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2019-2020年二年級英語下冊 2B Unit4 In the park教案 滬教牛津版 Let’s learn Teaching Aims: Basic aims:Using verbs to identify momentary actions: e.g. walk, climb, skip, swing, fly, ride Difficult points: Using the verbs to say sentences Education Aims: To love sports and deep a good health Materials: Picture and word cards Teaching procedures: Pre-task preparation: 1. Sing a song 2. Listen and act: e.g. sing a song , sing, sing, sing 3. Daily Talk: e.g. What do you see? What do you hear? While-task procedure: 1．Learn to say “walk” a. T: look at me (Do action) I walk like this. walk –walk Show the word card and say the word b. T: I can walk. Can you walk? c. Say “I can walk.” ( Ask some pupils to act the model , old man to walk) 2. Learn to say “ride” a. Look at the teacher’s action b. Learn to say the word c. Try to say: ride a bicycle 3. Learn to say “climb” a. Look at the picture and ask: “Who is behind the tree?” b. Try to say the word card c. Try to say : climb the tree d. Say the sentences: The monkey can climb. 4. Learn to say “fly” a. Look at the picture and say : Look at the sky. I can fly a kite in the sky. Look, it’s very high. b. Try to say “fly” c. Say a rhyme : Fly, fly, fly a kite. High, high, high in the sky. 5. Learn to say “skip” a. Look at the teacher’s action b. Try to say the word c. Ask and answer one by one : e.g. Can you skip? 6. Learn to say “swing” a. T: Look, I like to skip. I like to swing, too. b. Try to say “swing” c. Play a passing game: If you get the ball, please say the word properly. 7．Sing a song Post-task activity: 1. Look and say: a. work in pairs :one acts,another says the word b.Teacher acts, pupils say one by one 2. Play a game : Which word card is change? Put the word card on the blackboard ,then teacher change one , pupils try to point the word 3. Do a survey: Using “What do you like to do?” to ask the other classmates. And we will see which activity is the most popular. Consolidation : Workbook Page 12 a. Circle the correct picture for each word Homework : 1.Read the new words 2. Using the verbs to make sentences Purpose 歌曲能為學生營造一個良好的學習氛圍。 兒歌富有節(jié)奏，學生愿說，同時又復習了舊動詞。 讓學生既動口又動手，這樣能加強記憶，提高學生的學習興趣。 從單詞到詞組再到句子，從易到難，遵循學生的學習規(guī)律。 兒歌能維持學生的積極性。 進步鞏固新單詞。 競賽型的游戲能有效提高學生的競爭意識和協(xié)作能力。 運用新學知識進行初步的交際，使學生更主動，大膽地參與英語教學活動。 