Unit 1 We went to the Great Wall.教案2

校本研修课例——《Book7Module5Unit1教学设计》

大连市沙河口区华北路小学

朱立媛

教学基本信息

课题

年级

Module 5 Unit 1 四年级

课型

教材

教学背景分析

学情分析：本课执教对象是四年级学生。此年龄段学生（9-10）岁正处于由象形记忆到抽象记忆的新授

外研社（一起）四年级上册

过渡期，也是他们学习语言的最佳时期。通过三年的英语学习，他们已具备了一定的英语学习能力，在三年级下册学生初次接触了be动词的过去式，对过去式有了简单初步的了解。本学期开始正式系统学习一般过去时态的用法，前四个模块对一般过去式的肯定句、否定句及动词过去式的规则变化有了循序渐进的学习，在此基础上让学生理解过去式的表达难度并不大，但是对于动词过去式的不规则变化，需要学生通过不断地练习，逐渐的掌握。

教材分析: 本课是外研社新标准小学英语（一年级起点）四年级上册第五模块第一单元。本单元将继续学习用一般过去时态描述过去发生的事情，谈论参观游览的经历。本课主要以对话形式了解了游览长城的学校旅游，着重学习并强化动词过去时态的不规则变化在语言中的正确使用。

教学目标

语言知识目标

1.

在语境中学习、理解并运用不规则动词过去式：went, saw, took, ate,

bought, had。

2.

在语境中学习并熟练运用目标语句：We went/

saw/ate/had/bought…并尝试图文并配的描述自己的一次过去游记。

3.

语境中理解、运用短语：have a good time 4.

通过单词plant的学习，了解pl--字母组合的发音。

5.

借用符号强化图示，辨别强化went/bought/moutain/minute这几个单词的音节，重音，次重音等语音问题，帮助学生正确理解记忆单词，保证语言准确输出。

6.

借用图示促进学生综合语用输出能力。

通过本课的学习，在图示提示基础上促进语言的输入，建构知识支架，形成清晰的语篇学习脉络，从而进一步描述一次游记，提高学生综合语用输出的能力。

热爱祖国的大好河山，热爱生活，并能与他人分享快乐。

教学策略

1. 符号强化图示，搭建形象支架，提高语音准确度

2. 形文搭配图示，搭建记忆支架，强化操练功能句

3. 评价激励图示，搭建活用支架，形成个性化语篇

4. 自制图示小书，搭建延展支架，实现语用综合性

5. 纲要信号图示，搭建脉络支架，促进输出完整性

教学重难点分析

语言技能目标

情感态度价值观

1

1.

学习动词过去式went, saw, took,ate, bought, had等词语，并利用图示在情境中灵活使用。

2.

通过图示信息帮助学生理解并运用动词描述一次游记。

教学阶段

I. Preparation

Balloon Game

Lead-in

教师活动



Song T: Did you have a good time on National Day? Let’s play a balloon game.

T: Look! Do you know where did piggy go? And what did it see? let’s enjoy the chant. Learn: went, saw-was ●

Pair Work T：On National Day, where did you go and what did you see?

学生活动



Sing a song. (M3U2 Today is National Day.)



Say out the meaning of pictures as quickly as they can.

Watch the CD-ROM, and try to answer the questions. He went to the river. He saw Bob’s sister

Practise in pairs. I went to…. I saw….

设计意图

时间预设

歌曲热身，为后面复7’

习一般过去式做好铺垫。

游戏互动，唤醒旧知，为完成本课后续任务所需用到的过去式知识做好充分的启动。

动画导入，初步感知并动词不规则变化在句中的使用。

II. Presentation

Task

T: You had a wonderful National Day. Daming and Sam had a good time, too. T: Today, We’re going to learn Module 5 Unit 1. Task：学习并尝试运用不规则动词的过去式来描述一次游记，并完成我们的Mini Book。

T: Our old friends Daming and Sam, they went on a school trip. They were very happy, too.

