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小学英语外研版 (一年级起点)二年级下册Unit 2 What's he doing?教学设计
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这是一份小学英语外研版 (一年级起点)二年级下册Unit 2 What's he doing?教学设计，共20页。教案主要包含了激发兴趣，渐渐深入，理想与现实的差距等内容，欢迎下载使用。
Textbook
外研社新标准一年级起点 二年级下册
Topic
Module 4 Unit 2 What’s he doing?
B. Module descriptions
《新标准英语》一年级起点第三册由10个学习模块(20个单元)和1个复习模块组成。每个模块分两个单元，第一单元多是以对话的形式呈现本模块所要学习的语言结构；第二单元则多是提供了若干任务型(task-based)的练习和活动，让学生练习运用。
Module 4 Unit2这一单元是针对Unit 1的句型What are you doing? 拓展了第三人称的问法，重点句型是What’s he/she doing?及其回答（He’s/She’s doing...句型是Module 2 Unit 1重点句型），而What are they doing?及其回答则是第一次出现，仅要求孩子能理解意思。
C. Students description & Previous knowledge
该年龄段的孩子活泼好动，求知欲望和模仿能力都比较强，对新鲜事物开始思考、追求、探索，学习的兴趣更为广泛，同时也比较喜欢展示自己。但他们也存在着稳定性较差，注意力不易长时间集中等特点。
该年级的学生经过一年级的学习，具备了初步的英语基础，掌握了一定的词汇和句型，在教师和图片，视频的帮助下，能进行简单的描述和对话。通过前几个模块的学习，基本能根据图片人物性别正确使用第三人称he和she；大部分能熟练掌握用He’s/She’s doing...句型去描述，但动词加ing的用法仍有不熟练的。
D. Teaching objectives
l Language knowledge & skills
1. 能听说读动作类单词eating, dancing, singing, drinking, running, reading, drawing等，复习上学期学过的运动单词play basketball, play ping pong, fly kites等，以及动物类单词bear, tiger, rabbit，拓展了fox, swan, turtle。
2. 能熟练运用句型：What’s he/she doing? He’s/She’s doing...
3. 能初步运用句型：What are they doing? They are doing...
4. 能根据所给提示，仿照例子，生成新的语言输出： Hello! This is a ... He’s/She’s doing...
l Emotions and attitudes
1. 有兴趣听英语、说英语、唱儿歌、做游戏等。
2. 乐于模仿，敢于开口，积极参与，在团队合作中能主动请教、互帮互助。
3. 能对各学科产生兴趣，均衡发展。
l Learning strategies
1. 基本策略：在任务中能积极参与，主动思考和探究；能与他人合作交流，共同完成学习任务，提升语言交际的能力和解决问题的能力。并在跨学科技能的学习中，让思维能力、想象力和创造力得到发展。
2. 认知策略：在课堂学习中集中注意力，举一反三，能意识到自己或同学口语上的错误并进行适当纠正。
3. 交际策略：在活动中互相探讨，相互交流，相互合作，相互帮助，形成合作学习，引导学生积极思考。
l Cultural awareness
1. 了解各学科的特点及重要性，培养学生综合学科能力，均衡发展。
2. 知道基本的演讲展示及观众礼仪，会说Thank you.以及给予掌声。
E. Teaching keys
1. 复习本单元动作类的单词；综合运用已学过的运动及动物单词。
2. 能够根据所给任务和场景，灵活运用学过的句型进行练习和交际，特别是对话句型What’s he/she doing? He’s/She’s doing...和拓展句型What are they doing? They are doing...
3. 能根据所给提示，仿照例子，生成简短的动物介绍。
F. Teaching difficulties
1. 能正确读出并使用动词现在分词，即带ing的单词。
2. 能够根据所给任务和场景，灵活运用学过的句型进行练习和交际。
G. Blackboard arrangement
Module 4 Unit 2
What’s he doing?
He’s eating.
Screen
H. Materials & media
1. PPT（含音效，Ms. Frizzle 配音），2个视频（音乐课的歌曲及阅读课的故事视频）及各类音频。
2. 四线格及卡通贴纸用语板书。
3. 12张卡纸（对折成小册子）及动物和动作贴纸。
4. 《神奇校车》绘本微课及动画片，用于课前熟悉人物。
I. Procedure
Stage 1 Lead in （3 minutes）
Steps
Activities
Sample language
Purpose
1
T-SS
Greeting.
² Present our topic “Module 4 Unit2 What’s he doing?” on the screen.
