Did you break your toy?
一、基本说明
1教学内容所属模块：小学英语
2年级：四年级
3所用教材出版单位：新标准英语（外语教学与研究出版社）
4所属的章节： Module 7 Unit 1
5学时数：40分钟
二、教学设计
1、教学目标：
1）知识目标
1.新词汇: break, scary,monster, worry
2.新句型: Did you …? Yes, I did ./No, I didn’t.
2）能力目标
运用过去时态的句子。在句型中操练达到熟悉程度上，培养学生的口语交际能力。 在反馈练习中，培养学生语言运用的能力。
3）情感目标
通过学习本课对话，教育学生互相关心互相帮助。
4）策略目标
在和谐的课堂环境中，通过游戏、竞赛等教学策略激发学生参与课堂互动、交流，达到学以致用的目标。
2、内容分析：
过去式是本学期的教学重点。在前几个模块的教学中，学习了动词一般过去式的表达方法。本课主要复习巩固以前学过的内容之外，学习一般过去时的一般疑问句及其回答。让孩子们对一般过去时能进行比较自由的表达。
3、学情分析：
小学生学习一般靠直觉和体验，不善于把握语言规律，对老师依赖性强，而且以直观的形象思维为主，对语言的记忆以机械记忆占大多数，加之学生生源复杂，在英语方面的基础差别很大，这就要求教师选择适合的方法，让学生乐于并易于接受。
4、设计思路：
本课教学重点是过去式的一般疑问句。由于学生已经初步学过了过去式的一般陈述句的表达法，因此，本课内容对于孩子们并不难理解。让孩子们更加灵活运用一般过去式，进一步提高孩子们的对过去式的语言运用能力就是本堂课的主要目标。
在教学过程中，我从学生已知道的内容着手，采取游戏、直观演示和任务教学法相结合的教学方法，力求让孩子们在愉快的氛围中轻松掌握句型，并尽可能地拓宽了语言表达的范围。
三、教学过程描述
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，以及及设计意图
?
??Step 1 Warmer
（热身
活动）
2 minutes
Greetings.
T: First let’s sing a song,OK?
?Sing a song: Today is National day.
? The cheerful songs make the teaching atmosphere lively, mobilize the enthusiasm of the students。
?Revision
(复习活动)
3 minutes
1） T:Let’s play a game “Finding friends” OK?（ CAI）
2） T：last week,you went out for a picnic. What did you do on that day?
！） Ss find the past tense of the verbs.
2）Ss ask and answer in a chain:I went to… I saw…
The sentence dragong is in order to review the past tense verbs and pave the way behind.
?
Step 2
?
?
?Presentations
（新授）
15minutes
1)T shows a box with a toy in it.ask one student to the front to see it secretely.
T:Did you see an apple?/toy….
Elicit:Did you …? And its answer:No, I didn’t./ Yes, I did.
2)T write the sentence structures on the Bb
1)Ss answer the teacher’s questions with:Yes,I did./No,I didn’t.
2)read after T ,correct the pronunciations.
Through the intersting game, the sentence pattern are elicited naturely
1) .(CAI) T: Let’s say a a ryhm:
2.)But what did I do yesterday,Can you guess?CAI shows some balloons on which there are the first letter of the words.
?1)Ss say it together and then make the rhyme in groups Perform them group by group.: Sing,sing,did you sing？Yes,I did./No,I didn’t.Dance dance,did you dance?etc.
2)Ss guess what the teacher do yesterday with the learned structure::Did you…?
3)Some Ss come to the front, doing some actions,others guess what their classmates do
1)The rhyme is to pracise the structure. It helps the children to grasp the structure in a short time.
2)In the guessing games, .the students are asked to use the new patterns to communicated.
Step 3
?Text teaching
(课文教学)
9 minutes
1)T shows a picture of Tom:Who’s this? Why is he crying? Let’s listen.
2)Teach the new word: break (with the sound of breaking)
1. listen and answer the questions.
