Module 9 Unit 1 Did he live in New York？ 教案含反思

外研版四年级下册英语Module 9
《Unit 1 Did he live in New York？》教案
一、教材分析：
本单元的主题是过去发生的事情，学生将学习运用一般疑问句来询问过去的行为。通过学习，学生将了解一些与过去相关的词汇和句型，同时培养对外国文化的兴趣和增强祖国意识。
二、教学目标：
1. 语言技能：
a. 全体学生能够运用句子 "Did he live in New York " 进行交流。
b. 全体学生能够认读单词 "welcome", "cousin", "dear", "travel", "came"。
c. 全体学生能够运用一般疑问句询问过去的行为。
d. 全体学生能够拼写2-3个自选词语。
2. 语言知识：
a. 全体学生能够运用词汇 "welcome", "postcard", "cousin", "dear", "on holiday", "travel", "came", "pop", "concert"。
b. 部分学生能够初步运用词汇 "postcard", "on holiday", "pop", "concert"。
3. 情感态度：
学生乐于接触外国文化，增强对祖国的认同感。
4. 学习策略：
进一步尝试在词语与相应事物之间建立联想，初步学会归纳和整理所学知识。
5. 文化意识：
初步了解美国的首都和主要城市。
三、教学重点和难点：
重点：
1. 学会运用单词 "welcome", "cousin", "dear", "travel", "came"，以及句子 "Did he live in New York "。
2. 掌握一般过去时态的疑问句结构。
难点：
进一步感知一般疑问句的语调特征。
四、学情分析：
学生已经学习了一般过去时态的肯定句和否定句，对于过去时态有一定的了解。本单元的学习内容相对简单，学生在前几个单元已经积累了一些词汇和句型，可以较快地适应本单元的学习。
教学过程
Step 1: Warm-up
1. Greet the students and ask them about their weekends or recent holidays. For example, "Good morning, class! How was your weekend Did any of you go on a trip or visit any interesting places "
2. Introduce the topic of the lesson by showing pictures of different cities on the board or using flashcards. Ask the students if they have been to any of the cities. For example, "Look at these pictures. Have you been to New York, Beijing, or Paris Which city would you like to visit "
3. Encourage the students to share their experiences and feelings about visiting different cities or countries. For example, "Tell us about a city you have visited. What did you see there Did you like it Why "
Step 2: Presentation
1. Show flashcards or pictures of the new vocabulary words: "welcome," "cousin," "dear," "travel," and "came." Display each flashcard or picture one by one, holding it up for the students to see clearly.
Teacher: "Let's learn some new words today. This is the word 'welcome.' It means to greet someone and make them feel happy." (Pointing to the flashcard)
Repeat the word "welcome" a few times, emphasizing the correct pronunciation. Encourage the students to repeat after you.
2. Use the words in simple sentences and ask the students to repeat after you. Provide context for each word by using it in a sentence.
Teacher: "I welcome my cousin when she comes to visit me."
Students: "I welcome my cousin when she comes to visit me."
3. Write the words on the board and ask the students to read them aloud. Ensure that the words are clearly visible and legible for all students to see.
Teacher: "Now, let's practice reading the words together. Please read each word after me: 'welcome,' 'cousin,' 'dear,' 'travel,' 'came.'"
Students: (Read the words aloud) "Welcome, cousin, dear, travel, came."
4. Show pictures or real objects related to the words and ask the students to identify them. This activity helps reinforce the understanding and connection between the words and their corresponding objects or situations.
Teacher: "Look at this picture. What is this Have you ever received a postcard "
Students: "It's a postcard. Yes, I have received a postcard before."
Step 3: Practice
1. Introduce the sentence "Did he live in New York " Explain that it is a question to ask about someone's past. Write the sentence on the board and emphasize the question mark at the end.
2. Model the sentence by using a name familiar to the students. For example, say, "Did Peter live in New York " and encourage the students to answer with "Yes, he did" or "No, he didn't." Repeat this several times, using different names and cities.
3. Divide the students into pairs or small groups and ask them to take turns asking and answering questions using the sentence pattern. Encourage them to use the new vocabulary words in their questions and answers. For example, one student asks, "Did your cousin travel to Paris " and the other student responds, "Yes, she did. She sent me a postcard."
4. Provide support and guidance as needed while the students practice. Monitor their conversations and offer feedback on their pronunciation and sentence formation.
Step 4: Consolidation
1. Play a game of "Word Association" to review the vocabulary words. Say a word from the lesson, and the students should quickly name something related to that word. For example, say "travel," and the students should respond with "plane" or "holiday." Encourage them to think of as many related words as possible within a given time limit.
2. Review the vocabulary words and their meanings by using flashcards or writing them on the board. Show each word and ask the students to provide examples of sentences using the words. For example, show the flashcard for "cousin" and ask, "Can you give me a sentence using the word 'cousin' "
Step 5: Extension
1. Introduce additional vocabulary words such as "postcard," "on holiday," "pop," and "concert." Show the flashcards or pictures and teach the pronunciation and meaning of each word. Encourage the students to repeat after you and practice saying the words aloud.
2. Ask the students to use the new vocabulary words in sentences. For example, give them a prompt like, "Write a sentence using the word 'postcard' or 'pop'." Provide writing materials and give them a few minutes to complete the task.
3. After the students have written their sentences, ask some volunteers to share their sentences with the class. Provide positive feedback and correct any mistakes if necessary.
Step 6: Wrap-up and Reflection
1. Summarize the main points of the lesson by recapping the vocabulary words and the question structure, "Did he live in New York "
2. Have a brief class discussion about what the students have learned and how they feel about using the new language. Ask questions like, "What was the most interesting word you learned today " or "Did you enjoy practicing the question 'Did he live in... '"
3. Provide positive feedback and encourage the students to continue practicing their English skills. Remind them to use the new vocabulary words and question structure in their daily conversations whenever possible.
六、板书设计：
Module 9: Unit 1 Did he live in New York
Vocabulary:welcome，cousin，dear， travel，came，postcard，on holiday，pop，concert
Question: Did he live in New York
七、教学反思：
本节课以学生为中心，通过引入新的词汇和句型，帮助学生掌握一般疑问句的用法，并运用所学知识进行实际交流。通过游戏和练习，巩固了学生的词汇记忆和语言运用能力。在教学过程中，及时给予学生积极的反馈和鼓励，激发他们对学习英语的兴趣。对于学生的学情和学习策略进行了合理分析和指导，使他们能够在轻松愉快的氛围中学习并提高英语表达能力。