●

Watch the Q: Where did Daming and Sam CD-ROM

go?

板书We went to the Great

Wall. Stick “went”and the

picture on the blackboard.

T: Is The Great Wall very

long and very high？ Did

S1: They went to the Great Wall. S2-3: We went to the Great Wall.

2 18’

设定学习目标，让学生带着任务走进今天的学习内容。



图示辅助理解记

忆单词，板书长城图片开启旅程，激发学生学习积极性。

●

Listen and Underline

●

Listen and repeat

●Read the text by themselves.

they climb to the top? T sticks some pictures to describe the meaning of “top, took, fifty, minute ”点读语句

T: What did they do at the Great Wall? PPT shows three questions. Q1: What did they see? Learn: mountain and plant T sticks “saw”and picture on the blackboard. Q2: What did they eat? Learn: ate and candies T sticks “ate”and picture on the blackboard. ●

Free talk

T: I ate bread and sauages yesterday. What did you eat? Q3: What did they buy? Learn: bought T sticks “bought”and picture on the blackboard. ●

Guessing Game

T: Last weekend, I went to the Walmart. Can you guess what did I buy? 附Q: Did they have a good time? Learn: had and have a good time T sticks “had”and picture on the blackboard. T: Read the text and mime the pronunciation and intonation. T:

Please read the text by yourselves. T: Can you retell the text in your group according to these pictures? Practise in groups. Listen and try to understand: It took us fifty minutes to climb to the top.

Listen, underline and try to answer the questions.

S1：They saw lots of mountains and beautiful plants.(用声音达成操练)

S2: They ate candies.

●

Pair work What did you eat? I ate….

S1: They bought a picture of the Great Wall.

S1-S10: You bought….

S1: Yes, they did. S2: They had a good time.

Listen, repeat and mime the pronunciation and intonation.

Ss read the text by themselves and try to retell the text according to the pictures in groups.

3 点读笔训练学生听并重复完整句子，同时帮助学生理解新授单词在句子中的使用。

带着任务学习，并通过多感官参与加深记忆。



“saw”图示辅助

理解加深记忆单词。



“ate”图示辅

助理解加深记忆单词。

图片唤醒学生旧知来正确运用与表达。



“bought”图示

辅助理解加深记忆单词。

猜图片激发学生学习兴趣，巩固运用过去式。



“had”图示

辅助理解加深记忆单词。



完整的板书游记

图示，清晰地脉络，帮助学生梳理本课所学重点。

III. Practice

Make your own trip

Draw your trip IV. Production ●

Game: 对对碰.

T: Look! There are lots of verbs. Can you double pung them? T: Can you use the exact verbs to finish the sentences?

T:

这回你能用英语说说你的一次游记吗？请以小组为单位，共同编制一个游记，可以利用黑板上的图片提示。

T: Do you like these pictures? This time you can draw your own pictures.

继续以小组为单位，画出你们刚才所说的内容，也可以根据自己的喜好稍加改动。

●

Make a Mini Book T: Now let’s make your own mini book to describe your trip.

● Group work Double pung verbs in groups.

Put exact verbs into the sentences.

S1-S5 try to say out their trip.

Listen to others’sentences and try to draw the pictures of them. Then say out the meaning of pictures.

Ss try to draw and write their trip on the mini book.



Step1：图示动词

10’

原形与过去式配对。

Step2：选择配对后的动词正确形式，完成一段基于文本的一个拓展游记。（为后续学生自己游记起一个示范作用。）

Step3：“故事线”图示，学生用本课所学动词，将黑板的板书图示卡取下活用，生成自己小组的一篇新游记。

形成自己的图记，辅助语用。

V．Summary ●

What have we learnt? and Homework

●

Homework

Help the children try to make a summary by themselves.

学生制作自己mini book，继给自己刚才的图画游记配上句子，又形成有画面有图示的具有独创性的游记描述。

运用板书评价图示总结本课所学内容。

5’

4