,“Whatareyoudoing?”,“Whoareyousingingto?”3.Singaftertherecording.Thenthegirlsandtheboystaketurnstosingthissong.Finally,somestudentssingthissongtothewholeclass.【设计意图】通过学...