Teaching essay The second period Let’s act Teaching Aims : Basic aims: Using imperatives to express prohibition e.g. Don’t walk on the grass. Difficult points : Using imperatives to express prohibition Education Aims : To protect the surrounding Materials : Picture Teaching procedures: Pre-task preparation： 1Sing a song 2. Listen and act 3. Free Talk : e.g. T: It is spring now. Do you like spring? Why? T: What can you see in spring? T: Oh, it is very beautiful. Let’s walk to the park.. While-task procedure: 1. Learn to say “Don’t walk on the grass.” a. Look at the picture T: Look, May is walking on the grass. Oh, my God, I think the grass is sad. It is crying. So we must persuade May: “Don’t walk on the grass.” b.Try to say the sentence c.Act the different roles to say: e.g. act an old man , an ugly man , an angry man 2. Learn to say “Don’t ride a bicycle here.” a. Look at the picture T : What can he do? ( He can ride a bicycle) b. Try to say “ride a bicycle” c. Sam is wrong . He can’t ride a bicycle here. So the man persuade him. d. Learn to say the sentence 3. Learn to say “Don’t climb the tree.” a. Look at the picture b. Try to say “ climb the tree” c. T : Sam is very dangerous. It’s terrible. Who can persuade him? d. Learn to say the sentence e. Say and act with deskmates: E.g. Don’t climb the tree. I’m sorry. That’ all right. Post-task activity: 1. Listen to the tape and read after it. 2. Teacher act, pupils try to say 3. Act and say : Have some pupils take turns to act out one of the actions they have just learnt. Let them choose which one to act. The rest of theclass call out the correct prohibition. 4. Free talk : The topic is “In the park” ( Four pupils a group) Ask pupils try to act and say: e.g. – Good morning. –Good morning. --Let’s walk to the park. –OK. --There’s a girl on the grass. –Don’t walk on the grass. --OK. Homework : 1.Listen to the tape and read after it. 2 Make a short dialogue with your deskmates. Purpose 創(chuàng)造去公園的情境，能集中學生的注意力，還能 引出新授知識。 進行學生思想教育 運用不同的語音語調去說同一句話，努力培養(yǎng)他們的語感，提高他們的口語水平 創(chuàng)設情境 啟發(fā)學生用Don’t的句型來說出這句新授句子 自由操練，培養(yǎng)他們的合作能力和交際能力。 在具體的情節(jié)中復習鞏固所學的句型。 將語言與真實生活緊緊聯(lián)系在一起，達到“學以致用”的目的。 Teaching essay The third period Teaching Aims: Basic aims : 1. Using the modal verb “can” to express abilities e.g. I can climb. 2.Asking “Wh-“ questions to find out particular information about a person e.g. What can you do? Difficult points : Using verbs to indicate momentary actions e.g. I can skip. Education Aims : To love sports Materials : Pictures Teaching procedures: Pre—task preparation : 1.Sing a song 2.Read the verb words: e.g. skip climb run sleep walk swing fly ride 3.Play a game : One pupil es to the front , face to the blackboard . The other pupil acts, then the first one try to guess. 4.Say sentences: e.g. I like to skip. I like to walk. While –task procedure: 1. Learn to say “I can walk.” a. T: Look, I can walk. (Do action) b. Learn to say the sentence c. Ask and answer: e.g. T: What can you do? P: I can walk. d. Ask one by one 2. Learn to say “I can climb.” a. T: This time , who can use “ I can…” to say (Do action) b. Try to say “ I can climb.” c. (Point one pupil ) Ask pupils to say : She can climb. He can climb. 