NSE Book 7 He didn’t come back.
一、基本说明
1模块：NSE Book 7 Module 6 Unit 2
2年级：四年级上册
3所用教材版本：外语教学与研究出版社 新标准小学英语(一年级起点)
4所属的章节：Module 6 Unit 2
5学时数： 第一课时40分钟（教室授课）
二、教学设计
教学目标：
1. Can understand and read the new words and sentences:
angry, only, took…away, said, come back
He didn’t come back.
2. Talking about past activities.
3. Cultivating students’ ability of telling stories in English.
内容分析：
1. Grasp new words: angry, only, took…away, said, come back.
2. Can talking about past activities.
3. Use the sentence pattern: I /He/ She didn’t …
教学辅助：
Word cards, CAI, paintbrush
学情分析： 本节课的教学对象为四年一期的学生，孩子们在本册前面内容中已经接触到过去时的表达和了解了部分动词过去式的变化，接触较多的句子是过去式的肯定形式。本节课的内容中重点出现的句子为过去式的否定形式，虽然前面课文中有出现过，但并没有作重点讲解，因此，在教学中重点让孩子们了解否定形式句子的结构构成，同时，这是一篇神话故事，在教学中多注重培养孩子们的说的能力，让孩子们通过玩、演、视、听、达到教学目标。
设计思路：本节课主要内容具有阅读性和表演性，如果只由教师单纯的直接教授就会显得比较枯燥，因此本堂课的设计思路是从阅读知大意入手，通过故事表演让学生理解故事后再进行表演拓展。教师的主要任务在于积极引导，调动学生的积极性。
三、教学过程
教学环节及时间
教师活动
学生活动
对学生学习过程的观察和考查
及设计意图
Warm-up
2’
1. Greeting with students.
T: Good morning boys and girls.
T: Nice to meet you.
2. Let’s chant together: Chant and do these actions.
(课件中chant 有音乐节奏伴奏，教师带领着学生边念边做动作表演。)
1. Ss: Good morning Miss Deng.
Ss: Nice to meet you.
2.Chant together:
Play, play, play basketball.
Read, read, read a book.
Wash, wash, wash my face.
Go, go, go to school.
Watch, watch, watch TV.
Paint, paint, paint a picture.
此环节伴随着欢快的音乐节奏，孩子们跟随教师一边念chant，一边做动作表演。
此环节目的：吸引孩子，提升孩子兴趣，同时为后面Free talk活动的顺利开展做准备。
Lead-in
3’
Free talk.
T: What day was it yesterday?
T: What did you do yesterday?
…
T: Do you want to know what did Miss Deng do yesterday?
Students answer teacher’s question.
Ss: It was Sunday.
Ss: I did my homework yesterday.
自由谈话环节，让孩子们快速自然的进入学习状态，同时为引出后面的猜测环节做铺垫。
Presentation:
1.A guessing game to consolidate the key sentences: I didn’t …
5’
a. After step 2. How to use didn’t.
T: Guess what did Miss Deng do yesterday?
There are three pictures for you to choose.
(CAI展示3张教师活动图片)
T: No, I didn’t read a book.
(点击课件显示出答案×和回答的句子)
T: No, I didn’t watch TV.
(点击课件显示出答案×和回答的句子)
T: Yes, I painted a picture.
(点击课件显示出答案√和回答的句子)
S1: Did you read a book?
S2: Did you watch TV?
S3: Did you paint a picture?
(CAI 中显示出问句: Did you …? 提示学生如何提问)
(3张图片为学生的猜测提供依据，使猜测有路可循，有效促进了课堂节奏的顺利行进。)
(CAI 显示出否定答案的同时显示出回答的句子，让学生初步直观的了解否定形式回答。)
(CAI 再次显示出答句，让学生加深印象，并板书：I didn’t …)
(CAI 显示答句，让学生视觉区分肯定句与否定句之间的区别)
此环节教师利用猜测游戏，在悄无声息中向学生渗透了didn’t的用法。有效解决了在小学阶段不教授语法知识的前提下，能使学生对其形态有所初步了解，并能自主运用的问题。
b. T: I painted a picture with my paintbrush.
I’ve got a paintbrush.
(教师拿出一只画笔做展示)
Did you have a paintbrush?
T: But, did you have a magic paintbrush?
(CAI 展示出神笔图片)
Ss: Yes, I had a paintbrush.
Ss: No, I didn’t have a magic paintbrush.
此环节目的：教师利用猜测游戏，既教授了语言重点，又自然引出了故事的回顾环节。
神笔图片的出现能立即引起学生的共鸣，勾起对已学课文的回忆。
Presentation:
2.Review the part of this story we learnt.
3’
a. Review the story we learnt last time.
T: Who had a magic paintbrush?
b. Fill in the blanks, then read the correct sentences.
