【文章內(nèi)容簡(jiǎn)介】 香港朗文教材在內(nèi)容的設(shè)計(jì)上和深港版教材相比，難度要高。從第四單元開始，就進(jìn)入現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)，和前面三個(gè)單元的內(nèi)容聯(lián)系不大，唯一的聯(lián)系就是出現(xiàn)之前學(xué)習(xí)過(guò)的幾個(gè)關(guān)于動(dòng)物的名詞。本單元的主要內(nèi)容有兩個(gè)：一）學(xué)習(xí)六個(gè)新的動(dòng)詞及其現(xiàn)在分詞形式。其中，有三個(gè)動(dòng)詞屬于重讀閉音節(jié)，其分詞形式變化涉及特殊規(guī)則，要雙寫詞尾字母。因?yàn)楸締卧堑谝淮纬霈F(xiàn)現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)內(nèi)容，因此，我們采取淡化處理，不特別強(qiáng)調(diào)分詞的變化規(guī)則，只要求學(xué)生對(duì)此有過(guò)初步的印象。二）在此基礎(chǔ)之上，用有關(guān)動(dòng)物的名詞做主語(yǔ)，并對(duì)單數(shù)主語(yǔ)和復(fù)數(shù)主語(yǔ)進(jìn)行區(qū)分，學(xué)習(xí)用現(xiàn)在進(jìn)行時(shí)來(lái)描述動(dòng)物的動(dòng)作。本單元只出現(xiàn)陳述句，在下一單元也就是第五單元才開始對(duì)疑問(wèn)句的學(xué)習(xí)。可以根據(jù)學(xué)生對(duì)現(xiàn)在進(jìn)行時(shí)的掌握情況適當(dāng)進(jìn)行一些疑問(wèn)句的拓展，為下一單元的學(xué)習(xí)起個(gè)鋪墊作用，但要掌握好度。二、說(shuō)教法根據(jù)學(xué)生的認(rèn)知規(guī)律，尤其是低年級(jí)教學(xué)，應(yīng)當(dāng)注意培養(yǎng)學(xué)生對(duì)這門學(xué)科的興趣，保持強(qiáng)烈的好奇心和旺盛的求知欲。遵循這一原則，我采用如下教法：1．任務(wù)型教學(xué)法：讓學(xué)生通過(guò)思考、調(diào)查、討論、交流和合作等方式學(xué)習(xí)和使用英語(yǔ)完成學(xué)習(xí)任務(wù)。2．情景教學(xué)法：多媒體輔助教學(xué)集圖像、聲音、文字于一體，利用多媒體或?qū)嵨餅閷W(xué)生創(chuàng)設(shè)情景，使教學(xué)內(nèi)容更生動(dòng)、形象，吸引學(xué)生的注意力，讓學(xué)生身臨其境地學(xué)習(xí)英語(yǔ)。3．游戲教學(xué)法：通過(guò)唱歌、游戲及體態(tài)語(yǔ)言啟發(fā)誘導(dǎo)學(xué)生完成本課任務(wù)。交際法：學(xué)習(xí)英語(yǔ)，目的在于用英語(yǔ)進(jìn)行交際。遵循這一原則，盡量創(chuàng)造機(jī)會(huì)讓學(xué)生與學(xué)生，學(xué)生與老師之間進(jìn)行對(duì)話，培養(yǎng)學(xué)生的語(yǔ)言交際能力。三、說(shuō)學(xué)法教學(xué)目標(biāo)是教學(xué)活動(dòng)的出發(fā)點(diǎn)和歸宿，根據(jù)新課標(biāo)以及大綱要求，結(jié)合以上分析，我確定本課的教學(xué)目標(biāo)如下：（一）、教學(xué)目標(biāo)知識(shí)目標(biāo)（LINGUISTIC FACTORS）：（1）能正確聽、說(shuō)、讀、詞匯eat/eating, sleep/sleeping, fight/fighting, hop/hopping, swim/swimming, run/running 在此基礎(chǔ)之上，能拼寫以上單詞的部分字母；（2）正確聽、說(shuō)、讀、句型The elephant is sleeping./The hippo is rabbits are hopping./The turtles are ，能利用已經(jīng)學(xué)過(guò)的詞匯進(jìn)行語(yǔ)言的創(chuàng)造。能力目標(biāo)（ABILITY AIDS）：培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力，鍛煉學(xué)生的基本的聽說(shuō)能力及表達(dá)能力。3． 德育目標(biāo)（MORAL EDUCATION）：結(jié)合語(yǔ)言學(xué)習(xí)培養(yǎng)創(chuàng)造個(gè)性，鍛煉分析問(wèn)題和解決問(wèn)題的能力。（二）教學(xué)重點(diǎn)：學(xué)習(xí)六個(gè)動(dòng)詞及其現(xiàn)在分詞的變化，并能用現(xiàn)在進(jìn)行時(shí)對(duì)動(dòng)作做出描述。（三）教學(xué)難點(diǎn)：現(xiàn)在進(jìn)行時(shí)的單復(fù)數(shù)變化（四）、教具：?jiǎn)卧~卡片，圖片，多媒體演示文稿、實(shí)物四、說(shuō)教學(xué)程序Step OneWarming upSing a song (設(shè)計(jì)意圖：這首歌歌詞的主要部分是由幾個(gè)現(xiàn)在分詞組成，和這節(jié)課的核心內(nèi)容非常貼近，既能起到熱身作用，也是為后面對(duì)現(xiàn)在進(jìn)行時(shí)的學(xué)習(xí)做好鋪墊。)