Unit 1 Did you read them?优秀教案说课稿

Module 4 Unit 1 Did you read them？教学设计

【教材分析】

1.语言功能：赠送和接受礼物。

2.语言结构：I sent you….

Did you … it / them? 3.教学目标：

a.语言知识目标：学习词汇表里的词语sent，fine, get 其中sent要求四会掌握。

学习目标语句I sent you a Maths game. Did you get it? I sent you English books. Did you read them? b.语言技能目标：本课以Daming 和Grandma 打电话谈论过去寄出和收到的东西为载体，通过各种活动使学生能在情景中正确运用I’ve got …… I (did )……，过去时来描述做过的事情，同时能掌握it与them的区分，能熟练运用“I sent you …Did you … it / them?”这种句式来与人进行交流，谈论所赠送的礼物。

c.情感态度目标：教育学生要珍爱别人赠送的礼物，培养学生待人接物正确的态度。

4.教学重、难点：重点是有关过去式的使用。难点是I sent you …与其对应句Did you get it?中动词的区别以及v.+ it/them(代词宾格形式)的操练。 【学生分析】

学生对过去式已经有比较系统的学习，但是并列出现两个不同的动词——前面是动词过去时，后面一般疑问句中为动词原型还是第一次，由于受思维定势的干扰，学生容易出错。对于V+代词宾格形式也有学过，但是没有将单数与复数混在一起区别运用过。

【设计理念】

新课程标准倡导的是“自主、合作、探究”的学习方式，我的一切教学活动的设计都是以“能激发学生的主动学习意识”为出发点，

从学生生活实际入手，将教学内容按照“由浅入深，由输入到输出”的原则设计为学生感兴趣、乐于参与的教学活动，使教学任务活动化。同时注重知识的归纳总结，引导学生对学过的知识进行梳理，从而形成系统的知识体系。

【教学准备】

录音机，课文光盘,CAI课件等。

【教学过程】

Step1:warm up and lead in复习启动

1. Listen and sing the song: Send me a song. 2. Free talk: T: What did you do yesterday? S1:I…. T: Did you finish your homework? S1: Yes, I finished my homework. T: Did you finish it? 板书：Did you …it?) S1: Yes, I finished it. / No, I didn’t finish it. T: Did you read your books? S2: Yes, I read my books. T: Did you read them? (拿起该生的英语书和语文书，并板书：Did you…them?) S2: Yes, I read them. / No, I didn’t read them.（注意强调

“read”原形和过去式发音的不同。）

Step2:Task Presentation a．Memory game：listen _ listened are _ were ride _ rode do _ did eat _

ate play _ played wear _ wore go _ went read _ read get _ got，etc.

b. Sentences:Say the sentences as many as they can. I eat hamburgers everyday. --- I ate hamburgers yesterday. Etc.

c. Quick-reaction：she—her, he---him, it---it, we---us

1.歌曲的演唱激活学生已有的兴趣，调整学生情绪，让学生在有利于英语教学的课堂氛围中学习英语。同时引导学生感知词语send，让学生将已有的兴趣英语化，将兴趣与英语学习融为一体。

2.Freee talk话题内容激活学生已有的一般过去时知识与能力。为谈论新的话题，培养新的语言能力做好铺垫。

3.games内容再次激活课堂学习氛围，在学生已有的语法知识和能力之上激活学生有关过去式和代词主宾格形式的知识储备，为新授做好准备。

Step3:Text Learing a. T: Yesterday, I did many things. I wrote an Email after lunch. Then I sent an Email to my friend. “sent” What’s meaning?再次提及本课重难点sent，强调send 与 sent 原型和过去式的拼写区别。

b. 出示老师与朋友打电话的情景，自然引出句型：“I sent you…. Did you … it / them?”

（Lisa's friend lives in Beijing.）

Lisa: Lucy, it’s Lisa. Lucy: Hello, Lisa, How are you? Lisa: I’m fine, thanks. I sent you an Email. Did you get it? Lucy: Yes, Lisa. Lisa: Did you read it? Lucy: Yes, I read it. Thank you for your Email. Lisa: You’re welcome. Bye-bye. Lucy: Bye-bye. c. Answer my questions: Did Lisa send an Email? / Did Lucy read it? d．T: Daming has got some presents from his grandma. Do you want to know? Let’s learn the text and learn to talk about the presents we’ve sent. 教师先前的send an email和make a call情境的呈现也就是一种示范，由教师把新的语言知识和能力、新的语用功能、新的语义示范给学生，首先给学生一个first impression 第一印象，让学生认识了解今天要学习什么，在什么语境下运用学习的语言。然后问题牵引，整体感知课文，达到呈现本节课语用目的。

Step4: Practice a. Look at the picture and talk about: Who are they? Where are they? What did they do? b. Listen×1(听、找并圈出重要的句子)

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Listen and point and find“it, them”: Daming，it’s Grandma. Did you get it? Did you eat them? Did you read them? （T在相应位置板书课题及主要句型。）

I read them. 