1)Tom is crying.(Y)
2)Did Tom watch TV?(Y)
3)Did Tom fall?(N)
4)Did Tom break his toy?(N)
2.Read the word one by one ,then spell the word. “break” on the board .pay attention to the pronunciation of “ea”
Listening to the text for several times,,students can get the general ideas of the text.
The exercises are to help the children understanding the text better.
T: What did Tom see?.
CAI shows the picture of a monster. Teach:scary thing
Ss:He saw a scary thing.
repeat one by one.
Teach the word “scary”in the context. The children are asked to choose the right answer of “scary”:A:可爱的
B:可怕的
In this way, the word of “scary” may be very impresive to the children.
T:Let’s Practise reading the text.
1). read after the disk
2) High and low voice.
3)practice in groups.
4) perform it.
It’s the time for them to practise reading the text, In this peoid,pay attention to their stress,intonation and pronunciation.
Step Extension
(任务扩展)
10 minutes
T:every one has a dream,20 years later, many children’s dreams will come true. When you meet your friends 20 years later, ask him/her what he/she did in the past 20 years.
S1:What :did you do?
S2:I …
S1:Did you …?
S2:Yes,I did./No, I didn’t.
…
In this activity, the teacher put an exhilarating scene before the children. So that the students learn to apply the knowledge and skills to compose activities,It also can develop the students’ spirits of cooperation and creative thinking.
Board writing
Module 7
Did you…? fall
Yes, I did. scary
No, I didn’t.
The writing on the board shows the main structure and words of this class. It can help the children use them correctly when necessary.
Step 6
Homework
1 minute
1.Read the text after the tape.
2.Write about you and your friend’s experences during the past 20 years,remember to use the past tence.
Read together.
Developing children’s writing skills.
四．教学反思
学生进入四年级，积累了一定的语言词汇，大部分学生对英语的学习积极性浓厚,上课积极，课堂表现活跃。有一定的语言运用能力。但一部分学生学习较为被动，课堂中仅仅对游戏较感兴趣而不是英语本身。因此注意力较容易分散。针对此种情况,我在教学过程中尽量遵循分层教学法， 精心设计教学环节，使教学过程有趣味性，并多鼓励他们,让孩子们在相对轻松的环境中找到学习英语的乐趣和自信心。
在教学过程的设计上，我紧扣学生现实生活，抓住学生在生活中的真实情境，扣住主题过去式，让学生在各种有趣的活动或情景中进行了复习活动和新课的导入，使教学过程十分自然，孩子们有话可说，有话想说。
在课文教学时，出示小Tom被吓哭的课文情景，让孩子们带着小Tom哭为什么哭的疑问去阅读课文并自主找到答案。这样不仅激发了孩子们的自主学习积极性，也训练了孩子们的阅读能力。
在整堂课的设计上，我遵循了”输入领先“的语言教学原则，让孩子们在大量的听过后再进行输出。课堂中注重了趣味性和有效性相结合：单词的有趣呈现、课件里出现的恐怖的怪物、热闹的chant、有趣的游戏等等，把课堂气氛一次又一次推向高潮，尽可能让孩子们在愉快的环境中实现高效学习。
拓展任务——“二十年后再相聚”的同学聚会，让孩子们想象力一下子就飞到了二十年后见面的情景。学生兴趣高涨，课堂气氛活跃，同学们互相问这二十年中做过什么事情，有效地完成了交际任务，成为本课的一个亮点。
不过在教学过程中，由于时间不足，没有来得及指导孩子们书写小作文，而是作为了家庭作业回家完成，对于孩子们尚有一定难度。
课件28张PPT。Module 7 Unit 1Let's sing!isplaycookwatchpaintwashseepaintedplayedcookedsawwashedwatchedwasWhat did you do in the school trip?Did you run?Yes, I did.No, I didn’t.Did you sing ?Yes, I did.No, I didn’t.Did you dance ?Yes, I did.No, I didn’t.Did you fall ?Yes, I did.No, I didn’t.Did you cry ?Yes, I did.No, I didn’t.He is crying.Don’t worry.(没关系)Baby,baby.
Don’t cry.
Don’t cry.
