外研版 (一年級(jí)起點(diǎn))四年級(jí)下冊(cè)Unit 2 She went into a shop.教案

這是一份外研版 (一年級(jí)起點(diǎn))四年級(jí)下冊(cè)Unit 2 She went into a shop.教案，共10頁(yè)。
?整體設(shè)計(jì)思路、指導(dǎo)據(jù)依說(shuō)明
本節(jié)課是新標(biāo)準(zhǔn)英語(yǔ)四年級(jí)下冊(cè)第3模塊第2單元第一課時(shí)。整體設(shè)計(jì)理念是基于中國(guó)學(xué)生發(fā)展的核心素養(yǎng)，圍繞孩子的語(yǔ)言能力、思維品質(zhì)、學(xué)習(xí)能力、文化品格等核心素養(yǎng)進(jìn)行教學(xué)設(shè)計(jì)。語(yǔ)言功能：圍繞故事內(nèi)容展開(kāi)學(xué)習(xí)。教學(xué)中，我采取了激趣導(dǎo)入、圖片理解、預(yù)測(cè)猜想、動(dòng)作伴讀、思維導(dǎo)圖等多種方式，有助于體驗(yàn)感知理解文本，朗讀文本，創(chuàng)編文本。
教
學(xué)
背
景
分
析
教學(xué)內(nèi)容分析：本節(jié)課是Module 3 Unit 2 的第一課時(shí)，教材以“A story happened last month”為中心話題，運(yùn)用過(guò)去式時(shí)，圍繞“When, Where, Who, What”展開(kāi)。本課時(shí)主要由導(dǎo)入部分和課文故事進(jìn)行語(yǔ)言呈現(xiàn)和場(chǎng)景構(gòu)建，在圖片和情景的幫助下理解核心詞匯和句型。在適當(dāng)?shù)恼Z(yǔ)境和圖片的幫助下嘗試運(yùn)用目標(biāo)語(yǔ)言表達(dá)。
學(xué)生情況分析：興趣是關(guān)鍵，培養(yǎng)學(xué)生的學(xué)習(xí)熱情和主動(dòng)學(xué)習(xí)的能力，對(duì)英語(yǔ)學(xué)習(xí)產(chǎn)生濃厚興趣。四年級(jí)學(xué)生已初步養(yǎng)成英語(yǔ)課堂學(xué)習(xí)習(xí)慣，有一定語(yǔ)言學(xué)習(xí)能力，除了大量的聽(tīng)的輸入，還需要通過(guò)各種形式的目標(biāo)詞匯及句子的操練，并通過(guò)自主觀察和小組活動(dòng)，不斷形成與主題相關(guān)的自主輸出。
教
學(xué)
目
標(biāo)
分
析
1、 語(yǔ)言能力
1） 學(xué)生能理解并運(yùn)用語(yǔ)言符號(hào)：went into / month / cheese / scared / run away
語(yǔ)言結(jié)構(gòu)：I __ed_______. she __ed______. He__ed_______.
2) 學(xué)生能在故事中感知理解一般過(guò)去時(shí)態(tài)的用法。
3) 部分學(xué)生能?chē)L試根據(jù)課文內(nèi)容表演故事。
4) 部分學(xué)生能運(yùn)用老師所給的圖片材料創(chuàng)編新故事。
2、學(xué)習(xí)目標(biāo)
1）學(xué)生能借助固有舊知、圖片理解、動(dòng)作伴讀等多種形式體驗(yàn)感知文本、理解文本并復(fù)述文本。
2）學(xué)生能夠運(yùn)用板書(shū)內(nèi)容并根據(jù)老師所給材料創(chuàng)編新故事。
3、文化素養(yǎng)
學(xué)生能用英語(yǔ)過(guò)去時(shí)態(tài)講述一個(gè)故事，并掌握故事的四大要素：When, Where, Who, What。
4、思維品質(zhì)
1）激活創(chuàng)新思維，根據(jù)老師所給材料創(chuàng)編新故事。
2）學(xué)生能結(jié)合實(shí)際，正確使用過(guò)去時(shí)態(tài)描述發(fā)生過(guò)的事。
Module 3 Unit 2 She went into a shop.
教學(xué)重點(diǎn)、難點(diǎn)分析

教學(xué)重點(diǎn)：感知并理解過(guò)去時(shí)態(tài)，正確運(yùn)用過(guò)去時(shí)態(tài)。

教學(xué)難點(diǎn)：學(xué)生能根據(jù)板書(shū)內(nèi)容，從四大要素 When, Where, Who, What 出發(fā)，講述故事。

