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外研版 (一年级起点)三年级下册Unit 2 He was in Hong Kong.教学设计及反思
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这是一份外研版 (一年级起点)三年级下册Unit 2 He was in Hong Kong.教学设计及反思，共8页。
外研社2011课标版（一起）三年级下册
Module 9 Unit 2 He was in Hong Kong. 教学设计
1. 教材分析
本课He was in Hong Kong.是外语教学与研究出版社出版的《英语（新标准一年级起点）》三年级下册第九模块第二单元。本模块的话题是谈论过去的事情和状态，对比过去与现在的不同。本课的课文是一封Sam写给Lucy的信。在信中，Sam告诉Lucy，假期妈妈和Amy不在北京，她们回伦敦去看外公和外婆了；爸爸也不在北京，他去了香港；自己在北京，昨天在大明家玩得很开心。本课的学习重点是用“was，were”谈论过去的事情和状态。
2. 学情分析
三年级学生在本模块第一次接触一般过去时，他们在这一时态的理解上可能会有一定的困难，可能不能很好地掌握中英文在谈论过去的事情和状态时be动词的变化。在学习中，教师要注意引导学生观察比较、发现be动词在两种时态中的不同，可以采用韵文、游戏活动等多种形式来帮助学生巩固和掌握。教师结合刚刚过去的五一小长假这一真实生活情境设计了假期照片秀Holiday Photo Show的运用任务，请学生们运用be动词的过去式“was，were”来谈论自己与家人的假期（部分学生能使用“wasn’t，weren’t”），使他们能够在真实运用英语的过程中掌握本课的目标语句，从而达到本课的教学目标。
3. 设计理念
本节课我采用的是“以话题为牵动的任务型教学模式”，结合本课话题——谈论过去的事情和状态，创设与学生生活紧密联系的情境，通过假期照片秀Holiday Photo Show的运用任务，让学生带着明确的学习目的主动参与到本课的语言学习中来，让学生在用中学，培养学生运用英语做事情的能力以及综合语言运用能力。
4. 教学目标
1) 语言知识目标：
功能——谈论过去的事情和状态。
语法——全体学生能够运用He was in Hong Kong.这一句式。
词汇——全体学生能够理解weren’t, wasn’t, yesterday, 运用yesterday。
语音——感知课文的语音语调。
2) 语言技能目标：
全体学生能够听懂、能说He was in Hong Kong.并认读yesterday。
3) 运 用：
全体学生能运用“was, were”谈论过去的事情和状态。
4) 学 习 策 略：
遇到问题能主动向老师或同学请教。
5) 文 化 意 识：
初步注意到中英文在谈论过去的事情和状态时的异同。
6) 情 感 态 度：
在小组活动中能与其他同学积极配合。
7) 任务：
向同学们展示自己或家人某次旅行的照片。
5. 重点难点:
1) 重点:
全体学生能够理解运用He was in Hong Kong.
全体学生能运用“was, were”谈论过去的事情和状态
2) 难点:
发现中英文在谈论过去的事情和状态时的异同。
理解“wasn’t, weren’t”并尝试运用。
6. 教学过程
I. Warm-up and lead-in
1. Warm-up
Say a chant：Look at the screen, and read the chant with actions. Look at the different forms of be verbs.
The chant:
It was sad. Now it’s happy.
She was fat. Now she’s thin.
He was young. Now he’s old.
We were at home. Now we are at school.
【设计意图：采用学生喜爱的韵文形式，初步感知be动词在一般过去时中的不同，为学习新知做好充分的语言准备。】
2. Lead-in (Activity 1)
1) Look and say.
Let the kids hear the sound of a message. Then show them a picture of We-chat. It’s the moment of Little Six in London.
T: Oh, it’s Little Six. He’s sharing his moment. Wow! Where is he?
Click and show the big picture of Little Six standing in front of Big Ben.
S1: He is in London.
T: Yeah, that’s right! But where was he yesterday?
【设计意图：以学生日常生活中常见的微信朋友圈导入话题，激发学生学习的兴趣，提高了学生的注意力。】
2) Learn the new word “yesterday”.
