Module 3-Unit 2 She went into a shop.-ppt课件-(含教案+素材)-部级公开课-外研版四年级下册（一起）英语(编号：60006).zip

Module 3 Unit 2She went into a shop.新村同创国际小学 江欣悦Q1:Where did he go yesterday?Q2:What did he do yesterday?Where did you go yesterday?I went to the shop.I bought some apples and ate two.Then I went to school.Tillys StoryWhat happened in the shop?What happened in the shop?Tilly31245ABCDEI saw a _, I was very _! Lets lsten and repeat:Lets retell:Tips: 1. 参照黑板信息。 2. 小组分工合作 3. 互相帮助。 4. 轮流复述。Group work: Make a new story!last FridayTips: 1. 小组分工合作讲新故事。 2. 充分利用组内所有信息 3. 关注故事四要素：when,where,who,what。 4. 可适当添加台词，声音和动作。整体设计整体设计思路、指思路、指导据依说导据依说明明本节课是新标准英语四年级下册第 3 模块第 2 单元第一课时。整体设计理念是基于中国学生发展的核心素养，围绕孩子的语言能力、思维品质、学习能力、文化品格等核心素养进行教学设计。语言功能：围绕故事内容展开学习。教学中，我采取了激趣导入、图片理解、预测猜想、动作伴读、思维导图等多种方式，有助于体验感知理解文本，朗读文本，创编文本。教教学学背背景景分分析析教学内容分析：教学内容分析：本节课是 Module 3 Unit 2 的第一课时，教材以“A story happened last month”为中心话题，运用过去式时，围绕“When, Where, Who, What”展开。本课时主要由导入部分和课文故事进行语言呈现和场景构建，在图片和情景的帮助下理解核心词汇和句型。在适当的语境和图片的帮助下尝试运用目标语言表达。学生情况分析：学生情况分析：兴趣是关键，培养学生的学习热情和主动学习的能力，对英语学习产生浓厚兴趣。四年级学生已初步养成英语课堂学习习惯，有一定语言学习能力，除了大量的听的输入，还需要通过各种形式的目标词汇及句子的操练，并通过自主观察和小组活动，不断形成与主题相关的自主输出。教教学学目目标标分分析析1、语言能力语言能力1） 学生能理解并运用语言符号：went into / month / cheese / scared / run away语言结构：I _ed_. she _ed_. He_ed_.2) 学生能在故事中感知理解一般过去时态的用法。3) 部分学生能尝试根据课文内容表演故事。4) 部分学生能运用老师所给的图片材料创编新故事。2、学习目标、学习目标1）学生能借助固有旧知、图片理解、动作伴读等多种形式体验感知文本、理解文本并复述文本。2）学生能够运用板书内容并根据老师所给材料创编新故事。3、文化素养、文化素养学生能用英语过去时态讲述一个故事，并掌握故事的四大要素：When, Where, Who, What。4、思维品质、思维品质1）激活创新思维，根据老师所给材料创编新故事。 2）学生能结合实际，正确使用过去时态描述发生过的事。Module 3 Unit 2 She went into a shop.教学重点、教学重点、难点分析难点分析教学重点：教学重点：感知并理解过去时态，正确运用过去时态。教学难点：教学难点：学生能根据板书内容，从四大要素 When, Where, Who, What 出发，讲述故事。教教学学评评价价设设计计评价内容：评价内容：1）学生对文本情景词汇和核心词汇的掌握方面。2）学生对文本的朗读语气模仿方面。3）学生学习的积极性、主动性、参与性。4）小组的合作意识，互帮互助意识。5）学生的想象力，发散思维方面。评价方法：评价方法：全班按座位分为四个大组，四人为一讨论小组。黑板按照四个大组进行爬楼梯奖励评价，通过回答问题、表演等方式登顶并获取老师提供的资料包。促进学生小组合作精神。小组竞赛中，获胜小组爬楼梯奖励。评价手段主要是采取激励性评价的方法，对学生评价机会很多。师生评价，通过教师评价学生在课堂上的反馈的情况；生生互评，学生与学生之间，观察做得好的地方；小组内部评价，开展小组活动，小老师点评本组学生的优势与不足；学生自评，通过对比学习，明确自己的优势。教师对每一位（组）学生的发言，都给予积极的评价，评价中注意理解、尊重学生。教师对学生的评价，学生对学生的认可，往往能使学生获得自信和成就感，满足他们的心理需要，让学生从评价中体验成长发展的快乐，受人赞赏的自豪和奋发向上的冲动。板板书书设设 计计Module 3 Unit 2 She went into a shop.教学过程设计（方法、手段）教学过程设计（方法、手段）步骤一：新授前准备步骤一：新授前准备 Pre-teachingPre-teaching1.1. 师生问候师生问候-Greeting.-Greeting.T：Class begins. Good morning, boys and girls. S: Good morning! Alice.T: How are you today?S: Im very well. How are you?T: Im very happy today. Thank you, sit down, please.Step2. Warming up2 2. . 自自由由谈谈话话 W Wh ha at t d di id d y yo ou u d do o y ye es st te er rd da ay y? ? T: Look, there are so many teachers here in our class today. So I worked very hard yesterday. How about you? What did you do yesterday? (板书动词过去式 )S1: I ed yesterday.S2:S3:S4:S5:T: Wow, you did so many interesting things yesterday.设计意图：设计意图：通过描述自己昨天做的事操练句型：I _ed yesterday. 唤起学生对过去时态的旧知，并为学习课文内容和后续小组活动做准备。步骤二：教学过程步骤二：教学过程 While-teachingWhile-teaching1 1. . 开开题题 C CA AI I s sh ho ow ws s t th he e t ti it tl le e o of f t th hi is s l le es ss so on n. .T: Now look here, today we are going to learn_ S: Module3, Unit2.T: Yes, we will learn Module 3, Unit2 today.2 2. . 儿儿歌歌导导入入 C CA AI I s sh ho ow ws s s so om me e p pi ic ct tu ur re es s. .T: Now look at our old friends, the_S: Sheep.T: Do you know: Where did he go yesterday? What did he do?Lets enjoy a chant and find the answer.3 3. . 听听音音回回答答 C CA AI I p pl la ay ys s t th he e f fl la as sh h. .T: Now who knows: Where did he go yesterday? （板书动词过去式）S: He went to a shop.T: Yes, very good. And what did he do? S1: He bought some apples and he ate two apples,T: Then?S: Then he went to school.T: Wow, what a wonderful day! Now lets learn the chant.4 4. . 