教
學(xué)
評(píng)
價(jià)
設(shè)
計(jì)
評(píng)價(jià)內(nèi)容：
1）學(xué)生對(duì)文本情景詞匯和核心詞匯的掌握方面。
2）學(xué)生對(duì)文本的朗讀語(yǔ)氣模仿方面。
3）學(xué)生學(xué)習(xí)的積極性、主動(dòng)性、參與性。
4）小組的合作意識(shí)，互幫互助意識(shí)。
5）學(xué)生的想象力，發(fā)散思維方面。
評(píng)價(jià)方法：
全班按座位分為四個(gè)大組，四人為一討論小組。黑板按照四個(gè)大組進(jìn)行爬樓梯獎(jiǎng)勵(lì)評(píng)價(jià)，通過(guò)回答問(wèn)題、表演等方式登頂并獲取老師提供的資料包。促進(jìn)學(xué)生小組合作精神。小組競(jìng)賽中，獲勝小組爬樓梯獎(jiǎng)勵(lì)。評(píng)價(jià)手段主要是采取激勵(lì)性評(píng)價(jià)的方法，對(duì)學(xué)生評(píng)價(jià)機(jī)會(huì)很多。師生評(píng)價(jià)，通過(guò)教師評(píng)價(jià)學(xué)生在課堂上的反饋的情況；生生互評(píng)，學(xué)生與學(xué)生之間，觀察做得好的地方；小組內(nèi)部評(píng)價(jià)，開(kāi)展小組活動(dòng)，小老師點(diǎn)評(píng)本組學(xué)生的優(yōu)勢(shì)與不足；學(xué)生自評(píng)，通過(guò)對(duì)比學(xué)習(xí)，明確自己的優(yōu)勢(shì)。教師對(duì)每一位（組）學(xué)生的發(fā)言，都給予積極的評(píng)價(jià)，評(píng)價(jià)中注意理解、尊重學(xué)生。教師對(duì)學(xué)生的評(píng)價(jià)，學(xué)生對(duì)學(xué)生的認(rèn)可，往往能使學(xué)生獲得自信和成就感，滿足他們的心理需要，讓學(xué)生從評(píng)價(jià)中體驗(yàn)成長(zhǎng)發(fā)展的快樂(lè)，受人贊賞的自豪和奮發(fā)向上的沖動(dòng)。
板
書(shū)
設(shè)
計(jì)

Module 3 Unit 2 She went into a shop.








教學(xué)過(guò)程設(shè)計(jì)（方法、手段）
步驟一：新授前準(zhǔn)備Pre-teaching
1. 師生問(wèn)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 up
2. 自由談話—— 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? (板書(shū)動(dòng)詞過(guò)去式)
S1: I ed yesterday.
S2:
S3:
S4:
S5:
T: Wow, you did so many interesting things yesterday.
設(shè)計(jì)意圖：通過(guò)描述自己昨天做的事操練句型：I ___ed yesterday. 喚起學(xué)生對(duì)過(guò)去時(shí)態(tài)的舊知，并為學(xué)習(xí)課文內(nèi)容和后續(xù)小組活動(dòng)做準(zhǔn)備。

步驟二：教學(xué)過(guò)程 While-teaching
1. 開(kāi)題——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.
2. 兒歌導(dǎo)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.
3. 聽(tīng)音回答——CAI plays the flash.
T: Now who knows: Where did he go yesterday? （板書(shū)動(dòng)詞過(guò)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.
4. 學(xué)習(xí)兒歌——Let’s learn the chant.
5. 自主誦唱——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.
設(shè)計(jì)意圖：通過(guò)學(xué)習(xí)新兒歌，激發(fā)學(xué)生興趣，并對(duì)動(dòng)詞過(guò)去式進(jìn)行進(jìn)一步感知。
6. 故事角色介紹——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!
設(shè)計(jì)意圖：用手偶玩具介紹故事角色，激發(fā)孩子們的學(xué)習(xí)興趣，同時(shí)陳述評(píng)價(jià)機(jī)制，讓所有的學(xué)生積極參加課堂活動(dòng)，并培養(yǎng)他們的思考和表達(dá)能力。
7. 看圖預(yù)測(cè)——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!
設(shè)計(jì)意圖：看圖預(yù)測(cè)故事中的四個(gè)要素：When, Where, Who和 what。 黑板上呈現(xiàn)思維導(dǎo)圖，幫助孩子理解課文。
8．聽(tīng)故事，圖片排序及看圖說(shuō)話——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!
設(shè)計(jì)意圖：聽(tīng)故事，圖片排序并進(jìn)一步理解故事內(nèi)容并整理第四個(gè)要素：What。板書(shū)呈現(xiàn)思維導(dǎo)圖幫助孩子理解文本內(nèi)容。同時(shí)糾正孩子發(fā)音錯(cuò)誤，為朗讀故事做準(zhǔn)備。注重提醒孩子恰當(dāng)模仿故事情節(jié)中各個(gè)角色情緒變化，培養(yǎng)孩子英語(yǔ)表演能力。

步驟三：教學(xué)鞏固 Post-teaching
1．聽(tīng)音跟讀——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. 齊讀課文——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: 復(fù)述課文——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: 小組復(fù)述課文—— 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?
……
設(shè)計(jì)意圖：老師示范復(fù)述故事，幫助孩子理解并記憶故事。小組展開(kāi)活動(dòng)復(fù)述課文，孩子分工合作，培養(yǎng)孩子小組合作能力。注重引導(dǎo)孩子互評(píng)，自評(píng)。
5. 創(chuàng)編故事—— 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.
設(shè)計(jì)意圖：本堂課上涉及到的動(dòng)詞過(guò)去式，最后匯總成為一個(gè) Word bank，學(xué)生利用這些詞匯及老師準(zhǔn)備的材料包，創(chuàng)編新故事，檢測(cè)學(xué)生對(duì)動(dòng)詞過(guò)去式運(yùn)用的掌握情況。小組內(nèi)進(jìn)一步的學(xué)習(xí)探討，把知識(shí)同實(shí)際生活聯(lián)系起來(lái)，關(guān)注身邊的一切，并且培養(yǎng)他們的合作意識(shí)。