T: Good morning, everyone!
T: How are you?
T: I’m happy, thank you.
老师通过和学生们轻松地打招呼，引领学生自然而然地进入英语氛围，舒缓学生的紧张情绪。
2
Introduce Ms. Frizzle.
² Play an audio of Ms. Frizzle introducing herself and asking students if they like her magic school bus.
T: Today we have a new teacher，Ms. Frizzle. She has a big magic school bus. It can take us to anywhere we want. Let’s welcome.
学生观看过《神奇校车》的动画片及绘本微课，对人物及校车熟悉，简单呈现出Ms. Frizzle，更像介绍一个旧朋友，贴近实际情景。
3
T-SS
Assign tasks.
We need to finish three lessons before we have a field trip with Ms. Frizzle.
² Play an audio of Ms. Frizzle introducing today’s schedule and asking students to finish three lessons. Then present a picture of students lining up in front of the magic school bus and play the sound of bus horns.
T: Do you want to go with Ms. Frizzle?
T: Look! The bus is waiting. Who can get on the bus first? Boys or girls?
全程配备Ms. Frizzle的录音，不需要老师假装其他人，情景不虚假。此处设置任务，孩子能需要完成3节课（音乐课，科学课，阅读课）的学习，才能开展神奇校车之旅，可激起学生的兴趣。
4
Get ready for next class.
² Remind students to rest on the table.
T: Get ready for our first class.
T: Have a rest.
模拟日常每节课的课前准备，增加真实感。
Stage 2 Music Class (10 minutes)
Steps
Activities
Sample language
Purpose
1
T-SS
Music class begins.
² Monitor gives instruction “ One two three” while the rest respond “ABC” and then they all sit well.
² Play an audio of Ms. Frizzle welcoming students to the music class.
T: Do you like music?
T: Today I will be Ms. Frizzle’s helper.
T: What are we going to do?
模拟日常每节课的课堂礼仪，增加真实感。
播放Ms. Frizzle的语音，让孩子进入音乐课的情境中，老师作为辅助提出今天的音乐课要做什么的疑问。
2
T-SS
S-SS
Look and imitate.
1) Learn the actions: Students read the word and act it out at the same time.
² Play an audio of Ms. Frizzle asking them to learn the actions.
² Present pictures with words
2) Little teacher.
a. Demo.
b. Pair practices: Students work in pairs. One read and act (he/she can think of different actions), the other one imitates.
² Present a list of words for them to choose and practice.
² Teacher walks around and check their process.
c. Little teacher: Invite students to come to the front and teach others.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
T: Can you?
T: Stand up! Ready? Go!
T: Wow! Adorable!
T: I want to be a little teacher. Let me teach you. Follow me. Running!
T: Now be a teacher to teach your partners. Okay?
T: Now start!
T: Who can try?
T: Good, good, very good!
T: All of you did a good job! Sit down please.
活动一让孩子集体站起来朗读动作类单词并且看着图片模仿动作。从视觉上、肢体上让孩子复习单词，调动孩子的积极性，并且有助他们记住单词的意思。
活动二利用低年级孩子喜欢展示自我的心里，激发学生争当小老师，创设机会让他们开口说。为降低紧张度及难度，同时让害羞的孩子也有机会练习，选择让他们先在同伴间进行练习。打破传统的老师一人教的模式，又锻炼了学生自主学习的能力。
2
T-SS
Listen and guess.
Students listen and guess what the character is doing.
² Play an audio of Ms. Frizzle assigning the task.
² Play the sound and invite students to guess.
² Involve more students to answer.
T: Now what are we going to do? Listen carefully.
(Meanwhile pointing one ear.)
T: Listen!
T: Is she/he right?
T: What’s your answer?
通过各种动作的声音让孩子猜，运用句型去描述，从听觉上刺激，增加趣味性及教学方式的多样性。
邀请数个孩子去回答同一个问题，让更多孩子有发声的机会。
3
Sing and dance.
² Play an audio of Ms. Frizzle inviting students to show their singing and dancing.
T: Who can sing? Can you dance?
T: Let’s see who can sing and dance better.
T: Stand up, everyone.
选择了一首节奏感强又容易学的歌曲，调动了学生的听觉、视觉，唱跳同时学习气氛显得轻松活泼。
4
Check who can get on the bus
² Play an audio of Ms. Frizzle praising their performance.
² Remind students to rest on the table.
T: I think you all did a good job. Let’s see if Ms. Frizzle is happy with you.