Use a calendar in the PPT file to explain. Point and say. Then teach the word.
T: Do you know “yesterday”? Look. Today is May 15. Yesterday was April 16. Today. Yesterday. Read after me, please. Yes—ter—day, yesterday.
【设计意图：通过图片呈现新单词“yesterday”，并通过适当的英文解释帮助学生理解含义。】
3) Listen and answer.
T: Where was Little Six yesterday? Let’s listen and find the answer. （Play the cartoon of Activity One.）
S2: He was in Beijing.
Get 2 or 3 more answers from the kids.
【设计意图：让学生带着问题听录音，有利于提高学生注意力，提高听的效果。通过回答问题，发现本课目标语句句式：He was in…，让学生对本课的学习目标有了初步的感知和体验。】
4) Start Group Competition.
T: Oh, I like Beijing. I want to go there. Today, let’s go to Beijing together! Let’s divide ourselves into three groups. You are Group 1.You are Group 2. And you are Group 3. Let’s see which group will get to Beijing first, OK?
【设计意图：将学生划分小组，通过小组竞赛的形式，提升学生学习兴趣，提高学习效率。】
5) Listen and repeat.
Play the cartoon again, sentence by sentence. Let the kids mime. Then dub.
【设计意图：通过跟读、配音活动，引导学生模仿语音语调，逐步形成语感。】
II. Task Presentation
T: Little Six is talking about his holiday. Let’s learn “Module 9 Unit 2 He was in Hong Kong.”, and talk about our holidays with “was/were” and “wasn’t/weren’t”. Then we’ll have a holiday photo show in our class.
【设计意图：学生明确本课学习目标和运用任务后，带着目的主动学习新知，将大大提升学习效果。】
III. Text learning (Activity 2)
1. Listen and get the general ideas.
1) Listen and choose. Then learn the main drills.
T: First let’s come to Sam’s letter. Let’s see how Sam talks about their holidays. Where were Sam and his family? Please listen and choose the correct answers. (Put the pictures of the main characters on the Bb. Play the cartoon for the first time.)
Listen and choose:
1) Ms Smart and Amy were________
2) Mr. Smart was _________
3) Sam was __________
A. in Beijing B. in Hong Kong C. in London
S3: Ms Smart and Amy were in London.
(Read it one by one. Then read it group by group. )
S4: Mr. Smart was in Hong Kong.
(Read it one by one. Then read it in rows or in lines.)
S5: Sam was in Beijing.
(Read it one by one. Then read it in 2, in 4, or in six. While reading, Put the pictures next to the characters)
【设计意图：让学生带着问题听录音，有利于学生注意力的提高。通过学生回答问题，理解并集中操练本课重点句。】
2) Learn the aporia: wasn’t and weren’t.
(Take out the card of wasn’t. Point to Mr. Smart. Elicit them to understand wasn’t) T: Mr. Smart was in Hong Kong. He wasn’t in Beijing. He wasn’t in London. Read after me, wasn’t, wasn’t.“Wasn’t” means-- “was not”.
(Ss Try to talk about Sam by themselves.)
(Take out the card of weren’t. Point to Ms Smart and Amy. This time talk about these two persons with the kids together.) T&Ss: Ms Smart and Amy were in London. They weren’t in Beijing. They weren’t in Hong Kong.
T: Read after me, weren’t, weren’t. “Weren’t” means --“were not”.
(Stick the two cards on the Bb.)
【设计意图：通过图片辅助以及教师的神态、动作、语言，帮助学生理解wasn’t和weren’t。】
2. Listen and repeat.
1) Follow the cartoon sentence by sentence.
2) Then read after the reading pen.
3) After that, practice in groups.
4) Then have a group reading show. Compete with other groups.
