Unit 1 Did he live in New York?优秀教学实录

Module 9

Unit 1

Did he live in New York? 执教者：柳州市白云小学

温泉涓

教材内容

本课是《英语》（新标准）（三年级起点）四年级下册Module 9 的Unit 1。本单元的内容是通过Daming和Sam讨论来自Dalong的明信片，让学生认识美国的三个大城市San Francisco ，Washington DC和New York,了解美国小朋友的一些日常生活travel，on

holiday, go to a pop concert, go to a basketball game。

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，让学生掌握行为动词的过去式的一般疑问句的表达方法及回答，同时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，以及学习了用didn’t描述自己及他人过去没做某事，因此他们已经对过去时态有了一定的认识。同时，学生已经熟悉Do

you...?Dose

he ...?的结构与回答，本节课就是在这个基础上学习用“Did+主语+动词原形+其他”句型来询问他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

一、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welcome, postcard,

cousin, travel，came, dear词组on

holiday,

go to a pop concert, go to a basketball game 二、过程与方法：

在教室设置的情境中，积极主动地跟随大龙的脚步去探究了解美国的城市和美国小朋友的生活状态，学习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。在完成课文理解的基础上，自制明信片分享自己的生活与活动，并积极参与用Did he/ she ... 谈论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。 三、情感态度：

1.激发学生学习英语的兴趣，增进学生之间的交流，形成团结互助，共同进步，共同提高的课堂气氛。

2,养成乐于分享朋友的喜悦和关注朋友的生活的习惯

3.乐于接触外国文化，增强祖国意识

教学重点

询问某人过去是否做了某事：Did he/she ...？以及其相应回答Yes，he/she did.和No，he/she didn’t。

教学难点

Did he/she +动词原形+其他

...？结构中，行为动词使用原形。但在否定回答后的进一步说明中，则要使用行为动词的过去式。

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技能为重点，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、情境教学法、合作学习法等多种教学方法，让学生以怀着强烈的好奇心开始，以体验学习英语的成功和快乐结束本课的学习，保持学生对英语学习的兴趣。

教学准备

教学PPT，微课制作，明信片设计

教学过程

I.

Warm up

1. Greeting.

T: Good morning, boys and girls. Welcome to our English class. Welcome. Welcome.

2. Learn a new word: welcome （教读welcome）

T：Follow me, please.

3. Watch and listen. 4. Chant.

Welcome to China! Welcome to Beijing！

Did you come by train? Welcome to Liuzhou! Welcome to Donghuan！

Did you come by bike? Did you come by bus? [设计意图：welcome这个单词比较简单易学，用情景设置的方式引入单词的教学，再进行chant的诵读与创编，既能让学生以饱满的热情进入学习状态，又能快速地开始文本的学习。] II. Task Presentation 1. Learn new words: postcard, cousin, dear T: (出示一张明信片的幻灯片) T: What is it? It’s a postcard. This is from Daming’s cousin . （教读postcard ,cousin，并书空cousin）

T: Daming’ cousin is Dalong. He is my dear friend. （教读dear, 并书空）

T：Look, Dalong is coming.

2. A trip to the US

(看视频) Dalong: Hello, everyone! My name is Dalong. I’m from the US. Do you want to visit the US? Follow me. Let’s travel together.

T: Do you want to travel with Dalong? (教读travel并书空) T: OK! Let’s travel together. ①The first place:

Washington DC

(看视频)Dalong: Welcome to Washington DC. It’s the capital of the US. It’s very beautiful and famous. This is the White House. It’s in Washington DC. I lived in Washington DC last year. (教读Washington DC ) T: Did Dalong live in Washington DC last year? 引导学生回答：Yes, he did. （板书：Did he live in

…? Yes, he did.）

全班跟读，分组读句子：Did he live in

…? Yes, he did. ②The second place: San Francisco (看视频)Dalong: Now welcome to San Francisco. It’s a big city. It’s beautiful too. Look! It’s Golden Gate Bridge. I live in San Francisco now. Did you visit San Francisco? T: Did he live in San Francisco?

