外研版（三起）四下Module 9-Unit 1 Did he live in New York -教案、教学设计-市级优课-(配套课件编号：400fa).doc

1、Module9 Unit1 Did he live in New York? 教学设计 一、一、教材分析教材分析 本课是外研版新标准英语三年级起点四年级下册第九模块第一单元的第一课时。本单元的教学内容是询问 过去的行为和做过的活动。本模块的学习重点是行为动词的一般疑问句结构。本单元的课文情境是 Daming 给 Sam 看他的表哥大龙从美国寄来的明信片。Sam 询问 Daming，大龙是否住在纽约。在得到否定的回答后， Sam 又问大龙去年是否住在纽约。Daming 解释说大龙去年住在华盛顿不是纽约。Daming 还告诉 Sam，大龙 在明信片里说他坐飞机去纽约度假，在纽约听了一场流行音乐会，

2、还看了一场篮球比赛。Sam 和 Daming 在 学校里也听了一场校园音乐会，参加了一场校园篮球赛，他们的生活也同样精彩。本课学生通过学习能够 询问同伴过去的行为和做过的活动。本单元共一课时完成。 二、二、学情分析学情分析 四年级的学生活泼好动，纯真可爱。上课时能够专心听讲，能够积极主动的发言，思想比较单纯，善于提 问。学生们已经学习英语一年多，有一定的英语基础。本课是学生第一次接触过去时态的一般疑问句用法， 所以教师在课堂上努力创设真实的、有趣的语境，拓展延伸，为学生提供丰富的语言资源，使学生对过去 时态的一般疑问句用法有充分的了解，能够达到运用本课的目标语句，学以致用。 三、三、教学教学目

3、标目标 1 1、语言技能、语言技能 全体学生能听懂：Did he live in New York? 全体学生能说：“Did he live in New York?” 全体学生能运用“Did he live in New York?” 这类一般疑问句句型询问过去的行为。 全体学生能认读课文，阅读相关短文。 2 2、语言知识、语言知识 全体学生能理解welcome, postcard, cousin, dear, on holiday, travel, came, pop, concert。 .全体学生能初步运用词汇 welcome, cousin, dear, travel, came。 .

4、部分学生能运用：postcard, on holiday, pop, concert。 全体学生能运用“Did he live in New York?” 这类句型询问过去的行为。 3、情感态度情感态度 乐于接触外国文化，增强祖国意识。 积极参与合作，遇到困难能主动向同学或老师请教。 4、学习策略、学习策略 进一步尝试在词语与相应事物之间建立联想。 5 5、文化意识、文化意识 初步了解美国的首都和主要城市。 四、四、教学重、难点教学重、难点 1 1、 教学重点：教学重点： 运用“Did you / he live in?” 过去式一般疑问句句型询问过去的行为和做过的活动并作答。 2、 教学难点

5、：教学难点： 行为动词的过去式，尤其是不规则行为动词。 五、五、教学准备教学准备 PPT,点读笔，单词卡片，图片等 六、教学过程六、教学过程 （一）热身导入（一）热身导入 Warm-up and lead in（ 5 分钟）分钟） 1. Greeting. T:Hello, chidren! S: Hello, Linda. T:Are you ready for class? Ss: Yes! T: Class begins! Good morning, children! Ss: Good morning! T: Lets sing a song, OK? Ss: OK. 2.Sing t

6、he song “I went to the concert” Sing the song and do the actions. 3. Free talk. “What did you do yesterday? What did your family do? T: Very good! Sit down please. Just now you sang beautifully! Do you like singing.? Ss: Yes! T: I like singing too.Yesterday I sang songs and I listened to music.What

7、did you do yesterday? S: I T: What did your mother do?. S: My mother. T: Did you have a good time? T: Where did go 【设计意图【设计意图】通过师生共唱歌曲，让学生在轻松愉悦的氛围中进入本单元的学习，通过 Free talk 既复习了 旧知，又引入了新知动词过去式，使学生对过去式有一种自然的认知，对后续的学习夯实基础。 4. Lead-in (1) Watch and answer Show the picture ofAct1 T:. All of us had a great t

8、ime. How about the American boy? Where did he go? Do you want to know? Lets watch the CD-ROM. OK? Ss: OK! T: Where did he go? S:He went to Beijing, China. T:Yes! Lets welcome him! Ss: Welcome to China.!Welcome to Beijing! T: Here is a new word. S: Welcome T: Great! Read after me. “welcome” “wel+come

9、” Look! We+l+come =welcome What can you find? 我们一来就受欢迎 T: Look! I am your new teacher. Some new teachers come to our school. Lets welcome them Ss: Welcome to our school. T: Thank you! T: I say thank you. You should say ? Ss:Youre welcome. T: Whats the meaning “Youre welcome.”? S: 不用谢（四年级上册第一课中学的需要掌握