3. Learn to say “I can climb.” a. T: I can walk. I can climb. I can skip,too. b. Try to say the sentence c. Ask and answer: What can you do? I can skip. d. Work in pairs 4. Learn to say “ Spotty can run.” a. T: Look, this is Spotty. Spotty can run.. ( Look at the picture) b. Ask and answer: e.g. T: What can Spotty do ? P : Spotty can run. c. Using the verbs, ask and answer Consolidation: 1. Review the new sentences a. Repeat or clap b. Ask one by one c. Play a missing game: Put the word cards on the blackboard , ask pupils to close their eyes , and then teacher puts down a card , they try to say the missing word 2. Say and act : a. Show the pupils the pictures and say: --I am May . I am a girl. I can skip. Look ! “ One –Two –Three” b. Choose one picture try to say c. Listen to the tape and try to read after it 3. Make a short dialogue: e.g. –Look, what’s this? –It’s a bicycle . I can ride the bicycle. (Do action) --Hey. Don’t ride the bicycle on the grass. –I’m sorry. –That’s all right. Homework: Listen to the tape and read after it Purpose 復習有關動詞，為新授內容作準備。 在游戲中鞏固舊知識，學生輕松愉快，效果也不錯。 通過師生間的問答來引出要學內容。 接龍游戲能大面積操練，使大部分學生都能開口說。 加大操練的密度 訓練學生的聽力能力 訓練學生的記憶能力 發(fā)揮想象，融合新舊知識來進行交流，努力提高會話能力。 Teaching essay The fourth period Teaching aims: 1) Using nouns to identify things. e.g. tree umbrella 2) Learning the letters: T t, U u Difficult points: Writing the letters correctly. Materials: Pictures, cassette, word cards Teaching process: Pre-task preparation 1. Sing a song ‘Alphabet song’ 2. Ask and answer. T&P P&P e.g. What do you see? I see a…. 3. Review the letters. a. Read the letters from Aa to Ss. b. Match the capital letters and small letters. c. Listen and raise the correct letter cards. While-task procedure 1. Teach: tree a. Show a tree and ask: What do you see? b. Pupils learn to say. c. Make sentences. e.g. tree, tree, tree, I see a tree. 2. Teach: T t a. Point to the word card and say: tree, tree, t-r-e-e, t t b. Pupils read after the teacher. c. Show letter card ‘ T’ and say: What’s this? It’s ‘T’. The capital letter ‘T’. Pupils read the letter one by one. d. pare the letters. e. Write the letters with the fingers. 3. Teach: umbrella, U u (Using the same way) 4. Play the cassette. Listen and repeat. 5. Learn to write the letters. a. Teacher writes the letters on the board. Pupils look carefully. b. Ask the pupils to say how to write. c. Try to write. Post-task activities 1. Sing a song. 2. Read the Letters and words. a. Read the letters and words one by one. b. Clap or repeat. 