（引导学生回答）No, he didn’t. He lived in Washington DC. (板书：No, he didn’t. He lived in Washington DC. 并教读句子) ③The third place: New York (看视频)Dalong: This is New York. It’s very famous. Look! This is the Statue of Liberty. I was on holiday in New York last year. I came here by plane. I went to a pop concert and a basketball game.

Learn new words: came, on holiday, pop concert (操练句型Did he come here by train? No, he didn’t. He came here by plane. )

[设计意图：这个环节，用一张明信片开始，以大龙带着同学们一起去美国旅行的方式展开教学，极大的激发了学生探究美国的好奇心，让学生对课文出现的美国的三个城市以及大龙的生活状态有初步的了解。在情境呈现过程中处理新单词、词组和句型的教授，是让学生能够在不脱离语境的情况下学习新知识，为后面课文的呈现打下基础，使学生接下来理解课文、朗读课文、学习课文做到水到渠成。]

4. Watch a microlecture T: These are the key sentences in this lesson. How to use them? Let’s watch and listen.

本节课我们重点学习的是行为动词一般过去时的一般疑问句结构。其结构为：Did+主语+动词原形+其他？

例如：如要提问，你是否住在纽约时，我们可以问：Did you live in New York? 肯定回答：Yes, I did.否定回答：No, I didn’t.

如要就第三人称单数提问，他是否住在纽约时，我们可以问：Did he/she live in New York? 肯定回答：Yes, he/she did.否定回答：No, he/she didn’t.

同学们要注意的是，Did he/she +动词原形+其他

...？结构中，行为动词使用原形。但在否定回答后的进一步说明中，则要使用行为动词的过去式。如Did he live in New York? No, he didn’t. he lived in San Francisco. 同学们咱们现在就来练习一下吧。

1

he

Guilin last year?

A. Did ; visited

B. Did ; visit

C. Do ; visit

2

Did

you

go

to

school

yesterday?

No,

I

didn’t.

I

to

the

park

yesterday. A. go

B. goes

C. went

[设计意图：微课的设计，是让学生在情境中感受了学习了本课的重点句型Did he/she ...？以及其相应回答Yes，he/she did.和No，he/she didn’t,后，进一步更直观的概括的学习本课的重点学习内容，帮助老师突破本课的教学难点。]

III. Text Learning 1.

Watch and listen. Questions：

Did he come here by bus?

Did he go to a pop concert and a basketball game? 2.

Follow the video. 3.

Read together.

IV. Practice 1.

(出示幻灯片) Play a guessing game.

Dialogue 1 A: Did he live in Washington DC?

B: Yes, he did. (No, he didn’t. He lived in

.) Dialogue 2 A: Did he travel by plane?

B: Yes, he did. (No, he didn’t. He travelled by bus.) Dialogue 3 A: Did he go to a

?

B: Yes, he did. (No, he didn’t. He went to a

.)

2．Pair work and perform

3. Dalong：Dear friends, we are back from holiday travels.. Would you like to tell me something about your travel in China? Please send me a postcard about China. Thank you ! T: OK! There are many beautiful mountains and rivers in China. Our country is very beautiful. Everyone has a beautiful postcard.

制作明信片寄给Dalong, 并展示明信片。

Dear Dalong: I’m on holiday in Beijing . I came here by plane. I went to a park . I had a good time.

[设计意图：以学***龙的明信片内容为开始，以制作明信片寄给大龙为结束。通过创设真实的生活情境，制作明信片这一任务让学生运用本课学习的句型和过去时态的表达进行拓展学习，、落实学生在课

堂上的习得，升华学生的学习所得和学习能力，真正做到学以致用。]

V. Summary and Homework 1. Summary: T: What did we learn this class? 2. Homework. Listen to the tape and read the text twice.

Finish your post card.

板书设计：

Module9 Unit1 Did he live in New York?

Did he live in

?

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