Module 5 Unit 1 We went to the Great Wall 教案

Module 5 Unit 1 We went to the Great Wall. 教学设计
一、教材分析
本课是外研版新标准（一起）四年级上册的第五模块第一单元。课文情境是Daming的爸爸在询问Daming和Sam有关他们昨天的学校旅行。教材的编写符合孩子们的心理特点，情节来源于生活，语言的实践性较强，学生感兴趣。本课主要内容是掌握不规则动词过去式went, saw, ate, bought, had.并能使用相应的功能句说明过去的活动，如 I went/ saw/ ate/ bought/ had....核心学习任务是描述参观游览的经历。
二、学情分析：
在三年级下册的最后两个模块，我们学习了be动词的过去式was, were及相应句型。如：He was short.They were young then. Were you on the second floor 而在本册书的二至四模块我们继续学习了一般过去时。主要包含动词过去式的规则变化，如：cleaned, finished, washed, helped, watched等，及它们的肯定句和否定句，I helped my mum. She didn’t go to school yesterday.本课继续学习一般过去时，有所不同的是本课涉及到了动词过去式的不规则变化，如：went, saw, ate, bought,had.通过以前的学习，学生已经能正确理解语法点——一般过去时。而且每位学生都有自己的旅游经历，也乐于交流。难点在于掌握不规则动词变成过去式的特殊变化，并能熟练运用这些词描述自己过去的经历。
为此，课堂需遵循以学生为中心，以兴趣为支点，以交流为目的，以现实生活为情境的原则，运用情境教学法，小组合作法，利用课件、视频、图片，创建活动让学生积极参与。在学习巩固新授句型的基础上，为学生搭建框架，教给学生如何去描述过去的一次经历，最终完成学习任务。
三、教学目标
1.语言知识目标：
(1). 通过课件，图片，视频等材料，使90%的学生在语境中正确感知，并听、说、认、读单词：go — went , take-took, see — saw , eat — ate , buy — bought，have — had;
(2). 使80%的学生能在合适的语境下正确运用句子：We went to ... It took us fifty minutes to climb to the top. We saw /ate/ bought/ had...
(3). 使90%的学生能正确理解课文大意，流利的朗读课文。
2.语言技能目标：
通过对课文的学习和理解，能描述一次参观或游览的经历。
3.情感态度与价值观：
通过对旅行的描述，培养学生热爱祖国的情怀和开拓视野的意识。
四、教学重点和难点
1. 重点：
(1).掌握几个动词过去式的不规则变化：go — went , take-took, see — saw, eat — ate, buy — bought, have — had.
(2)正确运用句子：We went to ... It took us fifty minutes to climb to the top. We saw /ate/ bought/ had...
（3）正确理解课文大意，流利的朗读课文。
2.难点：
讲述或描述一次参观或游览的经历，达到学以致用的目的。
五、教学准备
多媒体课件，单词卡片
六、教学过程
Step1. Warming –up
1. Greeting.
2. Divide the class into two groups.
T: Let’s see which group can climb to the top of the mountain.
Let’s chant.(第二模块学过的关于过去式的chant)
4. Free talk: What did you do yesterday
设计意图：琅琅上口的英文歌谣可以渲染课堂气氛，激发学生的学习兴趣。这首chant复习的是已学的关于过去式的知识，与Free talk相结合，既能帮助学生复习旧知，也为本课的学习打好基础，同时为下面的导入环节做好铺垫。
Step2. Text-learning.
1. Lead in
T：Look, who are they
Ss: They are Daming and Sam.
T: Yesterday, Daming and Sam went on a school trip. But where did they go Please watch and answer.
看完动画回答问题，引出They went to the Great Wall.
教授 (go-went)
Free talk: Where did you go before
设计意图：接着上一话题，直接引入到Daming和Sam昨天的活动，导入本题话题trip，自然的过渡到课文。抛出本课中心问题，让学生带着问题看动画回答问题，并在真实的语境中操练句型。
2. Listen again and find the answer to the question
How long did it take to climb to the top
教授 (take-took)
引导学生用It took sb.some time to do sth.造句
3. Listen for the third time and find the correct answers to these questions.
（1）选择题What did Daming and Sam see
教授（see-saw）
(2) 选择题What did they eat
教授 (eat-ate)
(3) What did they buy
教授 (buy-bought)
(4) T: Do you think Daming and Sam were happy at the Great Wall
Ss: Yes.
T: So they had a good time there.
教授 (have-had)
4. Practise.
(1) Memory Game: What did you see just now
(2) What did Amy eat yesterday What did you eat yesterday
(3) Amy wants to go on a trip, too. So yesterday she went to the supermarket to buy some useful things. Can you guess: What did Amy buy yesterday
设计意图：以课文内容为主线，以回答问题的形式理解课文大意，并在语境中学习新单词。通过造句，Meomory Game, Guessing Game，Free talk 来巩固句型，激发学生兴趣。
5. Listen and repeat.
6. Let’s dub
7. Retell the text. (根据板书复述课文)
8. 情感渗透 T：Do you love the Great Wall
T: The Great Wall has a very long history and it’s a symbol of China. We should be proud of it.
9. 依据板书理出如何描述一次旅游经历的框架。
设计意图：通过听指课文感受语言，再跟读注意语音语调。分角色朗读课文来感受课文意义。利用板书复述课文，总结语言框架，引导学生以课文为例，掌握描述过去经历的方法，为下面的拓展环节做铺垫。
Step3.Extension.
以海报的形式展示自己旅游经历的框架，根据框架形成段落来给学生做示范。
根据老师提供的交际句和交际词，学生四人一组拿出自己的旅游照片图片进行介绍，再请个别学生到讲台展示。
设计意图：通过拓展，让学生把学到的语言运用到生活中，通过小组合作达到人人都参与，到讲台前展示提高学生的学习成就感和用英语表达的自信心。
Step4. Homework.
1. Recite the text on P26-27.
2. Collate all the verbs and their past tense on a paper.
3. Introduce your trip to your parents or friends.
七、板书设计：