Don’t worry,
Be happy!clean the roomcook noodlescryplay basketball play the flute play football play the computer play with toys watch TV wash the trousers walk to a park walk to schoolListen
and
answer.√××√a monstera scary thing １.可爱的东西 ２.可怕的东西 I saw a monster on the TV!20 years later...20 年后…---- Hello,…!
-----Nice to meet you!
---- What did you do?
---- Did you…?
-----See you!
------ Bye bye!Useful sentencesThank you!Yes, I did.Yes, I did.Yes, I did.No, I didn't.CPWDid you break your toy?
湖南省长沙市火星二小 周劲槐
一、基本说明
1教学内容所属模块：小学英语
2年级：四年级
3所用教材出版单位：新标准英语（外语教学与研究出版社）
4所属的章节： Module 7 Unit 1
5学时数：40分钟
二、教学设计
1、教学目标：
1）知识目标
1.新词汇: break, scary,monster, worry
2.新句型: Did you …? Yes, I did ./No, I didn’t.
2）能力目标
运用过去时态的句子。在句型中操练达到熟悉程度上，培养学生的口语交际能力。 在反馈练习中，培养学生语言运用的能力。
3）情感目标
通过学习本课对话，教育学生互相关心互相帮助。
4）策略目标
在和谐的课堂环境中，通过游戏、竞赛等教学策略激发学生参与课堂互动、交流，达到学以致用的目标。
2、内容分析：
过去式是本学期的教学重点。在前几个模块的教学中，学习了动词一般过去式的表达方法。本课主要复习巩固以前学过的内容之外，学习一般过去时的一般疑问句及其回答。让孩子们对一般过去时能进行比较自由的表达。
3、学情分析：
小学生学习一般靠直觉和体验，不善于把握语言规律，对老师依赖性强，而且以直观的形象思维为主，对语言的记忆以机械记忆占大多数，加之学生生源复杂，在英语方面的基础差别很大，这就要求教师选择适合的方法，让学生乐于并易于接受。
4、设计思路：
本课教学重点是过去式的一般疑问句。由于学生已经初步学过了过去式的一般陈述句的表达法，因此，本课内容对于孩子们并不难理解。让孩子们更加灵活运用一般过去式，进一步提高孩子们的对过去式的语言运用能力就是本堂课的主要目标。
在教学过程中，我从学生已知道的内容着手，采取游戏、直观演示和任务教学法相结合的教学方法，力求让孩子们在愉快的氛围中轻松掌握句型，并尽可能地拓宽了语言表达的范围。
三、教学过程描述
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，以及及设计意图
?
??Step 1 Warmer
（热身
活动）
2 minutes
Greetings.
T: First let’s sing a song,OK?
?Sing a song: Today is National day.
? The cheerful songs make the teaching atmosphere lively, mobilize the enthusiasm of the students。
?Revision
(复习活动)
3 minutes
1） T:Let’s play a game “Finding friends” OK?（ CAI）
2） T：last week,you went out for a picnic. What did you do on that day?
！） Ss find the past tense of the verbs.
2）Ss ask and answer in a chain:I went to… I saw…
The sentence dragong is in order to review the past tense verbs and pave the way behind.
?
Step 2
?
?
?Presentations
（新授）
15minutes
1)T shows a box with a toy in it.ask one student to the front to see it secretely.
T:Did you see an apple?/toy….
Elicit:Did you …? And its answer:No, I didn’t./ Yes, I did.
2)T write the sentence structures on the Bb
1)Ss answer the teacher’s questions with:Yes,I did./No,I didn’t.
2)read after T ,correct the pronunciations.
Through the intersting game, the sentence pattern are elicited naturely
1) .(CAI) T: Let’s say a a ryhm:
2.)But what did I do yesterday,Can you guess?CAI shows some balloons on which there are the first letter of the words.
?1)Ss say it together and then make the rhyme in groups Perform them group by group.: Sing,sing,did you sing？Yes,I did./No,I didn’t.Dance dance,did you dance?etc.
2)Ss guess what the teacher do yesterday with the learned structure::Did you…?
