外研版（三起）四下Module 7-Unit 2 Grandma cooked fish.-ppt课件-(含教案+视频+音频+素材)-公开课-(编号：002af).zip

MODULEMODULE 7 7 UNITUNIT 2 2 GrandmaGrandma cookedcooked fishfish sing a song Phone, phone,phoned, phoned Grandma. Cook, cook,cooked, cooked noodles. Help, help, helped, helped Mum. Wash,wash,washed, washed clothes. Play, play, played, played on the computer. Watch watch, watched, watched TV. Lets chant Yesterday she_ What did the bird do yesterday? He talked with Mrs Cat yesterday. He walked with Miss Dog yesterday. What did the bird do yesterday? Grandma and Grandpa_ in the park. They _ to music. They_ with some friends. Listen and fill in the blanks. walked talked listened Grandma_. Grandpa_. cooked fish cooked noodles Retell the story. phoned walked listened talked cooked 1. 4. 3.2. Retell the story. phoned walked listened talked cooked 1. 4. 3.2. Listen, match and say. MondayTuesdayWednesdayThursdayFriday SaturdaySunday On Monday, he called his friend.On Tuesday, he walked to his friends house.On Wendsday, he helped his friend.On Thursday, they listened to music.On Friday, they played basketball.On Saturday, they watched TV.On Sunday, He was at home again. Yesterday Limings grandma _cooked noodles Do a survey,what did your grandparents do？ (调查你的爷爷奶奶昨天做了什么，并填表） Respect and take care of your grandma and grandpa. 1.关心爷爷奶奶昨天做了什么 ， 用英语告诉同学。 2.完成调查并写出句子。 3.背诵课文。 4.听写黑体单词。 Module7Unit2Module7Unit2 GrandmaGrandma cookedcooked fish.fish. 一、教学目标一、教学目标 1.语言知识目 (1)能理解、认读 Grandma cooked fish.等类型句。 (2)能用动词过去式的规则变化形式谈论过去行为。 (3)能进一步感知行为动词过去式的语音语调特征。 2、语言技能目标: (1)能听懂、会说 Grandma cooked fish. (2)能运用一般过去时谈论过去的行为。 (3)能正确的使用大小写字母和常用的标点符号。 (4)能根据提示、思维导图,说出、写出简短的语句。 3、情感态度: (1)学生在活动中能乐于与他人沟通,询问他人的生活学习状况,增进同学间的了解。 (2)通过小组合作,学生能积极主动寻求他人帮助,在合作中完成学习任务。 (3)通过对爷爷奶奶生活的了解，关心老年人，培养孝敬老人的传统美德。 4、学习策略: 学生能借助写作的思维导图,并在此基础上创写小段落。 2 2、学情分析学情分析 四年级的学生已经有一年多的英语学习基础,在认读、自学英语等方面都有了一定程度的提 高,对于有关一些运动、行为动作的词汇及短语有较强的感知能力,并能根据相应情境进行 合理表述。但本模块是学生第一次接触动词的一般过去时形式(规则变化),要求学生能够运 用正确的动词形式来描述过去的行为并形成简单的小段落具有一定的挑战性,需要教师进行 更多的引导、示范,鼓励他们大胆说、积极学、努力做。 3 3、重点难点重点难点 教学重点: 1、能听懂会说、会认并运用 Grandma cooked fish.等类型句来谈论过去行为。 2、学生能在学习后,通过思维导图的形式理解整篇文章思路,又通过思维导图作为写作提纲 来展开写作。 教学难点: 1、学生能建立行为动词过去式可以表达过去时间的意识。 2、学生能仿写简短的语句。 四、教学用具四、教学用具 Ppt、图片、盒子、粘贴等 5 5、教学方法教学方法 TPR 、Task 、Game 六、教学过程六、教学过程 Step1:warmingStep1:warming upup： （1）、Greetings:Class begin！Stand up！Good morning，boys and girls！ （二）、Sing a song：Lets sing a song called “I was fat” 【设计意图】跟随动感的节奏吟唱,帮助学生复习之前学过的动词过去式，也将学生的学习 热情带动起来 （3）、Devide groups：Ok,set down, please!Today I will devide you into three groups.You are groupA, you are groupB,and you are groupC.You will have a compitation.Are you ready? Go! （4）、Lets chant： Phone, phone,phoned, phoned Grandma. Cook, cook,cooked, cooked noodles. Help, help, helped, helped Mum. Wash,wash,washed, washed clothes. Play, play, played, played on the computer. Watch watch, watched, watched TV. Step2Step2：LeadLead inin： 出示 ppt，This is my grandma.What did she do yesterday? You will use:Yesterday she_to describe.分别出示图片,找同学回答 Yesterday she listened to music.Yesterday she washed clothes.Yesterday she cooked fish.Amy and Sams grandma also cooked fish.Today we will learn Module7Unit2 Grandma cooked fish.