【设计意图：在课文跟读、小组花样朗读练习（齐读、接龙、分角色任选）以及小组朗读展示的过程中，使学生对本单元的目标词汇及语句有较好的把握，培养学生的语感，为下一步的任务完成做准备。同时，小组合作以“兵”教“兵”，能够更好地利用学生间的能力水平差异，有利于提高学生的课堂学习效果。】
3. Talk about these photos
T: You can read the letter well. Can you talk about Sam and his family’s photos? Let’s practice in groups. Then talk about them together, OK? Please start with——（Point to the card on the Bb “In the holidays”）
S6: In the holidays …
【设计意图：突破本课学习重难点。巩固强化本课运用“was，were”介绍假期照片的重点学习目标，强化对课文的理解和学习。让学生充当小老师互帮互助，发现同学们在表达上的问题，扩大了课堂参与面，提高了课堂效率。同时，对学有余力的学生而言，在掌握重点语句的基础上，还可以运用“wasn’t，weren’t” 进一步描述Sam一家假期的情况，本课学习任务完成的质量进一步提高。】
IV. Practice
Play Monopoly Game.
1. Learn to play it:
T: You did a good job. Let’s play a game and have a relaxation. Now let’s see how to play this game.( Watch the VCR made before class about how to play the game.) Are you clear? You’ll have 3 minutes to play. Ready? Go!
2. Play it in groups.
(walk around to offer help and encouragement. After 3 minutes, get their attention and congratulate the winners of each group.)
【设计意图：借助游戏进一步比较区分be动词在一般现在时与一般过去时中的不同，使学生在玩中学、学中玩，强化巩固本单元的目标语句。】
V. Task completion
1. Give an example:
T: Now, it’s time for our holiday photo show. Please watch the example.
(Give an example of the teacher’s family: In the holidays, Mum and I were in Dalian. We were in Art Museum. My daughter wasn’t in Dalian. She was in Shanghai with her friends.)
T: Got it? Now take out your photos and talk in groups. Later we’ll choose the lucky dog and talk in the front.
【设计意图：任务完成前，通过教师示范，使学生明确任务内容、形式、语句，为学生完成任务搭梯子，降低了任务的难度。学生们在用中学、学后用，真正做到“运用英语做事情”，培养了学生们的综合语用能力。】
2. Practice in groups.
【设计意图：给学生时间进行练习，并鼓励学生之间互相纠错完善自己的介绍，有利于学生更好地掌握学习内容，并使学生在合作中提高沟通与合作的能力。】
3. Holiday Photo Show.
Choose kids at random as the lucky dogs. And let them show.
【设计意图：通过Lucky dog的形式抽取幸运儿进行展示，增强了活动的趣味性。在学生介绍家人假期活动后教师追问，，培养了学生认真倾听的好习惯。】
VI .Summary and Homework
1. Summary
Figure out which group is the winner. Clap for them.
T: Today we have learnt to talk about__________. We use _________, _________, _________ or __________ to talk about it.
【设计意图：总结归纳本课主要内容，评选最棒小队，及时反馈学生的表现，鼓舞学生学习的热情。】
2. Quiz
T: Now let’s see how much you have learnt today. (Show them the paper.) Please take out your paper and do the quiz..
Quiz:
I. Fill in the blanks with “was” or “were”.
1. In the holidays, Mum and Dad________ in Dandong.
2. I wasn’t in Dandong. I _____ in Dalian with my grandparents.
II. Match the pictures with the words
1. Lingling wasn’t in London.
She was in Dalian.
2. Daming and Sam weren’t in Dalian.
They were in Beijing.
3. Tom’s grandparents weren’t in Beijing.
They were in London.
【设计意图：通过随堂检测，及时了解学生对本节课知识的理解和掌握情况，为下一步的教学提供参考。】
3. Homework
Welcome to our Homework Supermarket. Please look at today’s homework, choose one you like best and finish it after class.
