外研版（三起）四下Module 9-Unit 1 Did he live in New York -ppt课件-(含教案+素材)-公开课-(编号：d0115).zip

Module 9 Unit1 Did he live in New York? 一、教学内容分析一、教学内容分析 1.教材分析 本课的主要内容是大明跟 Sam 分享他的表哥大龙在纽约度假时寄给他的一 张明信片，Sam 对大龙感到好奇，问了大明一些关于大龙的问题。Dalong 是否 住在纽约，大明解释去年住华盛顿，而且在明信片还说坐飞机到纽约度假，在 纽约听了一场音乐会，还看了篮球赛，Sam Daming 在学校里也听了校园音乐会， 参加了校园篮球赛，生活也同样精彩。 2.学情分析 在学习本课之前，学生已经初步学过动词过去式，did 第 7 模块的内容， 在此基础上只学过 Do 的一般疑问句，本课第一次学习用“Did he/she/they?”句型来询问他人过去的行为，并能做出相应的回答 Yes,主语 +did. No,主语+didnt.由于本课涉及到几个美国的城市，且较长较难读，对于 四年级的学生来说运用起来难度较大。 二、教学目标二、教学目标 1.1.知识目标： （1）学生能整体认知课文、理解课文，朗读课文。 （2）学生能听、说、读并正确运用句型：Did he/she .？来询问他人过去是 否做了某件事情，并做出相应的回答 Yes，he/she did.和 No，he/she didnt. （3）学生能认读单词 travel, came, postcard, cousin, 短语 go to a pop concert 2.能力目标： 学生能运用目标语言“Did he/she/they?”来询问他人过去的行为，并做 出相应的回答。 3.情感目标 学生在学完本课后，能初步了解美国的主要城市，了解中西方生活的差异， 热爱自己的生活。 三、教学重难点三、教学重难点 运用句型“Did he/she/they .”？询问某人过去是否做了某事，及对应的回 答 Yes, he/she did. No, he/she didnt. 四、教学资源四、教学资源 多媒体、 课件 五、教学过程五、教学过程 Step 1 Warming up 1.1.Enjoy the pictures of the US. （设计意图：通过观看一段关于美国的视频，让学生初步感知美国的主要城市、 著名景点，为新课做铺垫，达到热身作用。 ） 2. Free talk T: Which country is it ? Yes, its the US. （设计意图：通过与学生交谈，引出本课话题发生的背景国家，起到导入文体 作用。 ） Step 2 Lead in 1. T: Damings cousin , Dalong lives in the US. Cousin here means “堂兄弟” . Dalong lives in San Francisco now. Then teach“San Francisco.” 2.T: Daming has got a postcard from Dalong. Do you know postcards? Look, here are some postcards. Yes, they are“明信片”. Teach “postcard”. （设计意图：引出本课的主人公，并做简单介绍，为学生整体感知文本语境做 好铺垫。 ） Step 3 Text-learning 1. Watch and choose T: Now, watch the video and choose, the postcard is about _. A. Dalongs school B. Dalongs holiday T: Great , you got it . The postcard is about Dalongs holiday. From the postcard, do you know where Dalong spent his holiday? T: Wow, you are so clever. Its in New York. Listen. （设计意图：整体感知课文，了解故事情节，启发学生思维，找到话题主线。 ） 2. Find out the questions about “Did he .? ” T: Lets know more about Dalongs holiday . Listen and find out how Sam asked questions about Dalong? Write two sentences on the blackboard and teach the key sentences. Teach“travel” and “came”. （设计意图：在文本语境中教授目标语言，突出重点，突破难点。） 3. Listen and answer T: Just now, Sam asked Daming two questions, using “Did he .? , 我们可以用这 样的句型来询问他人过去的行为，并做出相应的回答。Now, Ill show you more information about Dalongs holiday. Present three pictures, get the students to listen and answer: Did Dalong do these things? Teach “go to a pop concert” （设计意图:利用文本语境，让学生就课文内容进行有意义地对话操练，既在语 境中巩固了重点句型，又进一步理解了课文。） 4. Listen and choose. T: Yes, we know Dalong went to a pop concert and a basketball game. What about Sam and Daming? Did they go to a pop concert? Did they play basketball? Now , listen and choose. （设计意图：观看 Sam 和 Daming 在中国的学校生活,同时运用目标语言，学 以致用。） 5. Listen and imitate. T: Boys and girls. We just knew something about Dalongs holiday. Now , lets listen and imitate. Pay attention to your pronunciation and intonation （设计意图：跟读课文，由细节回归整体，再次夯实基础，推助语言输出。） Step 4 Practice 1. Retell the text. （设计意图:从对话到语篇，提炼了故事，降低了难度，也能起到拓展运用的 作用。 ） 2. Ask and answer T: Last year , my friend, Sally , also went to the US. Which city did she go? How did she travel? Get the students to ask and answer. （设计意图: 操练巩固目标语言，同时进一步巩固和运用本课所学的城市名， 为下一环节的操练奠定基础。 ） 2. Pair work T: What about you? What did you do yesterday? Did you go to school? Did you play basketball? T: Did he / she .? Get students to answer. T: Now its your turn to do pair work, according to the pictures. Get some pairs to act it out. （设计意图:通过询问班级学生昨天是否做了什么，贴合生活实际，与学生息息 相关，激发学生说的欲望。 ） 3. Writing T: Now, take out your paper, write down the sentences. （设计意图:模仿范例写句子，扎实所写，实现英语学习听说读写的功能。 ） Step 5 Summary Step 6 Homework 板书设计：板书设计： Moudule 9 Unit 1 Did he live in New York last year? Did he live in New York last year? No, he didnt. Did he travel by plane? Yes, he did. Writing: (模仿范例写句子） Did they play basketball? No, they didnt. they / play basketball （） he / play football（） she / skip （） Writing: (模仿范例写句子） Did they play basketball? No, they didnt. they / play basketball （） he / play football（） she / skip （）