T: Congratulations! In music class, all of you can get on the bus.
T：Are you happy?
T: Have a rest.
根据孩子实际情况，把评价抛给Ms. Frizzle，效果更真实。
Stage 3 Science Class (10 minutes)
Steps
Activities
Sample language
Purpose
1
T-SS
Science class begins.
² Monitor gives instruction “ One two three” while the rest respond “ABC” and then they all sit well.
² Play an audio of Ms. Frizzle welcoming students to the science class.
T: What are we going to do?
T: How can we light the bulbs?
(Meanwhile pointing the bulbs.)
引导学生认识灯泡，帮助他们理解接下来的活动。
2
T-SS
Assign tasks: light the bulbs.
Guide students to think of solutions lighting bulbs up.
² Play an audio of Ms. Frizzle leaving the problems “how to light the bulbs”.
T: What do we need?
(Meanwhile pointing the battery on the blackboard.)
T： Look! I have the batteries. But you need to have a competition to get it. Let’s see how it works.
像真正的科学课一下让孩子了解基础的关于电的知识。因孩子词汇量的缺乏，使用了图片引导孩子思考。同时这作为游戏的背景导入，增加了游戏的意义。
3
S-SS
Game: Get the battery
Representatives stand in front and ask the rest “What’s he/she doing?” When they hear “Go!” they need to rush and put his/her hand on the handprint.
² Each time invite two girls and two boys.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
T: Two girls and two boys stand here asking questions. And the rest of you need to answer and give order “go”, then they start to catch the battery. Okay?
T: Who can try?
针对孩子爱参与游戏的心理，设置游戏让孩子在玩中运用句型，不再是传统的一问一答，而是更有意义的问答，让句型复习不再枯燥。
4
Check who can get on the bus
² Play an audio of Ms. Frizzle praising their performance.
² Remind students to rest on the table.
T: Look！Who are the winners?
T: Congratulations, girls!
T: Never mind, boys. Work harder in next class.
如果一方赢，而另一方士气低下，需要鼓励。激励孩子继续再下一节课努力。
Stage 3 Reading Class (15 minutes)
Steps
Activities
Sample language
Purpose
1
T-SS
Reading class begins.
² Monitor gives instruction “ One two three” while the rest respond “ABC” and then they all sit well.
² Play an audio of Ms. Frizzle welcoming students to the reading class.
² Play an audio of Ms. Frizzle going to show them a video about animals.
T: Do you like reading books?
T: What are we going to read?
T: We are going to a zoo. I like elephants. What do you like?
帮助孩子快速进入“阅读课”状态。
设置悬念，“我们接下来要阅读什么内容？”
2
T-SS
Listen and match.
1) Listen and match
² Play a video about Mary asking animals “What are you doing?” and animals answer “I’m doing…”
² Invite one student to finish the exercise using pad
2) Check the answers by
a. Asking individuals to answer questions: What’s the ... doing?
b. Checking answers on their own worksheet.
T: Let’s see what animals we can see. Take out your worksheets. Listen and match animals and the things they are doing.
T: Ready?
T: What’s the bear doing?
T: Yes or no?
T：Is he eating?
T: Any other answers?
该练习的设置主要考察孩子能否正确转换I’m doing…和He’s/She’s doing…。内容是小女孩去动物园询问她见到的动物正在做什么，每个动物回答后，均会有单词跟读的环节，能帮助孩子更好的掌握动词发音。
此处为了训练孩子运用句型而选择一问一答的检查方式。呈现了一位学生用平板答的题，最后呈现所有答案让孩子自行检查自己的答案是否正确，提高孩子的自主学习能力。
3
S-SS
Introduce and act.
Students choose one animals to introduce and act what he/she is doing using:
Hello! This is a _____. He’s ________.
1) Demo
Teacher shows a demo to students.
2) Individual sharing
Invite students to come in the front sharing and acting.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
T: Look there are six animals. I like the bear. I want to introduce it to you. Look This is a bear. He’s eating. (Meanwhile act like eating.)
T: Who can try?
T: Good, good, very good.
T: What animals do you like? Do you like the swan?
T: Come and tell us about your favourite animals.
低年级孩子喜欢模仿动物，而且有较大的表现欲，此处结合模仿让孩子根据阅读材料，在老师的示范基础上，学习介绍动物，帮助孩子整合语言运用。
4
T-SS
S-SS
Imagine and share.
