Module 3-Unit 2 She went into a shop.-教案、教学设计-部级公开课-外研版四年级下册（一起）英语(配套课件编号：60006).doc

1、Module 3 Unit 2She went into a shop.整体设计整体设计思路、指思路、指导据依说导据依说明明本节课是新标准英语四年级下册第 3 模块第 2 单元第一课时。整体设计理念是基于中国学生发展的核心素养，围绕孩子的语言能力、思维品质、学习能力、文化品格等核心素养进行教学设计。语言功能：围绕故事内容展开学习。教学中，我采取了激趣导入、图片理解、预测猜想、动作伴读、思维导图等多种方式，有助于体验感知理解文本，朗读文本，创编文本。教教学学背背景景分分析析教学内容分析教学内容分析： 本节课是 Module 3 Unit 2 的第一课时， 教材以 “Astory happened

2、 last month”为中心话题，运用过去式时，围绕“When, Where, Who, What”展开。本课时主要由导入部分和课文故事进行语言呈现和场景构建，在图片和情景的帮助下理解核心词汇和句型。在适当的语境和图片的帮助下尝试运用目标语言表达。学生情况分析：学生情况分析：兴趣是关键，培养学生的学习热情和主动学习的能力，对英语学习产生浓厚兴趣。四年级学生已初步养成英语课堂学习习惯，有一定语言学习能力，除了大量的听的输入，还需要通过各种形式的目标词汇及句子的操练，并通过自主观察和小组活动，不断形成与主题相关的自主输出。教教学学目目标标分分析析1、语言能力语言能力1） 学生能理解并运用语言符号

3、：went into / month / cheese / scared / run away语言结构：I _ed_. she _ed_. He_ed_.2) 学生能在故事中感知理解一般过去时态的用法。3) 部分学生能尝试根据课文内容表演故事。4) 部分学生能运用老师所给的图片材料创编新故事。2、学习目标、学习目标1）学生能借助固有旧知、图片理解、动作伴读等多种形式体验感知文本、理解文本并复述文本。2）学生能够运用板书内容并根据老师所给材料创编新故事。3、文化素养、文化素养学生能用英语过去时态讲述一个故事，并掌握故事的四大要素：When, Where, Who,What。4、思维品质、思维品质

4、1）激活创新思维，根据老师所给材料创编新故事。2）学生能结合实际，正确使用过去时态描述发生过的事。教学重教学重点、难点点、难点分析分析教学重点：教学重点：感知并理解过去时态，正确运用过去时态。教学难点：教学难点：学生能根据板书内容，从四大要素 When, Where, Who, What 出发，讲述故事。教教学学评评价价设设计计评价内容：评价内容：1）学生对文本情景词汇和核心词汇的掌握方面。2）学生对文本的朗读语气模仿方面。3）学生学习的积极性、主动性、参与性。4）小组的合作意识，互帮互助意识。5）学生的想象力，发散思维方面。评价方法：评价方法：全班按座位分为四个大组，四人为一讨论小组。黑板按

5、照四个大组进行爬楼梯奖励评价，通过回答问题、表演等方式登顶并获取老师提供的资料包。促进学生小组合作精神。小组竞赛中，获胜小组爬楼梯奖励。评价手段主要是采取激励性评价的方法，对学生评价机会很多。师生评价，通过教师评价学生在课堂上的反馈的情况；生生互评，学生与学生之间，观察做得好的地方；小组内部评价，开展小组活动，小老师点评本组学生的优势与不足；学生自评，通过对比学习，明确自己的优势。教师对每一位（组）学生的发言，都给予积极的评价，评价中注意理解、尊重学生。教师对学生的评价，学生对学生的认可，往往能使学生获得自信和成就感，满足他们的心理需要，让学生从评价中体验成长发展的快乐，受人赞赏的自豪和奋发向

6、上的冲动。板板书书设设计计Module 3 Unit 2 She went into a shop.教学过程设计（方法、手段）教学过程设计（方法、手段）步骤一：新授前准备步骤一：新授前准备 Pre-teachingPre-teaching1.1. 师生问候师生问候-Greeting.-Greeting.T：Class begins. Good morning, boys and girls.S: Good morning! Alice.T: How are you today?S: Im very well. How are you?T: Im very happy today. Thank

7、you, sit down, please.Step2. Warming up2.2. 自由谈话自由谈话WhatWhat diddid youyou dodo yesterday?yesterday?T: Look, there are so many teachers here in our class today. So I worked very hard yesterday. Howabout you? What did you do yesterday? (板书动词过去式)S1: Ied yesterday.S2:S3:S4:S5:T: Wow, you did so many in

