Unit 1 Did he live in New York?国家获奖教案

教学设计

课题

Module9 Unit1 Did he live in New York?

时间

2018年3月20日

教本课的主要内容是大明跟Sam分享他的表哥大龙在纽约度材假时寄给他的一张明信片，Sam对大龙感到好奇，问了大明一些分关于大龙的问题。

析

在学习本课之前，学生已学过be动词的过去式的一般疑问句及其肯定回答和否定回答，还学过用“主语+动词过去式+其他’的句型来描述自己及他人过去做了某事。因此他们已经对过去时态有了初步的认识，本节课在此基础上第一次学习用”Did +he/you+…”句型来询问某人过去是否做了某事，及对应的回答Yes,主语+did. No,主语+didn’t.由于本课涉及到几个美国的城市，内容比较难以理解，容易混淆。

教学内

容分析

学情分析

教学多媒体教室

环境

知识与技能：（ 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

过程与方法：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。

情感态度与价值观：帮助学生了解中西方学校生活的差异，热爱自己的学校生活。

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.

能理解并简单说说课文中大龙在美国发生的事情。

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.

能理解并简单说说课文中大龙在美国发生的事情。

口语交际法、直观教学法、小组合作学习法、游戏法、TPR

教学方法

教学目标

学习难点

教学资源

多媒体、课件等

课时安排

1

教

学

过

程

教师活动

Step1 Warm up

1.

Play a game: I say hello, you say hi!

2.

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

学生活动

1.

Play a game

2.

Hello, teacher! Nice to see you!

3. Learn the new sentences and words.

设计意图

在Free talk中聊到自己是怎样到学校的，在语境中自然引出come-came，并初步感知重点句型Did you/he/she…？及回答的用法，体现词不离句，句不离境。

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3.

Free talk: This morning, I came here by

car. How about you? Did you come here by car?

S1: Yes!

T问全班: Did he come here by car?

Yes, he did./ No, he

didn’t.

T: How did you come

here this morning?

Come - came

1.Learn the word

“travel”

Step2 Lead in

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

2.

T: Can you guess how did I travel to Xiamen?

2. S1: Did you travel by…?

S2: Did you travel by…?

You can ask me, did you

travel by…?

3.

Watch a video 3.

T: So do you like about the USA.

travelling? Let’s go

travelling to America!!

Step3 Presentation

1. Watch a video about 1.

播放一段关于美国的视频

the USA.

2.

T: What cities did you

see in the video?

2.Then say out the San Francisco, cities.

Washington DC, New

York

3. Play a game: Sharp 3.Play a game.

eyes.

4. T: Today, Daming got a 4. Learn the word: postcard

postcard from New York.

Let’s have a look.

5. Listen and answer:

(1) Who is Dalong?

He is Daming’s cousin. Cousin

(2) Does he live in New York?

No, he lives in San Francisco now.

6. Listen again, and find “Did he …?”

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

(2) Did he travel by plane?

7. Listen and repeat, then answer questions.

5. Listen and answer questions.

6. Listen and find out the sentences.

7. Listen and repeat, then answer questions.

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。

第一遍听课文，整体感知文本，初步认识大龙。

第二遍听课文，由整体过渡到细节，找出Did he…？的句子，解决重点句。

第三遍听、读课文，回答之前找到的两个问题，用板书帮助学生理解课文内容。

以chant来操练巩固本课的重点句型，强化记忆。

借用课后练习中的两个小题让学生就课文内容进行有意义地对话操练，既在语境中巩

(1)Did he live in New York

last year?

No, he didn’t. He lived in Washington DC.

He’s on holiday in New York.

(2)Did he travel by plane?

Yes, he did.

8. Practice

Chant:

8. chant

固了重点句型，又进一步理解了课文。

第四遍齐读课文，由细节回归整体，再次夯实基础，推助语言输出。

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。

读完课文后回到板书，既能检验学生是否真的理解课文，又能借助思维导图帮助学生梳理课文内容。

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?

9. Do the pair work

Yes, he did. Yes, he did.

9. Pair work:课文后第4题中

的两幅图

A: Did he …?

B: Yes, he did. / No, he didn’t.

Pop concert

10. Read the text together.

10. Read the text together.

Step4 Production

1. Group work:

1. Do the group (1)

合作完成

postcard，圈出work

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

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

Step5 Summary

1.

回到板书，老师(学生)提问，

学生回答。

(1)

Who is he?

(2)

Does he live in San Francisco now?

1. Answer the questions.

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。

(3)

Did he live in New York

last year?

(4)

Did he live in New Washington DC last year?

(5)

What did he do in New

York?

2. Let‘s rap：

Daming’s cousin, Dalong.

US, US. He lives in the US.

2. Rap with T.

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!

3. Homework：

Share the postcard with your family.

板

书

设

计