Students work in groups and use their imagination to finish a poster. They stick the animals and the things these animals are doing on it.
1) Demo
Teacher presents her own poster as an example to students and explains.
2) Work in a group
Students think and discuss in their groups.
² Teacher walks around and checks if they need help.
3) Presentation
Invite students to come out and present their works. They take turns to introduce.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
² Collect students’ works.
T: Look! This is my poster. This is a bear. He’s flying kites. This is a fish. He’s drinking.
T: Work in groups to finish your work.
T: Who can try?
T: Good job!
T: Good, good, very good.
跨学科的学习方式能充分发挥孩子各方面的智能，一方面培养孩子的想象力和创造力，另一方面也是增加英语语言输出的趣味性、真实性和实用性，孩子是在用英语介绍自己的作品，而不是无意义的句型操练。
5
Check who can get on the bus
² Play an audio of Ms. Frizzle praising their performance.
T: Let’s see if Ms. Frizzle is happy with you. Let’s listen!
T: Look, these boys can not get on the bus. I’m sad. Are you happy?
T: Do you want to have a field trip with them?
T: Great!
最终让所以的孩子都能“上车”参加神奇校车之旅，不让他们觉得努力没有收获，可以保持其学习的积极性。
Stage 4 Ending (2 minutes)
Steps
Activities
Sample language
Purpose
1
Start the field trip.
Present a video. In the video, the magic school bus is coming and Ms. Frizzle invites them to get on the bus and fasten their seat belts.
.
T: Follow me and fasten the seat belt. (Meanwhile do the actions of fastening.)
T: Are you ready?
T: Let’s go!
使用这种方式结尾呼应了一开始的神奇校车之旅，增加趣味性。
J. Reflection
本课时是该模块的第四课时，重点是复习What’s he/she doing?以及动作类单词。本节课围绕The magic school bus这一主题创设三节课（音乐课，科学课，阅读课）的情境，采用任务型教学，游戏教学等教学手段，让学生在老师的带领下，通过听音辨识、同学互学、模仿展示、贴图绘画等方式组织教学，符合二年级学生喜欢参与和表现特点。
一、激发兴趣
创设三节课的情境初衷在于其更贴近真实，能激发兴趣。音乐课、科学课、阅读课都是孩子熟悉的；低年级孩子不易长时间专注与课堂，本节课的“课”与“课”之间有“课间休息”时间，可给孩子一个缓和，调节孩子的注意力。同时，通过精美的ppt和节奏感强的歌舞视频，卡懂贴纸板书等直观的图片和音效让孩子有更真实的场景，抓住孩子的好奇心，调动积极性。
二、渐渐深入
整节课基本遵循词句篇的顺序，让孩子从听说读做各方面掌握运用重点。音乐课的活动一，看图读单词并模仿动作，复习动词ing；活动二，听音猜，复习基本句型；活动三，唱歌，引出对话句型的复习。科学课的游戏，巩固对话句型，具有趣味性。阅读课的看视频练习一活动，训练了学生的听力，考察孩子能否正确转换I am doing…至He’s/She’s doing…两种句型；在阅读课的结尾拓展了本单元句型，让孩子将句型用于实际中———介绍动物，活用句型。整节课老师通过让学生做一做。猜一猜，唱一唱，跳一跳，说一说，比一比，画一画，环节充分训练了学生听说读技能。
三、理想与现实的差距
纵观本课时的教学，基本达到预期的教学目标。但是，还有较多需要改进的地方：
1. 本节课上课语速偏快，在个别活动进行前并未能详细、清楚地说明要求，孩子不能马上理解老师要他们做什么。比如在要求他们进行小组活动时，虽然我在说“Teach your friends.”时用手画圈示意他们小组间进行活动，孩子显得有些不知要进行什么。
2. 课堂时间掌控能力有待提高，前半节课节奏较快，而后半节课中个别活动（如评价阅读课练习题）过于冗长，致使最后的小组贴画创作时间较赶，有点为赶时间而忽略了孩子的需求。
3. 课堂用语不够激情，未能很好地调动课堂气氛，让孩子真正快速进入到情境中，鼓励性的语句应该更加简洁且有力。
4. 知识拓展部分可以更完善点，可适量增加一些有难度的词，本届课中出现的知识点基本是孩子学过的，仅仅是让孩子统合运用，个人认为可以多一点扩展，让教学内容更丰富。
5. 对于低年级而言，教学活动设计是否可以平衡好游戏性与交际性？让孩子在游戏中用英语交际，而不是单纯的为了操练句型而游戏。这一点需要更多的学习与反思。
K. Textbook
L. Student’s poster
Textbook
外研社新标准一年级起点 二年级下册
Topic
Module 4 Unit 2 What’s he doing?
