Unit 1 Were you on the second floor?教学设计与反思

Module 10 Unit 1 Were you on the second floor? 教学设计

教学内容:

外研社新标准英语一年级起点三年级下册Module 10 Unit 1 Were you on the second floor?

1.教学四会单词second, floor, worried, find, first, remember。

2.教学句型Were you on the first / second floor? Yes, we were. / No, we wer en’t. Was he there? Yes, he was. / No, he wasn’t.

3.理解课文对话内容,有感情地朗读或表演对话。

教材分析:

在通过上一模块首次让学生接触一般过去时后,这一模块通过对人物所处地点的变换和回忆物品放置地点的情境,向学生进一步来展现这个内容。主要学习be动词过去式引导的一般疑问句。本模块的语境也有了变化,以情景为主线贯穿整个教学过程,在具体情景中进行知识的迁移和运用。让学生真正能够掌握、理解本课重、难点,为学习be动词过去式引导的特殊疑问句打好基础。

学生分析:

三年级孩子活泼可爱,敢想、敢说、敢做,求新求异的愿望非常强烈。但他们仍然存在着稳定性较差,注意力不易长时间集中等特点。所以,在教学设计中,我们注意结合儿童的心理和生理特点,想方设法地为他们创设真实、有趣的语言学习环境,通过丰富多彩的课堂教学活动,激发他们学习英语的兴趣,调动他们学习英语的积极性。培养学生综合运用语言的能力。

教学目标:

1.知识目标

(1)能听、说、读、写并会运用单词first, second, floor, find,worried, remember。

(2)进一步学习、掌握一般过去时态be动词were was 的用

(3)能在恰当的情景中熟练运用以下句型进行交际对话

Were you on the first/second floor? Yes, we were./ No, we weren’t. Was he there? Yes, he was./ No, he wasn’t.

(4)理解课文对话内容,有感情地朗读或表演对话。

2.能力目标

(1)使学生能用一般过去时态谈论过去的状态;谈论过去与现在的变化。

(2)通过各种活动培养学生的语言综合运用能力。

(3)培养学生合作学习的能力。

3.情感目标

(1)通过多种形式的教学活动,激发并延续学生学习英语的兴趣,培养学生勇于开口,善于与人沟通的良好素质。

(2)渗透西方文化意识,教育学生关心他人,孝敬父母和长辈。教学重、难点:

1.教学重点

(1)初步听懂、会说、会读、会写单词first, second, floor, find,worried, remember。

(2)引导学生运用句型Were you on the first/second floor? Yes, we were./ No, we weren’t. Was he there? Yes, he was./ No, he wasn’t.询问他人及谈论自己过去的状态。

2.教学难点

能在特定语言环境中的正确运用由Was, were引导的一般疑问句,并能区分人称进行回答。

教学方法:

全身反应法、任务型教学法、游戏法、表演法

教具准备:

多媒体课件、图片、头饰、单词卡片

教学过程:

Step 1:

Warm up and Revision

(1)Greetings. Hello to each other.

(2)Free talk with the students: I was fat then. Now I’m thin. He was short then. Now he’s tall. (课件出示图片。)

(3)Sing a song. 《I was fat》

【设计意图:通过课前谈话和唱英文歌曲来复习be动词的一般过去时态was, were的用法,并进行人称转换练习。歌曲欢快的节奏激发了学生的兴趣,为后面的新授内容做铺垫。】

Step 2:

Presentation and Practice

(1)课件出示活动1图片

T:Who are they? What are they talking about? Let’s have a look. (2)播放活动1动画,然后回答问题:

Were you in Beijing yesterday? No,.

(3)Listen and repeat. Then read it by themself.

(4)然后学习生词first floor,板书并教读生词。(强调发音规则,升降调读,小组读,开火车读)

T: Well done!Were you on the first floor?

S: Yes, we were.

T: Were you on the second floor? (板书,教读second)

S: No, we weren’t. / Yes, we were.

(5)Look and remember.

T: There are so many things in the supermarket. Let’s see where are they? (课件闪现图片milk, book, pencil-box, hamburger...然后迅速消失。)

T: Do you know where they were then?

学生回想:The...is on the...floor.(快速抢答)

【设计意图:通过多媒体课件吸引学生的注意力,训练他们的观察力和记忆力,让学生在有趣的活动中进行语言实践和运用。】T: Our friends also go to the supermarket, too. Let’s see where they were.(课件闪现本课有关人物,然后迅速消失。)

S1: Was he / she on the ____floor?

Ss: Yes, he / she was. / No, he /she wasn’t.

引出本课四会句型Was he there? Yes, he was. / No, he wasn’t.【设计意图:通过课件演示,使学生易于理解如何运用be动词过去式引导的一般疑问句进行交际,降低了学习难度。同时体现了以学生为主体的原则,激发了他们的主动学习意识。】

(6)Listen and find.

T: Look at Daming’s mother. She is very worried. She can’t find Daming. 教师带读worried,find,强调字母i的不同发音。

T: Let’s help her to find Daming.

课件呈现课文对话,学生听音并完成选择题

1. Sam and Mr. Smart were on the first / second floor .

2. Daming was / wasn’t on the first floor.

3. Daming was on the first / second floor .

4. Ms Smart and Amy were on the first / second floor .

5. The CD is for Daming / Daming’s mother.

(7)T: This CD is a present for Mother’s Day. Daming is a good boy. When is Mother’s Day? (课件出示The second Sunday in May is Mother’s Day.)Do something for your mother, please!(教师进行德育渗透。)

(8)学生模仿录音读课文,分角色读。

【设计意图:让学生带着问题听、读课文,使教学活动更为有效。pair work体现了合作学习的优势,学优生带动学困生主动探究,有梯度地发展了学生的听、说、读、写技能,并使情感目标得以达成。】Step 3:

Practice.

(1)Act the text.

(2)Listen and say.

(3)Read the text and circle.

(4)Read and number.

Step 4:

Sum up

学生与教师共同小结本课知识要点。

T: What have you learn today?

S: I’ve learn...

教师对学生本节课表现进行评价,并引导学生互评。

Homework: Think and say, where were you yesterday?

【设计意图:及时、正确的评价将推动良好情感态度的形成。设计生活化的课后作业,让学生将本课所学知识进行巩固,加以延伸,为第二单元的学习做好铺垫。】

板书设计:

Module 10 Unit 1 Were you on the second floor?

I’m worried.

I can’t find Daming.

Were you on the first / second floor?

Yes, we were. / No, we weren’t.

I remember!

【设计意图:板书中间的四会单词和句型体现了本课重、难点,为学生的学习和交际活动提供语言支架。】