教学设计续页
教学流程 个性化调控 Pre-preparations 1.播放Leard the sounds录音，让学生回答问题，初步了解对话大意。 T:What is happiness? While-producer T:How many people are there in the dialogue? S:Five T： Who are they? S: Peter,Sally,aboy,aman,a women T:Where are they? S:They are in a park. T:What’s the matter with the boy? S:He can’t find his dog. 2.出示图片，学生学习bell和neck，帮助学 生复习ear eyebody,foot,tail等词。 3.学生分角色朗读课文。 Post-task activities 1. Sally:Hello.Did you see a small white dog near here? Gatekeeper:I saw it about forty minutes ago.Then it ran away. 2. 鼓励学生设想新场景，如：放学路上遇见一个外国游客，他找不到去某地的路，你和同学热情的帮助他。 S1:Hello.What’s the matter? S2:I can’t find the way to…. 1. Listen, the (bell)rang,it'stime for class. 2.I(lost)mycat,youseehim?Isawitfiveminutesago 当堂 达标设计 请描述课堂问 1.授课过程中发现读和理解课文故事的时候较容易，具体到自己创现设新语境时用词有些困难，时态不能把握很好。 象与归因分析 教学反思 请给出具体明确的改进措施 教师给出多些参考词，以便学生们参考。 改 进措施
教学设计续页
Unit7Helping others 授课第2课课型 新授 时 课时 时间 2015年5 月 5 日 课题 项目 Read a story Teaching important aims 教学 重点 难点 reviewsentences“How can you helpothers?I can….” Difficult points Praise… for… The bee and the ant Peoplealwayspraisedthehardworkof bees They all praised her for her hard work. Why? 板书 设计 教学设计续页
教学流程 个性化调控 个性设计应达到30% Pre-producer Show the word card，review the last lesson learn sentences. T:What is it? S:It is a bell. T:Where can you find it? S:on the dog’s neck. While-task T:Today,we will know another animals(Show the picture of bee and the ant T:where can you find the bee and the ant?what are they doing ? S1:I can find the bee in the flowers. The beeiscollectingnectar. S2: I can find the ant on the road.Antsarelooking for food.