B. Module descriptions
《新标准英语》一年级起点第三册由10个学习模块(20个单元)和1个复习模块组成。每个模块分两个单元，第一单元多是以对话的形式呈现本模块所要学习的语言结构；第二单元则多是提供了若干任务型(task-based)的练习和活动，让学生练习运用。
Module 4 Unit2这一单元是针对Unit 1的句型What are you doing? 拓展了第三人称的问法，重点句型是What’s he/she doing?及其回答（He’s/She’s doing...句型是Module 2 Unit 1重点句型），而What are they doing?及其回答则是第一次出现，仅要求孩子能理解意思。
C. Students description & Previous knowledge
该年龄段的孩子活泼好动，求知欲望和模仿能力都比较强，对新鲜事物开始思考、追求、探索，学习的兴趣更为广泛，同时也比较喜欢展示自己。但他们也存在着稳定性较差，注意力不易长时间集中等特点。
该年级的学生经过一年级的学习，具备了初步的英语基础，掌握了一定的词汇和句型，在教师和图片，视频的帮助下，能进行简单的描述和对话。通过前几个模块的学习，基本能根据图片人物性别正确使用第三人称he和she；大部分能熟练掌握用He’s/She’s doing...句型去描述，但动词加ing的用法仍有不熟练的。
D. Teaching objectives
l Language knowledge & skills
1. 能听说读动作类单词eating, dancing, singing, drinking, running, reading, drawing等，复习上学期学过的运动单词play basketball, play ping pong, fly kites等，以及动物类单词bear, tiger, rabbit，拓展了fox, swan, turtle。
2. 能熟练运用句型：What’s he/she doing? He’s/She’s doing...
3. 能初步运用句型：What are they doing? They are doing...
4. 能根据所给提示，仿照例子，生成新的语言输出： Hello! This is a ... He’s/She’s doing...
l Emotions and attitudes
1. 有兴趣听英语、说英语、唱儿歌、做游戏等。
2. 乐于模仿，敢于开口，积极参与，在团队合作中能主动请教、互帮互助。
3. 能对各学科产生兴趣，均衡发展。
l Learning strategies
1. 基本策略：在任务中能积极参与，主动思考和探究；能与他人合作交流，共同完成学习任务，提升语言交际的能力和解决问题的能力。并在跨学科技能的学习中，让思维能力、想象力和创造力得到发展。
2. 认知策略：在课堂学习中集中注意力，举一反三，能意识到自己或同学口语上的错误并进行适当纠正。
3. 交际策略：在活动中互相探讨，相互交流，相互合作，相互帮助，形成合作学习，引导学生积极思考。
l Cultural awareness
1. 了解各学科的特点及重要性，培养学生综合学科能力，均衡发展。
2. 知道基本的演讲展示及观众礼仪，会说Thank you.以及给予掌声。
E. Teaching keys
1. 复习本单元动作类的单词；综合运用已学过的运动及动物单词。
2. 能够根据所给任务和场景，灵活运用学过的句型进行练习和交际，特别是对话句型What’s he/she doing? He’s/She’s doing...和拓展句型What are they doing? They are doing...
3. 能根据所给提示，仿照例子，生成简短的动物介绍。
F. Teaching difficulties
1. 能正确读出并使用动词现在分词，即带ing的单词。
2. 能够根据所给任务和场景，灵活运用学过的句型进行练习和交际。
G. Blackboard arrangement
Module 4 Unit 2
What’s he doing?
He’s eating.
Screen
H. Materials & media
1. PPT（含音效，Ms. Frizzle 配音），2个视频（音乐课的歌曲及阅读课的故事视频）及各类音频。
2. 四线格及卡通贴纸用语板书。
3. 12张卡纸（对折成小册子）及动物和动作贴纸。
4. 《神奇校车》绘本微课及动画片，用于课前熟悉人物。
I. Procedure
Stage 1 Lead in （3 minutes）
Steps
Activities
Sample language
Purpose
1
T-SS
Greeting.
² Present our topic “Module 4 Unit2 What’s he doing?” on the screen.
T: Good morning, everyone!
T: How are you?
T: I’m happy, thank you.
老师通过和学生们轻松地打招呼，引领学生自然而然地进入英语氛围，舒缓学生的紧张情绪。
2
Introduce Ms. Frizzle.