10、的一句话） T: The American boy come to Beijing, China. How did he come? Who can ask? Did you come by_? Ss: Did you come by train. T: I think maybe. Ss: Did you come by plane? T:I think maybe. 5.Chant together T: Now, this time. Lets chant together.(看大屏幕拍手说） 【设计意图【设计意图】由他来到中国来到北京导入如何欢迎外国友人，介绍课文情境的同时，教授新单词

11、 welcome。 （二）任务呈现（二）任务呈现 Task presentation（ 2 分钟分钟） （呈现 PPT ） 1.Task: T: China is very beautiful. So I believe this American boy will travel happily!Do you think so? Ss: Yes! T：Well learn to talk about the travel of Damings cousin in the past. After that, we can talk about our travel in groups. Are

12、you clear? T:Yes! 2. Group division. T: Well have two teams today.You are America Team . You are China Team. Lets have a match. Well see which team will go faster and will be the winner.OK? Ss: OK! T: Come on! Ss: Come on! 3. Lead in the topic. T:First, lets learn M9U1 Did he live in New York?.（板书）R

13、ead after me. 【设计意图】【设计意图】本环节将本课内容呈现给学生，并将学习本课后的任务布置给学生，让学生有目的地学习， 让学生明确本课的任务及学完本课后能够用英语做的事情。 （三）课文学习（三）课文学习 Text learning（ 15 分钟）分钟） 1. Background introduction T: Look! They are? S:Daming and Sam.(黑板贴头饰） T:Yes,! Daming shows a postcard to Sam. Look! Its a ? Ss: Apostcard. T:Yes, its a postcard. Rea

14、d after me “postcardpost+card” post 邮寄 card 卡片 =明信片（单词卡教授单词） Daming has got a postcard and they are talking about it. 2. Teach “cousin” T: Who is the postcard from? Can you guess? S: Amy. T:No,it isnt. S: Lingling. T: No,it isnt. T: Look! Its a postcard from Damings cousin Dalong. Read after me “cou

15、sin” （cou+sin=cousin） Do you know cousin? Look! Here is a family tree. They are my cousins. Their father is my uncle and their mother is my aunt. Whats the meaning of “cousin”? Ss: 表兄弟，表姐妹。 （黑板贴卡） 3. Watch and answer T: Its a postcard from Damings cousin Dalong.(黑板贴思维导图图片） （教师指着黑板的明信片说）But whats the

16、 postcard about?Do you want to know? Ss: Yes! T: Lets watch the CD-ROM and choose the answer. Whats the postcard about? Its about _ A citiesB travel.(旅行） T: Whats the postcard about? S: It is about travel. T: Whose travel? S: Dalongs travel. T: Wonderful! (小组加分 2） 4. Listen and underline. T: Do want

17、 to know more about Dalongs travel? Ss: Yes! T: This time ,lets listen and underline the answers.（点读笔播放音频） (1) Where was he on holiday ?Teach “on holiday”Whats the Chinese meaning? (2) Did he travel by plane?Teach “ travel”（travel-travelled)Whats the Chinese meaning? (3) What did he do last week?Wha

18、ts the Chinese meaning? T:Are you clear? Now take out your pencils . Listen and underline the answers on your books.OK? Ss: OK 5. Answer the questions and teach the new words and sentences. (1) Where was he on holiday ?He was on holiday in New York. (贴思维导图图片） T: Dalong was on holiday in New York. Di

19、d he live in New York last year? (PPT 出示 Daming 和 Sam 的对话泡 泡） S: No, he didnt. He lived in Washinton DC. Teach the dialogue and practising in pairs. T： （ Ask two students）Did you live in Pulandian last year? T: Good. Dalong lived in Washington DC last year.Washington DC is the capital of the US. Loo

20、k its a map of the US. Its a big country. There are some famous cities. Here is New York . Here is San Francisco.And here is Washington DC. Which city does Dalong live now?Does he live in New York? S: No, he lives in San Francisco. T:You are so clever.Do you want to know more about these cities? Let

21、s watch a video. T: The US is so beautiful! Do you want to go for a holiday? Ss: Yes! T: Dalong had a holiday in New York. Did he travel by plane? S: Yes. It says “ I came here by plane” Teach “came” “come-came” T: Now I am Sam. Who wants to be Daming? （2）What did he do last week? He went to a pop c

22、oncert and a basketball game.(贴思维导图图片） 追问 T: What did Sam and Daming do? They went to a concert too. They also played basketball. T: Where did they play basketball? Ss: At school. T: Good! They also had a good time .Right? 6. Read and conclude the grammar T: Lets read the sentences together. What ca

23、n you find? S: Did 问 did 答 / 肯定回答.否定回答. Show the rules on PPT and read by themselves. 7. Practice Talk about two pictures in Activity 4. 8. Read the text. (1) Listen and repeat T: Listen and repeat. (点读笔） (PPT 出示）Pay attention to the pronunciation and intonation.注意语音语调。 Pay attention to “Did he.?” “

24、 Yes, he did.” “ No, he didnt” Pay attention to the past forms of verbs.注意动词过去式。 Are you clear? Ss: Yes! Teach the word “dear”(d+ear=dear) (2) Read the text by yourselves and then read it in pairs. Please look at the assessment. Stand up and read it. If you finish you can sit down and read in pairs.

