青岛市实验小学“适性课堂”教学实践科研案例 刘文君

 

（记录下实践过程中的一个策略、一个片段、一个目标的达成等，字数千字以内）在本册的前几个模块已经向学生展示了将来时态，在这一模块中对于这部分的知识又有了一些延伸和提高，具体体现在以下两个方面：第一，引进了 “be going to do”这个同样也可以表示将来的动作的句式；第二，在表示将来要做的事情的句子的后面加上了表示具体时间的词语或短语。这样一来，便使得学生在描述将来要做的事情的语言就更加丰富和具体了！

Step 1 Warm up
1.Say a chant : Module 3 Unit 2 Activity 3
2.Free talk :
T: What are you going to do this weekend , children ?
  Will you …?
引导学生谈论他们周末的安排, 借机引出Will you …?的问答。
Step 2 Presentation and practice
1. T: Good job. Today Sam and Amy’s father tell them a piece of news. Let’s see what news it is. Watch and anwer:
Dad: We’re going to have a picnic on Saturday.
Learn : picnic 郊游
      have a picnic 去郊游
2. T: Are Sam and Amy happy?
Ss: Yes.
T: Please guess, what will they take on Saturday?
Learn : take 带着，拿着
S: take …
T: O.K. Watch TV , please . Answer:
1) Will Amy take her kite tomorrow?
2) Will Amy take her ball tomorrow?
Learn: tomorrow  to-mo-rrow
                     (row)
Watch and answer：
1) Amy: No , I won’t .
2) Amy: No , I won’t .
3.T: Why not ?
Learn : why =y(tell the Ss why=y’s pronunciation)
Clear its meaning.
Watch and answer:
Tomorrow is Friday.
T: So they’re going to go on Saturday.
4.Repeat asking individual students to repeat the utterances.
5.Listen to the tape and repeat. Activity 1
6. Repeat activity 2.
Step 3 Consolidation and extension
1. Match and say.
Ask the children to look at pictures of the children and to draw a line to match them to the athletics event that they are going to do.

本课的教学结构设计整体结构是从热身—导入—任务抛出—课文的学习--重点单词学习—句型学习—难点的分散—单词、句子的巩固—任务的完成，环环紧扣，培养学生的英语思维能力。另外，在任务的设计方面，我继续学习和运用任务型教学法，设计了一个真实的、贴近生活的任务—设计周末计划，使学生学习语言并运用语言。