2023学年完整版Module7unit2Grandmacookedfish设计

Module7unit2Grandmacookedfish教学设计一、教材分析：Unit1的课文是通过打电话的方式来询问周末做了些什么，以过去式的一般疑问句来表达周末的内容，并注意句中动词过去式的运用。而Unit2则是在Unit1学习的基础之上，让学生来描述自己或者自己的家人周末一天的活动，既复习了过去学过的句子，又训练了学生对过去发生事情的表达。使学生在情境中体会了句型的用法，增加了拓展新知的训练，也为教师设计课堂提供了导向和足够的空间。二、教学目标：知识与能力目标：学会使用“Ifeelhappy/sad/tired/hungry。”来表达自己的情绪感受及询问他人的情绪状况。

过程与方法目标：培养学生听，说和灵活用语言的能力。知识目标：学会使用“Ifeelhappy/sad/tired/hungry。”来表达自己的情绪感受及询问他人的情绪状况。情感态度与价值观目标：通过各种活动加强师生间，学生间的情感交流，培养学生关心他人的情感。

三、教学重点：（1）学习新单词：happysadtiredboredhungry（2）学习新语言结构：Howdoyoufeel？Ifeel…；Doyoufeel…？Yes，Ido；No，Idon’t.四、教学难点：学习新语言结构：Howdoyoufeel?Ifeel…;Doyoufeel…?Yes,Ido;No,Idon’t.五、教学策略：1、情景教学、游戏、合作探究、任务型教学法2、以小学英语新课程标准为理论依据，根据小学生心理及生理特点，利用英语空中课堂资源制成幻灯片，通过幻灯片来呈现新课六、教学准备：教学卡片、录音机及磁带、多媒体七、教学过程：Step1:Pre-task1、GreetingsT:Let’sbeginourclass.Goodmorning,children!Ss:Goodmorning,teacher!T:Howareyoutoday?Ss:I’mfine,thankyou.Andhowareyou?T:I’mgreat,thanks.[设计意图]：通过师生问答，快速拉近师生之间的距离，营造出一定的英语氛围。2．Saythechant“ALittleChick”.T：Youdidagoodjob.Inthischant,thechickwasyoungandcutebefore.Whataboutyou?Wereyoucutebefore?Ss:Yes!T:Ithinkso.Tellmesomethingaboutyourselfbefore.S1:Iwasshort.S2:Iwasfat.S3:Iwasnaughty.…T:Oh,youwerenaughtythen.Didyouhelpyourmumbefore?S:Yes.T:Really?Youwerenice.YouhelpedMum.helped（Putthecard“helped”ontotheleftsideoftheblackboard.）[设计意图]：通过这个活动热身，复习已经学过的过去时的句型，并渗透本节课的新句型Didyou…?和新单词helped，并调节气氛，调动学生学习的积极性，创设英语学习氛围。3.Reviewtheverbs.T:Wow,youcanhelpyourmum.That’sgreat.AndIknowthatyoucandomanythings.Right?Ss:Yes.T:Whatcanyoudo?S1:Icanplaytheerhu.S2:Icanrunfast.S3:Icanplaybasketball.…T:Let’splayagame.SharpEyes.Someverbswillpassbyonthescreen.Thestudentsreadthewordsasquicklyastheycananddotheactionsatthesametime.[设计意图]：通过师生对话引出动词词组的复习。学生则需要在看到屏幕上快速闪过的单词时，快速地、大声地读出单词，并作出相应的动作。通过学生的快速抢答，既集中了学生学习的注意力，复习了已经学过的动词词组，又在此过程中呈现了cookmeat,cookfish,listentomusic,walk,talk,playcomputer,watchTV这些课文中出现的动词词组，弱化、分散了教学难点，又为新课的学习做了铺垫。4.LeadinT:Icanswim.ButIdidn’tswimyesterday(Shakinghead…).Becauseit’scold.Doyouknow“yesterday”?TodayisTuesday.YesterdayisMonday.So“yesterday”means昨天.Yesterday(Putthecard“yesterday”ontotherightsideoftheblackboard.)Leadtheclassinreadingaloud.Thenreaditonebyone.[设计意图]：通过教师讲述自己的情况引出和教授新单词yesterday，并初步理解didn’t的否定意思，为课文情境的呈现扫清障碍、做好准备。