Homework Supermarket:
A. 向爸爸妈妈介绍Sam及其家人假期的情况。
B. 利用师生圈展示照片或录制视频，介绍自己及家人的假期。
C.用自己及家人假期的照片做一张海报，配上简单的英文进行介绍。
【设计意图：为学生提供有层次的、可选择的作业，有助于不同学业水平的学生根据自己的能力和喜好选择适合自己的作业形式，主动且及时地复习本节课的目标语句并加以运用，使学生在自己的水平基础上知识得到巩固、能力得到提升。】
外研社2011课标版（一起）三年级下册
Module 9 Unit 2 He was in Hong Kong. 教学设计
1. 教材分析
本课He was in Hong Kong.是外语教学与研究出版社出版的《英语（新标准一年级起点）》三年级下册第九模块第二单元。本模块的话题是谈论过去的事情和状态，对比过去与现在的不同。本课的课文是一封Sam写给Lucy的信。在信中，Sam告诉Lucy，假期妈妈和Amy不在北京，她们回伦敦去看外公和外婆了；爸爸也不在北京，他去了香港；自己在北京，昨天在大明家玩得很开心。本课的学习重点是用“was，were”谈论过去的事情和状态。
2. 学情分析
三年级学生在本模块第一次接触一般过去时，他们在这一时态的理解上可能会有一定的困难，可能不能很好地掌握中英文在谈论过去的事情和状态时be动词的变化。在学习中，教师要注意引导学生观察比较、发现be动词在两种时态中的不同，可以采用韵文、游戏活动等多种形式来帮助学生巩固和掌握。教师结合刚刚过去的五一小长假这一真实生活情境设计了假期照片秀Holiday Photo Show的运用任务，请学生们运用be动词的过去式“was，were”来谈论自己与家人的假期（部分学生能使用“wasn’t，weren’t”），使他们能够在真实运用英语的过程中掌握本课的目标语句，从而达到本课的教学目标。
3. 设计理念
本节课我采用的是“以话题为牵动的任务型教学模式”，结合本课话题——谈论过去的事情和状态，创设与学生生活紧密联系的情境，通过假期照片秀Holiday Photo Show的运用任务，让学生带着明确的学习目的主动参与到本课的语言学习中来，让学生在用中学，培养学生运用英语做事情的能力以及综合语言运用能力。
4. 教学目标
1) 语言知识目标：
功能——谈论过去的事情和状态。
语法——全体学生能够运用He was in Hong Kong.这一句式。
词汇——全体学生能够理解weren’t, wasn’t, yesterday, 运用yesterday。
语音——感知课文的语音语调。
2) 语言技能目标：
全体学生能够听懂、能说He was in Hong Kong.并认读yesterday。
3) 运 用：
全体学生能运用“was, were”谈论过去的事情和状态。
4) 学 习 策 略：
遇到问题能主动向老师或同学请教。
5) 文 化 意 识：
初步注意到中英文在谈论过去的事情和状态时的异同。
6) 情 感 态 度：
在小组活动中能与其他同学积极配合。
7) 任务：
向同学们展示自己或家人某次旅行的照片。
5. 重点难点:
1) 重点:
全体学生能够理解运用He was in Hong Kong.
全体学生能运用“was, were”谈论过去的事情和状态
2) 难点:
发现中英文在谈论过去的事情和状态时的异同。
理解“wasn’t, weren’t”并尝试运用。
6. 教学过程
I. Warm-up and lead-in
1. Warm-up
Say a chant：Look at the screen, and read the chant with actions. Look at the different forms of be verbs.
The chant:
It was sad. Now it’s happy.
She was fat. Now she’s thin.
He was young. Now he’s old.
We were at home. Now we are at school.
【设计意图：采用学生喜爱的韵文形式，初步感知be动词在一般过去时中的不同，为学习新知做好充分的语言准备。】
2. Lead-in (Activity 1)
1) Look and say.
Let the kids hear the sound of a message. Then show them a picture of We-chat. It’s the moment of Little Six in London.
T: Oh, it’s Little Six. He’s sharing his moment. Wow! Where is he?
Click and show the big picture of Little Six standing in front of Big Ben.
S1: He is in London.
T: Yeah, that’s right! But where was he yesterday?
【设计意图：以学生日常生活中常见的微信朋友圈导入话题，激发学生学习的兴趣，提高了学生的注意力。】
2) Learn the new word “yesterday”.
Use a calendar in the PPT file to explain. Point and say. Then teach the word.
