外研版 (三年级起点)四年级下册Unit 1 Were you at home yesterday?教案

教学设计：

                （外研社新课标版陈琳主编三年级起点）四年级下册

              Module6 Unit1 Were you at home yesterday？

一、教学目标

   1. 能听说、认读、理解并能运用单词：yesterday, out, well, thanks, sun, lesson。

   2. 能听说理解并运用句子：Were you at home yesterday? Yes, I was. / No, I wasn’t.

   3. 巩固英语中的称谓语和问候语，使学生乐于感知并积极尝试使用英语。

二、学情分析

本单元是学习一般过去时， “was, were”的问句结构与学生已非常熟悉的 “am, is, are”的问句结构完全相同，所以对学生来说难度不大。

三、教学重点

   1. 掌握新单词：yesterday, out, well, thanks, sun, lesson。

         新句型：Were you at home yesterday? Yes, I was. / No, I wasn’t.

   2. 培养学生用“were”的问句询问过去人物状态的能力。

四、教学难点

注意培养学生合理运用“were”的问句询问过去人物状态的能力。

五、教学准备

图片，头饰，单词卡片、多媒体课件等。

六、教学过程

（一）Warm up

    1. Oral practice and introducing the new lesson.

2. Sing a song: How are you?

   （1）The teacher makes an example.

   （2）The pupils sing the song and do the actions.

（设计意图：通过唱歌，使学生在轻松愉快的氛围中进入学习，同时也为学习课文打下基础。）

    3. Lead in

  Design a scene: Lvguli is lost. Let the pupils help her. The teacher makes some checkpoints and divides the pupils into 4 groups. Then let the pupils play. In the end,who will be the most helpful?

（设计意图：利用学生好奇、好胜的特点，设计一个情景，给学生设置一些任务，让他们去完成，同时把他们分成四组进行竞赛，到最后看看谁是最有帮助的？使学生乐于参与活动和主动学习英语。）

（二）Presentation and practice

1. Look at the checkpoints. Choose a card and open it. When we see a word “GO”, we can go into the first pass: Watch a video.

(1) Watch a video.

(2) Answer the questions.

(3) Look at Activity2 of Page32,33.

 A. Find “Was / Were ...?” and underline them.

 B. Find out the new words and mark them.

（设计意图：请学生观看视频并回答问题，让他们感知课文。然后再请他们看课文划出句型 “Was / Were ...?和找出新单词，让他们明确本节课的学习目标。）

2. Go into the second pass: Learn the new words.

(1) The teacher and the pupils greet each other. Present the new word “well” and practice: well →ell →/el/ →well →tell →fell. Then let the pupils say: I am well. I am very well.

（设计意图：上学期well 已经作为语气词学习，孩子们认读这个单词是很容易的。通过替换字母进行拼读练习，训练孩子们读单词的准确性，同时为以后学习tell, fell 打下基础。另外把well运用到句子中进行操练，使孩子们更加明确现在

well是作为“健康的”意思来学习。）

(2)  After learning “well”, the teacher says: “I’m very well, thank you.”

       thank you → thank → thanks

（设计意图：从已学的“thank you”引入新单词“thanks”的学习，学生很快就能掌握这个单词。）

(3) Present the new word “yesterday” via slide.

       Practice:           yes

                  sister →ter     yesterday

                         day

（设计意图：利用已学单词构造新单词，降低学习难度，学生很容易就能够把这个新单词拼读出来，但是要提醒他们注意音节的轻重读音。在幻灯片设计上添加动画效果，激发学生们的学习兴趣。）

(4) Learn the new words: “sun, out, lesson” in the same way.

(5) Play a game: Flash and say.

游戏规则：当你看到闪出was或were 就说:嘘！嘘！   如果闪出其它单词则大声读出来。

（设计意图：在日常教学中，通过这种游戏活动来操练巩固新单词，孩子们是很感兴趣的。这次活动添加了“嘘！嘘！”的说法，孩子们会更感兴趣。）

3. Go into the third pass: Let’s chant.

(1) At first the teacher demonstrates.

(2) The second time the pupils chant and do together.

(3) Change “Yes, I was.” into “No, I wasn’t.” Then let the pupils chant again.

（设计意图：通过歌谣引出本节课重点句型：“Were you ... yesterday? ” 然后用“No, I wasn’t.”替换“Yes, I was.”请学生再读一遍，让学生了解肯定和否定两种回答。同时请学生一边读歌谣一边打节拍，加强歌谣的节奏感，激发学生学习热情。）

    4. Go into the fourth pass: Let’s practice.

(1) Guessing game.

  Let the pupils guess. Use “Were you ... yesterday?” Then show the answer “Yes, I was.” or “No. I wasn’t.”

（设计意图：请学生运用“Were you ... yesterday?”猜测他人昨天所去的地点。使用猜测游戏的活动方式，学生乐于参与活动并主动运用英语。）

(2) Fill in the blanks and write the answers in your exercise books.

（设计意图：学生在口头上能够熟练运用英语的同时也训练他们拼写单词的能力。）

（三）Extension   

     Go into the fifth pass: The situational dialogue.

1. A little tip.

2. Make a dialogue on the phone with your partner. Choose a role from Kaola, Alalei, Anji or Li Yihang. Use “Were you ... yesterday? Yes, I was./ No. I wasn’t.”

（设计意图：请学生们从四个活泼可爱又是他们比较熟悉的孩子中选取角色，与自己的搭档表演打电话，凸显活动的趣味性。通过活动培养他们的相互合作精神和运用英语的能力。活动内容接近生活，培养他们把所学知识运用到日常生活中的能力。）

3. After five passes, Lvguli has found her mum.

（四）Affective education

Happy people care and help others.

So the teacher says: “Today you’re happy and you’re super. But who is the most helpful? Let’s have a look.”

（五）Summary

Today we have learned:

1. The new words: yesterday, out, well, thanks, sun, lesson.

      The sentence patterns: Were you at home yesterday? Yes, I was. / No, I wasn’t.

2. Use the sentences we have learned to ask others where they went yesterday.