Group-work：相互讨论，让学生试着去总结规律，得出结论。Daming，it’s Grandma.中it的用法：

打电话时要用This is…

或It’s…的句型来介绍自己是谁。it是单数形式，them是复数形式，二者都是宾格形式的代词。

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分别举例然后课件操练区分it、them的单、复数形式。

陈述句：I like them. It’s a snake. I like it.

问答句：出示单数娃娃图片，T: What’s this ? S1: It’s a doll. T: Do you like it? 引导学生回答S1: Yes，I like it. / No, I don’t like it. 出示复数娃娃图片，T：Do you like them? Yes，I like them./ No, I don’t like them. 单复数混合问答：Did you see this film? Yes, I saw it. Do you like these animals? Yes, I like them. / No, I don’t like

them.

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Fill in the blanks with it\them. 1. A: I send you an English book. Did you get ______. B: Yes, I got ______. 2. A: Look at the dress. Do you like ______. B: No, I don’t like ______.

3. A: The shoes look nice. Do you want ______. B: Yes, I want ______. 4. A: The children fell off their bikes. B: Let’s help ______.

c. Listen×2 (听然后填出听到的重点信息。) Listen，repeat and answer: 

How is grandma? Ss ：She’s fine. 引出单词fine. 对学生进行学习策略的指导，教给正确的记忆方法（拼读规则、构词法等）教给学生记忆单词的音、形方法，：fine --- nine, line；意的方法Qs ：How are you ? Ss ：I’m fine/nice, good, OK, not bad …让学生了解同意句的不同表达方式。

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教师提出主线问题What did grandma send to Daming? 引导学生听音思考。

She sent Daming a Maths game. She sent Daming American chocolates. She sent Daming English books. 

And how do you know? I sent you a Maths game. Did you get it? Yes, I got it. I sent you American chocolates. Did you eat them? Yes, we ate it. I sent you English books. Did you read them? Yes. I read them. 感知规律，互换动词原形与过去式:sent、did 、ate、wore、got、came、read语法的操练：从语用、语境、语义运用入手，通过辨析，让学生从实例中发现问题，并自己总结出其语言知识的运用规律，但不“死记”语法规则。

C. Quick reaction game: 课件出示a book, dresses, a kite, moon cakes并给学生例子, 练习本课的重点语句。A: I sent you_______. Did you______? B: Yes, I _____ ______. eg. T show a picture: a kite S1 asks the sentences: I sent you a kite. Did you fly it? S2 answers: Yes, I flew it. 通过这种快速反应练习，不仅使学生能熟练运用句型，还让学生明白在生活中如何去运用语言，突出语言学习的交际性，也起到了活跃课堂气氛的作用。教师还可以通过口头的方式给个动词或形容词，增加游戏的趣味性和难度。 d. Listen×3 Listen to the whole text again. Ask the students to repeat, then practise in groups. 课文整体巩固，通过试题等练习来检验学生对课文内容的整体理解情况和语言的实际应用能力，难易程度分为ABC三个等级。

C等:全体学生应达到的能力：

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Read the dialogue by yourself. Then fill in the blanks.

Grandma: I sent you a_______ game. (computer / Maths) Did you get _______? (it / them) Daming: Yes, Grandma. Thank you. Grandma: I sent you _______chocolates. (American/English) Did you eat _______? (it / them) Daming: Yes, we ate them. Thank you. They were delicious. Grandma: And I sent you _______books. (American/English) Did you read them? Daming: Yes, I read______. (it / them) Look, read and complete. AB Page14-3 B等：大部分学生应达到的灵活掌握课文功能运用，进行角色表演等。

Grandma: I sent you ... Did you …?