学学习习儿儿歌歌 L Le et ts s l le ea ar rn n t th he e c ch ha an nt t. .5 5. . 自自主主诵诵唱唱 L Le et ts s c ch ha an nt t t to og ge et th he er r. .T: Now, lets chant together. G1 and G2, stand up, please. You chant the girl sheep, you go first.This time, lets exchange. G3 and G4, stand up, please. Wow, you did a very good job, lets clap for ourselves.设计意图：设计意图：通过学习新儿歌，激发学生兴趣，并对动词过去式进行进一步感知。6 6. . 故故事事角角色色介介绍绍 L Le et ts s m me ee et t n ne ew w f fr ri ie en nd d: : T Ti il ll ly y. .T: We know, the sheep are our old friends. And today, I want to introduce a new friend to you. Lets welcome Tilly! (T shows a mouse toy)Tilly: Hello, boys and girls. My nane is Tilly. Im a mouse. Nice to meet you!S: Nice to meet you, too. Tilly: Oh, thank you. You are all good children. I like you very much. So look here, I have a surprise for you. Do you like surprise? S: Yes!Tilly: Do you want to get my surprise?S: Yes!Tilly: Very good! Look, I put the surprise here. If you do a good job, you can come here and climb up the stairs, then get my surprise. Are you ready?S：Yes!Tilly: Very good! And today I have a story for you, too. Do you like stories?S: Yes!设计意图：设计意图：用手偶玩具介绍故事角色，激发孩子们的学习兴趣，同时陈述评价机制，让所有的学生积极参加课堂活动，并培养他们的思考和表达能力。7 7. . 看看图图预预测测 L Le et ts s l lo oo ok k a an nd d g gu ue es ss s t th he e s st to or ry y. .T: OK! Please look at Tillys story. Can you guess: When did the story happen? Where did the story happen? Who can you see in the story?T: Question 1: When did the story happen? Maybe_S: Yesterday. T: Very good. How about you?S: Last week.T: Maybe. Nice try! And you?S: Last Sunday.T: Yes, maybe. I dont know. And: Where did the story happen?S: In a shop.T: Yes, very good. Look at the shop, there are so many_ in the shop.S: Cheese.T: Yes. So its a cheese shop. Together: cheese, cheese. And question 3: Who can you see in the story? Of course, we can see Tilly. And _S: A mouse.S: A cat.T：Yes, you are so good! But do you know: What happened in the shop? We know the mouse is afraid of the cat, and the cat doesnt like the mouse. But in this story, I think maybe Tilly and the cat become good friends because they both like cheese. What do you think? Maybe Tilly_. Maybe the cat_.T: Wow, you have a wonderful imagination!设计意图：设计意图：看图预测故事中的四个要素：When, Where, Who 和 what。 黑板上呈现思维导图，帮助孩子理解课文。8 8听听故故事事，图图片片排排序序及及看看图图说说话话L Le et ts s l li is st te en n, , o or rd de er r a an nd d t ta al lk k a ah ho ou ut t t th he e p pi ic ct tu ur re es s. .T： Now, lets listen and find: What happened between Tilly and the cat?T: Now, we know: this story happened in _.S: Last month.T: Yes, together: month, month, last month. We know,this month is _.S: May.T: So, last month was_.S: April.T: Very good. Now please look at these pictures. Lets order them. Which is number 1?S: B.T: Yes. B is number 1. Can you say: Tilly_S: Tilly went into a shop.T: Yes, Tilly went into a shop. Together: went into, went into. Now, please discuss in groups, order and talk about these pictures.T: So, which is number 2? S: A.T: Yes, very good. Can you say: Tilly_S: Tilly bought some cheese.T: Wonderful! Tilly bought some cheese. How about number 3?S: E. And she ate the cheese.T: Yes, she ate the cheese. And number 4?S: D. Tilly saw a cat and she was scared!T: Yes, she saw a cat and she was scared. Together: scared, scared. Look here, I saw a monster, I was very scared! How about you?S: I saw a monster, I was very scared!T: Very good. And how about this one? You please. S: I saw a cake, I was very happy.T: Nice. And I saw the cake, I was very hungry. The last one, you please.S: I saw a snake, I was very scared!T: Yes, the snake is very dangerous. Now, look, of course, number 5 is picture_S: C.T: Yes, who can say: The cat_S: The cat shouted:“Come to my shop again!”T: Wonderful! Now you are the cats, lets shout together: Come to my_. One, two, go!S: Come to may shop again!