Step TwoLead in and teach new wordsAeat:，讓學(xué)生猜我畫的是什么，然后托著這個(gè)空氣蛋糕走到學(xué)生中間問(wèn):Who wants to eat a cake? 引導(dǎo)學(xué)生說(shuō)I want to eat a ，由此引出新單詞eat，并鼓勵(lì)學(xué)生根據(jù)基礎(chǔ)語(yǔ)音教學(xué)法拼出新單詞, 將其板書出來(lái)，同時(shí)讓學(xué)生找出含ea字母組合的單詞，如：please/teacher/teapot/ ice creams。：What do you like eating? 引導(dǎo)學(xué)生用I like eating ?的句型來(lái)回答，如：I like eating ice creams/apples/pizzas/kitty/fish/desks /chopsticks?.如果學(xué)生的回答中規(guī)中矩的話，可以讓學(xué)生向老師提問(wèn)：What do you like eating? 老師做開拓思性回答，如：I like eating windows /，老師給學(xué)生空氣食物: Here’s your ice cream, eat please!當(dāng)學(xué)生假裝吃的時(shí)候，老師說(shuō)：David is eating ice ，將eating板書出來(lái)，并問(wèn)全班同學(xué)：What is he/she doing? 到這個(gè)時(shí)候，聰明的學(xué)生已經(jīng)知道用現(xiàn)在進(jìn)行時(shí)回答，反復(fù)幾次練習(xí)之后將what is he/she doing? He/She is 。sleep:，讓其睡在桌子上，怎么搖學(xué)生A也不起來(lái):Don’t sleep!Wake up!What’s wrong? What can I do? Don’t sleep!Wake up!讓另一個(gè)學(xué)生來(lái)?yè)u晃他，邊搖邊說(shuō)Don’t sleep!學(xué)生A不起來(lái)。再換一個(gè)學(xué)生來(lái)?yè)u他，學(xué)生A依然不起來(lái)。最后讓全班同學(xué)一起說(shuō)：Don’t sleep!他才起來(lái)。由此引出新單詞sleep，并鼓勵(lì)學(xué)生根據(jù)基礎(chǔ)語(yǔ)音教學(xué)法拼出新單詞, 將其板書出來(lái)，同時(shí)讓學(xué)生找出含ee字母組合的單詞，并將ee與ea作比較和區(qū)分。，老師說(shuō)：B is up(伴以有力的手勢(shì)，讓學(xué)生明白是“醒來(lái)”的意思，補(bǔ)充短語(yǔ)wake up，學(xué)會(huì)拼寫，對(duì)比cake來(lái)教)!反復(fù)二三此后，問(wèn)學(xué)生What is he/she doing?學(xué)生答He/She is up!睡著的同學(xué)必須快速坐端正。將What is he/she doing? He/She is ?？梢匀嘁黄餾leep/Wake 。：Hey!Listen to you good students? Good students should sit up straight and listen to the teacher can’t sleep in the class, ok?fight: PPT(靜止的打架圖片)T：Are they good friends? No，They fight!Everybody says, Don’t fight!由此引出新單詞fight，并鼓勵(lì)學(xué)生根據(jù)基礎(chǔ)語(yǔ)音教學(xué)法拼出新單詞, 將其板書出來(lái)，先寫出fit,然后告訴學(xué)生漏掉兩個(gè)不發(fā)音的字母組合gh，讓學(xué)生找類似單詞light/eight/eighteen/eighty。老師做開拓思性提示，F(xiàn)ight with the chair/lights/bags? PPT(老鼠和貓打架)T: What can you see?(板書比較區(qū)分mouth [mauθ]和mouse [maus],鼓勵(lì)學(xué)生區(qū)分th的兩種不同發(fā)音)Are they good friends? What are they doing? They are ：Do you like fighting? We are in the same classClass are are good you fight with your food friends? Good kids don’t liking don’t like fighting!run:T: Sa, run!Run fast!Run slowly!What is Sa doing?Ss: Sa is : Sb and Sc, When I say Go, you run you run here, use your finger to touch teachers’ want to see who is number one to e : What are they doing?Ss: They are , 將其板書出來(lái)。T: Can you spell running? 學(xué)生拼出來(lái)的一定是runing,此時(shí)糾正錯(cuò)誤，: How many letter “n”s are there?