Module 3 Unit 1 Will you take your kite?
一、建议思考的问题：
1、如何在教学过程中进行任务型教学？ 2、如何培养学生自主学习的能力？
3、如何让学生准确地运用一般将来时的一般疑问句型及问答？ 二、教学背景： 1、教材分析：
教学重点：1.在准确理解课文的基础上朗读课文。 2.准确地运用一般将来时的一般疑问句并能回答。 教学难点：1.听懂会说单词 picnic
2.能用：Will you…….？ Yes, I will. / No, I won’t. 进行问答。 本课教学内容是本模块的第一单元，学生第一次接触一般将来时的一般疑问句及回答。在接下来的模块中，将对此知识点进行巩固与复习。 2、学情分析：
本课教学内容适合四年级学生学习，四年级学生对英语有了一定的积累，在此之前他们已学过一般将来时的一种形式：be going to, 他们对一般将来时已有初步了解。另外，四年级的学生爱说，爱动，善于表达。因此，我在教学过程中非常注重对学生自主能力的培养，设计新颖的活动方式，充分激发学生的学习兴趣。 3、本课设计理念
根据《英语新课程标准》所倡导的任务型教学方式、在教学中始终注意培养学生自主学习的能力，激发学生学习英语的兴趣和愿望。充分
利用教辅材料，让学生看VCD，并尽可能的多看几遍，使学生通过看、听，逐步了解课文大意。 三、教学过程 I. Warming-up Greetings.
T: Let’s sing and act a song < London Bridge is falling down >. 歌曲视频:
http://v.ku6.com/show/FTEP5eQ7rOJ28-xH.html
Look, here are some presents (pencils, sweets…), who acts well who will get the presents.
Ss: Sing and do the actions.
T: Will you get the pencil/sweet…? S1: Yes./ S2: No./… T : Yes, you will. You will eat sweet after class, OK?
(通过表演学过的歌曲，激发学生学习热情。同时，向同学渗透本课重点：一般将来时疑问的句型：Will you …….及You will …… .句型。为新授知识做铺垫。) II. Presentation:
Present a task: Tomorrow, I will visit my friend. Who can guess what I will take for them?
T: This is my friend Kitty. She likes fruit. Her mother likes clothes. Her father likes sports. (课件出示图示)
(给出每个人喜欢的东西，给学生一个猜的范围)
S1: You take an apple. / S2: You can take a football. / …
T: No, tomorrow is not today. If you want to ask something about future, you must use another tense. OK, now let’s begin to learn Module 3 Unit 1 to find the tense.
(在教学活动开始，先向同学们布置一个任务，并对 “tomorrow”一词有所强调，让学生体会到是还没发生的事情。目的在于导入新课，让学生带着问题进入学习状态，明确他们的 目的，从而激发学生自主学习。)
1、Look at the VCD。
(使同学们对课文有一个整体认识。) 2、Look at the VCD once more.
T: What are they going to do on Saturday? (About Picture 1.) Ss: They are going to have a picnic.
(句型：be going to do ……学生已学过。从而引出新单词：picnic ) T: Read after me“picnic” Ss: Read two by two.
T: What are they doing? (Show some pictures. 出示课件) Ss: They are having a picnic. [百度图片] 野餐
http://image.baidu.com/i?ct=5033180&z=&tn=baiduimagedetail&word=%D2%B0%B2%CD&in=11441&cl=2&lm=-1&st=-1&pn=1&rn=1&di=81859227870&ln=2000&fr=&fm=result&fmq=1331882932757_R&ic=0&s=0&se=1&sme=0&tab=&width=&height=&face=0&is=&istype=2#pn1&-1&di81859227870&objURLhttp%3A%2F%2Fimages.xiaoflash.com%2Fpicture%2F201012%2F39628.jpg&fromURLhttp%3A%2F%2Fwww.xiaoflash.com%2Fgames%2Fchildren%2F39628.html&W300&H200&T7221&S28&TPjpg
3、T: OK, now let’s think about this question: What does Sam asks Amy? Go on looking at the VCD about the Picture 2 and 3.
S1: Sam asks Amy: Will you take a kite tomorrow? / S2: Sam asks: Will you take your ball tomorrow?
(让同学们带着问题来看第二，三幅图片,目的在于让学生有目的的来学习，并由学生来找出本节课的新句型：Will you take……?) T: Very good. Sam asks Amy: Will you take … …? OK, read after me. Ss: Will you take ……
T: Guess, if we are going to have a picnic, what will I take? S1: Will you take water? T: Yes, I will. S2: Will you take rice? T: No, I won’t. S3: Will you take a book? T: Yes, I will. S4: Will you take a kite? T: No, I won’t. ……
T: Who can find how to answer the question: Will you ……? If you guess right, I say… Ss: Yes, I will.
T: Great, you are very clever. Now, answer my questions: Will you go to school on Monday/ Tuesday…Friday? Ss: Yes, I will.