T: Do you know “yesterday”? Look. Today is May 15. Yesterday was April 16. Today. Yesterday. Read after me, please. Yes—ter—day, yesterday.
【设计意图：通过图片呈现新单词“yesterday”，并通过适当的英文解释帮助学生理解含义。】
3) Listen and answer.
T: Where was Little Six yesterday? Let’s listen and find the answer. （Play the cartoon of Activity One.）
S2: He was in Beijing.
Get 2 or 3 more answers from the kids.
【设计意图：让学生带着问题听录音，有利于提高学生注意力，提高听的效果。通过回答问题，发现本课目标语句句式：He was in…，让学生对本课的学习目标有了初步的感知和体验。】
4) Start Group Competition.
T: Oh, I like Beijing. I want to go there. Today, let’s go to Beijing together! Let’s divide ourselves into three groups. You are Group 1.You are Group 2. And you are Group 3. Let’s see which group will get to Beijing first, OK?
【设计意图：将学生划分小组，通过小组竞赛的形式，提升学生学习兴趣，提高学习效率。】
5) Listen and repeat.
Play the cartoon again, sentence by sentence. Let the kids mime. Then dub.
【设计意图：通过跟读、配音活动，引导学生模仿语音语调，逐步形成语感。】
II. Task Presentation
T: Little Six is talking about his holiday. Let’s learn “Module 9 Unit 2 He was in Hong Kong.”, and talk about our holidays with “was/were” and “wasn’t/weren’t”. Then we’ll have a holiday photo show in our class.
【设计意图：学生明确本课学习目标和运用任务后，带着目的主动学习新知，将大大提升学习效果。】
III. Text learning (Activity 2)
1. Listen and get the general ideas.
1) Listen and choose. Then learn the main drills.
T: First let’s come to Sam’s letter. Let’s see how Sam talks about their holidays. Where were Sam and his family? Please listen and choose the correct answers. (Put the pictures of the main characters on the Bb. Play the cartoon for the first time.)
Listen and choose:
1) Ms Smart and Amy were________
2) Mr. Smart was _________
3) Sam was __________
A. in Beijing B. in Hong Kong C. in London
S3: Ms Smart and Amy were in London.
(Read it one by one. Then read it group by group. )
S4: Mr. Smart was in Hong Kong.
(Read it one by one. Then read it in rows or in lines.)
S5: Sam was in Beijing.
(Read it one by one. Then read it in 2, in 4, or in six. While reading, Put the pictures next to the characters)
【设计意图：让学生带着问题听录音，有利于学生注意力的提高。通过学生回答问题，理解并集中操练本课重点句。】
2) Learn the aporia: wasn’t and weren’t.
(Take out the card of wasn’t. Point to Mr. Smart. Elicit them to understand wasn’t) T: Mr. Smart was in Hong Kong. He wasn’t in Beijing. He wasn’t in London. Read after me, wasn’t, wasn’t.“Wasn’t” means-- “was not”.
(Ss Try to talk about Sam by themselves.)
(Take out the card of weren’t. Point to Ms Smart and Amy. This time talk about these two persons with the kids together.) T&Ss: Ms Smart and Amy were in London. They weren’t in Beijing. They weren’t in Hong Kong.
T: Read after me, weren’t, weren’t. “Weren’t” means --“were not”.
(Stick the two cards on the Bb.)
【设计意图：通过图片辅助以及教师的神态、动作、语言，帮助学生理解wasn’t和weren’t。】
2. Listen and repeat.
1) Follow the cartoon sentence by sentence.
2) Then read after the reading pen.
3) After that, practice in groups.
4) Then have a group reading show. Compete with other groups.