25、 (3) Reading show 【设计意图【设计意图】引导学生模仿录音的语音语调，在听音跟读及模仿的过程中让学生感受英语的韵律。通过自 读，检验自己的不足，在接下来的小组学习中解决。 （四）训练巩固（四）训练巩固 Practice（ 7 分钟）分钟） 1. Retell the text (1) Retell the text together(教师引导复述) T:All of you read so well.Now lets try to retell the text. Look at the blackboard and try together (2) Retell the te

26、xt by yourselves T:Please look at the assessment. (3) Retell show. T: Which team wants to have a try? Please come to front. (教师协助引导） T: Good job! / Excellent! Give me five!/ ten! (教师以击掌的方式和上台复述同学互动，以此鼓励） 【设计意图】【设计意图】巩固学生对课文的掌握，把课文由对话形式转变成语篇形式，提升学生的能力。 2.Ask and answer.(SBActivity 4) T: You have done

27、 very good job. Now lets ask and answer like this.A: Did he ?B: Yes, he did. / No, he didnt. He T: Now I am A. Who wants to be B? T: Did he live in New York? S: Yes, he did. T:Ask and answer like this in pairs. OK? 3.Play the turn table game.(转盘游戏）转盘游戏） 每组两图片，两次机会每组两图片，两次机会 （五）任务完成（五）任务完成 Task compl

28、etion（ 7 分钟）分钟） 1. Show a model T: We know Dalongs travel. Do you want to know my travel? Ss:Yes. T:I was on holiday in Hangzhou. I went there by plane.I visited the West Lake and took some pictues.I had a good time. I was on holiday in Hangzhou.Thats “Where .?” I went there by plane.Thats “How .?”

29、I visited the West Lake and took some pictues.Thats “What .?” 2.Talk about themselves in their groups. T: What about you? Can you talk about your travel? Ss: Yes. T: Talk about it like this. Maybe these pictures can help you 2. Ask some students to talk about their travel T: Did he/ she go by.? Did

30、he visit/ eat/ drink/take.?Ss: Yes, he/she did. /No, he/she didnt （第一组同学讲述旅行经历后，教师问 Did he.?第二组同学回答，答对即可加分） T: What the second team? Who wants to have a try? T: Who can ask some questions? Who can answer? （第二组同学讲述旅行经历后，第二组同学问问题 Did he.?第一组同学回答，答对即可加分） 【设计意图【设计意图】帮助学生理解本课功能句在现实生活中的运用，达到学以致用的目标，同时可以以此

31、反馈学 生本课学习目标的达成情况，为二单元的巩固课打下基础。 T:You travel in so many places. Do you like trvelling? Ss: Yes! T: Me too. Travel can broaden our horizon. (Music with pictures on PPT) Travel can increase our knowledge. Travel can make our life beautiful. Read ten thousand books, travel ten thousand miles. Lets trave

32、l a lot and learn a lot. 【设计意图】【设计意图】以旅行为话题进行德育渗透，引导学生理解读万卷书，行万里路。 （六）小结与布置作业（六）小结与布置作业 Summary and homework（2 分钟）分钟） 1. Sum up the knowledge and the skills of this lesson. T: What have you learn from this lesson. S1: We have learned some new words. S2: We have learned some past form. S3:我们学.。 S4：.

33、【设计意图【设计意图】通过学生对本课句型结构及语言功能的总结，再一次明确本课任务并能够根据自己的目标和 技能达成情况进行自我总结，课后及时进行归纳和巩固。 2.Group conclusion. T: Which team is the winner. Congratulations！ Lets give them a big hand. Some postcards for you ! 3. Homework. A.The whole class: 1.Listen and read the text three times. 2.Copy new words and sentences f

34、ive times. B. Most of the class: 1.Retell the text. 2.Go on talking about your travel 【设计意图】【设计意图】达成本课的学习目标；分层布置作业，尊重学生个体差异，有利于学生个性发展。 板书设计：板书设计： Module9 Unit 1 Did he live in New York? Did he live in New York last year? No, he didnt. l lives Dalong lived On holiday Did he travel by plane? Yes, he did.