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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date牛津英语2A-Module-3-Unit-7-In-the-playground教案牛津英语2A-Module-3-Unit-7-In-the-playground教案牛津英语2A Module 3 Unit 7 In the playground教案一、 教学目标：1 知识目标：（1） 在Fun in the playground的语境中，熟练掌握核心词汇swing
2、, slide, seesaw的音、形、义。（2） 在Fun in the playground的语境中，理解snake, high, low等拓展词汇。（3） 能用slide on the slide, swing on the swing, play on the seesaw等描述在游乐场玩的活动（4） 在Fun in the playground的语境中，综合运用句型I can see Its It looks like I can 2. 能力目标：全面掌握核心词汇，在语境中理解拓展词汇，能描述想像的事物、各种游乐设施以及可以在游乐场玩的各种各样的活动。3情感目标：通过Fun in t
3、he playground的学习，寓学于乐，培养学生的想象力和思维能力，体验游乐园里各项活动给我们带来的乐趣，抒发愉悦情感，感受快乐生活。二、本课时文本：Its Sunday today. Alice, Kitty, Danny and Eddie are in the park. There is a playground in the park.Alice: Wow, I can see a slide. Its blue. It looks like a snake. I can slide on the slide. Down and down, down and down. Woo,
4、 Its fun.Kitty: Look, I can see a swing. Its green. It looks like a horse. I can swing on the swing. High, and low, high and low. Wee, Its fun!Tom: Danny, I can see a seesaw. Its yellow. It looks like a duck. We can play on the seesaw. Up and down, up and down. Wow, Its fun!We love the playground.三、
5、教学设计Step 1. Pre-task1. Warm up: Enjoy some pictures about the playground.2. Revision: Ask and answer: What can you see? What color is it?（设计意图：通过各种有趣的有关操场的图片，创设情境回忆已学主题，通过对话复习旧知，为下一步的学习做好铺垫，导入本课的语境）Step 2. While-task1. Fun in the playground(1) Listen to the text.(2) Ask and answer.(设计意图：创设情景呈现文本，让学生
6、整体感知本课时的教学内容)2. Fun with the slide.(1) Listen the 1st paragraph.(2) Ask and answer: Which slide does Alice play?(3) Play a shadow game to practice: It looks like (4) Read and answer(5) Read and act（设计意图：运用TPR教学法引导学生有节奏地边做动作边说句子。利用游戏体验提高学生学习兴趣，使学生在玩中学，学中玩。）3. Fun with the swing(1) Listen to the 2nd p
7、eriod.(2) Ask and answer(3) Read and act(4) Choose and talk（设计意图：联系、整合新旧知识。结合文本提供的结构让学生通过聆听、观察、想象，进行操练和语用的输出，在思考运用中学习构建自己的语言。）4. Fun with the seesaw.(1) Listen to the 3re paragraph.(2) Read and repeat(3) Read and play.(设计意图：创设玩seesaw的情境，通过板书以及上下文联系引导学生构建本段文本，加深对语言的理解和运用，突出学生自主学习。)Step 3. Post-task1. Review the text(1) Read the whole text(2) Choose and say（设计意图：回归文本内容，培养学生朗读、复述的能力，体现语言的整体输出）2, Design the playground(1) Introduce how to design the playground(2) Talk about the playground（设计意图：联系生活，运用新旧知识拓燕尾服延伸图、应用，进行语言的整体输出）-