小学英语外研版 (三年级起点)四年级下册Unit 1 Were you at home yesterday?教案

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模块整体教学目标一览表 课题语用任务语言知识与技能第一课时四下M6U1 Were you at home yesterday?(Ⅰ)整体感知课文；掌握本单元的核心词汇以及句型。1、掌握本课单词yesterday; out; well; thanks; sun; lesson的读音及意义。2、能正确在问答中使用句型Was it sunny in London yesterday? Yes, it was. /No, it wasn’t.第二课时四下M6U1 Were you at home yesterday?(Ⅱ)能借助课堂提供的图片、视频、活动等理解和运用本单元核心句型，强化巩固语言，能流利询问他人昨天所去的地点，语音、句法基本正确。能正确使用句型Were you …… yesterday?，并能用 Yes, I was. / No, I wasn’t.进行回答。第三课时四下M6U2 Was it a big city then? (Ⅰ)能借助本课活动、板书等用本单元的核心词汇及句型，以口头形式谈论深圳的过去和现在。要求语音、句法基本正确，表达流利。       能正确拼读单词village并用在句子中；      能正确在问答中使用句型Was it a big city then? Yes, it was./No, it wasn’t.第四课时四下M6U2 Was it a big city then? (Ⅱ)能用本单元的核心词汇及句型，完成拓展阅读，能在阅读中拓展语音库，能谈论茂名的过去和现在。要求语音、句法基本正确，表达流利。1.能识别并拼读语音cl，fl, bl2.能运用过去时It was small.等句型描述茂名的过去，并能与现在作对比。 第一课时教学设计教学背景分析教学背景：①2017版新课标指出，要关注学生学科核心素养的培养。学生的英语核心素养包括四个方面：语言能力，学习能力，思维品质和文化品格。在课堂教学中应该逐步落实学生核心素养的培养。②维果斯基的“最近发展区理论”，认为学生的发展有两种水平：一种是学生的现有水平，指独立活动时所能达到的解决问题的水平；另一种是学生可能的发展水平，也就是通过教学所获得的潜力。两者之间的差异就是最近发展区。教学应着眼于学生的最近发展区，为学生提供带有难度的内容，调动学生的积极性，发挥其潜能。教材内容：本单元通过Tom与Grandma打电话的情景，学习was和were在疑问句中的用法。学情分析：本教材是三年级起点的教材，这是学生在校学习英语的第二年。作为四年级学生，年龄大多在9-10岁。他们活泼、好奇心强。但由于普遍英语学习时间短，英语学习环境一般，语言表达能力与英语思维程度不高。教学准备：教学课件、音视频。教学目标及重难点教学目标：1.语言能力：学生能正确掌握yesterday; out; well; thanks; sun; lesson的读音。学会运用句型Was it sunny in London yesterday? Yes, it was. / No, it wasn’t.2.学习能力：学生能够理解并运用新学单词yesterday; out; well; thanks; sun; lesson以及was与were所引导的一般疑问句及其问答。          3.思维品质：辨析is与are; was与were所引导一般疑问句的不同。          4.文化品格：增强学习英语的兴趣，敢于用英文表现自我。教学重点：掌握本课的新单词以及重点句型。教学难点：辨析is与are；was与were所引导的一般疑问句及其回答。教学流程Step I: Preparation1.Free talk. (3mins)在课前通过与学生简单的寒暄中，引出新单词thanks。T: Hello, everyone! How are you? Ss: I’m fine, thank you. And you? T: I’m fine, too. Thanks.  运用日历让学生理解并学习yesterday。T：Today is Tuesday. So yesterday was Monday.2.Listen and chant. (3mins)完成活动1并学习新词out。T: Yesterday, I enjoyed a chant. Now let’s enjoy together。播放活动1视频，让学生先听一遍,并学习新词out。最后学生集体chant。Step II: Presentation and Practise.T: Yesterday, Grandma was out. Where did she go? Let’s see.【设计意图】以Grandma的一天为主线，任务驱动学生学习课文内容。Watch and choose. (3mins)整体感知课文；学习新词well。(   )How is Grandma？A. Very well   B. Good.过渡：(屏幕呈现Grandma头像移动到第一个地点London。)T: Grandma is in London. So what’s the weather like in London?  Please listen to the tape. 2.Listen and judge (“T” or “F”) (3mins) (A2图3、4音频) 捕捉课文细节，复习windy; sunny；学习新词sun。(  ) It is sunny in London.(  )It was windy in London yesterday.3.Look and guess. (4mins)结合图片回答问题，操练重点句型Was it…yesterday？以及其回答。过渡：（屏幕呈现Grandma移动到第二地点park。）T: It was sunny yesterday. So Grandma went to the park. After that, what did she do? Please listen to the tape.4.Listen and fill in the blanks. (3mins) (A2图5、6音频)捕捉课文细节，学习新词lesson。Grandma is _______.Grandma was_____ for Chinese lesson.5.Look and say. (3mins)结合课文图5图6；操练句型。过渡：（屏幕呈现Grandma移动到第三地点school。）T: Grandma went to school. She was out with Grandpa for Chinese lesson.6.Read the text. (4mins)让学生熟悉全文，为后面表演对话做铺垫。(1) Listen and repeat. (2) Pay attention to the tone and intonation.Practise: 1.Fast eyes. (2mins)【设计意图】透过小游戏激起学生兴趣；复习本课重点单词短语以及句型。T: Now Grandma is at home.2. Act out the dialogue. (8mins)(1) Work in pairs.(2) Pay attention to the tone and intonation.过渡：（屏幕呈现Grandma移动到第四个地点home。）Step Ⅲ: Summary and homeworkSummary: Retell the text. (3mins)图文结合,有效梳理课文脉络, 回顾全文。Homework: (1mins)1.制作单词卡片；2.设计课文思维导图；3.读课文给父母听。教学板书