T: Last time, we read a story about Ma Liang. Now, let’s fill in these blanks and read them.
(CAI 展示题目)
Ss: Ma Liang.
Exercises:
1. Ma Liang was a good boy.
2. He was a bad man.
3. Ma Liang helped people.
4. The bad man didn’t help people.
5. The bad man took the magic paintbrush.
But it didn’t make gold.
6. It made a snake.
此环节目的:经过对教材的分析研究，新授内容为前一单元故事的续写。因此，设计此故事回顾环节，帮助学生回忆故事内容，进入故事角色，帮助学生顺利的阅读故事后半部分。
Presentation
3.Learn the new story.
15’
T: The bad man made a snake. What happened next? Let’s listen.
a. Listen and choose.
(1) (学生选择答案后，教师点击课件中关键词angry进行单词教学)
Teach : angry
After answer question one. Let’s have a drill: Follow the teacher.
T: I’m angry. What about you?
(教师动作演示出angry.)
(2) (学生选择答案后，教师点击课件中关键词only进行单词教学)
Teacher shows the means of only.
(3) (学生选择答案后，教师点击课件中关键词took away进行单词教学)
Teacher do some actions to let students understand the means of took away.
a. Students: listen and choose.
(1)The bad man was .
A. happy B. angry
(学生根据听与故事上下文意思联系猜测选择答案B。)
Drill: Say and act together.
Angry, angry, I’m angry.
Happy, happy, I’m happy.
S1/2/3: I’m happy/ angry.
(在say the chant 的同时伴以动作表演。)
(2)The bad man was angry. Why(为什么)?
A. He didn’t have gold.
B. The paintbrush only helped Ma Liang.
(学生选择答案B后教师进行讲解。)
(3)What did the bad man do?
A. He took the paintbrush.
B. He took Ma Liang away.
（学生选择答案B）
单词angry为新授单词。因此，在完成题目后，我出示两幅图片让孩子们选择哪一张才是angry，通过此选择活动，简单直接的让所有的孩子们了解了angry的含义。)
在学习新单词angry后，马上带领孩子们进行了一个简单的操练活动，表达并表演出自己的心情。通过活动，孩子们能马上练习与掌握angry和happy的含义及用法。动作的结合表演，有利于孩子们快速的理解，同时激发孩子的学习兴趣,调动课堂气氛。
在正确选项B中有新单词only，这不是一个实意单词，对学生来说不好理解。因此，我采取的是直接释义的方式，让学生了解含义即可。
选项B中词组took …away是新授内容。利用课文图片直观释义后，邀请两位同学上来表演该段课文内容。除开联系课文的意思：将某人抓走、带走的含义之外，还有另一意思：将某物拿走、带走，教师通过表演让学生浅层次了解。
b. Listen again and read this story, then answer.
Q1: What did the bad man want?
Teach : say ---said
Teacher writes these key words on the blackboard.
(讲解出现的新动词过去式变化: say --- said )
Q2: Where did the bad man go?
Q3: Did the bad man come back?
Teach : come back
Teacher writes these key words on the blackboard.
(回答该题后，教师板书出示完整课题，并带读。)
S1 answers: He said “I want a big ship.”
S2 answers: He went to sea.
S3 answers: He didn’t come back.
第二次听让学生加深对课文的印象，利用更高层次的问答题，让学生更好的理解课文。
c. Listen and repeat this story.
Students listen and read follow the CD.
三听并跟读，使学生们整体感知把握故事内容。
Presentation
4.Consolidation
11’
a. Picture talking.
Show some pictures to pupils.
Teacher makes a model.
T: Ma Liang was a good boy.
He helped people.
An old woman didn’t have food. He painted food. An old woman had food.
…
Ss: Picture talking.
S1: A bad man didn’t have ship. He painted a ship. A bad man didn’t come back.
…
运用一些与故事的关键图片,让学生练习说句，使本节重点didn’t 的使用得以练习。也间接让学生对故事全部内容有了一个整体的回顾。
在这个环节中，任务为描述个体独立的图片，没有让学生一次性描述全部图片，没有给学生造成心理压力，在轻松的环境下，逐个击破所有图片。为下一环节全文复述做好了准备。
b. Retell the story.
According these pictures, children retell the story about Ma Liang.
Students retell the story with the help of pictures in last step.
通过上一环节的准备，孩子们能较为轻松的在故事图片的帮助下进行故事的复述。
c. Group work.
If you were Ma Liang, what will you paint?
Discuss in group, and try to act it out.
S1: I will paint some books for children.
S2: I will paint many beautiful clothes for old man.
…
在孩子们学习故事的基础上进行扩展练习，培养了孩子们说故事的能力，也培养了他们的想象力和创造力，更培养了孩子们的尊老爱幼、帮助他人的美好品德。
Homework
1’
(1) Listen to the tape and read after it.