Step2:While-task1.Presentation1)Showthefirstpictureofthetext.Makethestudentswatchitcarefullyandanswer.T:Look!ThisisAmy.ThisisAmy’sGrandma.Whataretheydoing?YoucanansweritinChinese.S:他们在打电话。T:Yes,theyaremakingaphone.Phone（Showthecard“phone”totheclassandleadtheclassinreadingaloud.）T:ItwaslastMonday.SoweshouldsayAmyPHONEDGrandma.phoned（Showthewholecard“phoned”totheclassandputitontotheleftsideoftheblackboard.）[设计意图]：通过观察课文的图片了解课文情境，知道这是一通电话的通话内容，并了解到课文谈论内容的整体时态，同时引出并教授了新单词phoned。2)T：Therearefivepeopleinthisdialog.Whoarethey?Watchthestory.Playtheflashofthetext.引导学生回答：Grandma,Amy,Sam,Dad,Tom3)T：WhatdidGrandmado?Grandma做了些什么呢？Playtheflashtothe3rdpicture.Thencircletherightpictures.WhatdidGrandmado?T:SupposeyouwereGrandma.Didyoucookmeat?(板书)Ss：No,Ididn’t.(板书)T:Didyoucookfish?Ss:Yes,Idid.(板书)T:Oh,youcookedfishyesterday.(Putthecard“cooked”ontotheleftsideoftheblackboard.)Teach“cooked”a.followmeb.readitonebyonec.chant:cook,cook,today.cooked.cooked,yesterdayT:Didyoulistentomusic?Ss：No,Ididn’t.T:Didyouwalkinthepark?Ss:Yes,Idid.T:Didyoutalktosomefriends?Ss:Yes,Idid.T:Oh,youwalkedandtalked.(Putthecards“walked”and“talked”ontotheleftsideoftheblackboard.)Teach“walked”and“talked”a.followmeb.readitonebyonec.chant:walk,walk,today.walked,walked,yesterdaytalk,talk,today.talked,talked,yesterday4)Leadtheclassinreadingaloudthesentencesontheblackboard.Andpracticethem.a.followmeb.Askandanswerinpairs.c.Changetheverbswiththewordcards.Thenaskandanswerinpairs.playbasketballDidyou___________yesterday?[设计意图]：通过带着问题看原版课件，让学生感知情景，理清故事主要人物之一Grandma所做的事情，同时学习cook,walk,talk的过去式，并初步学习、替换巩固操练Didyou…?Yes,Idid./No,Ididn’t.的新句型。5)T：Whatabouttheothers?Whatdidtheydo?Watchagainandmatch.AmyplayedonthecomputerSamwatchedTVDadhelpedMumTomTeachtheword“played”,“watched”6)T:(Pointtothecardsontheleftsideoftheblackboard.)Watchthewordsherecarefully.Canyoufindthesamepoint?引导学生发现这些词后面都有ed，并向学生解释动词过去式的规则变化。7）Game1：Findinghome.listenedcookedhelpwalkedtalklistenwatchedcooktalkedwatchplayedwalkplayhelpednowthen8)Game2:Findingfriends.组内一半同学手中的卡片是原形，另一半同学手中的卡片是过去式，计时30秒内，找到自己手中卡片相对应的原形或者过去式，两人即成为朋友。两人各用手中的卡片造一个句子，就可以完成任务了。play-playedS1:playIplaybasketballtoday.S2:playedIplayedthefluteyesterday.[设计意图]：通过同类词摆放在一起进行比较，引导学生发现动词过去式的变化规律，并能够举一反三，看见过去式知道如何变回原形。并通过两个游戏的形式巩固动词原形和过去式，并能够在时态上加以区分。