Unit 1 She learnt English.优质课一等奖

Module2 Unit1 She learnt English

一、课标解读：

小学英语新课程标准中要求，语法知识上学生能知道动词在不同情况下会有形式上的变化；语言技能上能就所熟悉的个人和家庭情况进行简短对话。

从新课程标准的要求看，“知道”即对本节课一般过去时要有所了解、认识，因此在教学过程中，应该为学生尽可能多地创设贴近学生生活实际的任务，从而更好地激发学生的兴趣和求知欲，进而吸引学生积极参加，让学生在完成任务的过程中内化语法、认识语法，在任务中操练，进而达到在任务中运用语法的目的，发展语言运用能力。

二、教材分析：

本单元为外语教学与研究出版社出版小学英语三年级起点第六册Module 2 Unit 1.She learnt English主要内容是Lingling向Sam和Amy展示自己爷爷奶奶的照片。学生能够明确了解谈论家人从过去到现在的变化的正确表达方式，在教材处理上，本节课所学单词比较多，对于如何整合所学词汇，加以表述有一定的难度，因此，在教学中运用多媒体教学手段设置情境，从培养学生的兴趣着手，有效地把单词与句子相结合，注重听说训练，使语言点的训练密切联系生活实际，达到灵活运用的目的。

三、学情分析：

本课的教学对象是五年级学生，此年龄段的学生天真活泼，好奇心强，有极强的模仿能力和求知欲望。但这个阶段的学生经过一段时间的英语学习，学生与学生之间已经出现了两极分化。一些学生对英语有着较浓厚的学习兴趣，在课堂上积极发言，已经初步具有自学能力，明确学习英语的重要性，但也有少数学生由于英语底子较差等原因，对英语的学习兴趣慢慢降低。教师应紧紧抓住学生的这些特点，因势利导，循循善诱，使其在教师营造的浓厚的英语环境中大胆地学习和使用英语，以提高综合运用英语的能力。

四、教学目标

（—）知识目标：

1．100%学生能在图片帮助下听懂，会说，会读词汇：grandparents , dancer ,

danced , Chinese cities , foreign languages ,learn-learnt, teach-taught, write-wrote.

90%学生能借助发音规律，会读写

learnt, taught, wrote 2.

100%学生能听懂、读懂并在具体的情境中熟练运用：Did she learn … ? 并能进行肯定或者否定回答。

（二）技能目标：

100%学生能通过观察图片细节，能够灵活运用目标语句在真实的生活情景中询问别人的过去。

(三)、情感目标：

1. 借助学习话题增加师生、生生之间的相互了解，感受语言情感交流的魅力。

2.. 通过学习活动，乐于感知并积极尝试使用英语，乐于与人交往、向他人介绍自己的家人。

五、教学重难点

能在真实情景中熟练运用目标语句：Did he /she learn … ? 及其肯定或者否定回答。

难点

：foreign languages

的发音

六、教学评价

1、语言知识目标评价：通过文本图片、动画、跟读和机械操练，能听说认读本课的重点词汇。

2、语言技能目标评价：通过表演对话和练习活动，能够口头运用本课的重点词汇，进行简单地交流。

3、情感态度目标评价：通过所学话题，学会谈论自己家人的过去与现在，增强同学之间的了解，加深对家人的感情

七、教学过程

Step 1: Warm-up：

1.

Greetings. 2.

Play a game: I say watch, you say watched. Review the words: watch-watched, talk-talked, work-worked, cook-cooked, live-lived. 3.

Talk about Part1. Try to ask: Who’s she? What did she do? 4.

Watch the video and answer.解决learn-learnt, teach-taught, write-wrote, language.

5.

Listen and chant together. Step 2: Lead-in

1. Class Task. T: Just now we talked about Ms Smart’s pictures. This class, we will talk about your pictures of your family members.

2. Now I also have some pictures for you. Let’s talk about them.

出示文本组图，学生观察，猜测回答。

如果学生说不出来，老师用问题引领：What are they talking about? Whose pictures? Who’s he/ she?

What did she/ he do in the past?

3. T: Really? Now let’s watch and answer: Who are Amy , Lingling and Sam talking about ?

They’re talking about Lingling’s grandma and grandpa .( Learn “grandparents”)

Step 3: Learn the text . 1. T: What did they do in the past? Let’s read and answer.

引出：She was a dancer. (Learn “dancer”)

He was a driver.

T: Where did she dance?

引出：

She danced in lots of Chinese cities. Maybe she danced in Weihai . Maybe she danced in Shanghai . Maybe she danced in Beijing .So we can say she danced in lots of Chinese cities . (learn “dance--danced”) 2. T: Did Lingling’s grandma learn any foreign languages? 引出：Yes, she learnt English . T:

Well, Lingling’s grandma is a Chinese . So English is her foreign language . What’s the meaning of “foreign”? (Learn “foreign language”) For us, English is our foreign language. Germany is our …, Japanese is our …

They’re all foreign languages. T: What about Lingling’s grandpa ? Can you ask some questions? 引导生提问：Did he learn any foreign languages/ English? 引出：No, he didn’t. But he’s learning English now.

Step4: Consolidation: 1.

Listen, point and say. Try to imitate it. 2.

Read by yourselves.

3.

Act it out. Step 5: Extension:

Talk about your pictures. Maybe these sentences can help you. Hello, this is my … She( He) was a …

Did she( he)…? Yes, she (he) did./ No, she(he) didn’t. Then act it out. Step6. Summary.

What have you learned this class? New words? New sentences? How to use? Step7. Homework: 1. Listen and read the text .

2. Talk about your pictures with your friends.