Unit 2 She went into a shop.名师教学实录

Module 3 Unit 2

She went into a shop.

新标准英语一年级起点

四年级下册

作者姓名： 江 欣 悦 学 科： 英 语 职 务： 教 师 职 称： 单 位：江北区新村同创·国际小学 联系电话：_____15223492862 地 址：重庆江北新村.同创国际小学

邮 编： 4 0 0 0 2 0

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Module 3 Unit 2 She went into a shop.

整体设计思路、指导据依说明

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本节课是新标准英语四年级下册第3模块第2单元第一课时。整体设计理念是基于中国学生发展的核心素养，围绕孩子的语言能力、思维品质、学习能力、文化品格等核心素养进行教学设计。语言功能：围绕故事内容展开学习。教学中，我采取了激趣导入、图片理解、预测猜想、动作伴读、思维导图等多种方式，有助于体验感知理解文本，朗读文本，创编文本。

教学内容分析：本节课是Module 3 Unit 2 的第一课时，教材以“A story happened last month”为中心话题，运用过去式时，围绕“When, Where, Who, What”展开。本课时主要由导入部分和课文故事进行语言呈现和场景构建，在图片和情景的帮助下理解核心词汇和句型。在适当的语境和图片的帮助下尝试运用目标语言表达。

学生情况分析：兴趣是关键，培养学生的学习热情和主动学习的能力，对英语学习产生浓厚兴趣。四年级学生已初步养成英语课堂学习习惯，有一定语言学习能力，除了大量的听的输入，还需要通过各种形式的目标词汇及句子的操练，并通过自主观察和小组活动，不断形成与主题相关的自主输出。

1、语言能力

1）

学生能理解并运用语言符号：went into / month / cheese / scared / run away 语言结构：I __ed_______. she __ed______. He__ed_______. 教

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学生能在故事中感知理解一般过去时态的用法。

3)

部分学生能尝试根据课文内容表演故事。

4)

部分学生能运用老师所给的图片材料创编新故事。

2、学习目标

1）学生能借助固有旧知、图片理解、动作伴读等多种形式体验感知文本、理解文本并表演文本。

2）学生能够运用板书内容并根据老师所给材料创编新故事。

3、文化素养

学生能用英语过去时态讲述一个故事，并掌握故事的四大要素：When, Where, Who, What。

4、思维品质

1）激活创新思维，根据老师所给材料创编新故事。

2）学生能结合实际，正确使用过去时态描述发生过的事。

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教学重点、难点分析

教学重点：感知并理解过去时态，正确运用过去时态。

教学难点：学生能根据板书内容，从四大要素

When, Where, Who, What 出发，讲述故事。

评价内容：

1）学生对文本情景词汇和核心词汇的掌握方面。

2）学生对文本的朗读语气模仿方面。

3）学生学习的积极性、主动性、参与性。

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4）小组的合作意识，互帮互助意识。

5）学生的想象力，发散思维方面。

评价方法：

全班按座位分为四个大组，四人为一讨论小组。黑板按照四个大组进行爬楼梯奖励评价，通过回答问题、表演等方式登顶并获取老师提供的资料包。促进学生小组合作精神。小组竞赛中，获胜小组爬楼梯奖励。评价手段主要是采取激励性评价的方法，对学生评价机会很多。师生评价，通过教师评价学生在课堂上的反馈的情况；生生互评，学生与学生之间，观察做得好的地方；小组内部评价，开展小组活动，小老师点评本组学生的优势与不足；学生自评，通过对比学习，明确自己的优势。教师对每一位（组）学生的发言，都给予积极的评价，评价中注意理解、尊重学生。教师对学生的评价，学生对学生的认可，往往能使学生获得自信和成就感，满足他们的心理需要，让学生从评价中体验成长发展的快乐，受人赞赏的自豪和奋发向上的冲动。

Module 3 Unit 2 She went into a shop. 板

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教学过程设计（方法、手段）

步骤一：新授前准备Pre-teaching 1. 师生问候--Greeting. T： Let’s begin our class. Good morning, boys and girls. Are you happy today? S: Yes! T: I’m happy today, too.

Step2. Warming up 2.