8、teresting things yesterday.设计意图：设计意图：通过描述自己昨天做的事操练句型：I _ed yesterday. 唤起学生对过去时态的旧知，并为学习课文内容和后续小组活动做准备。步骤二：教学过程步骤二：教学过程 While-teachingWhile-teaching1.1. 开题开题CAICAI showsshows thethe titletitle ofof thisthis lesson.lesson.T: Now look here, today we are going to learn_S: Module3, Unit2.T: Yes, we will

9、learn Module 3, Unit2 today.2.2. 儿歌导入儿歌导入CAICAI showsshows somesome pictures.pictures.T: Now look at our old friends, the_S: Sheep.T: Do you know:Where did he go yesterday?What did he do?Lets enjoy a chant and find the answer.3.3. 听音回答听音回答CAICAI playsplays thethe flash.flash.T: Now who knows: Where

10、did he go yesterday? （板书动词过去式）S: He went to a shop.T: Yes, very good. And what did he do?S1: He bought some apples and he ate two apples,T: Then?S: Then he went to school.T: Wow, what a wonderful day! Now lets learn the chant.4.4. 学习儿歌学习儿歌LetLets s learnlearn thethe chant.chant.5.5. 自主诵唱自主诵唱LetLets

11、s chantchant together.together.T: Now, lets chant together.G1 and G2, stand up, please.You chant the girl sheep, you go first.This time, lets exchange. G3 and G4, stand up, please.Wow, you did a very good job, lets clap for ourselves.设计意图：设计意图：通过学习新儿歌，激发学生兴趣，并对动词过去式进行进一步感知。6.6. 故事角色介绍故事角色介绍LetLets s

12、 meetmeet newnew friend:friend: Tilly.Tilly.T: We know, the sheep are our old friends. And today, I want to introduce a new friend to you.Lets welcome Tilly! (T shows a mouse toy)Tilly: Hello, boys and girls. My nane is Tilly. Im a mouse. Nice to meet you!S: Nice to meet you, too.Tilly:Oh,thankyou.Y

13、ouareallgoodchildren.Ilikeyouverymuch.Solookhere,Ihaveasurprisefor you. Do you like surprise?S: Yes!Tilly: Do you want to get my surprise?S: Yes!Tilly: Very good! Look, I put the surprise here. If you do a good job, you can come here and climbup the stairs, then get my surprise. Are you ready?S：Yes!

14、Tilly: Very good! And today I have a story for you, too. Do you like stories?S: Yes!设计意图设计意图：用手偶玩具介绍故事角色，激发孩子们的学习兴趣，同时陈述评价机制，让所有的学生积极参加课堂活动，并培养他们的思考和表达能力。7.7. 看图预测看图预测LetLets s looklook andand guessguess thethe story.story.T: OK! Please look at Tillys story. Can you guess:When did the story happen?W

15、here did the story happen?Who can you see in the story?T: Question 1: When did the story happen? Maybe_S: Yesterday.T: Very good. How about you?S: Last week.T: Maybe. Nice try! And you?S: Last Sunday.T: Yes, maybe. I dont know. And: Where did the story happen?S: In a shop.T: Yes, very good. Look at

16、the shop, there are so many_ in the shop.S: Cheese.T: Yes. So its a cheese shop. Together: cheese, cheese. And question 3: Who can you see in thestory? Of course, we can see Tilly. And _S: A mouse.S: A cat.T：Yes, you are so good! But do you know: What happened in the shop? We know the mouse is afrai

17、dof the cat, and the cat doesnt like the mouse. But in this story, I think maybe Tilly and thecat become good friends because they both like cheese. What do you think? Maybe Tilly_. Maybethe cat_.T: Wow, you have a wonderful imagination!设计意图：设计意图：看图预测故事中的四个要素：When, Where, Who 和 what。 黑板上呈现思维导图，帮助孩子理

18、解课文。8 8听故事，图片排序及看图说话听故事，图片排序及看图说话LetLets s listen,listen, orderorder andand talktalk ahoutahout thethe pictures.pictures.T：Now, lets listen and find: What happened between Tilly and the cat?T: Now, we know: this story happened in _.S: Last month.T: Yes, together: month, month, last month. We know,th

19、is month is _.S: May.T: So, last month was_.S: April.T: Very good. Now please look at these pictures. Lets order them. Which is number 1?S: B.T: Yes. B is number 1. Can you say: Tilly_S: Tilly went into a shop.T: Yes, Tilly went into a shop. Together: went into, went into. Now, please discuss in gro

20、ups,order and talk about these pictures.T: So, which is number 2?S: A.T: Yes, very good. Can you say: Tilly_S: Tilly bought some cheese.T: Wonderful! Tilly bought some cheese. How about number 3?S: E. And she ate the cheese.T: Yes, she ate the cheese. And number 4?S: D. Tilly saw a cat and she was s