全班同學(xué)一起跑，T: What are you doing? We are ：Who can’t run? The chairs/desks/birds can’t :T: Are you a frog?Sa: : How does a frog go to school?Sa: The frog hops to school?T:(深港版教材第二冊(cè)第四單元Part E):I’m a frog on a can hop, hop, ’m a puppy in the can run, run, : You are , are the frogs doing?Ss: The frogs are : What else can hop?Ss: The rabbits can , 將其板書出來(lái)。T: Can you spell hopping? 學(xué)生拼出來(lái)的一定是hoping,此時(shí)糾正錯(cuò)誤，:T: Sa, Swim!Swim fast!Swim slowly!What is Sa doing?Ss: Sa is , 將其板書出來(lái)。T: Can you spell swimming? 此時(shí)會(huì)有聰明的學(xué)生拼出來(lái)swimming。T（強(qiáng)調(diào)）: How many letter “m”s are there?T（全班同學(xué)一起游泳）: What are you doing? We are ：Who can’t swim? The chairs/desks/birds can’t the verbs and their present participles，then play the video of Part Awords.(設(shè)計(jì)意圖：通過(guò)體態(tài)、語(yǔ)言、夸張的表情、小游戲來(lái)啟發(fā)誘導(dǎo)學(xué)生學(xué)習(xí)新單詞，并對(duì)現(xiàn)在分詞有個(gè)初步的印象。)Step ThreeTeach sentence patternsT：Open your mouth!（很仔細(xì)地看著學(xué)生的嘴，假裝很驚訝地問(wèn)）What’s this？（假裝把手伸到學(xué)生嘴里拿出一樣?xùn)|西）Look!It has two big has a long has a small is it?Ss：It’s an : What is the elephant doing?Ss guess.（引導(dǎo)學(xué)生說(shuō)）The elephant is ?:（出示PPT聲音文件）The elephant is many elephants are there?Ss: There is only ，如果主語(yǔ)為復(fù)數(shù)的，就可以假裝從孩子嘴里掏出兩個(gè)或者更多的小動(dòng)物。通過(guò)這種方式將課文里的四個(gè)句型引導(dǎo)出來(lái)。(設(shè)計(jì)意圖：通過(guò)游戲讓學(xué)生學(xué)習(xí)新句型，在反復(fù)的操練過(guò)程中讓學(xué)生對(duì)主語(yǔ)為單復(fù)數(shù)的現(xiàn)在進(jìn)行時(shí)句型進(jìn)行區(qū)別和理解。)Step FourGameT: Sa, are you a rabbit?Sa: : What is the rabbit doing?Don’t tell ’t tell tell (在老師耳邊小聲說(shuō)): The rabbit is (ask the whole class): What is the rabbit doing?Ss (The winner stands up): You are a is the turtle doing?重復(fù)上面的過(guò)程，但這次，由學(xué)生提問(wèn)學(xué)生回答，由老師帶領(lǐng)學(xué)生學(xué)習(xí)英語(yǔ)轉(zhuǎn)換為學(xué)生自主學(xué)習(xí)。在對(duì)單數(shù)的句型練習(xí)幾次后，改為對(duì)復(fù)數(shù)句型的練習(xí)，即叫兩個(gè)人起來(lái)一起扮演小動(dòng)物，并自己小聲商量做什么動(dòng)作，然后提問(wèn)同學(xué)What are the ? doing?(設(shè)計(jì)意圖：通過(guò)游戲讓學(xué)生練習(xí)新句型，在由老師帶領(lǐng)學(xué)習(xí)逐漸轉(zhuǎn)向?qū)W生自主學(xué)習(xí)，在反復(fù)的操練過(guò)程中讓學(xué)生對(duì)主語(yǔ)為單復(fù)數(shù)的現(xiàn)在進(jìn)行時(shí)句型進(jìn)行區(qū)別和理解。)Step Five Game讓學(xué)生戴上小動(dòng)物頭飾，老師大聲說(shuō)，“The elephant are sleeping.”所有戴著大象頭飾的同學(xué)必須迅速站起來(lái)邊做出睡覺(jué)的動(dòng)作邊搶一個(gè)座位，最慢的那個(gè)沒(méi)有搶到座位的同學(xué)走到講臺(tái)前，自己選擇一個(gè)小動(dòng)物說(shuō)：“The rabbits are eating.”戴小兔子頭飾的同學(xué)邊做出吃的動(dòng)作邊找座位??(設(shè)計(jì)意圖：從經(jīng)驗(yàn)來(lái)看，學(xué)生對(duì)單數(shù)的句型通常掌握較好，這個(gè)游戲讓學(xué)生在反復(fù)的操練中加強(qiáng)對(duì)復(fù)數(shù)句型理解。)Step SixPlaying Video放教學(xué)光碟，讓學(xué)生跟讀一遍后自己朗讀。如果還不會(huì)朗讀，就坐在座位上朗讀；如果已經(jīng)會(huì)朗讀，可以站劈來(lái)看