Unit 1 Did he live in New York?优秀教案设计

Module9 Unit1

Did he live in New York?

一、教学目标

【知识目标】

1、能整体认知课文、理解课文，朗读课文。

2、能听、说、读并正确运用句型：Did he/you ...？来询问他人过

去是否做了某件事情，以及其相应回答Yes，he/I did.和No，he/I didn’t

3、

能理解并听、说、读准单词travel,come-came, postcard, cousin,

welcome词组pop concert, on holiday

【能力目标】

在教师提供的语境和启发下，积极主动探究

Daming 收到的postcard

有什么信息，和Sam一起带着好奇心了解Dalong 在美国的活动，在

完成课文理解的基础上，能够简单说出大龙明信片上的内容。

【情感目标】了解美国的一些城市的著名景点、文化等等。养成热爱生活、敢于

说英语的良好习惯。

二、教学重点

运用句型“Did he/you ...”？询问某人过去是否做了某事，及对应的回答Yes, he/I did. No, he/I didn’t.

三、教学难点

能理解并简单说说课文中大龙在美国发生的事情。

四、教学资源

互动教学系统，点读笔，PPT，配套单词卡片

五、教学过程

说明：教学活动具体描述包括教学任务的描述，教师的关键语言，板书呈现，教学资源的使用等。

教学环节

Step1：Warm-up 1.

Play a game: I say hello, you say hi! （一）

热身导入

2. Greetings: Hello, boys and girls! Nice to see you!

教学活动具体描述

教学资源

1

3. Free talk: This morning, I came here by car. How about PPT第2页

you? Did you come here by car? come- came ( 操练

I say come, you say came. I came here by car.)

【设计意图】在Free talk中聊自己是怎样到学校的，

在语境中自然引出come-came，初步感知重点句型Did you/he/she…？及回答，体现词不离句，句不离境。

1.

T: Well, it seems you’re a little nervous. Never

Mind. Just talk about me! You know, my mane is Susan. I live in Liuzhou. I like travelling. On my holidays, I travelled to Guilin by car. And I also travelled to Xiamen.

Travel, do you know “travel”?

操练travel，四大组读，I travel by car. PPT第3页

2.

T: Can you guess how did I travel to Xiamen? You PPT第4页

can ask me, did you travel by…?

（二）

新知呈现

S1: Did you travel by…?

S2: Did you travel by…?

T: So do you like travelling? Let’s go travelling to

America!!

3.播放一段关于美国的视频

4. T: What cities did you see in the video? San Francisco, Washington DC, New York（操练三个城市，贴板书）

5. Play a game: Sharp eyes. PPT第5页

PPT第6页

PPT第7页

2

【设计意图】由老师的自我介绍自然引出travel及

句型Did you…？，并让学生尝试用Did you travel by…来询问老师，避免无意义的机械操练。通过观看一段关于美国的视频，让学生了解美国的一些城市、著名景点，及初步感受有关音乐、篮球、节日、食物、娱乐等文化。同时，也能引出文中涉及到的三个城市，并用一个火眼金睛的游戏操练巩固三个单词。

1. T: Today, Daming got a postcard from New York. Let’s

have a look. 教授单词Postcard 2.Listen and answer: （三）

课文学习

(1)

Who is Dalong?

He is Daming’s cousin.

教授单词：cousin (2)

Does he live in New York? No, he lives in San Francisco now.（贴板书）

3.Listen again, and find “Did he …?”

(1)

Did he live in New York last year? (2)

Did he travel by plane?

4.Listen and repeat, then answer questions. 教学系统M9U1课文第二部分动画

PPT第8-9页

教学系统M9U1课文第二部分动画

PPT第10页

教学系统M9U1课文第二部分动画

PPT第11页

(1)Did he live in New York last year?

No, he didn’t. He lived in Washington DC.（贴板书）

教授句型：He’s on holiday in New York.

(2)Did he travel by plane? （贴板书）

Yes, he did.

5.Chant: Did he, did he, did he live in New York? No, he didn’t.

No, he didn’t.

Did he, did he, did he travel by plane? Yes, he did.

Yes, he did. PPT第12页

3

【设计意图】在文本的处理上做到层层递进，提出明

确的听音跟读要求，在听音跟读中培养学生的语音、语调模仿意识与能力。在文本对话的朗读练习与展示中培养学生的语音、语调模仿能力和朗读能力。以chant来操练巩固本课的重点句型，强化记忆。

1.Pair work （同桌问答练习）

: S1：Did he …

? S2：Yes, he did. / No, he didn’t. 2.Read the text

（四）

拓展运用

4.回归板书，老师（学生）提问

(1)

Who is he?

He’s Daming’s cousin Dalong. (2)

Does he live in San Francisco now?

Yes, he does. (3)

Did he live in New York last year?

No, he’s on holiday in New York. (4)

Did he live in New Washington DC last year?

Yes, he did. (5)

What did he do in New York?

He went to a pop concert and basketball game.

4 PPT第13-14页

3. T: As we know, Dalong sent a postcard to Daming. PPT第15-16页

Look, can you finish this postcard for him? Dear Daming,

This year, I live in ____________________ (San Francisco, Washington DC). Now, I'm on holiday in __________ (New York, Washington DC). I _____________ (come, came) here by __________(train, plane). I _____________ (go, went) to a pop concert and basketball game last week.

Welcome to the US!

Love,

Dalong Group work: (1)

合作完成 postcard，圈出适当的词

(2)

时间2分钟，完成后在组内读一读

(3)

以小组或个人形式展示

3.Let‘s chant：

Daming’s cousin, Dalong.

US, US.

He lives in the US. Holiday, holiday.

He’s on holiday.

New York, New York.

He went to New York. Travel, travel. He travelled by plane. Welcome, welcome, welcome to New York! 【设计意图】以帮助大龙完成明信片的形式，让学生把大龙的故事陈述出来，让学生在四人小组内合作完成，降低了难度，也能起到拓展运用的作用。把文章的生词及大意串在一起，在强烈的节奏下，以rap的形式总结本课，既让学生感受了美国音乐的魅力，又起到了总结提升的作用。

1.Share the postcard with your family. 【设计意图】把文章的生词及大意串在一起，在强烈的节奏下，布置作业

以rap的形式总结本课，既让学生感受了美国音乐的魅力，又起到了总结提升的作用。

（六）

（五）

PPT第17页

PPT第18页

板书设计

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