21、cared!T: Yes, she saw a cat and she was scared. Together: scared, scared. Look here, I saw a monster,I was very scared! How about you?S: I saw a monster, I was very scared!T: Very good. And how about this one? You please.S: I saw a cake, I was very happy.T: Nice. And I saw the cake, I was very hungr

22、y. The last one, you please.S: I saw a snake, I was very scared!T: Yes, the snake is very dangerous. Now, look, of course, number 5 is picture_S: C.T: Yes, who can say: The cat_S: The cat shouted:“Come to my shop again!”T: Wonderful! Now you are the cats, lets shout together: Come to my_. One, two,

23、go!S: Come to may shop again!设计意图设计意图：听故事，图片排序并进一步理解故事内容并整理第四个要素：What。板书呈现思维导图帮助孩子理解文本内容。同时纠正孩子发音错误，为朗读故事做准备。注重提醒孩子恰当模仿故事情节中各个角色情绪变化，培养孩子英语表演能力。步骤三：教学巩固步骤三：教学巩固 Post-teachingPost-teaching1 1听音跟读听音跟读LetLets s listenlisten andand repeat.repeat.T: Wow, you understand the story very well. This time, let

24、s listen and repeat together. Pleaseopen your books, turn to P17. Point to your books, one, two, go!2.2. 齐读课文齐读课文LetLets s readread together.together.T: Can you read the story now?S: Yes!T: OK, lets read together. Tilly is a mouse, one, two go!3:3: 复述课文复述课文LetLets s retellretell thethe storystory to

25、gether.together.T:Wow,youallreadverywell.Youcangoonestair.Nowpleasecloseyourbooks.Thistime,letsretell the story. Please look at the blackboard, there are 4 important parts in the story. Theyare: _S: When, where, who and what.T: Yes, you are so clever! And look at these pictures and words, they can h

26、elp you to retell. Areyou ready?S: Yes.T: OK. Lets retell together: Tilly is a mouse: _4:4: 小组复述课文小组复述课文RetellRetell thethe storystory inin groups.groups.T: Wow, you did a very good job. Now please retell the story in groups from: when, where, who andwhat. Pay attention: look at the pictures and wor

27、ds on the blackboard, work in groups, help eachother and retell it one by one.Which group wants to show for us?设计意图设计意图：老师示范复述故事，帮助孩子理解并记忆故事。小组展开活动复述课文，孩子分工合作，培养孩子小组合作能力。注重引导孩子互评，自评。5.5. 创编故事创编故事LetLets s makemake a a newnew story.story.T: Today, all of you did a very good job and you all get Tillys

28、 surprise. Are you happy?S: Yes!T: Good! Im very proud of you. Look, Tilly gives me a surprise, too! Now, let me open it. Look,Tilly gives me some beautiful pictures. Lets see, wow, its a new _S: Story!T: Yes, its a new story. Look, when did the story happen?S: Last Sunday.T: Yes. And where did the

29、story happen?S; At the school.T: Right. Who was in the story?S: Sam.T: Wonderful! And what did Sam do?S: T: Why did he cry? Maybe he lost his money in school, so he cried and cried. Look here, who cancontinue the story? At last, he _S: At last T: Wow, we make a new story together. Ill tell the story

30、 for you, please listen to me carefully:Last Friday, Sam went to school. He lost his money in school. So he cried and cried. At last, hisfriends: Lingling and Amy helped him find the money. They bought a cake and ate the cake together.They were very happy! Do you like my story?S: Yes!T: Please clap

31、for me. Thank you! Now lets open your surprise, its a story, too. Can you tellthe story to the teachers?S: Yes.T: Very good! But before that, I want to help you. Please look here, this is a words bank for you.Youcanusethesewordstotellyourstoryfrom:when,where,whoandwhatinyourgroups.Understand?S: Yes!

32、T: OK! Go!Which group wants to tell your story for us?T: Wow, your stories are wonderful! So today we learnt how to tell a story. There are 4 importantparts in a story, they are:S: When, where, who and what.T:Verygood!Todayyoulearnthowtotellastory.I believe you can tell our Chinese storiesto the wor

33、ld in the future. OK, class is over today. Stand up please. Good bye,children.S: Good bye, Alice.T: Please turn left and say “Good bye” to the teachers.S: Good bye, teachers.设计意图：设计意图：本堂课上涉及到的动词过去式，最后汇总成为一个 Word bank，学生利用这些词汇及老师准备的材料包，创编新故事，检测学生对动词过去式运用的掌握情况。小组内进一步的学习探讨，把知识同实际生活联系起来，关注身边的一切，并且培养他们的合作意识。