3)Some Ss come to the front, doing some actions,others guess what their classmates do
1)The rhyme is to pracise the structure. It helps the children to grasp the structure in a short time.
2)In the guessing games, .the students are asked to use the new patterns to communicated.
Step 3
?Text teaching
(课文教学)
9 minutes
1)T shows a picture of Tom:Who’s this? Why is he crying? Let’s listen.
2)Teach the new word: break (with the sound of breaking)
1. listen and answer the questions.
1)Tom is crying.(Y)
2)Did Tom watch TV?(Y)
3)Did Tom fall?(N)
4)Did Tom break his toy?(N)
2.Read the word one by one ,then spell the word. “break” on the board .pay attention to the pronunciation of “ea”
Listening to the text for several times,,students can get the general ideas of the text.
The exercises are to help the children understanding the text better.
T: What did Tom see?.
CAI shows the picture of a monster. Teach:scary thing
Ss:He saw a scary thing.
repeat one by one.
Teach the word “scary”in the context. The children are asked to choose the right answer of “scary”:A:可爱的
B:可怕的
In this way, the word of “scary” may be very impresive to the children.
T:Let’s Practise reading the text.
1). read after the disk
2) High and low voice.
3)practice in groups.
4) perform it.
It’s the time for them to practise reading the text, In this peoid,pay attention to their stress,intonation and pronunciation.
Step Extension
(任务扩展)
10 minutes
T:every one has a dream,20 years later, many children’s dreams will come true. When you meet your friends 20 years later, ask him/her what he/she did in the past 20 years.
S1:What :did you do?
S2:I …
S1:Did you …?
S2:Yes,I did./No, I didn’t.
…
In this activity, the teacher put an exhilarating scene before the children. So that the students learn to apply the knowledge and skills to compose activities,It also can develop the students’ spirits of cooperation and creative thinking.
Board writing
Module 7
Did you…? fall
Yes, I did. scary
No, I didn’t.
The writing on the board shows the main structure and words of this class. It can help the children use them correctly when necessary.
Step 6
Homework
1 minute
1.Read the text after the tape.
2.Write about you and your friend’s experences during the past 20 years,remember to use the past tence.
Read together.
Developing children’s writing skills.
四．教学反思
学生进入四年级，积累了一定的语言词汇，大部分学生对英语的学习积极性浓厚,上课积极，课堂表现活跃。有一定的语言运用能力。但一部分学生学习较为被动，课堂中仅仅对游戏较感兴趣而不是英语本身。因此注意力较容易分散。针对此种情况,我在教学过程中尽量遵循分层教学法， 精心设计教学环节，使教学过程有趣味性，并多鼓励他们,让孩子们在相对轻松的环境中找到学习英语的乐趣和自信心。
在教学过程的设计上，我紧扣学生现实生活，抓住学生在生活中的真实情境，扣住主题过去式，让学生在各种有趣的活动或情景中进行了复习活动和新课的导入，使教学过程十分自然，孩子们有话可说，有话想说。
在课文教学时，出示小Tom被吓哭的课文情景，让孩子们带着小Tom哭为什么哭的疑问去阅读课文并自主找到答案。这样不仅激发了孩子们的自主学习积极性，也训练了孩子们的阅读能力。
在整堂课的设计上，我遵循了”输入领先“的语言教学原则，让孩子们在大量的听过后再进行输出。课堂中注重了趣味性和有效性相结合：单词的有趣呈现、课件里出现的恐怖的怪物、热闹的chant、有趣的游戏等等，把课堂气氛一次又一次推向高潮，尽可能让孩子们在愉快的环境中实现高效学习。
拓展任务——“二十年后再相聚”的同学聚会，让孩子们想象力一下子就飞到了二十年后见面的情景。学生兴趣高涨，课堂气氛活跃，同学们互相问这二十年中做过什么事情，有效地完成了交际任务，成为本课的一个亮点。
不过在教学过程中，由于时间不足，没有来得及指导孩子们书写小作文，而是作为了家庭作业回家完成，对于孩子们尚有一定难度。