Daming: Yes, Grandma. I …. A等:部分优等生对课文进行续写、改写、创编等再处理。这部分学生能灵活驾驭知识、进行知识的重组和构建以及具有创造性学习能力。

在教室里创设打电话的情境，由老师先做示范。

T: Grandma sent Daming many things. Daming was very happy. So he sent something to Grandma. Let’s image! What did he send?

T: Now, I’m grandma.

S1: Grandma, it’s Daming. I sent you….

Did you…?

T: Yes, thank you. 

Read and answer the questions: Daming: Grandma, it’s Daming.

Grandma: Hello, Daming. How are you? Daming: I’m fine, thanks. Grandma. I sent you a CD. Did you get it? Grandma: Yes, I listened to it just now. Daming: I sent you Chinese books. Did you read them? Grandma: Yes, I read them yesterday. They were interesting. Daming: I sent you Chinese chopsticks. Did you use them? Grandma: Yes, I used them. Thank you, Daming. Daming: You’re welcome.

1. Did Daming send a CD to grandma? 2. Did grandma listen to the CD yesterday? 3. What time did Grandma read the books? 4. Were the books interesting? Step5: Task completion

1.语篇帮助下的个人介绍话题：通过描述“卖火柴的小女孩”的梦，进行阅读和话题介绍。

She was a poor girl. But one day, her godmother helped her. She’s got some cakes. She ate them. They were delicious. She’s got a dress. She wore it. She was beautiful. She’s got a pair of shoes. She wore them. She feel very worm. She was vey happy. 2.知识体系独立建构下的个人介绍话题：Collection Show/ Present Show宝贝展示台

学生呈现或将自己喜欢的东西图片张贴在白板上，并进行个人介绍例如：I’ve got a toy bear. My uncle sent to me last week. I played with it yesterday. I like it very much... （或将学生分成AB两大组，A组一人到前面选出一张实物图片和相对应的词，走到B组任选一人问I sent you a postcard. Did you get it? B组的学生能回答正确Yes , I got it.就可

以到前面轮换A组的内容，依次进行下去，

正确的得分。以比赛形式实施任务的运用，增加趣味性。）

3.多人对话形式的话题展示： Talk about the festival谈论节日

To elicit the main sentences: I’ve got… I (did) them/ it

S1: What have you got in your holidays for Chinese New Year? S2: I’ve got a …

I’ve got some…

S2: Did you … them/ it?

S1: Yes，I … them / it. 把课堂所学知识与生活实际联系在一起，加强其实用性，同时激发学生的学习兴趣。会话教学：注重呈现的多样性和趣味性；注重话题的拓展；通过任务型活动来巩固、活用语言，也使每个学生的个性在实际活动中得到发展，真正让学生“动”起来，让课堂“活”起来。

4.话题写作任务：献爱心活动

出示一些渴望读书的贫困学生及他们生活环境的图片。创设情境，让学生给贫困山区的孩子们寄东西。T: Do you want to help them? Ss: Yes. T: Now, I’m a post woman. What do you want to send? Write it down and put them in the bag. Then write a short passage about it.让孩子把想要寄的东西写在纸条上，

放进邮递员的包里,然后进行一个事件记录的小写作。教师以抽取邮递员的包里的纸条的方式让学生来进行作文介绍。

I sent some pencils to them. They got them. They used them. I also sent some books. They got them. They read them. They were happy. And I was happy, too. 通过完成运用任务，不仅培养学生独立思考和发散思维的能力，将学生的知识掌握体现在了写得能力上，达到了学习语言及运用语言的目的，而且最大限度地调动学生认知的内驱力，让学生通过了解中国的现状和发展，学习体会从爱小家到爱大家，从而激发学生爱他人、爱社会、爱祖国的思想感情，培养学生关心他人，懂得感恩的思想品德。任务的设计体现了情知教学的双线发展。

Step6: Summary and homework小结及作业

1.小结本节课的学习情况，整体梳理一下本节课重点句型I sent you…的使用。及it ,them的用法区别。

2.通过检测评价学生学习质量。（见附练习题）

3.Homework:菜单式作业设计，A、B 、 C必做，D选做。

A: Listen to the tape half an hour, read the dialogue, then act it with your friends. B: Copy the key sentences and words. C:回想你最近送出去的礼物，用句型

sent you … .

Did you …?

询问一下对方是否收到或读过、吃过、玩过，以及是否喜欢。

D:模仿课文对话来续写大明又寄给奶奶什么？

【板书设计】

Module 4 Did you read them? I sent you….

Did you…it /them?