T: Listen carefully. Will you go to school on Saturday/Sunday? Ss: No, I
won’t. T: Excellent. Read after me: won’t Ss: Read one by one. T: we also can say “won’t…? Ss: will not. T: Great. “won’t = will not ”they are the same. (创设了新句型操练环节,操练新句型的同时，我还就此句型进行了回答，目的在于先给学生一个新知识输入的过程，让学生自己找到答案)
4、T: If we will have a picnic, I will take a kite. I will take a ball. I will take bread. I will take an apple. I won’t take rice and noodles. Look, here’s a piece of paper, now, let’s try to find: how many students will take the same things with me. OK? Ss: OK. We will have a picnic. Will you take …… ? Yes, I will. No, I won’t. : S1: Will you take a kite/ a ball……? S2/3…: Yes, I will. / No, I won’t. (学生对调查内容十分感兴趣，因此能运用所学新句型向自己的朋友进行调查，进一步加强了学生运用语言的能力。也充分调动了学生参与的积极性。)
T: Who can show us your paper? S1: I can.
T: OK, come here.
S1: A will take a kite. He won’t take an apple. B will take a basketball and a kite. C won’t take rice. ……
S2: A will take a kite and bread. B will not take bread. ……S3: …… 5、T: I find so many students will take a kite and a ball but won’t take rice and noodles. OK, now let’s go on to see the VCD. And try to find: What will Amy take for picnic?
(对新句型进行操练后，自然回到课文中去) S1: She will take a kite. S2: She will take a ball. T: Yes, but why do mother and father laugh?
S1: Because tomorrow is Friday, not Saturday. They are going to have picnic on Saturday.
S2: Sam makes a mistake, so mother and father are laughing. …… T: Oh, because tomorrow is Friday, not Saturday, Sam makes a mistake. 6、T: OK, now open your books，listen and read the text. Ss: Read together.
T: Now, this team you are Amy, this team you are Sam, this team you are father and mother. Ss: Read in different roles.
（采用齐读，及分角色朗读等多种方式，可以提高学生模仿及朗读积极性）
7、T: OK, now sit straight. If you want to ask someone will take what to
different places, you must ask them? Ss: Will you……? T: Good.
(进一步理解：Will you ……? 句型应在什么样的语言环境中使用，贴近生活，联系实际。)
T: Now, do you know how to ask something about future? (课件出示课前布置的任务)
S1: Will you take some bananas? T: Yes, I will. S2: Will you take an apple? T: No, I won’t. S3: Will you take a football? T: Yes, I will. S4: Will you take a shirt? T: No, I won’t.
T: Look, I will take some bananas, a football, and a dress.
(课前课后首位呼应，通过学习让学生顺利完成课前布置的任务，并进一步加深巩固对新句型的操练，同时也激发了他们的积极性。) 8、T: Next week, it’s Labor Day. We will have a holiday. Yes or no? Ss: Yes.
T: So I make a plan for my holidays, look：On holidays, I will go to HaiNan. I will take some bread, some apples. I will take my camera, and swimsuit. I will take a pair of sunglasses. I will go to swim, and dive. I will buy some presents. I will drink coconut milk. (椰子汁）
T: Where will you visit on holidays? You can make a plan like me. If you can’t write the words, you can look up in the dictionary. Ss: Write the plans. T: Who can read your plan?
S1: On holidays, I will go to America. I will take money. I will take clothes. I will take some food. I will take …… S2: On holidays, I will go to the moon. I will take a spaceship. I will take bread. I will take milk. I will take……
S3: On holidays, I will go to Shanghai. I will take my homework. T: You’re a good student. Go on.
S3: I will take clothes. I will take some apples. I will take……
(鼓励学生自己动手查找单词，目的在于扩展学生的单词量,及学生书写能力的培养，我没给学生范围，因此学生可以发散自己的思维。同学们也很自然地从一般将来时的疑问句型过渡到陈述句型：I will …….这是对本课知识点的一个扩展，目的不是要求学生完成掌握，但应有一个初步的运用和了解。) 9、Homework:
T: You can choose one topic you like:
1、Help your mother to make a shopping list. (帮助你的妈妈拟订一个购物单。)
Ask: Will you buy……?
2、Find out who will go to the same place with you on Labor Day? (找出五. 一假期会和你去同一个旅游胜地的同学。) Ask: Will you go to……? 四、教学反思
本节课我顺利的完成教学任务，同学们对重点句型都已充分掌
握并运用。在设计这节课的时候我充分发挥每一个孩子的学习自觉性和主动性，让每一个孩子的能力得到发展和锻炼，并且注重了学生自主学习能力的培养。让每个学生在我的指导下，通过感知、体验、实践、参与和合作等方式，来学习新知的同时，感受成功。本节课，课前我对新知识的铺垫，达到了很好的效果，不但充分激发了学生的学习热情，更充分体现了《英语课程标准》所倡导的尊重每个学生，从学生的角度出发。整堂课以任务型教学为主线，教学环节过渡自然，环环相扣，使学生们在掌握新句型：Will you……? 及回答后，很自然地掌握了一般将来时I will……。最后，让学生自己写自己五一计划的环节，是在新知识的基本上有所提高，但大多数学生已能初步掌握。在个别环节的设计上还存在不足。让学生第一遍看VCD，感知全篇课文时，我的设想是让学生进行全面的感知，但进行后，我觉得此环节可以设计成让学生只听，不看。这样以来，学生不但对课文有了整体的感知，同时，也对学生的听力进行了训练。因此，我应该通过这一个活动来完成多项任务，这样实效性才更强，活动才更有意义。