² Play an audio of Ms. Frizzle introducing herself and asking students if they like her magic school bus.
T: Today we have a new teacher，Ms. Frizzle. She has a big magic school bus. It can take us to anywhere we want. Let’s welcome.
学生观看过《神奇校车》的动画片及绘本微课，对人物及校车熟悉，简单呈现出Ms. Frizzle，更像介绍一个旧朋友，贴近实际情景。
3
T-SS
Assign tasks.
We need to finish three lessons before we have a field trip with Ms. Frizzle.
² Play an audio of Ms. Frizzle introducing today’s schedule and asking students to finish three lessons. Then present a picture of students lining up in front of the magic school bus and play the sound of bus horns.
T: Do you want to go with Ms. Frizzle?
T: Look! The bus is waiting. Who can get on the bus first? Boys or girls?
全程配备Ms. Frizzle的录音，不需要老师假装其他人，情景不虚假。此处设置任务，孩子能需要完成3节课（音乐课，科学课，阅读课）的学习，才能开展神奇校车之旅，可激起学生的兴趣。
4
Get ready for next class.
² Remind students to rest on the table.
T: Get ready for our first class.
T: Have a rest.
模拟日常每节课的课前准备，增加真实感。
Stage 2 Music Class (10 minutes)
Steps
Activities
Sample language
Purpose
1
T-SS
Music class begins.
² Monitor gives instruction “ One two three” while the rest respond “ABC” and then they all sit well.
² Play an audio of Ms. Frizzle welcoming students to the music class.
T: Do you like music?
T: Today I will be Ms. Frizzle’s helper.
T: What are we going to do?
模拟日常每节课的课堂礼仪，增加真实感。
播放Ms. Frizzle的语音，让孩子进入音乐课的情境中，老师作为辅助提出今天的音乐课要做什么的疑问。
2
T-SS
S-SS
Look and imitate.
1) Learn the actions: Students read the word and act it out at the same time.
² Play an audio of Ms. Frizzle asking them to learn the actions.
² Present pictures with words
2) Little teacher.
a. Demo.
b. Pair practices: Students work in pairs. One read and act (he/she can think of different actions), the other one imitates.
² Present a list of words for them to choose and practice.
² Teacher walks around and check their process.
c. Little teacher: Invite students to come to the front and teach others.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
T: Can you?
T: Stand up! Ready? Go!
T: Wow! Adorable!
T: I want to be a little teacher. Let me teach you. Follow me. Running!
T: Now be a teacher to teach your partners. Okay?
T: Now start!
T: Who can try?
T: Good, good, very good!
T: All of you did a good job! Sit down please.
活动一让孩子集体站起来朗读动作类单词并且看着图片模仿动作。从视觉上、肢体上让孩子复习单词，调动孩子的积极性，并且有助他们记住单词的意思。
活动二利用低年级孩子喜欢展示自我的心里，激发学生争当小老师，创设机会让他们开口说。为降低紧张度及难度，同时让害羞的孩子也有机会练习，选择让他们先在同伴间进行练习。打破传统的老师一人教的模式，又锻炼了学生自主学习的能力。
2
T-SS
Listen and guess.
Students listen and guess what the character is doing.
² Play an audio of Ms. Frizzle assigning the task.
² Play the sound and invite students to guess.
² Involve more students to answer.
T: Now what are we going to do? Listen carefully.
(Meanwhile pointing one ear.)
T: Listen!
T: Is she/he right?
T: What’s your answer?
通过各种动作的声音让孩子猜，运用句型去描述，从听觉上刺激，增加趣味性及教学方式的多样性。
邀请数个孩子去回答同一个问题，让更多孩子有发声的机会。
3
Sing and dance.
² Play an audio of Ms. Frizzle inviting students to show their singing and dancing.
T: Who can sing? Can you dance?
T: Let’s see who can sing and dance better.
T: Stand up, everyone.
选择了一首节奏感强又容易学的歌曲，调动了学生的听觉、视觉，唱跳同时学习气氛显得轻松活泼。
4
Check who can get on the bus
² Play an audio of Ms. Frizzle praising their performance.
² Remind students to rest on the table.
T: I think you all did a good job. Let’s see if Ms. Frizzle is happy with you.
T: Congratulations! In music class, all of you can get on the bus.
T：Are you happy?
T: Have a rest.
