外研版（一起）四上Module 6-Unit 1 It didn’t become gold.-ppt课件-(含教案+视频+素材)-省级优课-(编号：80038).zip

Module 6 Unit1 Song.swf Long ago didnt real magic become took bad helped people paintbrush woman gold became Magic earsstory.exe Who is this story about? Ma Liang What did Ma Liang have ? a magic a magic paintbrush paintbrush Paint brush paintbrush a magic paintbrush He was He had a . It was . About Ma Liang Ma Liang. paintbrush magic 1. Was Ma Liang a good boy？ He helped people. Yes,he was. Read and answer! help helped He helped people. 2、 What did Ma Liang paint？ He painted food. Ma Liang was a（ ）boy. He （ ） people. He had a（ ）. It was （ ） . This old woman （ ） . So Ma Liang （ ） food. Then the food was （ ） . good helped magic didnt have food painted real paintbrush A bad man.A bad man. Who is he? What did the bad man do? taketook took 拿走拿走 take take took He took Ma Liangs magic paintbrush. What did the bad man What did the bad man paint?paint? He painted gold. He was a bad man. He took Ma Liangs About bad man magic paintbrush. He painted .gold But it didnt become gold. It became a snake. become 制作- became There was a （ ） man. He （ ） Ma Liangs magic paintbrush. The bad man（ ）. So he painted gold with the magic paintbrush. But it （ ）. It （ ） a （ ）. ba d took didnt become goldbecame snake didnt have gold Ma Liang was a He had He helped people. good boy. a magic paintbrush. This old woman didnt have food. Ma Liang painted food. real.The food became it didnt make gold. It became a snake. The bad man,he took Ma Liangs magic paintbrush. He painted gold with the magic paintbrush. But 1. What do you think of Ma Liang ？ 2. If you had a magic paintbrush, what will you do? In our daily life,we havent got the magic paintbrush, but there are many good children just like Ma Liang too. Homework: Please tell the story to your friends. Module6 Unit1 It didnt become gold. 教学设计教学设计 与反思与反思 一、教材分析：一、教材分析： 本册教材重点是学习一般过去时，同时穿插与一般现 在时、现在进行时、一般将来时的比较，目的是使学生能 准确区分并掌握几种时态并能正确使用。学生在第二、四 模块学习动词规则变化的一般过去时的肯定句，第三模块 学习动词规则变化的一般过去时的否定句。第五模块学习 动词不规则变化的一般过去时的肯定句，本模块将要学习 动词不规则变化的一般过去时的否定句。 二、学情分析：二、学情分析： 1.学生已经掌握动词规则变化过去式的规则（1.直接加 ed；2.以 e 结尾，直接加 d）及 ed 的三种发音 （/t/,/d/,/Id/）。一般过去时规则变化过去式的肯定句 和否定句。 2.学生对神笔马良的故事很熟悉。 三、教学目标：三、教学目标： 1. 知识与技能： （1）听说读写用词汇：paintbrush, magic, food, real , gold. （2）听说读写用动词：have-had, take-took, make- made.