Unit 2 Grandma cooked fish.公开课教学设计模版

Module 7

I helped Mum. 教材分析: Unit 1的课文是通过打电话的方式来询问周末做了些什么，以过去式的一般疑问句来表达周末的内容，并注意句中动词过去式的运用。而Unit 2则是在Unit 1学习的基础之上，让学生来描述自己或者自己的家人周末一天的活动，既复习了过去学过的句子，又训练了学生对过去发生事情的表达。使学生在情境中体会了句型的用法，增加了拓展新知的训练，也为教师设计课堂提供了导向和足够的空间。

学情分析: 四年级的学生已经初步接触了过去时态的简单结构，了解了部分规则变化的动词过去式的形式。因此在本模块教学前可以通过歌曲和TPR活动，激活学生头脑中已有的动词词组，通过自由交谈了解信息，并实现对旧知的复习和巩固，为新知做好铺垫，力求使学生在体验参与的基础上，进行语言实践中掌握知识，以达到本节课的教学目标。

教学目标

1.语言知识目标

（1）能够听、说、认读句子：Did you cook meat yesterday? Did you listen to music? Yes, I did. No, I didn’t. （2）能够听、说、读、写，看图片或实物读出如下单词和词组：

walked, talked, cooked;

listen to music, walk in the park, talk to friends 2.语言技能目标

（1)能简单描述自己及他人过去做过的事情。

（2)能用“Did you…?Yes, I did./No, I didn’t.”与他人进行对话交流。

（4)学习chant，并能模仿创作。

3.学习策略

（1）学生学会积极与他人合作，小组内共同完成学习任务；

（2）遇到困难,能够主动向老师或同学请教；

（3）对所学内容能主动练习和实践。

4.情感态度目标

学生在Free talk、Say the poem、Watch courseware、Have a match等课堂活动中体验学习英语的兴趣；学生通过模仿课文和学唱歌等语音语调练习活动, 强化敢于开口、积极参与学习活动、乐于用英语交际的效果。

5.文化意识

通过文本的解读，让学生了解在西方国家，孩子作为家庭的一员，会主动承担一些家务事；大点的孩子会利用业余时间参加社会实践，增长见识，锻炼实践能力。

教学准备:配套教学光盘、phoned, cooked, walked, listened, talked, rained, helped, played, watched单词卡片、多媒体课件、课文配套挂图

教学流程与设计意图

Step 1: Pre-task 1、Greetings T:

Let’s begin our class. Good morning, children!

Ss: Good morning, teacher!

T: How are you today?

Ss: I’m fine, thank you. And how are you?

T: I’m great, thanks.

[设计意图]：通过师生问答，快速拉近师生之间的距离，营造出一定的英语氛围。

2．Say the chant “A Little Chick”. T：You did a good job. In this chant, the chick was young and cute before. What about you? Were you cute before? Ss: Yes! T: I think so. Tell me something about yourself before. S1: I was short. S2: I was fat. S3: I was naughty. …

T: Oh, you were naughty then. Did you help your mum before? S: Yes. T: Really? You were nice. You helped Mum.

helped （Put the card “helped”

onto the left side of the blackboard. ）

[设计意图]：通过这个活动热身，复习已经学过的过去时的句型，并渗透本节课的新句型Did you…?和新单词helped，并调节气氛，调动学生学习的积极性，创设英语学习氛围。

3. Review the verbs. T: Wow, you can help your mum. That’s great. And I know that you can do many things. Right? Ss: Yes. T: What can you do? S1: I can play the erhu. S2: I can run fast. S3: I can play basketball. …

T: Let’s play a game. Sharp Eyes.

Some verbs will pass by on the screen. The students read the words as quickly as they can and do the actions at the same time. [设计意图]：通过师生对话引出动词词组的复习。学生则需要在看到屏幕上快速闪过的单词时，快速地、大声地读出单词，并作出相应的动作。通过学生的快速抢答，既集中了学生学习的注意力，复习了已经学过的动词词组，又在此过程中呈现了cook meat, cook fish, listen to music, walk, talk, play computer, watch TV这些课文中出现的动词词组，弱化、分散了教学难点，又为新课的学习做了铺垫。

4. Lead in T: I can swim. But I didn’t swim yesterday (Shaking head…). Because it’s cold. Do you know “yesterday”? Today is Tuesday. Yesterday is Monday. So “yesterday”

means 昨天.

yesterday (Put the card “yesterday” onto the right side of the blackboard. )

Lead the class in reading aloud. Then read it one by one. [设计意图]：通过教师讲述自己的情况引出和教授新单词yesterday，并初步理解didn’t的否定意思，为课文情境的呈现扫清障碍、做好准备。

Step 2: While-task 1. Presentation 1)Show the first picture of the text. Make the students watch it carefully and answer. T: Look! This is Amy. This is Amy’s Grandma. What are they doing? You can answer it in Chinese. S: 他们在打电话。

T: Yes, they are making a phone.

phone Show the card “phone” to the class and lead the class in reading aloud.

