Unit 1 Did he live in New York?教学实录与评析

Module9 Unit1 Did he live in New York? 教学设计

教材分析

课文以一张postcard出发，用Sam的三个“Did he …”的提问和Daming根据postcard的信息来回答问题的形式向学习者展现了Dalong在美国生活的近况。渗透了要乐于分享朋友的喜悦和关注朋友的生活的思想情感。

学情分析

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一定的认识，本节课就是在这个基础上学习用”Did +he/she+…”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.

教学目标

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/she

...？来询问他人过去是否做了某件事情，以及其相应回答Yes，he/she did.和No，he/she didn’t

3. 能理解并听、说、读准以及使用单词postcard, travel，词组go to a pop concert, go to a basketball game

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Samy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，积极参与

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用Did he/ she ... 询问他人过去活动的意义性操练和交际操练等语言实践活动，体验学习，参与，合作，竞争的乐趣。

情感态度价值观：养成乐于分享朋友的喜悦和关注朋友的生活的习惯

教学重点：

运用句型“Did he/she ...”？询问某人过去是否做了某事，及对应的回答Yes, he/she did. No, he/she didn’t.

教学难点：

San Francisco ,Washington DC等地名的发音.

设计理念

本课教学遵循“强调学习过程，强调语言学习的实践性和应用性”的理念，以培养学生的英语语言智能为重点，通过创设情境，吸引鼓励学生参与到课堂活动中，采用交际法、情景教学法教学方法，让学生体验学习英语的成功和快乐，保持对英语学习的兴趣。

教学过程

Step 1 Warming up

1.创设chant的情境(出示一张老师自己在北京的照片，从而引出欢迎外国游客来中国旅游的情景)

2.T:（指着图片上的人）Look! Who is this?

T: Yes .It’s me. I went to Beijing last holiday. I visited the Tian’an Men Square. And I saw many foreigners.

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3.T:Let’s say welcome to the foreigners.

OK! Now Let’s have a chant!

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Free talk. T: What about your last holiday? Where did you go ?How did you go there?

然后用PPT引出he的问题：Where did he go last holiday? How did he go there?

设计意图:利用chant开始本课教学，可以创设轻松的学习氛围，消除学生的紧张情绪，激发学生的兴趣。巩固chant出现的新词welcome和句型“Did you...”,还有轻松愉快的free talk引出……did he……?的问题，为后面课文的学习打下基础

Step 2.Leading in

T：Would you like to travel to the US? Look! This is a map of the US. There are 3 famous cities. They are …… ( 依次出示与New York、Washington DC和 San Francisco)

T: Do you know what this is? And where is it? 要重点教读“Washington DC和 San Francisco”

设计意图:通过出示美国地图和介绍New York、 Washington DC和 San Francisco的方式。让学生对美国及课文出现的三个城市有初步的了解。为后面课文的呈现打下基础。

Step 3. Presentation

1. T: Do you like traveling to the US? I have many tickets here. If you do a good job in class, you

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will get one from me.（出示机票，也就是本节课的评价机制）

T:I have some old friends here. Look! They are Sam and Daming. They are good friends. They are talking about a post card.(PPT出示后，老师拿着自己的一张post card来教学单词)

2.T: Yes, it’s a postcard. Who sent the postcard? Let’s listen to the CD-rom then you’ll get the answer.

T: Yes,Dalong,Daming’s cousin .(教学cousin)

3.T: Well,wonderful!Now let’s listen again and find out “Did he……?”

（第二次播放CD并板书Did he ?）

4.T:But what did he do there? Do you want to know? Let’s listen and try to find the answer.(完整播放一遍课文)

T: You are right! He went to a pop concert and a basketball game last week.

教授新词组went to a pop concert, and a basketball game .

(依次出示流行音乐会和篮球比赛的图片，让学生自己描述)

T: How about Sam and Daming? What did they do last week?（出示图片让学生自己说）

设计意图:通过创设问题情境，激发学生的求知欲，引起他们对学习课文的兴趣

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Step 4.practice

T: Now read the dialogue

together.

设计意图:对课文的整体理解

Step 5

Development

T:. We know that Dalong is

on holiday in the US.

Suppose you are Dalong. Let’s rewrite the postcard Here are some key words for you.

T: Ok. It’s show time.

设计意图:创设新的情境让学生操练本课句型，让学生在有意义的情境中运用句型。

Step 6 Communicative practice （Group work）

T: Now.We have learnt the whole text. Here are some beautiful pictures.(PPT出示并让学生朗读词组)Let’s work with your partner. For example: Did he visit ……?Yes, he did ./No, he didn’t.

T: Two in a group. Choose 1 or 2 pictures and Practice them

创设真实的生活情境，让学生运用本课学习的句型进行交际，真正做到学以致用，同时也体现语言的真实性

Step 7 Summary

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1.提问他人过去是否做了某件事：Did he/she …?”以及其相应回答“Yes he/she did.或No he/she didn’t.

2.单词postcard, travel，词组go to a pop concert, go to a basketball game,

Step 8 Homework

明信片在生活中充当着一种情感交流的角色，自己设计一张postcard，然后用英语写下你想寄给的朋友，分享你的上一次旅行活动的快乐。

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