Module-9-Did-he-live-in-New-York教学设计.doc

Module 9Unit 1 Did he live in New York?教学设计北董小学 常 洁 一、教学目标：1.能听、说、认读单词：welcome, postcard, cousin, on holiday, travel, came, pop, concert。 2.能熟练运用Did.句型进行问答。 3.培养学生做一个热情好客,积极乐观的人。二、教学重难点： 重点：询问某人过去是否做了某事：Did+主语+动词原形+过去的时间？及对应的回答Yes,主语+did. No,主语+didnt. 难点：San Francisco ,Washington DC等地名的发音.三、教学准备：课本CD-ROM，课件，单词卡片四、教学课时：1课时五、教法预设：讲授法、演示法、练习巩固法、讲演结合法六、教学步骤：Step 1 Warmer:1. Greetings. 自我介绍，师生之间互相问候和自由谈话，引入新单词“welcome”。教师做出欢迎的手势，引导学生说出欢迎，并教读，总结短语：welcome +to + some place 欢迎来到某地。(Welcome to China, Welcome to Beijing.) 全体学生起立，向后转，对教室后面的老师们说“Welcome to our school”。2. Guessing game. 老师做一些动作，学生来说出短语，然后老师说短语，学生做动作，一同复习巩固以前学习过的短语。watch TV, eat food, drink, listen to music, sing songs, go swimming, row a boat, dance, do the housework. 设计理念与意图：师生交流拉近师生关系，使学生快速进行学习状态。用多种方法复习旧知识，为新授学习打下基础。Step 2 Presentation:1.出示学习目标，学生自己读。2. 引入句型“Did he/she.?” T: What did you do yesterday? S1: I watched TV. T: Did he play basketball yesterday? Ss: No, he didnt. T: Did he watch TV yesterday? Ss: Yes, he did.板书句型：-Did he/she .? -Yes, he/she did. No, he/she didnt.3. 学习新单词“postcard”“cousin”“dear”“on holiday”“travel”“came”“pop”“concert”4. Play a game. Pass and read.学生传递卡片，边传边读，照顾到了教室的每个学生，逐个纠正发音。Step 3 Learn the text.活动一：吟诵歌谣 Listen and chant.播放动画和录音学生跟读，注意单词发音的技巧，如：重读，语气语调。活动二：对话学习1. 教师播放第二部分的课文动画，学生观看并且找出地名，教师解释并领读。2. Listen again and answer questions. Does Dalong live in New York? Did Dalong live in New York last year? Did Dalong travel by plane?3. 学生讨论交流问题答案，教师核对答案。4. Listen and repeat.Step 4 Practise. Present the pictures of Exe4 in the page 52. Let students look at the pictures and practice making the dialogue with “Did he.?”.Step 4 Summary 询问某人过去是否做了某事时： - Did you/he/she？ - Yes, I/he/she + did. No, I/he/she + didnt. Step 6 Homework: 1.Write the new words three times. 2. 向家人或同伴讲述Dalong的旅