T: It was last Monday. So we should say Amy PHONED Grandma.

phoned Show the whole card “phoned” to the class and put it onto the left side of the blackboard.

[设计意图]：通过观察课文的图片了解课文情境，知道这是一通电话的通话内容，并了解到课文谈论内容的整体时态，同时引出并教授了

新单词phoned。

2)T：There are five people in this dialog. Who are they? Watch the story. Play the flash of the text. 引导学生回答：Grandma, Amy, Sam, Dad, Tom 3)T：What did Grandma do? Grandma做了些什么呢？

Play the flash to the 3rd picture. Then circle the right pictures.

What did Grandma do? T: Suppose you were Grandma. Did you cook meat? (板书) Ss：No, I didn’t. (板书) T: Did you cook fish? Ss: Yes, I did. (板书) T: Oh, you cooked fish yesterday. (Put the card “cooked” onto the left side of the blackboard. ) Teach “cooked”

a. follow me b. read it one by one c. chant: cook, cook, today. cooked. cooked, yesterday T: Did you listen to music? Ss：No, I didn’t. T: Did you walk in the park? Ss: Yes, I did.

T: Did you talk to some friends? Ss: Yes, I did. T: Oh, you walked and talked. (Put the cards “walked” and “talked” onto the left side of the blackboard. ) Teach “walked” and “talked”

a. follow me b. read it one by one c. chant: walk, walk, today. walked, walked, yesterday talk, talk, today. talked, talked, yesterday 4) Lead the class in reading aloud the sentences on the blackboard. And practice them. a. follow me b. Ask and answer in pairs. c. Change the verbs with the word cards. Then ask and answer in pairs.

play basketball

Did you

___________

yesterday?

[设计意图]：通过带着问题看原版课件，让学生感知情景，理清故事主要人物之一Grandma所做的事情，同时学习cook, walk, talk的过去式，并初步学习、替换巩固操练Did you…? Yes, I did. /No, I didn’t.的新句型。

5)T：What about the others? What did they do? Watch again and match. Amy

played on the computer Sam

watched TV Dad

helped Mum Tom Teach the word “played”, “watched”

6) T: (Point to the cards on the left side of the blackboard.) Watch the words here carefully. Can you find the same point? 引导学生发现这些词后面都有ed，并向学生解释动词过去式的规则变化。

7）Game 1：Finding home. listened

cooked

help

walked

talk

listen

watched cook

talked

watch

played

walk

play

helped

now

then

8) Game 2: Finding friends. 组内一半同学手中的卡片是原形，另一半同学手中的卡片是过去式，计时30秒内，找到自己手中卡片相对应的原形或者过去式，两人即成为朋友。两人各用手中的卡片造一个句子，就可以完成任务了。

play-played S1: play

I play basketball today. S2: played

I played the flute yesterday.

[设计意图]：通过同类词摆放在一起进行比较，引导学生发现动词

过去式的变化规律，并能够举一反三，看见过去式知道如何变回原形。并通过两个游戏的形式巩固动词原形和过去式，并能够在时态上加以区分。

9) Watch again. Circle all the past form of the verbs. Read and check in the groups of four. 10) Watch for the third time. Underline the sentences with “Did you…?” Read, ask and answer in pairs. Step 3: Post-task 1. Listen and repeat, try to imitate the pronunciation. 跟读对话，模仿语音语调。

1) Listen and point. 2) Listen and repeat. 3) Try to imitate the pronunciation 全班跟课件朗读。

[设计意图]：提醒学生朗读过程中注意模仿原版语音语调，打下良好的语音基础。

2. Finish Activity 1 on P34 in Activity Book. Please read and choose T or F. Q1: Who is hungry?

S1: Amy is hungry. Q2: What did Amy ask?

S2: Can I have some sweets?