3. Listen and raise the letter cards. 4. Play a game. Put some letter cards in the box. Ask: Which letter is on the top? 5. Make a dialogue with the new words. 歌曲使學生集中注意，活躍課堂氣氛。 字母歌既復習字母，又為新字母作鋪墊。 用造句的形式，使學生反復使用“tree”，達到操練的目的。 通過單詞引出新字母，有意識地培養(yǎng)學生拼單詞的能力。 書空教會學生正確書寫筆順。 調節(jié)課堂氣氛。 通過快速反應，把音形結合起來。 Teaching essay The fifth period Teaching aims: 1. Using modal verb ‘can’ to express abilities. e.g. Spotty can climb. 2. Using verbs to indicate momentary actions. e.g. Spotty can skip. Difficult points: Using modal verb ‘can’ to express abilities. e.g. Spotty can climb. Materials: Cassette, picture, dice, counters Teaching process: Pre-task preparation 1. Sing a song 2. Listen and act e.g. Walk on the grass. Walk,walk,walk. 3. Match the words a. Put the pictures and cards on the board. Let pupils match the correct word with the picture. b. Ask pupils to read the word together. c. Make sentences with the words. 歌曲創(chuàng)造英語氛圍。 培養(yǎng)學生的聽力和語言能力。 圖片和單詞相結合，訓練學生認單詞，并用單詞造句的能力。 While-task procedure 1. Show the picture of page 20 and ask: What can Spotty do? To elicit : Spotty can climb. Pupils say it one by one. 2. Ask the pupils to say and do the action. 3. Select more able students to demonstrate the game. 4. Let pupils open the books. Listen to the tape and point at the game. 5. Listen and repeat. 6. Give each pair of pupils two counters and a dice. Let them play the game in pairs. Post-task activities 1. Sing a song 2. Have a match To divide the pupils into two groups. The first to finish of the groups will give a star. 3. Workbook page 13 運用問答新式引出新句型，提高學生的交際能力。 邊說邊做動作，創(chuàng)設真實的情景。 運用比賽的形式調動學生的積極性。 Teaching essay The sixth period Teaching aims: 1. Using verbs to describe movements. e.g. Walk like a cat. 2. Using prepositional phrases to describe locations. e.g. On the floor. Difficult point: Using modeled phrases to municate with other learners. Education aims: To love sports and the animals. Materials: Cassette, cassette player, pictures Teaching process: Pre-task preparation 1. Sing a song 2. Daily talk e.g. What can you do? I can 3. Say and act e.g. Walk, walk, walk, I can walk. While-task procedure 1. Learn: floor a. Point to the floor and say slowly ‘floor’. Pupils repeat b. Put something on the floor and ask: Where….? Pupils answer: On the floor. c. Say the rhyme: Floor, floor, floor, on the floor. 2. Learn: door a. Point to the door and say slowly ‘door’ Pupils repeat b. Make sentences with ‘door’ c. Do the action to elicit: Out of the door. Pupils say it one by one. 3. Using pictures to learn: In the sea. In the tree. 4. Ask and answer e.g. Where…? On/In/Out of the… 5. Have a rest. Sing a song 6. Show pictures of animals. e.g. a cat, a dog, a fish, a monkey Ask questions. e.g. Can a cat walk? Can you walk? Can you walk like a cat? To elicit: Walk like a cat, On the floor. Pupils repeat. 