根据孩子实际情况，把评价抛给Ms. Frizzle，效果更真实。
Stage 3 Science Class (10 minutes)
Steps
Activities
Sample language
Purpose
1
T-SS
Science class begins.
² Monitor gives instruction “ One two three” while the rest respond “ABC” and then they all sit well.
² Play an audio of Ms. Frizzle welcoming students to the science class.
T: What are we going to do?
T: How can we light the bulbs?
(Meanwhile pointing the bulbs.)
引导学生认识灯泡，帮助他们理解接下来的活动。
2
T-SS
Assign tasks: light the bulbs.
Guide students to think of solutions lighting bulbs up.
² Play an audio of Ms. Frizzle leaving the problems “how to light the bulbs”.
T: What do we need?
(Meanwhile pointing the battery on the blackboard.)
T： Look! I have the batteries. But you need to have a competition to get it. Let’s see how it works.
像真正的科学课一下让孩子了解基础的关于电的知识。因孩子词汇量的缺乏，使用了图片引导孩子思考。同时这作为游戏的背景导入，增加了游戏的意义。
3
S-SS
Game: Get the battery
Representatives stand in front and ask the rest “What’s he/she doing?” When they hear “Go!” they need to rush and put his/her hand on the handprint.
² Each time invite two girls and two boys.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
T: Two girls and two boys stand here asking questions. And the rest of you need to answer and give order “go”, then they start to catch the battery. Okay?
T: Who can try?
针对孩子爱参与游戏的心理，设置游戏让孩子在玩中运用句型，不再是传统的一问一答，而是更有意义的问答，让句型复习不再枯燥。
4
Check who can get on the bus
² Play an audio of Ms. Frizzle praising their performance.
² Remind students to rest on the table.
T: Look！Who are the winners?
T: Congratulations, girls!
T: Never mind, boys. Work harder in next class.
如果一方赢，而另一方士气低下，需要鼓励。激励孩子继续再下一节课努力。
Stage 3 Reading Class (15 minutes)
Steps
Activities
Sample language
Purpose
1
T-SS
Reading class begins.
² Monitor gives instruction “ One two three” while the rest respond “ABC” and then they all sit well.
² Play an audio of Ms. Frizzle welcoming students to the reading class.
² Play an audio of Ms. Frizzle going to show them a video about animals.
T: Do you like reading books?
T: What are we going to read?
T: We are going to a zoo. I like elephants. What do you like?
帮助孩子快速进入“阅读课”状态。
设置悬念，“我们接下来要阅读什么内容？”
2
T-SS
Listen and match.
1) Listen and match
² Play a video about Mary asking animals “What are you doing?” and animals answer “I’m doing…”
² Invite one student to finish the exercise using pad
2) Check the answers by
a. Asking individuals to answer questions: What’s the ... doing?
b. Checking answers on their own worksheet.
T: Let’s see what animals we can see. Take out your worksheets. Listen and match animals and the things they are doing.
T: Ready?
T: What’s the bear doing?
T: Yes or no?
T：Is he eating?
T: Any other answers?
该练习的设置主要考察孩子能否正确转换I’m doing…和He’s/She’s doing…。内容是小女孩去动物园询问她见到的动物正在做什么，每个动物回答后，均会有单词跟读的环节，能帮助孩子更好的掌握动词发音。
此处为了训练孩子运用句型而选择一问一答的检查方式。呈现了一位学生用平板答的题，最后呈现所有答案让孩子自行检查自己的答案是否正确，提高孩子的自主学习能力。
3
S-SS
Introduce and act.
Students choose one animals to introduce and act what he/she is doing using:
Hello! This is a _____. He’s ________.
1) Demo
Teacher shows a demo to students.
2) Individual sharing
Invite students to come in the front sharing and acting.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
T: Look there are six animals. I like the bear. I want to introduce it to you. Look This is a bear. He’s eating. (Meanwhile act like eating.)
T: Who can try?
T: Good, good, very good.
T: What animals do you like? Do you like the swan?
T: Come and tell us about your favourite animals.
低年级孩子喜欢模仿动物，而且有较大的表现欲，此处结合模仿让孩子根据阅读材料，在老师的示范基础上，学习介绍动物，帮助孩子整合语言运用。
4
T-SS
S-SS
Imagine and share.
Students work in groups and use their imagination to finish a poster. They stick the animals and the things these animals are doing on it.
1) Demo
Teacher presents her own poster as an example to students and explains.
2) Work in a group
Students think and discuss in their groups.
