Unit 1 Did he live in New York?优质课教学设计

Module9 Unit 1 Did he live in New York? 教学设计

一、教学内容:Unit1 Did he live in New York?

1.Listen and chant.

2.Listen ,point and find “Did he ...?”

二、教学目标:

(一)知识与技能:

1.能初步感知课文、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。

三、重点难点

教学重点:询问某人过去是否做了某事:Did+主语+动词原形+过去的时间?及对应的回答Yes,主语+did. No,主语+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。

四、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.

五、教学准备

多媒体课件

六、教学过程

Step1 Warming up

1.Greeting.

T: Do you like ...?

Ss: Yes, I do. / No, I don’t.

2.Review the words.

play ---- played go----went

live----lived have----had

talk----talked sing----sang

look---- looked drink----drank

cook----cooked eat----ate

listen---- listened see----saw

生开火车读,之后观察上述动词的过去式并总结其变化规律。Step2 Presentation

(一)listen and chant.

1.师出示欢迎的图片,引导生说出“欢迎”。同时将单词“welcome”板书,并教读。

总结短语:welcome to +some place. 欢迎来到某地。

2.Listen and chant.播放录音,生跟读,注意单词的发音。

3.请学生说说chant意思,并进行拓展。

by train by bike by car by boat

by plane by bus by taxi

提醒学生表示步行应该用walk 或on foot,不能用带有by 的结构。4.学生分两组,让每组分别诵读。

设计理念及意图:注重学生的发音,提醒学生注意语音、语调。知识拓展让学生能够学以致用。

(二)对话学习。

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,并板书)

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

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。]

3.Listen ,read and answer.

设计理念及意图:通过让学生带着问题去听、去跟读文章,既能够使学生更透彻地理解对话的大意及细节又能够培养学生的听力理解能力。

Step3 Practice

Look and say .(根据图片用“Did he…?”进行问答)

Step4 Summary

询问他人过去是否做了某事时:

Did +主语+动词原形+过去的时间?

回答:Yes,主语+did. /No, 主语+didn’t.

eg:Did he live in New York last year?

Yes,he did./No, he didn’t.

Step5 Homework

制作明信片寄给Dalong, 并展示明信片。

Dear Dalong,

I'm on holiday in _____ . I came here by______ .

I went to a _______ . 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。]

七、板书设计:

Module9 Unit 1 Did he live in New York?

Welcome postcard cousin dear travel came

on holiday pop concert

Did he live in New York??

Yes, he did. /No, he didn’t.