7. Using the same way to learn: Run like a dog, Out of the door. Swim like a fish, In the sea. Swing like a monkey, In the tree. 8. Listen and repeat. Post-task activities 1. Get the pupils to say the rhyme and do the actions. (Using some masks) 2. Show some cards ‘walk, run, swim, climb’ and some animal pictures. Ask the pupils to match each animal in the rhyme with the correct word. 3. Have a match Divide the class into a ‘cat’, a ‘dog’, a ‘fish’, a ‘monkey’ group. Let each group practise their lines from the rhyme. They then take turns to say their lines to the class. Encourage them to say the rhyme faster and faster. 問答復習can句型。 邊說邊演，體現(xiàn)學生自主參與性。 通過指教室中的地板教學生詞，使外語與客觀事物直接聯(lián)系，激發(fā)學生興趣。 用形體動作表現(xiàn)out of the door，學生較易接受。 由四種不同動物聯(lián)想到四個動作，訓練了學生的思維能力。 運用頭飾表演兒歌，富有童趣。 比一比，賽一賽，促進學生熟練掌握兒歌。 Teaching essay 附送： 2019-2020年二年級英語下冊 2B Unit4 In the park（1-3）教案 滬教牛津版 一、教材地位 (UNIT POSITION) 1、本單元教材的內容是圍繞“在公園里”這個主題展開的，學生通過對一些行為動詞、情態(tài)動詞can引導的句型以及祈使句的否定形式的學習，學會對人物的能力進行初步的描述、學會勸說某人不要干什么的表達方式。 2、學生在二年級第二學期Unit 3學習了Close the window, please. Open the window, please. Clean your room, please.等祈使句的基礎上，本單元又增加了Don’t walk on the grass. Don’t ride a bicycle here. Don’t climb the tree.用來表示不要干什么的祈使句的否定形式。 3、詞匯方面，二年級第一學期學習了動詞play, draw, write，在此基礎上，本單元又增設了walk, skip, swing, climb, fly, ride這些表示行為的動詞。 4、句型方面，主要是學習以情態(tài)動詞can 主導的陳述句I can … Spotty can …、來表示某人會做的動作，以及相對應的特殊疑問句What can you do? What can Spotty do? 來進行問答。 二、學習目標（LEARNING OBJECTIVES） 1、學生能夠理解本單元中祈使句的含義，并且能夠根據這些祈使句做出相應的反應。 2、學生在原有的基礎上，能夠運用所學的語言知識對人物能夠做的動作進行描述。 3、學生通過兒歌的學習，能夠體會到人與動物的友好關系。 三、教學資源（TEACHING RESOURCES） 1、現(xiàn)代技術支撐（I.P. support） 錄音機 電腦 實物投影機 2、視聽材料輔助（Audio-visual aids） 圖片 實物 3、學習材料（Materials） 學生用書 配套練習冊 教學參考書 四、課時劃分（PERIOD DIVISION） 本單元建議分六課時完成。 PERIOD TITLE CONTENTS 1st period Let’s learn Let’s talk skip, swing, fly What can you do? I can … 2nd period Let’s learn Let’s talk walk, climb, ride What can … do? … can … 3rd period Let’s act Don’t walk on the grass. Don’t ride a bicycle here. Don’t climb the tree. 4th period Let’s play Spotty can … tree umbrella 5th period Let’s enjoy Rhyme 6th period Revision 2B Unit 4 In the park 【教學設計（TEACHING DESIGN）】 第一課時 (1st PERIOD) 一、主要新授內容(new contents) Let’s learn—skip, swing, fly Let’s talk—What can you do? I can … 二、學習目標(Objectives) 1、 學生能夠用英語表示動作skip, swing, fly。 2、 學生能夠掌握情態(tài)動詞can 所引導的句型，并能表達自己會做的事情。 3、 根據學生的語言水平，教師能夠適量的拓寬學生的語言信息，補充與教學內容相關的一些知識，如skip, skip a rope, swing, swing on the swing等，使學生對動詞的學習能更進一步。 