儿歌热身——We had a lovely day! T: Let’s sing a happy song: We had a lovely day! Show me your hands please. T: Thank you, sit down please. I like your song very much! Now we know: Daming and Sam went to the Great Wall yesterday. They did a lot of interesting things there. How about you? What did you do yesterday? 3.自由谈话——

What did you do yesterday? T: What did you do yesterday? (板书动词过去式) S1:

I

ed yesterday. S2: S3: T: Wow, you did so many interesting things, too. 设计意图：通过歌曲热身，唤起学生对过去时态的旧知，并通过描述自己昨天做的事操练句型：I ___ed yesterday. 为学习课文内容和后续小组活动做准备。

步骤二：教学过程 While-teaching 1.

开题——CAI shows the title of this lesson. T: Now look here, today we are going to learn_____ S: Module3, Unit2. T: Yes, we will learn Module 3, Unit2 today. 2.

儿歌导入——CAI shows some pictures. T: And look at our old friends, the____ S: Sheep. T: Do you know: 第

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Where did he go yesterday? What did he do? Let’s enjoy a chant and find the answer. 3.

听音回答——CAI plays the flash. T: Now who knows the answer? Where did he go yesterday? （板书动词过去式）

S: He went to _____ T: Yes, very good. And what did he do? S1: He bought some apples. S2: He ate two apples, and then he went to school. T: Wow, what a wonderful day!

Now let’s learn the chant. 4.

学习儿歌——Let’s learn the chant. 5.

自主诵唱——Let’s chant by ourselves. T: This time, let’s chant by ourselves.

G1 and G2, you go first. This time, let’s exchange. G3 and G4, you go first. Wow, you did a very good job, let’s clap for ourselves. 设计意图：通过学习新儿歌，激发学生兴趣，并对动词过去式进行进一步感知。

6.

故事角色介绍——Let’s meet new friend: Tilly. T: You know, today is a happy day. So here comes a new friend to our class. Let’s welcome to our new friend! (T shows a mouse toy) Tilly: Hello, boys and girls. My mane is Tilly. I’m a mouse. Nice to meet you! S: Nice to meet you, too. Tilly: Look at me. Am I cute? S: Yes! Tilly: Wow, thank you very much. You are all good children. So look here, I have some surprise for you. Do you like surprise?

S: Yes! Tilly: Do you want to get my surprise? S: Yes! 第

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Tilly: OK!

If you can answer Miss Jiang’s questions, you can climb up the stairs and get my surprise. Are you ready? S：Yes! Tilly: Very good! Look, I put the surprise here. And today I have a story for you, too. Do you like story? S: Yes! Tilly: Do you want to listen to my story? S: Yes! 设计意图：用手偶玩具介绍故事角色，激发孩子们的学习兴趣，同时陈述评价机制，让所有的学生积极参加课堂活动，并培养他们的思考和表达能力。

7.

听音回答——Let’s listen and find the answer. T: OK! Let’s listen to Tilly’s story and find:

When did the story happen?

Where did Tilly go in the story?

Who can you see in the story? I give you five seconds, please remember the questions.

Now who knows the answer: When did the story happen? S: Last month. T: Yes. Read after me: last month, month month. Look at the calendar, this month is_____ S: April. T: Good. So last month is _____ S: March. T: Yes! And question 2: Where did she go in the story? S: She went into a shop. T: Very good. Read after me: went into, went into.

Let’s say together: Last month, Tilly______ S: Last month, Tilly went into a shop. T: Look at the shop, there are so many______ in the shop. S: Cheese. T: Yes. So it’s a cheese shop. Read after me: cheese, cheese. 第

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And the last question: Who can you see in the story? Of course, we can see Tilly. And ______ S: A mouse. S: A cat. T：Yes, you have a good memory. 设计意图：听故事，总结故事中的三个要素：

When, Where, Who。

黑板上呈现思维导图，帮助孩子理解课文。

8．听音跟读——Let’s repeat and find the answer. T: Now we know when, where and who about the story. But do you know: What happened to Tilly in the shop? Please take out your books and turn to page 17. This time, let’s repeat and find:

What happened to Tilly in the shop? One, two, go! 10.

Let’s say. T: Now look here, who can say:

Tilly __________ S1: Tilly bought some cheese. S2: And she ate the cheese. S3: Then Tilly saw a cat. S4: So she ran away. T: Wow, you are so good. But why did Tilly run away? S: Because she saw a cat and she was very scared. T: Yes, you are right. Please read after me: scared, scared. Who can act it for us? You please. S: Scared. T: Very good. ……

T: And what did the cat do? S: The cat shouted:” Come to my shop again!”