设计意图：设计意图：听故事，图片排序并进一步理解故事内容并整理第四个要素：What。板书呈现思维导图帮助孩子理解文本内容。同时纠正孩子发音错误，为朗读故事做准备。注重提醒孩子恰当模仿故事情节中各个角色情绪变化，培养孩子英语表演能力。步骤三：教学巩固步骤三：教学巩固 Post-teachingPost-teaching1 1听听音音跟跟读读 L Le et ts s l li is st te en n a an nd d r re ep pe ea at t. . T: Wow, you understand the story very well. This time, lets listen and repeat together. Please open your books, turn to P17. Point to your books, one, two, go!2 2. . 齐齐读读课课文文 L Le et ts s r re ea ad d t to og ge et th he er r. . .T: Can you read the story now?S: Yes!T: OK, lets read together. Tilly is a mouse, one, two go!3 3: : 复复述述课课文文 L Le et ts s r re et te el ll l t th he e s st to or ry y t to og ge et th he er r. .T: Wow, you all read very well. You can go one stair. Now please close your books. This time, lets retell the story. Please look at the blackboard, there are 4 important parts in the story. They are: _S: When, where, who and what.T: Yes, you are so clever! And look at these pictures and words, they can help you to retell. Are you ready?S: Yes.T: OK. Lets retell together: Tilly is a mouse: _4 4: : 小小组组复复述述课课文文 R Re et te el ll l t th he e s st to or ry y i in n g gr ro ou up ps s. .T: Wow, you did a very good job. Now please retell the story in groups from: when, where, who and what. Pay attention: look at the pictures and words on the blackboard, work in groups, help each other and retell it one by one.Which group wants to show for us?设计意图：设计意图：老师示范复述故事，帮助孩子理解并记忆故事。小组展开活动复述课文，孩子分工合作，培养孩子小组合作能力。注重引导孩子互评，自评。5 5. . 创创编编故故事事 L Le et ts s m ma ak ke e a a n ne ew w s st to or ry y. .T: Today, all of you did a very good job and you all get Tillys surprise. Are you happy? S: Yes!T: Good! Im very proud of you. Look, Tilly gives me a surprise, too! Now, let me open it. Look, Tilly gives me some beautiful pictures. Lets see, wow, its a new _S: Story!T: Yes, its a new story. Look, when did the story happen?S: Last Sunday.T: Yes. And where did the story happen? S; At the school.T: Right. Who was in the story?S: Sam.T: Wonderful! And what did Sam do? S: T: Why did he cry? Maybe he lost his money in school, so he cried and cried. Look here, who can continue the story? At last, he _S: At last T: Wow, we make a new story together. Ill tell the story for you, please listen to me carefully: Last Friday, Sam went to school. He lost his money in school. So he cried and cried. At last, his friends: Lingling and Amy helped him find the money. They bought a cake and ate the cake together. They were very happy! Do you like my story?S: Yes!T: Please clap for me. Thank you! Now lets open your surprise, its a story, too. Can you tell the story to the teachers?S: Yes.T: Very good! But before that, I want to help you. Please look here, this is a words bank for you. You can use these words to tell your story from: when, where, who and what in your groups. Understand?S: Yes!T: OK! Go!Which group wants to tell your story for us?T: Wow, your stories are wonderful! So today we learnt how to tell a story. There are 4 important parts in a story, they are:S: When, where, who and what.T: Very good! Today you learnt how to tell a story. I believe you can tell our Chinese stories to the world in the future. OK, class is over today. Stand up please. Good bye, children.S: Good bye, Alice.T: Please turn left and say “Good bye” to the teachers.S: Good bye, teachers.设计意图：设计意图：本堂课上涉及到的动词过去式，最后汇总成为一个 Word bank，学生利用这些词汇及老师准备的材料包，创编新故事，检测学生对动词过去式运用的掌握情况。小组内进一步的学习探讨，把知识同实际生活联系起来，关注身边的一切，并且培养他们的合作意识。