三、教學建議 1、任務前期準備階段（Pre-task preparation section） 教師通過創(chuàng)設自然的情景，呈現(xiàn)給學生在平時生活中熟悉的場面和相關的物品，引導學生對新授的語言知識有初步的感知，為學生最終能夠運用句型進行描述奠定基礎。 Activity 1 （Looking and saying） 1、教學輔助(Aids) 1)電腦（2B-U4-1） 2）屏幕 2、活動過程 (Process) Steps Contents Methods Purpose 1 The video of the school sports meeting 教師在屏幕上呈現(xiàn)給學生熱鬧的學校運動會的場景This is the sports meeting of our school. What can you see? 學生可以運用句型：I can see …回答。 創(chuàng)設情景，使學生在熟悉的場景中感知將要學習的語言知識，并且復習鞏固已學的語言知識。 2 I like to --- 　　教師提問：What do you like to do? 學生可以用句型I like to …進行簡單回答。隨后在班級中進行調查, 學生之間互相說出喜歡干什么，教師在自然的情景中引出所要學習的新的語言知識。 通過真實情景中的調查，以吸引學生學習的注意力，并且使學生能自然感知新授知識，并對動作有初步的印象。 Activity 2 （Introduction） 1、教學輔助(Aids) 實物 2、活動過程 (Process) Steps Contents Methods Purpose 1 Introduction I can … 教師將繩子、模型秋千、風箏呈現(xiàn)給學生，并運用這些物品做出不同的動作，用I can …句型進行簡單的描述。 教師讓學生了解老師能干什么，并用句型I can …進行描述,既能調動拉進師生之間的距離，又在情景中讓學生反復地感知新授的語言。 2 Introduction What can you do? I can … 教師邀請學生來效仿教師剛才的動作，同時不斷提問：What can you do?并引導學生嘗試用I can---的句型進行回答。 教師讓學生邊做動作邊回答老師的問題，是為了讓學生在實際的情景中體驗語言、感受語言、理解語言，為后面的操練和活用語言打下埋伏。 2、任務中期實施階段（While-task procedure section） 學生通過跟讀、音調變化、競猜、快速問答等形式的仿說活動來操練句型，做到語音語調基本正確，并能理解其含義。 Activity 1 （Repetition） 1、教學輔助(Aids) 1） 錄音機 2） 圖片 2．活動過程（Process） Steps Contents Methods Purpose 1 skip, swing, fly 全體學生跟著錄音機朗讀。 培養(yǎng)學生良好的模仿習慣。 2 skip, swing, fly 教師出示圖片，學生以one by one, pair by pair的形式進行朗讀。 糾正個別學生的語音語調。 3 skip, swing, fly 教師用響亮的聲音讀單詞，學生則用微弱的聲音朗讀，反之教師用微弱的聲音朗讀，學生則用響亮的聲音進行對比。 為機械的模仿單詞增添樂趣，使學生能樂于反復地讀單詞。 Activity 2 （Quick response） Which is missing? 1、教學輔助(Aids) 圖片 2、活動過程 (Process) Steps Contents Methods Purpose 1 skip, swing, fly, run, swim 教師出示圖片，讓學生認讀單詞。 學生能夠熟練朗讀單詞，熟知新授的單詞的含義，為接下來的快速反應作準備。 2 skip, swing, fly, run, swim 教師從圖片中抽掉其中的一張，只呈現(xiàn)其余的四張，讓學生快速反應少掉的是哪一張圖片，說出這個英語單詞。 通過快速反應的形式，增加學生朗讀單詞的趣味性，激發(fā)學生的學習熱情。 3 skip, swing, fly, run, swim 由學生代替教師，抽取圖片，并以小組競賽的形式，進行比賽。 在學生熟悉游戲規(guī)則的基礎上，由學生代替教師，并通過小組競猜的形式展開，可以更大地發(fā)揮學生的主觀能動性。 Activity 3 （Guessing game ) Who is the leader? 活動過程 (Process) Steps Contents Methods Purpose 1 I can … 教師從全體學生中選三個學生，一個做尋找者，一個做鏡子，另一個做領導者。由“領導者”指示鏡子做出動作并說出句子I can …全體學生跟著“鏡子”邊說邊坐。 教師通過“誰是領導者？”的游戲，讓學生將句型I can---與各種行為動作結合起來進行操練，既加深學生對新授語言的理解和掌握，又使機械性的操練形式富有童趣，以培養(yǎng)學生學習英語的興趣。 2 What can you do? I can … “鏡子”根據“領導者”的指示，不斷更換動作和口令，其他學生也隨之改變動作及口令。而作為尋找者的學生要通過觀察，來判斷全班學生中誰是“領導者”。期間，教師引導全班學生問“鏡子”：What can you do?并由“鏡子”回答“I can ---”，然后全班學生跟著“鏡子”說“I can …”。 　　教師創(chuàng)設的有意義的情景，讓學生在情景中初步運用新授語言，同時向學生提供的互相合作交流的平臺，讓學生將所學語言運用于合作交流的活動中，使新授語言的操練富有意義。 Activity 4 （Game ） 1、教學輔助(Aids) 1)電腦（2B-U4-2） 2）屏幕 2、活動過程 (Process) Steps Contents Methods Purpose 1 skip, fly, swing, sing, draw, write, swim 教師在屏幕上顯示Ben 的圖片和他的一周安排表格，讓學生猜一猜他每天都會做哪些事情，學生可以用skip、fly a kite等簡單的語言來應答。 出示學生熟悉的人物，激發(fā)學生的學習興趣及好奇心，為下階段的活動奠定基礎。 