Module 9Unit 2 Im going to do the high jump.一、教案背景1面向学生： 中学 小学 学科：英语2课时：1课时3. 课型：新授课4教具准备：评价表、PPT课件、课文配套光碟。二、教材分析（一）教学内容分析本课出自外研社新标准小学英语四年级上册Module 9 Unit 2 Im going to do the high jump。本模块将围绕校园“Sports Day”为主题，展开系列教学活动。首先让学生学会用英语表达一些运动项目，通过创设情境，在情境中更加熟练地运用“be going to”表达自己或他人的计划和将要发生的事，能运用“What are you going to do?”询问他人的计划、打算。（2） 教学对象分析：四年级的学生都经过了一年的三年级教材的学习，对英语有着较浓厚的学习兴趣，他们即将学习四年级教材。大部分学生已经具备听、说、认、读等能力。因为年龄特点的原因，他们很乐于参与各种英语形式的玩、演、唱活动；对直观的实物、图片等教具的接受能力更强；具备一定的小组合作学习能力。（三）教学目标分析：语言技能目标1. 能听懂，会用日常交际用语“Im going to do”对“what are you going to do? ”做出相应的回答。 2. 能理解听懂，会说 run the 200 metres 、long jump 、 high jump、how about、subject 等词，理解掌握run the 200 metres 、long jump 、 high jump等词的意义并懂得在实际语境中运用。能力目标培养学生在游戏中熟练运用句型和词组的能力。情感态度目标1. 在学习、应用本课知识的过程中，培养发散思维、创造思维的能力.2. 培养学生的团队意识和合作精神。 3. 激发学生学习英语的兴趣, 帮助学生树立信心。（四）教学重点难点：1.理解掌握run the 200 metres 、long jump 、 high jump等词的意义并懂得在实际语境中运用。 2.理解并懂得在日常生活中灵活运用: What are you going to do ? Im going to 等句型进行交际。三、教法、学法分析：教法：1. 以活动教学为主，小组合作学习。采用了直观教学法、全身反应法、情景教学法等。遵循外语教学动静结合，听说领先的原则为学生创设生动有趣的语言学习情景。2.具体采用以下几种方法：情景教学法；全身反应法(TPR)；任务型教学法；交际法；游戏法；多媒体教学法。学法：1.充分利用已学的知识利用学习正迁移作用，为本课的学习做铺垫；2.在会话教学中鼓励学生大声说，说清楚并配以丰富的表情和适当的手势，培养学生口头表达能力。四、教学步骤Step1: Warming up. 1. Greetings. T: Our schools Sports Day is coming, are you happy?lets get ready for it.2. Do some actions.T: First, lets warm up. Do some actions with me. (run, run,run, run fast. Jump , jump , jump, jump high,Ride ,ride , ride fast.Jump , jump , jump, jump farSkip , skip , skip fast.Run run run run fast3.T:Wow, you can do that well , you can run so fast! So today were going to run（出示评价图）。If you are good, you can run forward. Lets see who will be the winner. (评价图如下)800 metres700 metres600 metres500 metres400 metres300 metres200 metres100 metresSo now, were going to run the 100 meters(复习run the 100 meters)【设计意图】复习相应动作，既活跃了课堂氛围，又为后面的知识做了准备；评价表不但起到激励学生进行竞赛的作用还直观地呈现了“.metres”。Step2: Text learning.1. Part 1(1)T: Well, we are going to run, how about our friends? Today , we are going to learn M9 U2 Im going to do the high jump.播放活动一动画：Look at the rabbit and tortoise . What are they going to do? 引导学生回答：They are going to run. And the tortoise says: Im going to win. How funny!(2) Listen and repeat.T: Now lets listen and repeat.2. Part 2(1)Watch and answer.T：The animals are going to run. How about them? Look, who are they?Yes ,they are Lingling , Sam,Amy and the PE teacher.What are they talking about? Lets watch the cartoon and find the answer.Yes,they are talking about the Sports day.(2) Listen and match. They are talking about the Sports day,but who is going to run?Who is going to jump? This time,lets listen and match.Have you finished? Lets check the answers.(3)Learn the new phrases and sentences.T: Now, lets learn one by one.Look, Amy can jump high, so she is going to do the high jump.High jump, do the high jump, Im going to do the high jump.