1、新标准英语（三起）四年级下册 Module 7 Unit 1 I helped Mum. 一、教学内容与学情分析 本节课的教学内容是新标准英语（三起）四年级下册 Module 7 Unit 1 I helped Mum. 课文内容是星期一 Amy 给远在英国的奶奶打电 话。Amy 告诉奶奶，自己昨天煮了面条、帮妈妈做了家务、还洗了 衣服，奶奶高兴地夸奖了 Amy; Sam 没帮妈妈干活，只是在玩电脑游 戏和看电视;Tom 也帮妈妈洗碗了，只是把厨房弄脏了，奶奶也夸奖 了 Tom。 四年级的学生活泼好动，思维活跃，乐于模仿和参与活动，经过 一年多的英语学习， 他们已经初步具备了一定的口语表达能力
2、和听力 能力，但是在阅读能力上还很欠缺。因此这节课以 watch and answer, skim and choose, read and underline, read and find 为主要阅读教学环 节，并引导学生利用思维导图分析并复述课文，目的是培养学生初步 的阅读能力和思维能力，提高学生的英语核心素养。 二、教学目标 （一）语言知识与技能： 1. 能准确理解、 朗读词汇 had, phone, cook,really, wash, did, didnt, didnt = did not, computer, love, him 以及 What about? 2.能运用 I hel
3、ped Mum.这类语句来谈论过去的行为。 3.能理解本课内容，并复述课文。 （二）文化与情感 引导学生在生活中主动承担一些力所能及的事情，并学会主动 关爱家人。 （三）学习策略 1. 能利用图片、已有知识和经验预测课文内容。 2. 能借助思维导图复述课文。 三、教学重难点 1. 教学重点：能灵活运用 helped, cooked, washed 等动词的过去 式描述过去帮妈妈做过的事情。 2. 教学难点:能运用恰当的阅读策略理解课文。 四、教具准备：PPT, 人物图片，单词卡片，贴纸（评价用） 五、教学过程 Step1. Warm-up 1. Greetings T：Good morning
4、, boys and girls. How are you today? 2. Say a chant T: First lets say a chant. Very good! 3. 评价方式 T：Today were going to have a competition. Group 1 and Group 2, youre Team A. Group 3 and Group 4, youre Team B. Lets see who can get more “good”. OK? 4. Guessing game T: Look at the little girl. Her nam
5、e is Money. Lets say “hello” to Money. OK? Money is my daughter. She is only two years old, but she is very helpful. She says, “I helped Mum yesterday. ” Today were going to learn Module 7 Unit 1 I helped Mum. (引出课 题并带读） T: Boys and girls, What did Money do? Can you guess? S1: She washed clothes. .
6、T: Maybe./ What and imagination!/ I like your guess. Now lets watch the video. Who is right? 5. Task Presenting T: Today your task is to make a dialogue about helping Mum, act it out and talk about it. 设计意图设计意图 课堂伊始，一首欢快的歌谣可以消除学生的紧张感，拉近师生的 距离。同时引入竞争机制，激发学生参与课堂的积极性。接着让学生 看照片猜测 Money 小朋友昨天帮妈妈做了什么，激活了学
7、生的旧知， 进而引出课题 I helped Mum. 这个贴近生活的设计可以极大地激发学 生的好奇心。最后呈现本课的任务，让学生有目的地学，为后面的活 动环节做好心理准备。 Step 2. Pre-reading T: Money helped Mum. She is a good girl. Is our friend Amy a good girl? (出示 Amy 和 Grandma 的图片) Yes. Because she cared about her Grandma very much. On Monday Amy phoned Grandma. (教学单词 phone) Do
8、you often phone your Grandma? Ss: Yes. T: Oh, youre so good! T: What did they talk about? Can you guess? S1: T: I like your idea. Now, please listen and watch the CD-ROM, and then answer my questions. 设计意图设计意图 在阅读前，通过出示人物图片，让学生猜测课文内容，激发了他 们的想象力和阅读的兴趣。同时渗透情感教育，教育学生平时多给爷 爷奶奶打电话，多关心他们，培养他们的文化品格。 Step 3
9、. While-reading 1. Watch and answer. 1）What did they talk about? A. WeatherB. FoodC. What the children did yesterday They talked about whatAmy, Sam and Tom did yesterday. (将 Amy, Sam 和 Tom 的人物图片贴在黑板上） 2) Did all the children help Mum? Amy and Tom helped Mum. Sam didnt help Mum. 2. Skim and choose T:
10、Yes, Amy helped Mum. She is a good girl. What did Amy do? Please skim and choose. 1）Amy cooked _. A. riceB. fishC.noodles 2)Amy washed _. A. clothesB. the dishesC. vegetables T: She cooked noodles. (教学 cook,book-look-good-cook) She helped Mum. She washed clothes.(教学 wash) 3.Read and underline T: Did
11、 Sam help Mum? Ss: No, he didnt. T: Sam didnt help Mum. What did he do?Please read and underline. Ss:He played on the computer and he watched TV. （教学 didnt= did not, computer） 4. Read and find T：Is Sam a good boy? Ss: Yes. T: Because he helped Mum, too. Look! Tom didnt do a good job, but he is reall
12、y helpful. He is a good boy. 设计意图设计意图 通过 What did they talk about? Did all the children help Mum?这两 个统领性的问题，引出本课内容的主要框架。接着运用 skim and choose, read and underline, read and find 的教学手段，引导学生通过快 速浏览、边读边划、寻读等阅读策略，理解故事内容。这些阅读策略 的渗透，培养了学生的自主阅读能力。 5. Circle the words with “ed” 引导学生总结过去时语法规律，动词过去式的规则变化。 T: Lo
13、ok at the screen. What can you find? When we talked about things happened before, we should add “ed” after the verbs. If a verb ends with “e”, we should only add “d”. 6. Listen and imitate 7. Retell the text 利用思维导图梳理故事情节，引导学生利用思维导图复述课文。 T: Look at the blackboard. On Monday, Amy phoned Grandma. Amy c
14、ooked noodles, helped Mum and washed clothes. She is a good girl. Sam didnt help Mum. He played on the computer, and he watched TV. Tom helped Mum, too. He is a good boy. 设计意图设计意图 在上个模块，学生接触了 am, is, are 的过去式 was, were.在本模 块，学生开始学习行为动词过去式的规则变化。通过让学生找规律， 自己归纳，培养学生善于思考的学习习惯以及归纳概括能力。利用思 维导图进行板书，可以帮助学生更
15、好地理解课文并复述课文。 Step 4. Post-reading:Act and talk T: Mothers Day has just passed. What did you do for your Mum? Please make a dialogue and act it out. Then, well talk about it. Here are some pictures and phases for you. Now Ill give you an example. Im Mum. Who wants to be my daughter? Ask some voluntee
16、rs to act. T: What did the son/ daughter do for Mum? Is he/ she a good boy/girl? 设计意图设计意图 本课的主题是帮助妈妈（做事情） ，这一主题非常贴近学生的日 常生活。结合刚刚过去不久的母亲节，教师设计了“母亲节这天你帮 助妈妈做了什么”这一活动，让学生两人一组编对话并表演。这样的 活动设计，让学个学生都有话可说，有机会参与到表达和表演中来， 体验和分享成功的喜悦。 Step 5 Summary T： Boys and girls, we should do what we can to help our pare
17、nts. We should also care more about our families in our daily life. Which team is the winner? 设计意图设计意图 两句简短的话语，渗透了“感恩父母、关心家人”的情感教育， 培养了学生的文化品格。对小组评价的结果进行总结，并及时对优胜 组进行表扬，做到有始有终。 Step 6 Homework 1. Read the text for 5 times. 2. Help your mum do some housework and talk about it with your classmates. Blackboard design: Module 7 Unit 1 I helped Mum. cooked noodles.TeamATeam B Amyhelped Mum. washed clothes. Samplayed on the computer. watched TV. Tomhelped Mum.
