1、Module8 Unit2. I took some pictures.教学设计教学设计 一、教学设计思路一、教学设计思路 新版小学英语教材四年级的对话、单词课，建议教学应设计有效的听说活动，让学生在有意 义的语境中进行与话题相关的听、 说练习并综合运用语言。 本课教学内容的主题是过去活动, 教师先是通过情景创设引入对话， 再通过层层操练加以强化， 最后以任务型的活动促使学生 综合运用对话，逐步体现语言学习的感知、体验、内化和运用过程。 二、教学目标二、教学目标 1.知识与技能： (1) 在图片和老师的帮助下理解对话大意，能按照正确的意群及语音、语调朗读对话，并进 行角色扮演。 (2) 学生能
2、正确运用 saw, went, drank, ate, took, made 六个动词过去式表达过去发生的事情。 (3) 学生能正确使用已学和新学动词过去式及一般过去时表达已发生的事情。 2.过程与方法： (1) 在教学过程中采用视听法、游戏法、对话法等，以“听、说、读”为基础，“交际”为主的 教学手段，以 poster 为主线，将文章重点和本课重点“saw, went, drank, ate, took, made”各个 突破并操练，运用对话中信息进行实际交流。 (2) 运用直观的现代教学手段，形象生动的教学语言，多样化的教学形式，创造轻松愉快的 教学气氛，调动学生主动参与课堂的积极性。 3
3、.情感态度与价值观： 学生愿意在小组中积极与他人合作，互相帮助，共同完成学习任务。 三、学情分析三、学情分析 四年级学生学习英语已经有一年半的时间,掌握了一定量的词汇和句型,具备了初步的听说能 力。 同时四年级的学生还是属于低龄段的孩子,性格活泼好动,喜欢直观形象思维,对游戏,小组 竞赛感兴趣。所以,对于四年级学生来说还是较为容易调动学生活动的积极性。 四、四、教学重教学重难难点点 1.教学重点：能够听说读本课新词 took, tell, great, made, delicious, poster 学习动词过去式 took, made，正确运用已学动词过去式表达过去发生的事情。 2.教学难点
4、：正确运用已学和新学词汇，用一般过去时描述过去发生的事情。 五、五、教学过程教学过程 Step1 ：Warming up. 1. Greetings. T: Good morning, boys and girls. Ss: Good morning, Mr.Ye. T: how are you? Ss: Im fine,thank you, and how are you? T:I am fine, too. 2. Chant and do. (M7U2 活动四活动四 Chant) T:You sang beautifully! Very good! Please sit down. 【设计
5、意图】通过歌曲热身，同学们边说边做动作,为新课的开展做好铺垫。group division 两组表现良好，各奖励两种颜色花朵，分别代表两个组。 Step2 ：Lead in 1.课件出示课件出示照相机，照相机，学习学习 took T: Look, here is a camera, do you like taking pictures? Ss: Yes T: Me too. last week , I took some pictures.（课件出示标题句及一些照片） Please read these words together.(课件出示：book cook look) So, try
6、 to read this word “took”? Ss: Took! T: Took, took, took! Ss: . T: I say take,you say took! Ss:. 2.引入课题引入课题及任务呈现及任务呈现 T: today,we are going to learn Module8 Unit2 I took some pictures.(生拼读，师板书)教读 2 遍。 Task：We will make a poster about what you did last sports day, and then lets show it to others. 3.完
7、成本课活动完成本课活动 1 T: Our friend Lingling likes taking pictures, too. She also took some pictures. Lets watch the cartoon ,please!(播放活动一动画) T: Its about a. (生一起回答 monkey)The monkey was then! But ,he is _now.(老师边说 句子做动作，生答出横线出单词）Why? Ss: Because he ate and drank ,ate and drank. T: Ok, follow me,“ate and d
8、rank ”(边说边做动作) （1）I say and you do（2）you say and I do T: Great. T: Now, lets read. (学生跟读 1 遍录音) Step3: Presentation 1. Watch and answer. 课件出示大明和妈妈的图片 T: This is Daming and his mother, what are they talking about ?Listen carefully.(一听) T:What are they talking about? Ss:Theyre talking about Damings pi
9、cnic. T:Yes, so she said:Tell me about your picnic.(课件出示第一幅图及 Tell me about your picnic，学 习单词 tell 以及这句话 ） T:Daming answered: It was great!（课件出示 It was great!学习单词 great ） T:Turn to page 47 ,Listen again , and circle the past tense of the verb(2 听) Ss:. T:Check your answers.(板书呈现：played,ate,drank,too
10、k,made)教单词:made T: Can you describe the texts pictures use these verbs? What did Daming do ?(课件出示课文图 片,使用幕布遮挡效果，让学生根据上图，结合动词过去式进行描述) Ss:.(学生回答，师把黑板上的短语补充完整：Played games, ate lots of delicious food, drank milk and juice, took some pictures, made a poster) 教单词：delicious, poster 2. Listen, repeat and r
11、ole play Step4: Practice 1.火眼金睛：找到单词的正确形式。 T: Look at the screen.wow! So cool! Point the right words. 2. Read together, discuss in groups and fill in the blanks. Daming _ a picnic. It _great. They _ games. They _ lots of delicious food. They _ milk and juice. He _ some pictures and he _ a great post
12、er. He had a happy time. （学生上台把短语贴到相应图片的下方。 老师引领学生读板书（Daming 的海 报，进一步巩固课文) 3. challenge:lets dubretell the textact it out 【设计意图】利用小游戏，调动孩子参与课堂活动的积极性，激发其对英语学习的兴趣；同 时查漏补缺，在游戏中复习检测本课新单词。及时有效检测，巩固学生对语言知识。 Step5: Task completion 1. 教师微视频，展示并描述假期活动 T:Last Sunday, my family had a picnic. 2.小组合作：交流展示并制作自己小组
13、内的海报 Now its your turn. Make a poster and tell us what you did? Can you say? Last Sunday，We / I went to _. Dad _ Mum _ Grandma _I _.We had a happy time. Step6: Summary and Moral Education What have you learnt today? 【设计意图】让学生自己说说学到了什么，可能是一个单词，也可能是一句话。然后老师带 着学生总结，读 Daming 的海报，进一步巩固所学知识。 Step7: Homework 1.Show your dubbing of this lesson to your family. 2.Make a poster of your family once a picnic ,and show it to your friend. 【设计意图】课堂上以 Daming 和 Amy 的一天为主线进行一般过去时的教学。学生在课堂 上通过听说读等活动掌握知识，但学生并没有进行写的练习，以“My day”为题的作业，是对 课堂教学的进一步拓展和延伸，也是把所学知识内化成语言能力的一个过程。
