外研版 (一年级起点)四年级下册Unit 2 She went into a shop.教案设计

这是一份外研版 (一年级起点)四年级下册Unit 2 She went into a shop.教案设计，共8页。教案主要包含了教学目标，教学内容分析，学情分析，教学重难点，教学用具，教学过程等内容，欢迎下载使用。

二、教学内容分析：
本单元的主要内容是用英语讲故事。
课文情境是小老鼠Tilly的故事。Tilly去食品店买奶酪，买完之后才发现店主居然是一只大猫！
三、学情分析：
四年级的学生已经学习了接近一个半学期的一般过去时。班上学生对一般过去时的概念理解的比较好，但是对动词过去式和动词原形的使用还存在一定的问题。比如，个别学生在实际运用时就会忘记在肯定句中使用动词过去式，在否定句didn’t后要用其原形。本模块两篇课文都是在学习和巩固一般过去时。本模块要求学生能在学习了故事之后，自己尝试仿写故事，讲故事或表演故事。这就必须要求学生能比较熟练地掌握这一时态。所以，教师在这个单元的学习中要反复操练这一时态，通过填空、判断、问答或其他方式让学生加深印象。
四、教学重难点：
本单元的学习重点是继续学习一般过去时。仿写英语故事，在故事中使用一般过去时，并把自己的故事讲给大家听或表演给大家看。
五、教学用具：白板、黑板、单词卡、短语条、图片
六、教学过程：
Step 1: Warm-up: Greet and talk freely.
Teacher asks sme questins: Hw are yu?
Did yu g t the z yesterday?
Where did yu g yesterday?
What did yu see?
What did yu buy?
What did yu eat?
D yu like eating …?
What d I like eating? Guess.
T: I like eating cheese.
（通过对问答，复习学习过的一般过去时句型，并引出新单词：cheese）
Teacher teaches the new wrd: cheese