（3）理解并能输出重要句型：He had a paintbrush. He helped people. The bad man didnt have gold. He didnt help people. He took Ma Liangs magic paintbrush. It didnt make gold. It made a snake. （4）在掌握一般过去时规则变化过去式的肯定句、否定句 的基础上，对比、学习并掌握一般过去时不规则变化过去 式的否定句。 2. 过程与方法： 采用小组合作学习和任务型教学，通过读一读，听一听等 活动，引导学生学会用一般过去时讲述神笔马良的故事， 并将重点放在一般过去时的学习使用上。 3. 情感态度与价值观： 学习马良乐于助人的好品 质。教育学生“赠人玫瑰，手 有余香”。 四、教学重难点： 在掌握一般过去时规则变化过去式的肯定句、否定句 的基础上，对比、学习并掌握一般过去时不规则变化过去 式的否定句。 五、教学策略与手段： 采用小组合作学习方式和任务型教学法。 六、课前准备： 1. 学生的课前准备：准确掌握一般过去时规则变化过去式 的肯定句和否定句。 2. 教师的课前准备：ppt 课件，故事插图。 3. 教学环境的设计：多媒体辅助教学。 七、教学过程： Step 1. Greeting. 1.Sing a song of module5 unit2. 利用歌曲复习巩固一般过去时不规则动词的变化形式。 Step 2. Presentation Play a game magic eyesto review some words. Step 3. Tasks. Task 1 Listen to the story,and think: Who is this story about? 通过听，整体感知故事，对故事内容有一个初步的了解。 Task 2 Listen and read the story,and answer: What did Maliang have? Task 3 Open the books an read picture 1 and 2,then tell us: What did Ma Liang paint？ Why did Maliang pait food for the old woman? Task 4 Read picture 4,and tell us:What did the bad man do? Task 5 Answer the questions. Who didnt help people? Who helped people? How did he help people? What did he have? Did the bad man like the magic paintbrush? What did he do? Did the magic paintbrush help the bad man? What did it make? Task 6 引导学生注意一般过去时肯定句及否定句的差别。 给课文重新命题。（Ma Liang / The Magic Paintbrush / A Chinese story） Task 7 Retell the story.可以根据学生学习状况适当增加马良助 人为乐的故事内容。 Step 4.Homework Retell the story. Then write it down. 八、板书设计： Module 6 Unit 1 It didnt become gold. Ma Liang He helped people. He had a paintbrush. He painted food. The bad man He took Ma Liangs magic paintbrush. He painted gold. It didnt make gold.It became a snake. 九、教学反思： 课堂高效的问题，研究及论述颇多。但有个基本的描述， 即：以尽可能少的时间、精力和物力投入，取得尽可能好 的教学效果。简言之，“高效课堂”至少在教学时间、教 学任务量、教学效果等三个要素方面有突破，概括为：轻 负担，低消耗，全维度，高质量。很荣幸我能在此次教研 活动中执教这节展示课，用我独有的方式诠释了我对“高 效课堂”的理解。 1.有效备课是提高课堂教学效率的前提。 对于教师而言，你备好了课，不一定能上好课， 但是你要想上好课，却必须要备好课。于是，备好 课自然而然成了上好课的前提。本课以一般过去时 不规则变化动词的肯定句和否定句为学习重点，我 在进行教学设计的时候，将重点放在了过去时态的 运用上。 2.有效提问是提高课堂教学效率的关键。 提问是触发学生思维的引言，是激发学生觉悟的契 机，是教学检测的手段。提问的质量制约着教学进 程能否推进，决定着教学效果的好坏。因此为了检 验学生对课文的理解，我巧妙设计问题，层层引导， 通过回答问题，不仅加深学生对文本的理解，又为 语言输出做了大量的铺垫练习。 3.优化教学方法，采用丰富多彩的课堂活动是课堂高效 的关键 a导入新颖，先声夺人。良好的开端是学习的 一半，一个好的开端可以使学生自然而然地进入学 习新知识的情境，并能激发学生的兴趣和强烈的求 知欲。因此，我巧设开头，用一个节奏感强的歌曲 复习了动词的过去式。学生们既集中了注意力进入 学习状态，又巧妙进行了时态相关内容的复习。 b小组合作，探究实践。以任务型活动为核心， 激发学生深层兴趣，让学生在学中用，在用中学， 从而培养学生语言运用能力。在教学中，作为小学 英语教师，我始终以“活动，训练”为主线，结合 学生实际，采用多种手段和方式，调动学生的积极 性，激发学生学习英语的兴趣，让学生通过口、眼、 耳、手、足、脑的各种活动，动用全部认识方面的 储备，唤起学生开口的欲望，强化学习的动机，获 得学习的乐趣，培养健康的个性。 c.德育渗透，贯穿与教学。