外研版（一起）四上Module 5-Unit 1 We went to the Great Wall.-ppt课件-(含教案+微课+视频+素材)-部级优课-(编号：046cc).zip

What did you do yesterday? It took us fifty minutes to climb to the top. It took sb. some time.to do sth. My Trip Module 5 Unit 1 We went to the Great Wall. 教学设计教学设计 一、教材分析一、教材分析 本课是外研版新标准（一起）四年级上册的第五模块第一单元。课文情境 是 Daming 的爸爸在询问 Daming 和 Sam 有关他们昨天的学校旅行。教材的编 写符合孩子们的心理特点，情节来源于生活，语言的实践性较强，学生感兴趣。 本课主要内容是掌握不规则动词过去式 went, saw, ate, bought, had.并能使用相应 的功能句说明过去的活动，如 I went/ saw/ ate/ bought/ had.核心学习任务是描 述参观游览的经历。 二、学情分析：二、学情分析： 在三年级下册的最后两个模块，我们学习了 be 动词的过去式 was, were 及 相应句型。如：He was short.They were young then. Were you on the second floor? 而在本册书的二至四模块我们继续学习了一般过去时。主要包含动词过去式的 规则变化，如：cleaned, finished, washed, helped, watched 等，及它们的肯定句和 否定句，I helped my mum. She didnt go to school yesterday.本课继续学习一般过 去时，有所不同的是本课涉及到了动词过去式的不规则变化，如：went, saw, ate, bought,had.通过以前的学习，学生已经能正确理解语法点一般过去时。 而且每位学生都有自己的旅游经历，也乐于交流。难点在于掌握不规则动词变 成过去式的特殊变化，并能熟练运用这些词描述自己过去的经历。 为此，课堂需遵循以学生为中心，以兴趣为支点，以交流为目的，以现实 生活为情境的原则，运用情境教学法，小组合作法，利用课件、视频、图片， 创建活动让学生积极参与。在学习巩固新授句型的基础上，为学生搭建框架， 教给学生如何去描述过去的一次经历，最终完成学习任务。 三、教学目标三、教学目标 1.语言知识目标： (1). 通过课件，图片，视频等材料，使 90%的学生在语境中正确感知，并 听、说、认、读单词：go went , take-took, see saw , eat ate , buy bought，have had; (2). 使 80%的学生能在合适的语境下正确运用句子：We went to . It took us fifty minutes to climb to the top. We saw /ate/ bought/ had. (3). 使 90%的学生能正确理解课文大意，流利的朗读课文。 2.语言技能目标： 通过对课文的学习和理解，能描述一次参观或游览的经历。 3.情感态度与价值观： 通过对旅行的描述，培养学生热爱祖国的情怀和开拓视野的意识。 四、教学重点和难点四、教学重点和难点 1. 重点： (1).掌握几个动词过去式的不规则变化：go went , take-took, see saw, eat ate, buy bought, have had. (2)正确运用句子：We went to . It took us fifty minutes to climb to the top. We saw /ate/ bought/ had. （3）正确理解课文大意，流利的朗读课文。 2.难点： 讲述或描述一次参观或游览的经历，达到学以致用的目的。 五、教学准备五、教学准备 多媒体课件，单词卡片 六、教学过程六、教学过程 Step1. Warming up 1. Greeting. 2. Divide the class into two groups. T: Lets see which group can climb to the top of the mountain. 3. Lets chant.(第二模块学过的关于过去式的 chant) 4. Free talk: What did you do yesterday? 设计意图：设计意图：琅琅上口的英文歌谣可以渲染课堂气氛，激发学生的学习兴趣。这 首 chant 复习的是已学的关于过去式的知识，与 Free talk 相结合，既能帮助学 生复习旧知，也为本课的学习打好基础，同时为下面的导入环节做好铺垫。 Step2. Text-learning. 1. Lead in T：Look, who are they? Ss: They are Daming and Sam. T: Yesterday, Daming and Sam went on a school trip. But where did they go? Please watch and answer. 看完动画回答问题，引出 They went to the Great Wall. 教授教授 (go-went) Free talk: Where did you go before? 设计意图：设计意图：接着上一话题，直接引入到 Daming 和 Sam 昨天的活动，导入本题 话题 trip，自然的过渡到课文。抛出本课中心问题，让学生带着问题看动画回 答问题，并在真实的语境中操练句型。 2. Listen again and find the answer to the question How long did it take to climb to the top? 教授 (take-took) 引导学生用 It took sb.some time to do sth.造句 3. Listen for the third time and find the correct answers to these questions. （1）选择题 What did Daming and Sam see? 教授（教授（see-saw） (2) 选择题 What did they eat? 教授教授 (eat-ate) (3) What did they buy? 教授教授 (buy-bought) (4) T: Do you think Daming and Sam were happy at the Great Wall? Ss: Yes. T: So they had a good time there. 教授教授 (have-had) 4. Practise. (1) Memory Game: What did you see just now? (2) What did Amy eat yesterday? What did you eat yesterday? (3) Amy wants to go on a trip, too. So yesterday she went to the supermarket to buy some useful things. Can you guess: What did Amy buy yesterday? 设计意图：设计意图：以课文内容为主线，以回答问题的形式理解课文大意，并在语境中 学习新单词。通过造句，Meomory Game, Guessing Game，Free talk 来巩固句型， 激发学生兴趣。 5. Listen and repeat. 6. Lets dub 7. Retell the text. (根据板书复述课文) 8. 情感渗透 T：Do you love the Great Wall? T: The Great Wall has a very long history and its a symbol of China. We should be proud of it. 9. 依据板书理出如何描述一次旅游经历的框架。 设计意图：设计意图：通过听指课文感受语言，再跟读注意语音语调。分角色朗读课文来 感受课文意义。利用板书复述课文，总结语言框架，引导学生以课文为例，掌 握描述过去经历的方法，为下面的拓展环节做铺垫。 Step3.Extension. 1. 以海报的形式展示自己旅游经历的框架，根据框架形成段落来给学生做示范。 2. 根据老师提供的交际句和交际词，学生四人一组拿出自己的旅游照片图片进 行介绍，再请个别学生到讲台展示。 设计意图：设计意图：通过拓展，让学生把学到的语言运用到生活中，通过小组合作达到 人人都参与，到讲台前展示提高学生的学习成就感和用英语表达的自信心。 Step4. Homework. 1. Recite the text on P26-27. 2. Collate all the verbs and their past tense on a paper. 3. Introduce your trip to your parents or friends. 七、板书设计：七、板书设计：