Q3: What did Ms Smart say?

S3: Sorry , you can’t.

[设计意图]：通过判断对错题，来检验学生对课文内容是否理解，并帮助学生理清课文的脉络。

3. Retell the text according to the pictures.

The students watch the pictures on page 35. a. Discuss them in the groups. b. One student says one sentence about one picture. c. They put all the sentences together. d. Retell the text. 4. Guessing game: 每一小队有一组动词词组（原形）的卡片。每组派出一人（通常以座位决定，比如每一组左边的第三个同学……），抽取一张卡片放在手中。第一名同学抽好之后，其余三名同学用Did you …?的句型来进行猜测，如果猜测的与卡片上不符合就回答”No, I didn’t.”，如果相符就回答”Yes, I did.”。每人有两次机会，猜中即给本组加一分。

5. Group work: I …yesterday.

每四人小组一套动词词组的卡片，每个人都从中抽取几张卡片。抽到什么就代表自己昨天做了些什么事情，就要用相应的正确形式描述出来。

S1: (Pick a card with “play the erhu”)

I played the erhu yesterday.

S2: (Pick a card with “listen to music”)

I listened to music yesterday.

S3: (Pick a card with “phone my friends”)

I phoned my friends yesterday. S4: (Pick a card with “play football”)

I played football yesterday. [设计意图]：学生每四人小组手中都有一组动词词组的卡片，利用所

学的句型进行相应的问答，极大地调动了学生的积极性，培养了学生的合作能力，也达到了复习、巩固和强化重点的目的。在这一环节中的小组合作形式具有广泛性和时效性，学生人人都能参与课堂活动，每人手中都有一张或者几张卡片，利用所学的句型进行相应的连锁问答，极大地调动了学生的积极性，培养了学生的合作能力，也达到了以优带差的目的。

Step 4: Practice Finish Activity 2 on page 35 in Activity Book. a. Listen and point. b. Try to retell the story about the little mouse. c. Make a new schedule for the mouse. Say it in the groups, the others will point to the pictures according to your sentences. e.g. S1: On Monday, Little Mouse helped his friends. S2,3,4: (Point to the third picture.) S1: On Tuesday, Little Mouse played basketball. S2,3,4: (Point to the fifth picture.) …

Step 5: Production 1. T: Just now, we talked about Little Mouse’s schedule. What about your own schedule? Did you talked to your friends on Monday, too? Please finish your own schedule of last week. Fill in the blanks. My Last Week

Days Activities Monday played computer games Tuesday watched TV …

…

T: OK. Now please tell your friends about your last week. Maybe you two did the same thing in the same day. [设计意图]：情景转换，从课文及老师创设的情景引向课外，引向学生自己的实际生活，增加运用语言的真实性，激发学生运用语言、用英语做事情的意识，结合本课所学知识，让学生自然交流。

2. T: Do you want to know my last week? I did seven things(play computer games, listen to music, watch TV, walk in the park, phone my parents, play tennis, play the guitar) last week. Can you ask me some questions? So you can finish my schedule according to my answers. Please try! Ss: (Write “played computer games” into the blank next to “Tuesday”.)

Days Activities Monday

Tuesday played computer games …

T: Now please retell my last week. S: Ms Zhang listened to music on Monday. Ms Zhang played computer games on Tuesday….

3. Enjoy a song. Enjoy the song on page 37. [设计意图]：通过学生欣赏这首歌曲，既增加了学生的乐趣，又补充了一些动词过去式的规则变化，又为第二单元的学习做了铺垫。

Step 5. Sum up

T: Today we learnt the way to ask and answer about something happened before. 引导学生总结本节课教授的过去时的一般疑问句，并说出如何动词过去式的规则变化的变化规律。

Step 6 Homework: 1. Listen to the tape and try to act this unit.以小组为单位分角色表演课文，或者根据实际情况改编课文进行表演。

[设计意图]：这样布置，既可以给学生提供互相学习、互相交流的机会，又能给接受能力弱的孩子一个继续学习的机会，使他们在同伴的帮助下更好地掌握所学内容，增强英语学习的自信心。

2. 制作一套单词卡片，一面为动词原形，一面为动词过去式。

[设计意图]：通过自己动手写的形式，加深印象，巩固记忆，同时也方便后期随时拿出来进行复习。

3. 试着唱唱今天欣赏的歌曲，并尝试理解歌曲的意思。