T: Now, you are the cats, let’s shout together: Come to______ S: Come to my shop again! T: Wow, you are all good cats. 第

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设计意图：听音跟读，进一步理解故事内容并整理第四个要素：What。板书呈现思维导图帮助孩子理解文本内容。同时纠正孩子发音错误，为朗读故事做准备。注重提醒孩子恰当模仿故事情节中各个角色情绪变化，培养孩子英语表演能力。

步骤三：教学巩固 Post-teaching 1.

自读课文——Let’s read the story together. T: This time, let’s read the story together. Look at your books, Tilly is a mouse, one, two, go! 2:

小组活动——

What did they talk about? T: Wow, you read so well! Look here, when Tilly in the shop, what did she talk with the mouse? And at last, what did Tilly and the cat talk about? Please discuss in groups, go! 设计意图：创设情境，让孩子们进入对应情景中，并思考各个角色

的对话内容，再构文本。

3.

故事表演——Let’s act the story. T: This time, I want to read the story for you, but I need your help.

Who can act Tilly? And who wants to be the mouse? How about the cat?

Now please listen to our story carefully! ……

Is our story good? S: Yes! T: So please clap for us! Thank you very much. 设计意图：老师示范读故事，三个学生示范角色表演，帮助孩子

理解表演故事的方法，并引导孩子真正模仿角色，进入角色，培养孩子的英语表演能力。注重引导孩子互评，自评。

4.

小组表演——

Act the story by groups.

T: Please act the story like this:

One read the story, one act Tilly, one is the mouse and one is the cat. Pay attention to help each other. Please act as animals and you can add something you like. Go! ……

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5. 创编故事——

Let’s make a new story. T: Today, all of you did a very good job and you all get Tilly’s surprise. Are you happy?

S: Yes! T: I’m very happy, too. Because Tilly gives me a surprise, too! Now, let me open it and see what’s in it. Look, Tilly gives me some beautiful pictures. Let me see, wow, it’s a new story. Look, when did the story happen? S: Last Friday. T: Yes. And where did the story happen? S; In the school. T: Right. Who was in the story? S: Sam. T: Wonderful! And what did Sam do? S:……

T: Why did he cry? Maybe he ran after the bus and he fell over, so he cried and cried. Look here, who can continue the story? At last, he ________ S: At last, Sam went to the hospital and saw the doctor. What a bad day! T: Wow, we make a new story together. I’ll tell the story for you, please listen to me carefully: Last Friday, Sam went to school. He ran after the bus but he fell over. So he cried and cried. At last he went to the hospital and saw the doctor. What a bad day! Do you like my story? S: Yes! T: Please clap for me. Thank you! Now please open your surprise, let’s see what your surprise is. Look, there are some small envelops in it, please pass it to the back and each group can get one. Please open it; Tilly gives you so many beautiful pictures. Can you make a new story with these pictures? S: Yes. T: Very good!

But before that, I want to help you. Please look here, let’s read together. ……

This is a words bank for you. You can use these words to make your story in your groups.

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From when, where, who and what. Understand? S: Yes! T: OK! Go! Which group wants to show your story for us? ……

T: Wow, your stories are wonderful! So today we learn how to tell a story. We should tell a story from_______ S: When, where, who and what. T: Yes, very good. And we know:

Every day is new.

Stories happen every day. We should enjoy our life! Let’s say together.

S: Every day is new.

Stories happen every day.

We should enjoy our life! T: OK, class is over today. Now look at your homework, please write down it. OK, one two, class over. S: Stand up. T: Good bye, children. S: Good bye, Alice. 设计意图：在轻松愉快的气氛中掌握词汇，并培养学生的表演能力。检测学生对知识的掌握情况，进一步的学习探讨，把知识同实际生活联系起来，关注身边的一切，并且培养他们的合作意识。

步骤四：家庭作业 Homework 1.

Read P17-2 three times. 2.

Tell a new story to your parents. 设计意图：使课堂活动延伸到课后，提高学生的口语能力。帮助孩子学会如何运用正确的时态讲述英文故事。

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