Unit 1 She learnt English.课件配套优秀公开课教案设计

教学目标：

1.

To learn the new words: learnt, taught, language, wrote, foreign，dancer 2.

To learn the important sentence: “Did she/he learn any foreign languages? Yes, she learnt English. / No, he didn’t.”

3.

To realize they don’t know their grandparents enough. They should care them more. 教学重难点：

To use the new sentence pattern. 教学设计：

Step 1: Warm up Play a game named You and Me. When teacher say “I...”, if students are the same as me, they can stand up and say “I...too”. (利用课前热身小活动，引发同学们学习兴趣，互相了解，拉近师生距离，并且复习了过去时的句子，还接触了新短语learn English) Step 2: Lead in Listen to activity 1 and chant together. Look at the pictures of activity 1 and guess “When did it happen?”

Students guess: “ Maybe yesterday.

...”

Teacher say: “ It happened in the past.” Then teach the new words “ learnt, taught, language, wrote”

（通过猜想发生的时间，观察谓语动词的变化，关注过去时的单词，接下来进行新单词讲解，并学会应用新单词）

Teacher will divide students into 3 groups. And named them “learnt, taught, wrote”

（将学生用新单词分组，学生可以反复联系这三个重要的过去时单词）

Step 3: Task presentation 全体学生会读写四会单词：wrote

全体学生会读三会单词：learnt，

taught，language，foreign，dancer。

全体学生掌握功能句：Did she learn any foreign languages?

Yes, she learnt English.

He's learning English now. Introduce others about their past. 学会介绍其他人的过去。

（让学生清楚本节课的学习任务）

Step 4: Text learning 1.

Show the picture of the text. And introduce the background information about this dialogue. Then ask the students to guess “What are they doing?”

Listen to the first part of the dialogue. Then answer the question. （让学生初步了解这个对话的人物、地点的小背景）

2.

Teacher: There are so many pictures in Lingling’s hand. Do you want to see them? Let’s see them together. Listen to the video and answer the questions: “What was she/he? What did she/he do?...”

Teach the new word “dancer”.

（感知整个对话的内容，并回答两个比较简单的问题）

3.

Listen again and answer the questions: “ Did she/he learn any foreign languages?”Teach the new word “foreign”.

（练习功能句型，并听更详细的对话信息）

Finish the mind map. Show the mind map again and tell students, if we want to introduce someone’s past. You can talk about his/her job, and what did she/he do, and you can ask

“

Did she/he learn any foreign languages?”to know more about them. And I think if you introduce their age it will be perfect. （利用思维导图的形式，讲述从哪些方面来介绍别人的过去，并把思维导图呈现在黑板上）

4.

Listen and imitate. （跟读并模仿视频的语音语调）

5.

Role play the dialogue in groups. （角色扮演的小游戏既可以练习读的能力，理解对话的能力，又能提高学生的兴趣）

6.

Retell the text. Ask students to introduce Lingling’s grandparents to the class. （复述对话主要内容，利用思维导图帮助学生介绍玲玲祖父祖母的过去）

Step 5: Practice Show 4 pictures and ask students to ask and answer by using: “

Did

she/he ... yesterday? Yes, she did./No, she didn’t.” Then write down the sentences like this: “She didn’t make a cake yesterday.”

（练习用Did 提问过去做过的事情，并会正确回答和做正确的表述）

Step 6: Task completion 1.

Make two forms about your grandparents. Then show it to the class. （利用思维导图，学习向玲玲那样介绍自己的祖父祖母）

Teacher will make an example first. （老师做一个示范会让学生更明确如何介绍，还能消除学生表达的紧张感）

2.

Some of the students don’t know too much about their grandparents. But they know them a lot. So we should care more about them and get to know them better. Teacher will make a poem to express feelings. （情感态度价值观的升华，让学生意识到自己对于祖父母的关心和了解太少了）

Step 7: Summary 1.

Speak loudly the words they saw on the screen. 2.

Fill the blanks about the important sentence in the text. （对本节课的学习内容进行回顾和测验）

Step 8: Homework 1. Get to know more about their grandparents. Ask them about their jobs, age, and what did they do in the past. Then fill the information in the

blanks.

2. Read the text and record it. 教学反思

本节课我利用了思维导图的方式，让学生清晰明了的知道，该从那几个方面来介绍别人的过去，锻炼了学生的思维能力，提升了学生的思维品质。并且我并没有拘泥于课本上仅有的东西，让学生进行了合理的猜测与想象，拓展了学生的思维。本节课情感的升华，能够打动学生内心。本节课锻炼了学生在听、说、读、写以及表达的能力，培养了学生的核心素养。