外研版 (一年级起点)Unit 2 She went into a shop.教案

这是一份外研版 (一年级起点)Unit 2 She went into a shop.教案，共10页。
整体设计思路、指导据依说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。教学背景分析教学内容分析：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：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。教学目标分析1、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、难点分析 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：学生能根据板书内容，从四大要素 When, Where, Who, What 出发，讲述故事。 教学评价设计评价内容：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：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。板书设 计 Module 3 Unit 2 She went into a shop.        教学过程设计（方法、手段）步骤一：新授前准备Pre-teaching1. 师生问候--Greeting.T：Class begins. Good morning, boys and girls. S: Good morning! Alice.T: How are you today?S: I’m very well. How are you?T: I’m very happy today. Thank you, sit down, please.Step2. Warming up2. 自由谈话—— What did you do yesterday? 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：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 While-teaching开题——CAI shows the title of this lesson.T: Now look here, today we are going to learn_____ S: Module3, Unit2.T: Yes, we will learn Module 3, Unit2 today.儿歌导入——CAI shows some pictures.T: Now look at our old friends, the____S: Sheep.T: Do you know:   Where did he go yesterday? What did he do?Let’s enjoy a chant and find the answer.听音回答——CAI plays the flash.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 let’s learn the chant.学习儿歌——Let’s learn the chant.自主诵唱——Let’s chant together.T: Now, let’s chant together.  G1 and G2, stand up, please. You chant the girl sheep, you go first.This time, let’s exchange. G3 and G4, stand up, please. Wow, you did a very good job, let’s clap for ourselves.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。故事角色介绍——Let’s meet new friend: Tilly.T: We know, the sheep are our old friends. And today, I want to introduce a new friend to you. Let’s welcome Tilly! (T shows a mouse toy)Tilly: Hello, boys and girls. My nane is Tilly. I’m 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：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。看图预测——Let’s look and guess the story.T: OK! Please look at Tilly’s 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 don’t 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 it’s 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 doesn’t 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：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．听故事，图片排序及看图说话——Let’s listen, order and talk ahout the pictures.T： Now, let’s 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. Let’s 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, let’s shout together: Come to my_____. One, two, go!S: Come to may shop again!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 Post-teaching1．听音跟读——Let’s listen and repeat. T: Wow, you understand the story very well. This time, let’s listen and repeat together. Please open your books, turn to P17. Point to your books, one, two, go!……2. 齐读课文——Let’s read together..T: Can you read the story now?S: Yes!T: OK, let’s read together. Tilly is a mouse, one, two go!……3: 复述课文——Let’s retell the story together.T: Wow, you all read very well. You can go one stair. Now please close your books. This time, let’s 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. Let’s retell together: Tilly is a mouse: _________ ……4:  小组复述课文—— Retell the story in groups.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：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. 创编故事—— Let’s make a new story.T: Today, all of you did a very good job and you all get Tilly’s surprise. Are you happy? S: Yes!T: Good! I’m very proud of you. Look, Tilly gives me a surprise, too! Now, let me open it. Look, Tilly gives me some beautiful pictures. Let’s see, wow, it’s a new _______S: Story!T: Yes, it’s 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. I’ll 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 let’s open your surprise, it’s 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：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。