² Teacher walks around and checks if they need help.
3) Presentation
Invite students to come out and present their works. They take turns to introduce.
² Remind students to praise whoever comes out to share saying “Good, good, very good!”
² Collect students’ works.
T: Look! This is my poster. This is a bear. He’s flying kites. This is a fish. He’s drinking.
T: Work in groups to finish your work.
T: Who can try?
T: Good job!
T: Good, good, very good.
跨学科的学习方式能充分发挥孩子各方面的智能，一方面培养孩子的想象力和创造力，另一方面也是增加英语语言输出的趣味性、真实性和实用性，孩子是在用英语介绍自己的作品，而不是无意义的句型操练。
5
Check who can get on the bus
² Play an audio of Ms. Frizzle praising their performance.
T: Let’s see if Ms. Frizzle is happy with you. Let’s listen!
T: Look, these boys can not get on the bus. I’m sad. Are you happy?
T: Do you want to have a field trip with them?
T: Great!
最终让所以的孩子都能“上车”参加神奇校车之旅，不让他们觉得努力没有收获，可以保持其学习的积极性。
Stage 4 Ending (2 minutes)
Steps
Activities
Sample language
Purpose
1
Start the field trip.
Present a video. In the video, the magic school bus is coming and Ms. Frizzle invites them to get on the bus and fasten their seat belts.
.
T: Follow me and fasten the seat belt. (Meanwhile do the actions of fastening.)
T: Are you ready?
T: Let’s go!
使用这种方式结尾呼应了一开始的神奇校车之旅，增加趣味性。
J. Reflection
本课时是该模块的第四课时，重点是复习What’s he/she doing?以及动作类单词。本节课围绕The magic school bus这一主题创设三节课（音乐课，科学课，阅读课）的情境，采用任务型教学，游戏教学等教学手段，让学生在老师的带领下，通过听音辨识、同学互学、模仿展示、贴图绘画等方式组织教学，符合二年级学生喜欢参与和表现特点。
一、激发兴趣
创设三节课的情境初衷在于其更贴近真实，能激发兴趣。音乐课、科学课、阅读课都是孩子熟悉的；低年级孩子不易长时间专注与课堂，本节课的“课”与“课”之间有“课间休息”时间，可给孩子一个缓和，调节孩子的注意力。同时，通过精美的ppt和节奏感强的歌舞视频，卡懂贴纸板书等直观的图片和音效让孩子有更真实的场景，抓住孩子的好奇心，调动积极性。
二、渐渐深入
整节课基本遵循词句篇的顺序，让孩子从听说读做各方面掌握运用重点。音乐课的活动一，看图读单词并模仿动作，复习动词ing；活动二，听音猜，复习基本句型；活动三，唱歌，引出对话句型的复习。科学课的游戏，巩固对话句型，具有趣味性。阅读课的看视频练习一活动，训练了学生的听力，考察孩子能否正确转换I am doing…至He’s/She’s doing…两种句型；在阅读课的结尾拓展了本单元句型，让孩子将句型用于实际中———介绍动物，活用句型。整节课老师通过让学生做一做。猜一猜，唱一唱，跳一跳，说一说，比一比，画一画，环节充分训练了学生听说读技能。
三、理想与现实的差距
纵观本课时的教学，基本达到预期的教学目标。但是，还有较多需要改进的地方：
1. 本节课上课语速偏快，在个别活动进行前并未能详细、清楚地说明要求，孩子不能马上理解老师要他们做什么。比如在要求他们进行小组活动时，虽然我在说“Teach your friends.”时用手画圈示意他们小组间进行活动，孩子显得有些不知要进行什么。
2. 课堂时间掌控能力有待提高，前半节课节奏较快，而后半节课中个别活动（如评价阅读课练习题）过于冗长，致使最后的小组贴画创作时间较赶，有点为赶时间而忽略了孩子的需求。
3. 课堂用语不够激情，未能很好地调动课堂气氛，让孩子真正快速进入到情境中，鼓励性的语句应该更加简洁且有力。
4. 知识拓展部分可以更完善点，可适量增加一些有难度的词，本届课中出现的知识点基本是孩子学过的，仅仅是让孩子统合运用，个人认为可以多一点扩展，让教学内容更丰富。
5. 对于低年级而言，教学活动设计是否可以平衡好游戏性与交际性？让孩子在游戏中用英语交际，而不是单纯的为了操练句型而游戏。这一点需要更多的学习与反思。
K. Textbook
L. Student’s poster
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