(板书课题） Step3Step3：PresentationPresentation： （1）、Learn Activity1： 1、出示 ppt，There are two birds in the picture.One is the blue bird.The other is the yellow bird.They are talking.What did they do yesterday?Lets listen.播 放 Flash 动画,然后找生回答,He talked with Mrs Cat yesterday.He walked with Miss Dog yesterday 【设计意图】任务驱动,让学生明确本堂课学习目标,使得学习更加有效 2、接着出示单词卡“talked with”师生带动作读，然后用 step by step 逐步大声的方法 练习;“Mrs”用大小声的方法练习；“walked with”师生带动作读，用 fingers 游戏来练 习；“Miss”教师带读两遍，然后找一位同学做小老师来教同学们读。 【设计意图】以问促学,通过小组操练、小老师带读、个别抽读等不同的方式学习 “walked/listened/talked”;教师板书起示范作用。 3、再播放一遍 flash 动画，学生跟读。 （2）、learn Activity2： 1、出示 ppt 图片,Amy and Sams grandma and grandpa went to the park yesterday.What did they do? First you listen and underline the past tense words.And then you will fill in the blanks.播放 flash 动画.Then check. 2、Learn the new words:出示单词卡片,“walked in the park”教师快速转动手指，学 生快读，教师慢转，学生慢读;“listened to music”做动作来读；“talked with some friends”教师快速转动手指，学生快读，教师慢转，学生慢读；“cooked fish”教师带 读两遍，然后找一位同学做小老师来教同学们读。 3、Play “What 4、再次播放 flash 动画，学生跟读. 5、自读课文,然后根据所给的图片和单词复述课文. Step4Step4：PractisePractise： Learn Activity3:listen and match (1）、I will introduce a new friend for you,do you want to see it?He is a mouse.What did he do in a week every day? Lets listen and then I will check. (2）、Retell the text according to the pictures.Which group do better will got a star. 【设计意图】通过同学们喜欢的动画形象一周做了什么，来练习本课句子，练习听力. Step5:PlayStep5:Play games:games: (1)、Magic box Boys and girls，lets come to magic box.Take one of the things in the box,and make a sentence to describe what your grandparents do yesterday.Fox example I take a radio from the box,then I say “Yesterday my grandma listened to music.Do like this,who want to try? Anyone who come to the front will get a sticker. 【设计意图】通过对盒子里事物的操作来练习本课内容，增强趣味性，和课堂时效性. (2）、Do a survey： What did your grandparents doyesterday？Fill in the table with your partner.Then come to the front to act.Who come here will got a sticker. 【设计意图】小组演绎爷爷奶奶日常生活小故事、制作生活故事书激发学生学习兴趣。 Step6:Summary:Step6:Summary: (1)、Learn Activity4:Letchant: Today we learnt past tense,point to the blackboard to read.And then we will chant. (2)、Feeling education： 出示 ppt，播放时间都去哪里了歌曲，This is my grandma，she is older and older.And my grandpa is also older and older.They take care of us.They are tired.Now they feel lonely.We should take care of them, and we should talk more with them.Do you agree with me? 【设计意图】通过展示学生间的交往、互相帮助的照片,让他们体会友情似亲情。 Step7:Homework:Step7:Homework: 1.Tell your grandma and grandma what you did at school in English. 2.Recite the text. 4.Dectate the words. 【设计意图】任务作业,阅读分享并帮助同学寻找故事单中的不足,将学习延伸至课外。 七、板书设计：七、板书设计： walked in the park Grandma listened to music Grandpa talked with some friends cooked fish 8、教学反思教学反思 1.充分调动学生积极性,营造良好的课堂氛围。导入环节通过师生亲切问候,演唱上一模块 歌曲I was fat.以及说韵诗活动激发学生的学习热情. 2.在教学过程中创设真实的语境帮助学生学习新的语言知识、新的语用、本节课其他行为 动词以及过去式的学习是通过 PPT 呈现课文图片,模拟较真实的语境学习新的语言知识。 3.设计形式多样的游戏和活动,将枯燥的语言现象转变为学生乐于接受的、生动有趣的游戏。 出示 magic box,学生选择道具,边表演边描述,这个活动紧贴学生的实际生活,也有一定的 趣味性,因此,学生的积极性很高,也将本模块所学的语言知识转化为在真实生活中运用英语 的能力。 4.合理的板书设计,在信息化教学手段被广泛运用的同时,也不能忽视板书设计的重要性. 五.在整个教学过程中始终关注每个学生,注意到学生的个体差异,用语言,表情和肢体动作 激发学生学习英语的热情,用不同的评价方式让每个学生体会成功的喜悦.