2 What can you do? I can … You can --- 學生通過小組內互相問答的形式，將自己每天做的事情來告訴自己的同學。然后來進行一個小組間的猜謎。由全班學生問：What can you do? 某個學生回答I can … （用動作來表示），讓其余同學用You can ---的句型來猜一猜。 通過小組內問答和搶答競猜的活動方式， 以增加學生的開口頻率，并將句子在情景中進行合理地整合，以培養(yǎng)學生良好的交際能力。 Activity 5 （Finding friends） 活動過程 (Process) Steps Contents Methods Purpose 1 I can skip (swing, fly a kite, draw, swim …) 教師請每位學生想好自己會做什么事情，并低聲地用句型I can …說一下。 教師讓學生將所學知識與實際生活相聯(lián)系。 2 What can you do? I can skip (swing, fly a kite, draw, swim …) 學生自由活動，尋找與自己會做相同事情的同學，成為好朋友。學生運用句型What can you do？ I can …進行問答，當聽到對方用I can …，too.來表示會做相同動作時，即找到好朋友，可以說 We are friends. 教師為學生提供互相交流的機會，使所學知識能運用于實際交流之中，使語言操練有意義。 Activity 6 (Reading prehension) 活動過程 (Process) Steps Contents Methods Purpose 1 Reading prehension 教師在黑板上出示一篇關于描寫一個男孩的文章，文章中包含句型I am … I can …，請學生先自己輕聲朗讀，然后全班朗讀。 教師通過語段的形式，進一步使學生掌握所學的單詞與句型，并促使學生從單詞、句子逐步向語段過渡。 2 Oral practice 教師呈現(xiàn)上述語段中的基本句型，請學生參照教師所提示的基本句型進行說話訓練，訓練的形式可由小組討論再到個別交流。 讓學生在語段朗讀的基礎上，對語言的運用能力有所提升，同時提供給學生基本的句型，讓學生進行說話訓練，以降低學生語言表述的難度。 3 Listening prehension 全班學生可針對個別學生自我介紹的內容進行提問，并由自我介紹的那位學生進行回答。 培養(yǎng)學生良好的聽說習慣，以進一步提升學生的語用能力。 Activity 7 ( Matching Game ) 1、教學輔助(Aids) 小圖片 2、活動過程 (Process) Steps Contents Methods Purpose 1 Words 教師將畫有swim, swing, skip, fly, sing, draw, write, 以及pool, swing, rope, kite, microphone, paper, crayon的小圖片發(fā)給學生，讓學生看圖片認讀單詞。 教師進一步幫助學生建立音形義之間的聯(lián)系，鞏固新舊單詞，為后面的配對游戲活動作準備。 2 I can … 學生尋找互相匹配的圖片，來進行語言表述。如持有skip圖片的學生找到持有rope圖片的學生，則配對成功。 教師為學生互相合作學習提供機會。 3 What can you do? We can … 配對成功的學生回答全班學生的問題。全班同學提問: What can you do?配對的二位學生回答：We can---此時適時補充句型 We can --- 教師讓學生通過合作學習完成任務，并在真實的情景中適當?shù)貫閷W生拓展相關的語言知識。 3、任務后期完成階段（Post-task activity section） 教師通過創(chuàng)設情景布置任務，為學生提供運用知識的機會，使學生在合作互動中學以致用。 Activity 1?。℅ame） A little adventure 1、教學輔助(Aids) 1)電腦（2B-U4-3） 2）屏幕 2、活動過程 (Process) Steps Contents Methods Purpose 1 Introduction 教師在屏幕上呈現(xiàn)一張尋寶地圖給學生，并告訴他們：We will have a little adventure today. We will meet some difficulties. Look, here are some tools . You can use them. Now let’s hunt our treasure. 教師創(chuàng)設情景，呈現(xiàn)任務給學生，將語言與真實任務相結合，激發(fā)學生的思維，培養(yǎng)學生解決問題、完成任務、活用語言的能力。同時塑造學生團隊合作的精神?！　? 2 I can … 在屏幕上顯示不同的場景，如越過兩座山之間的深谷，放飛消息給同伴，游過小河等，學生可選擇不同的道具，搶答并運用句型I can …進行描述，最后越過重重難關，尋到寶藏。 3 What can you do? Ｉcan … 學生通過小組討論的形式，對尋寶過程進行復述。 Activity 2 ( Survey ) 1、教學輔助(Aids) 表格 2、活動過程 (Process) Steps Contents Methods Purpose 1 I can … 教師將調查表發(fā)給學生，學生先將自己會做的事情進行表達，并填寫表格。 教師幫助學生將所學的語言知識與實際生活緊密聯(lián)系，并進行語言表述。 2 What can you do? I can … 　　學生通過調查的形式，將自己的信息與他人交流，了解班級中其他學生會做的事情，教師可提示給學生句型What can you do? I can …進行問答。 學生能夠在實際生活中，用所學的句型進行交際，增進學生之間的了解，實現(xiàn)英語的語用功能。 2B Unit 4 In the park 【教學設計（TEACHING DESIGN）】 第二課時 (2nd PERIOD) 一、主要新授內容(new contents) Let’s learn—walk, climb, ride Let’s talk—What can … do? … can … 二、學習目標