9)Watchagain.Circleallthepastformoftheverbs.Readandcheckinthegroupsoffour.10)Watchforthethirdtime.Underlinethesentenceswith“Didyou…?”Read,askandanswerinpairs.Step3:Post-task1.Listenandrepeat,trytoimitatethepronunciation.跟读对话，模仿语音语调。1)Listenandpoint.2)Listenandrepeat.3)Trytoimitatethepronunciation全班跟课文录音朗读。[设计意图]：提醒学生朗读过程中注意模仿原版语音语调，打下良好的语音基础。2.FinishActivity1onP34inActivityBook.PleasereadandchooseTorF.Q1:Whoishungry?S1:Amyishungry.Q2:WhatdidAmyask?S2:CanIhavesomesweets?Q3:WhatdidMsSmartsay?S3:Sorry,youcan’t.[设计意图]：通过判断对错题，来检验学生对课文内容是否理解，并帮助学生理清课文的脉络。3.Retellthetextaccordingtothepictures.Thestudentswatchthepicturesonpage35.a.Discusstheminthegroups.b.Onestudentsaysonesentenceaboutonepicture.c.Theyputallthesentencestogether.d.Retellthetext.4.Guessinggame:每一小队有一组动词词组（原形）的卡片。每组派出一人（通常以座位决定，比如每一组左边的第三个同学……），抽取一张卡片放在手中。第一名同学抽好之后，其余三名同学用Didyou…?的句型来进行猜测，如果猜测的与卡片上不符合就回答”No,Ididn’t.”，如果相符就回答”Yes,Idid.”。每人有两次机会，猜中即给本组加一分。5.Groupwork:I…yesterday.每四人小组一套动词词组的卡片，每个人都从中抽取几张卡片。抽到什么就代表自己昨天做了些什么事情，就要用相应的正确形式描述出来。S1:(Pickacardwith“playtheerhu”)Iplayedtheerhuyesterday.S2:(Pickacardwith“listentomusic”)Ilistenedtomusicyesterday.S3:(Pickacardwith“phonemyfriends”)Iphonedmyfriendsyesterday.S4:(Pickacardwith“playfootball”)Iplayedfootballyesterday.[设计意图]：学生每四人小组手中都有一组动词词组的卡片，利用所学的句型进行相应的问答，极大地调动了学生的积极性，培养了学生的合作能力，也达到了复习、巩固和强化重点的目的。在这一环节中的小组合作形式具有广泛性和时效性，学生人人都能参与课堂活动，每人手中都有一张或者几张卡片，利用所学的句型进行相应的连锁问答，极大地调动了学生的积极性，培养了学生的合作能力，也达到了以优带差的目的。Step4:PracticeFinishActivity2onpage35inActivityBook.a.Listenandpoint.b.Trytoretellthestoryaboutthelittlemouse.c.Makeanewscheduleforthemouse.Sayitinthegroups,theotherswillpointtothepicturesaccordingtoyourS1:OnMonday,LittleMousehelpedhisfriends.S2,3,4:(Pointtothethirdpicture.)S1:OnTuesday,LittleMouseplayedbasketball.S2,3,4:(Pointtothefifthpicture.)…Step5:Production1.T:Justnow,wetalkedaboutLittleMouse’sschedule.Whataboutyourownschedule?DidyoutalkedtoyourfriendsonMonday,too?Pleasefinishyourownscheduleoflastweek.Fillintheblanks.MyLastWeekDaysActivitiesMondayplayedcomputergamesTuesdaywatchedTV…T:OK.Nowpleasetellyourfriendsaboutyourlastweek.Maybeyoutwodidthesamethinginthesameday.[设计意图]：情景转换，从课文及老师创设的情景引向课外，引向学生自己的实际生活，增加运用语言的真实性，激发学生运用语言、用英语做事情的意识，结合本课所学知识，让学生自然交流。2.T:Doyouwanttoknowmylastweek?Idi