（采用开火车、小组读的方式操练词组： do the high jump.）T：Look,Sam can jump far,so he is going to do the long jump.Long jump, do the long jump.(采用大小声、男女读的方式操练词组： do the long jump.)T: Who can jump far? Who wants to do the long jump?S1: I can jump far.Im going to do the long jump.S2: I can jump far.Im going to do the long jump,too.师请两名学生上前，问全班： What are they going to do?Ss: They are going to do the long jump.2人进行PK.T： Whos the winner?Ss : XXX is the winner!T:Amy is going to do the high jump, Sam is going to do the long jump. How about Lingling? What is she going to do? 出示how about 请几人起来读。全班齐读：She is going to run the 200 metres and 400 metres.师指评价表上各组所处的位置，引导各组进行问答：Lingling is going to run the 200 metres and 400 metres. How about you? Group 1?Group 1: We are going to run the .metres .How about you? Group 2?(4小组间用这两句话根据实际情况问答。)Lingling is going to run the 200 metres and 400 metres, because PE is her favourite subject.出示词卡教学：subject.任意几排同学站起来读。(3) Listen and repeat.Repeat the text. (4) Read the text together.(5) Role playing.【设计意图】：课标主张：让学生在语境中接触、体验和理解真实语言，并在此基础上学习和应用语言。教师遵循此建议，在教学中利用情景教学法，以课文为载体，在课文学习中呈现本课新授单词high jump、long jump、200 metres把学生带入其中，激发他们的求知欲望，调动起学生的学习兴趣。新知教学先从单词引入，从学习到操练，始终坚持词不离句的原则，在句中练，在句中用，使学生既巩固了单词学习，又熟悉了句型，为语言的运用奠定了基础。练习方法多样，有效避免了学生对机械操练的厌倦。新词的操练从“词组句子对话”层层递进，设计有梯度。Step3: Practice.(1) GameT：Now lets play a little game.Ill ask you like this: What are you going to do on Sports day?And you answer me according to the pictures or phrases .Are you ready? Lets begin!（PPT 上出示类似下图的五六张图片进行抢答。）(2) Look, what a nice day, and the weekend is coming.周末来了，你有什么打算呢？ Im going to go to the park and fly a kite, how about you?(问几个学生。) Now, practice in pairs . Use the sentence “What are you going to do? Im going to” 用上这些句型和短语，和你的同桌一起交流一下你们周末的计划吧！【设计意图】： 游戏环节检测了学生对本课生词的掌握程度，而同桌互相问答环节则让学生综合运用起之前的知识，使得知识的运用又上了一个台阶。Step4: consolidation: Do a survey.Just now, we talk about the plan of weekend, How about your plan for sports day?(师用相应句型采访一个学生并在表格上填写。)Now,please ask your friends and finish the blanks.结束采访后请几名学生根据自己的表格用英语进行汇报。T:Do sports everyday, and we are going to be stronger and stronger.【设计意图】：新课标指出，英语课程具有工具性和人文性的双重性质。此环节兼顾了这两重特性。通过完成调查表达到了让学生用英语做事的目的，实现由知识到技能的转化，体现了“工具性”；让学生“do sports everyday”,进行了相应的德育渗透体现了“人文性”。Step5: conclusion and homework.The Sports day is coming. What are you going to do on Sports day? Talk about your plans with “Im going to.【设计意图】：家庭作业也是英语教学的重要组成部分，布置此开放性的作业，很贴近学生的生活，有利于锻炼学生运用英语交际的能力，又有利于提高学生的综合人文素质培养。五、板书设计A: What are you going to do ?B: Im going to do the high jump.do the long jump.run the 200 metres and the 400 metres.6、 课前预设根据以往教学经验，200 metres 这样的表达学生需要多练习才能掌握，如出现此情况，可利用黑板上的评价表上100 metres -800 metres 进行相关操练；“.is my favorite subject.” 这一句型的掌握可能较耗时，练习的强度视上课实践操作时间而定，如果时间不够则不多做拓展。7