【设计意图：在课文跟读、小组花样朗读练习（齐读、接龙、分角色任选）以及小组朗读展示的过程中，使学生对本单元的目标词汇及语句有较好的把握，培养学生的语感，为下一步的任务完成做准备。同时，小组合作以“兵”教“兵”，能够更好地利用学生间的能力水平差异，有利于提高学生的课堂学习效果。】
3. Talk about these photos
T: You can read the letter well. Can you talk about Sam and his family’s photos? Let’s practice in groups. Then talk about them together, OK? Please start with——（Point to the card on the Bb “In the holidays”）
S6: In the holidays …
【设计意图：突破本课学习重难点。巩固强化本课运用“was，were”介绍假期照片的重点学习目标，强化对课文的理解和学习。让学生充当小老师互帮互助，发现同学们在表达上的问题，扩大了课堂参与面，提高了课堂效率。同时，对学有余力的学生而言，在掌握重点语句的基础上，还可以运用“wasn’t，weren’t” 进一步描述Sam一家假期的情况，本课学习任务完成的质量进一步提高。】
IV. Practice
Play Monopoly Game.
1. Learn to play it:
T: You did a good job. Let’s play a game and have a relaxation. Now let’s see how to play this game.( Watch the VCR made before class about how to play the game.) Are you clear? You’ll have 3 minutes to play. Ready? Go!
2. Play it in groups.
(walk around to offer help and encouragement. After 3 minutes, get their attention and congratulate the winners of each group.)
【设计意图：借助游戏进一步比较区分be动词在一般现在时与一般过去时中的不同，使学生在玩中学、学中玩，强化巩固本单元的目标语句。】
V. Task completion
1. Give an example:
T: Now, it’s time for our holiday photo show. Please watch the example.
(Give an example of the teacher’s family: In the holidays, Mum and I were in Dalian. We were in Art Museum. My daughter wasn’t in Dalian. She was in Shanghai with her friends.)
T: Got it? Now take out your photos and talk in groups. Later we’ll choose the lucky dog and talk in the front.
【设计意图：任务完成前，通过教师示范，使学生明确任务内容、形式、语句，为学生完成任务搭梯子，降低了任务的难度。学生们在用中学、学后用，真正做到“运用英语做事情”，培养了学生们的综合语用能力。】
2. Practice in groups.
【设计意图：给学生时间进行练习，并鼓励学生之间互相纠错完善自己的介绍，有利于学生更好地掌握学习内容，并使学生在合作中提高沟通与合作的能力。】
3. Holiday Photo Show.
Choose kids at random as the lucky dogs. And let them show.
【设计意图：通过Lucky dog的形式抽取幸运儿进行展示，增强了活动的趣味性。在学生介绍家人假期活动后教师追问，，培养了学生认真倾听的好习惯。】
VI .Summary and Homework
1. Summary
Figure out which group is the winner. Clap for them.
T: Today we have learnt to talk about__________. We use _________, _________, _________ or __________ to talk about it.
【设计意图：总结归纳本课主要内容，评选最棒小队，及时反馈学生的表现，鼓舞学生学习的热情。】
2. Quiz
T: Now let’s see how much you have learnt today. (Show them the paper.) Please take out your paper and do the quiz..
Quiz:
I. Fill in the blanks with “was” or “were”.
1. In the holidays, Mum and Dad________ in Dandong.
2. I wasn’t in Dandong. I _____ in Dalian with my grandparents.
II. Match the pictures with the words
1. Lingling wasn’t in London.
She was in Dalian.
2. Daming and Sam weren’t in Dalian.
They were in Beijing.
3. Tom’s grandparents weren’t in Beijing.
They were in London.
【设计意图：通过随堂检测，及时了解学生对本节课知识的理解和掌握情况，为下一步的教学提供参考。】
3. Homework
Welcome to our Homework Supermarket. Please look at today’s homework, choose one you like best and finish it after class.
Homework Supermarket:
A. 向爸爸妈妈介绍Sam及其家人假期的情况。
B. 利用师生圈展示照片或录制视频，介绍自己及家人的假期。
C.用自己及家人假期的照片做一张海报，配上简单的英文进行介绍。
【设计意图：为学生提供有层次的、可选择的作业，有助于不同学业水平的学生根据自己的能力和喜好选择适合自己的作业形式，主动且及时地复习本节课的目标语句并加以运用，使学生在自己的水平基础上知识得到巩固、能力得到提升。】
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