Unit 1 She learnt English.设计意图

广福小学学习指导案

主备人 郑佳佳

课题

Module 2 Unit 1 She learnt 课型

English. 知识目标：

1. 能听懂、会说词语“

learnt dancer foreign language”；能听懂、会说句子“She learnt English. Did she learn any foreign languages? He is learning English now.”

2. 能听懂、会问：“Did……?” 并会做答

“Yes, … did.

/ No, … 新授

课时

1 时间

2018年4月

课程目标

didn’t.”能口头运用这类语句询问过去的行为并回答。

能力目标：

能运用所学语言结构询问与描述某人过去到现在的变化。

情感目标：

通过比较人们过去和现在的变化，培养学生积极向上的学习态度和价值观，教育孩子们珍惜现在宝贵的学习机会。增进学生对祖父母及外祖父母的了解与沟通。

学习重点：

1. 学会本课的新单词“

learnt dancer foreign language”。

学习重难点

2. 能运用一般过去时的一般疑问句“Did……?”进行提问与回答。

3. 运用所学语言结构询问与描述某人过去到现在的变化。

教学难点：

运用所学语言结构询问与描述某人过去到现在的变化。

前置1.

预习M2U1活动②课文。

作业2.

Module 2 Unit 1 She learnt English. 前置小研究

内容

课前准备

前置大多数学生都能够按照要求做好预习，并填好前置小研究中作业的表格。

反馈

学

习

过

程

Step 1 Warming up 1. Greeting. 2. Play a game – You and me.

①I watched TV last night.

②I talked with my grandparents yesterday.

③I went to the park last week.

④I lived in a small house many years ago.

⑤I helped my mum do the housework yesterday. Step 2 Task Presentation 1.

任务呈现：通过上节课的学习，我们了解了Ms Smart 过去到现在的学习工作的情况。今天，让我们来学习如何描述一个人过去到现在的变化。学习了今天的课文后，我们就可以向大家介绍自己喜欢的人过去现在的变化了。

2.

导入本课标题：T : So let’s go into Module 2 Unit1 She learnt English. Let’s read the title together. Step 3 Text Learning 1.

通过课件展示课文插图，师生谈话导入课文的学习。Observe and say T: Look, boys and girls, Do you remember who are they? S: Yes, they are Lingling, Amy and Sam. T: Yes! And where are they? S: They are in the living room. T: Yes! We know Lingling is in London now. Now Lingling, Sam and Amy they are in the living room. Can you guess what they are talking about?(提示学生注意看Lingling手中的照片)What’s in Lingling’s hand?

S: They are talking about some photos. T: Yes, you are so clever! Now, let’s watch a video together and see what are the photos about.(播放动画) 2.

学习课文

（1）Ask and answer

T: What are the photos about? S: They are about Lingling’s grandparents.

（2）Read in roles. 分角色跟读课文。（Group1-4:Sam,Group 5-8:Lingling, Group 9-12:Amy各角色读课文时要起立）

（3）Text learning by parts. 分步学习课文

A．学习描述玲玲奶奶的部分。

1）Watch and answer. What was she? What did she do? Did she learn any foreign languages? 在呈现问题时学习新单词foreign. 2）Ask and answer 逐个问题提问让学生回答，并学习新单词dancer. 3）小结并分角色齐读这些句子。

T：课文如何描述玲玲的奶奶的？

学生回答并用课件展示下面的句子。

She was a dancer. She dancer in lots of Chinese cities. She learnt English. 齐读。

B．学习描述玲玲爷爷的部分。

1）Watch and answer. What was he? Did he learn English too? T: We know Lingling’s grandma. How about Lingling’s grandpa? Let’s look and answer. 2) ask and answer 逐问题提问让学生回答并朗读问题和答案。

3）小结并分角色齐读这些句子。

T：课文又是如何描述玲玲的爷爷的？

学生回答并用课件展示下面的句子。

He was a driver. He didn’t learn English.

But he’s Learning English now. 齐读。

3. Group work. 小组内分角色练习复述课文，教师巡视指导。

4. Group show.小组展示，复述课文。

Step 4 Practice Look, ask and answer.仿照例句做练习。

A: Did she make a cake yesterday? B: No, she didn’t.

She didn’t make a cake yesterday.

Step 5 Production T: Boys and girls, do you love your grandparents? Do you know their age, job, and hobby? Introduce your grandparents to us. (grandma/grandpa)

age（年龄）

job（工作）

did (过去做过什么) Tips(小贴士)：

参考词汇：farmer, worker, teacher, doctor, nurse, cook …... 参考句型：He/She worked in the fields/ in the factory/ at school/ in the hospital/ in the restaurant……

Enjoy a poem-- Grandparents Every weekend I visit my grandparents. 每个周末我都探望我的祖父母。

They are old and feeble. 他们年老衰弱。

I cherish them. 我珍爱他们。

My grandfather is disease ridden and cannot speak. 纵然我的祖父疾病缠身，无法说话。

He loves me. 他爱我。

My grandmother only knows the language of sincerity. 我的祖母口中说出的都是真诚的话语。

She loves me. 她爱我。

Their dog is gold and growing old. 他们的狗狗是金色的，她变老了。

Who will feed her when their wave crashes? 当他们的离开时，谁会喂养她呢？

I will. 我会。

I love my grandparents. 我爱我的祖父母。

And when they do depart，

当他们真的离开时，

maybe to others they will disappear and be forgotten. 也许对别人来说，他们会消失，会被遗忘。

But to me,they won’t be very far. 但是对我来说，他们永远不会走远。

Step 6 Summary & Homework 1.

大声朗读课文，并录音。

2.

运用本节课所学知识，向家人或同学介绍自己喜欢的人物过去到现在学习和生活中的变化。

通过本节课的学习，学生能听懂、会说重点词语和重点句子，同时能运用所学语言结构询问与描述某人过去到现在的变化。各项教课堂

教学

反思

学活动的设计有效地激发了学生的学习兴趣，提高了课堂的参与度。思维导图在帮助学生记忆课文内容方面起到了良好的作用。介绍祖父母及外祖父母的活动增进了学生对祖父母及外祖父母的了解。但是在对学生朗读课文的引导以及小组讨论的指导等方面仍存在一些不足，以后要努力做得更加完善。