(2) Tell the story of Ma Liang to your parents and friends
.
板书设计:
四、教学反思
我所上的这节课选自新标准英语第七册第六模块第二单元。本节课的主要内容是通过阅读神笔马良的故事，让学生学会如何表达过去时的否定形式并能学会讲述、表演故事。
从课堂导入和新授等环节来看我这节课，我有以下感受。
1、热身环节，利用有节奏感的chant调动了孩子们学习的热情，将孩子们快速的带入英语学习的状态中来，同时让孩子们在充斥着动词过去式的小脑袋里，回顾加深了对动词原形的记忆。
2、导入及重点句型操练环节。在设计中，我考虑到问句“Did you …?”与 过去式的肯定表达和否定表达是相辅相成，有所联系的。因此，我利用free talk环节，很自然的引导孩子们进入重点句子的学习与操练环节。从效果中来看，是非常成功的。
3、课文新授环节。在最初的设计中，我将前段课文回顾与一听新课文答题，均设计为选择题的形式。在试教时就发现由于这两个环节连接在一起，总题数有十题左右，这么多题目完成下来，孩子们由最初的抢答、兴奋，渐渐的就感觉到无聊了。因此，则考虑到要更换训练形式。
每次在设计课时，每位教师总有许许多多新颖的特色的想法，觉得自己的每个想法都是课堂中的亮点，对自己的每个想法都感觉到难以取舍，希望都能运用到自己的教学设计中，希望能为这堂课增光添彩。可是，一堂好的课并不是活动与过程的堆砌，而是这些活动与过程的合理、有机结合。因此，在设计中一定改要舍不得为舍得，只有舍得才能做到搭配合理，才能真正突出教学中的闪光点。
对于已学过的故事部分，孩子们已经相当熟悉了，原本所设计的选择内容也比较简单，利用选择题来复习显得过于复杂。因此，为了能快速的进入新课教学，我将选择复习改为了请同学们填空并齐读来复习。从操作效果来看，在轻松愉快的环境中全部的孩子们都得到了复习的机会。
另外，这是一次故事阅读教学，课文很适合让孩子来表演。通过让学生对所学课文进行表演激发了学生的学习兴趣，也让学生更加理解课文内容。在表演过程中让学生体验到被认同感和使用英语所能获得的成功感，培养了学生综合运用英语的能力，为真实交际打下良好的基础。
在本节课中，教师实际上是“导演”的角色，我通过对学生提出角色体验的要求，并通过我的示范让学生体会到英语学习的乐趣，使学生理解了所学知识，达到了预期的效果。
4、拓展环节。课文讲述的是神笔马良的故事，学生都比较熟知这个故事，因此，在拓展环节设计要求学生根据实际的生活情况，延深、扩展教材的内容。孩子们通过对课文的学习感受到马良助人为乐的美好品质，在教师的启发引导下能进行思考自己如何去帮助他人，使孩子们保持了中华民族的优秀文化传统。这一环节的进行除了教授课文中的重点单词以外，还需扩充一些相关的单词，同时让学生自主创设情境，操练所学过的语言文化知识。但是，这部分的设计让我感受到平时应该加大学生的单词输入量，这才能使孩子们真正获得使用英语的能力。
附：教学资源
1. 教材内容（含插图）
2. 学案
课件26张PPT。Module 6 Unit 2He didn't come back.Let's chant!Play, play, play basketball.
Read, read, read a book.
Wash, wash, wash my face.
Go, go, go to school.
Watch, watch, watch TV.
Paint, paint, paint a picture.
Ready!Go!Free talk.Did you …?No, I didn’t read a book.√××Yes, I painted a picture.No, I didn’t watch TV.Magic paintbrushRead and choose.Ma Liang was .
A. a good boy B. a bad boy
He was .
A. a good man B. a bad man
Ma Liang .
A. helped people
B. didn’t help people The bad man .
A. helped people B. didn’t help people
The bad man took the magic paintbrush.
But it .
A. didn’t make gold
B. made gold
It made .
A. gold B. a snake Listen and choose.The bad man was .
A. happy B.
angry12The bad man was angry. Why(为什么)?
A. He didn’t have gold.
B. The paintbrush helped Ma Liang.
only只What did the bad man do?
A. He took the paintbrush.
B. He Ma Liang .
awaytook Listen, read and answer.What did the bad man want?
He said “I want a big ship.”
Where did the bad man go?
He went to sea.
Did the bad man come back?
He didn’t come back.Look and say.An old woman didn’t have food. Ma Liang painted food. The old woman was happy.Retell the story.TaskIf you were Ma Liang, what will you paint?
如果你是马良,你将会画些什么东西给大家呢?HomeworkRead this story.
Try to tell this story to your parents and friends.