T: I have sme cheese. We’ll have a cmpetitin between bys and girls. Which grup is gd, they can get sme cheese.
(教师展示单词卡，教读，并把本堂课的评价方式展示出来。)
Step 2: Learn the chant.
T: Let’s begin ur cmpetitin, OK?
Game 1: Match the riginal frm and the past frm. Let’s help Little Sheep t g acrss the river.
Teacher asks three bys and three girls t the frnt and match. Then they teach thers t read. And the teacher gives them prize.
（在整堂课中，教师以男/女生比赛为评价主线，激发学生兴趣，激励学生积极参与课堂活动。）
（2）T: Little Sheep went acrss the river. He was hungry. Where did he g? Let’s listen t the chant and answer.
Q1: Where did he g? Q2: When did he g there?
Q3: What did he d?
（学生在听完韵文后，以学生抽问学生的方式进行一问一答。）
（3）Students read the chant, and teacher des sme actins.
（学生读韵文的时候，老师做一些动作，为下一轮的学生自我表演做示范。）
（4）T: It’s yur turn. Please stand up. Let’s chant and d actins with me.
（学生边做动作表演边唱韵文，激发学生兴趣和提高其参与积极性。）
（5）Retell the chant.
T: Nw, can yu retell this chant? Teacher asks ne by and ne girl t retell. Then give them prize.
T: What did he d in the schl? Can yu guess?
Students think and talk.
T: In my pinin, he tld a stry in the schl.
（在学生复述完韵文内容后，教师提出问题：他在学校里做了什么呢？学生大胆想象，教师认为他们的回答都是很好的。但是教师为他安排了“给同学们讲故事”这一设定，巧妙地把韵文和正文部分的故事结合在一起，过度自然。）
Step 3: Learn the stry.
T: What’s the stry abut? Let’s listen and answer.
Students listen and answer: The stry is abut a muse.
T: Yes. Its name is Tilly.
（第一次完整地听故事，通过录像中的画面吸引学生的兴趣。要求学生带着问题去听，让学生对故事有个整体把握。）
Learn the part 1 f the stry.（学习故事的第一部分）
Listen t the part 1 f the stry and chse tick r crss.
T: Befre listening, there are tw new wrds.
T: The first ne is mnth
. .
T: Read after me. I put it up, yu read it ludly. I put it dwn, yu read it in a lwer vice. Let’s try.
T: The secnd ne is int
. This part is in
and this part is t
.
Ask students t teach the new wrd.
（在教授mnth这个单词时，教师把单词卡举高，学生大声读出单词;放低单词卡，学生小声读出单词。教师在教int这个单词时，由于该单词中包含了两个学生很熟悉的单词，所以教师请学生来当小老师教读int。通过不同的单词教学方法，调动学生的兴趣，让学生既动脑又动嘴。）
Then students listen t the part 1 f the stry and finish wrksheet 1.
Then students play Game 2 abut wrksheet 1. 8 bys and 8 girls have a cmpetitin. They cme t the frnt and chse tick r crss.
T: Let’s see which grup is faster? Oh, girls are faster. Bys can get ne piece f cheese. Girls can get tw pieces f cheese.
（通过游戏的方式，教师和学生一起检测练习1中的判断正误，把听力活动变成了游戏，学生特别感兴趣，能更快地掌握知识。）
T: When did it happen?
S: It happened last mnth.
T: I have three phrases. Please read and rder them.
Then students read part 1 tgether.
（3）Learn the part 2 f the stry.（学习故事的第二部分）
T: Tilly bught sme cheese and ate the cheese. Was she happy?
S: Yes, she was happy.
T: But smething happened. Lk at her face. Was she happy? N, she was scared
. Bys read it, girls read it.
T: Why was she scared? Let’s listen t part 2. And try t answer the tw questins:
Q1: Why was she scared? Q2: What did she d then?
Students listen and answer, then read the new phrases: was scared/ ran away.
（通过对Tilly表情的解读，学生知道后面一定发生了什么可怕的事情。到底她为什么会变得害怕呢？通过听、回答问题，学生知道了Tilly从开心到惊恐的缘由。因为她看见了一只猫。）
（4）Read the stry tgether. And underline the past frm f the verbs. Students d it n their bks. Then teacher asks 2 students t d it n the frnt. Then invite 6 students t write dwn the riginal frm. At last, check the answers tgether.
（通读课文，并要求学生勾出文中的过去式，再要求他们写出动词过去式的原形。最后请部分学生到白板上勾画和写动词过去式的原形。）
（5）Use the past frm t fill in the blanks.
（学生完成对文中动词过去式的填入式练习，再次巩固一般过去时。在文句反馈时，教师采取小组为单位完成句子的填写，让更多的学生动起来，让更多的学生有机会展示自己。）
（6）Think ver.
T: The cat shuted,“Cme t my shp again!”If yu were Tilly, wuld yu cme t the cat’s shp again?
Yes, I wuld. Because… / N, I wuldn’t. Because …
(学生动脑，完成开放式问题的操练。)
Step 4: Write yur stry.
T: I think Tilly wuldn’t g t the cat’s shp again. Because she was scared. But the next day, Tilly was hungry. What did she want t eat? Lk at the Picture 1 and talk.
T: Where did she g? Lk at the Picture 2 and talk.
T: What did she see? What did she buy? What did she eat? What happened then?
T: Please wrk in tw and write yur stries. Yu have 5 minutes t finish it. Cme n!
（教师引导学生看图说话，为后续的仿写英语故事做铺垫。给学生一定的时间，两人一组完成自己的英语故事。）
Step 5: Shw time.
The teacher asks sme pairs t the frnt and shares their stries. Then the teacher crrects the mistakes and encurages them.
（大部分学生完成仿写后，教师邀请几组学生去到展台处展示出他们的作品。如果有错的，教师帮助纠错并鼓励学生。）
语言知识目标
功能
用英语讲故事
语法
能够运用：She went int a shp.
She bught sme …
She ate the…
She saw …
She was scared and ran away.
词汇
能够掌握新单词和短语：cheese/ mnth/ int/ scared/ ran away的发音与用法；复习前一单元中的shuted/ wuldn’t的用法
语音
进一步强化已学语音
语言技能目标
听
能够听懂：She went int a shp.
She bught sme …
She ate …
She saw …
She was scared and ran away.
说
能说： She went int a shp.
She bught sme …
She ate …
She saw …
She was scared and ran away.
读
能认读：cheese/ mnth/ int/ scared/ ran away，以及动词原形和对应的动词过去式
写
能写出与本模块主题相关的语句
运用
学生能运用已学一般过去时相关语言讲故事和仿写。
学习策略
学生尝试阅读和仿写英语故事。
文化意识
在学习和日常交际中，学生能初步注意中外文化的异同。
情感态度
学生积极尝试使用英语仿写故事，讲故事或表演故事。
任务
学生两人一组仿写故事，并尝试讲故事或表演出来。