小学英语《_Wereyouathomeyesterday》优质课教学设计、教案

1、教学设计外语教学与研究出版社（三年级起点）四年级Were you at home yesterday?教学设计M 6 U 1 Were you at home yesterday?教学设计教材分析：外研社新标准（三起）第四册 Module 3 Unit 1 第一单元的课文情 境是Tom给远在英国的奶奶打电话。电话中，Tom先问了奶奶伦敦今天和 昨天的天气状况，接着又询问了奶奶昨天是否在家。奶奶告诉Tom昨天自己和爷爷去上汉语课，于是接着问奶奶现在在不在家，奶奶大笑。原来 Tom是和奶奶用座机在通话，奶奶当然在家里，而 Tom还太小， 不太明白，所以才会问出这样的问题。教学思路：四年级的学生，虽

2、然有一年的英语基础，可是在自由表达方面还存在困难，我从学生的知识和生活环境出发多方面考虑，在教学环节设计上由易到难，环环相扣，层层递进，让学生在潜移默化中轻松掌握和巩 固知识以及文化技能。教学方法：听说法，情景教学法，任务教学法。教学重难点：1、全体学生能听懂并认读yesterday, well, out,thanks, sun, lesson.2、全体学生能听懂并且说 Were you at home yesterday?3、全体学生能运用“ was ”“ were过去的行为或事件。教学目标：1、 语言知识目标：能听、 说、 认读本课的重点单词：y est er d ay、out , wel

3、l , thanks, sun ； 全体学生能运用 Were youat home yesterday? 谈论过去事物或人物的特征和状态。感知一般疑问句的语音语调特质。2、语言能力目标：能根据课件、图片展示听、说相应的单词；能根据设计的场景运用Were you at home yesterday?询问过去实物或人 物的特征和状态教学设计J?3、情感、策略和文化目标：巩固英语中的称谓语和问候语，使学生乐于感知和积极尝试使用英语，鼓励学生积极合作学习，突破学习重难点。Step 1: Warm up1. T: Class begins.Hello,boys and girls! How are yo

4、u?Ss: Very well, thank you. And how are you?T: Fine, thanks.2. T: First Let ' warm up.If you know them,please stand up andsay it loudly.Are you ready?Go!Brain Storm.sunny.【设计意图】：利用 warm up收拢学生注意力、放松学生心理， 调动 学生学习积极性；复习相关短语，进行知识热身，并能为本节课的拓展 练习的活动做好铺垫。Step 2 : Lead-inT:Yesterday was a beautiful day

5、.but I was at school.I wu at school yetttrddy.:QOsatch the video and T: We knowWhat about you?. can you ask? Let answer the question.Con you iwk?Were you ot school?Were yoti at the 200?We re you at the park yoEnd。#?Ve5r I Mas. Yes, I wax.I was out yesterday.about学习 out about-bout-out学生说唱chant.（教师示范：

6、打节拍跟唱）【设计意图】：通过 chant,学生们边说边做，欢快轻松的表 演有利于学生在轻松、和谐、民主的课堂气氛中习得语言，便于学生快速进入英语学习状态。同时，也为本节课的学习做好相关铺垫。Step 3Presentation1.学习Part2前半部分Tom is in China now.But Grandma is inLondon now.He misses Grandma.So what does he do?通过课件引出Tom和Grandma打电话的情景，然后看录像回答问题:Is it sunny in London yesterday? 并板书t ANoJtiaVt B Y

7、71;sjtis.A Et s sunny 日野 It's windy.看录像回答问题： Was it sunny in London yesterday?(Sunday-sun )并板书 课件呈现 I want to play in the sun.(课件呈现 Phonics:sun but bus mum ;well let get red bedthem?它们是汉堡包式的单词。 Who can read【设计意图】：让学生带着问题初听课文，让学生对文本内容进行初 步感知，学会在问题的辅助下捕捉短文的重要信息。同时教给他们学会倾听，养成倾听习惯(2 ) T:Look at the

8、sentences.Canyoufind out thedifferences?呈现课件I _ _ 一二. """_1 Is it sunnyliraindkjnnLbw/7 Vss. rl is./ No. it isn tQ s it windy in RonaheF now?Vfls.rtisj/ No. it isn L. 3 Wmit sunny m Loncton 加：,用啖 wfli / 21” I"4 啊门丐 if Tijrwry in | nrifinn，/口.，口 Yes,il was /IIM*. irt wasn* tTipi：看

9、JM再nflh Hfl la3 券用N匕内TuPUSn方*40昱山4, a并星寓向Itf(3) Practice in pairs.Ill give you twominutes.A：l9 n .In ,p.now? AWastt .Jn .Ly«s1«nday1B: ¥0S|li. As.“。用 14 nXwas, MgM wAtn1RongcMniEQi fi片,弹n.利用课件进行句型操练。(T-Ss, Ss-T, boy-girl)利用课件画出 Listen, point and repeat.【设计意图】：通过观看课文录像，引导学生跟读模仿发音,以便后面更

10、好的分角色朗读。同时培养学生养成有礼貌的好孩子2.学习Part2后半部分（1） Watch the video and answer the question.Tom asks Grandma:Were you at home yesterday?学习句型：I was out with Grandpa for our Chinese lesson.听录音。呈现句子并学习。I was out. I was out with Grandpa.一I was out with Grandpa for our Chinese lesson.(横线依次出现，让学生依次读句子。）（德育教育：我们要像爷爷奶奶

11、一样，活到老学到老。）（2） Read the text2) Practice in pairs.【设计意图】：巩固所学知识， 帮助学生在交际中灵活运言，实现语言学习的终极目标 .Step 4 Read the text.(1)播放课文录音，学生跟读。引导学生注意语音语调，看谁模仿 得最像。“ Let' s follow to the tape, pay attention to your pronunciation and intonation.”(2)集体分角色读。Children, let ' s try to read it in roles. Boys are Gra

12、ndma.Girls are Amy, OK? 如果时间充足，可以交换角色朗读课文。(3)个体朗读。Who d like to read it in roles? Who wants to be Grandma?And who wants to be Amy?引导孥生扮演奶奶和 Tom ,展开对话练习，操练本课课文。【设计意图】：采用填空读的方式帮助学生复述课文，四个情景分别提供完整句子、提供关键词、不给任何提示的递进的方式由易到难，层层练习巩固，帮助学生更好地掌握了课文。“朱;。9蜜教学设计Step 5 Task completion任务完成环节是将本课整篇所有语言进行综合的交际运用展示。1

13、. 口语表达，机械操练“ Look at the men.They are very famous.Do you likethem ?”课件出示图片，并介绍：“T:Me too.They are on thephone.What are they talking about?Take out your paper.Doexercise I.Now practice with your partner.Igivel you threeLet's talk, /minutes.弓'导同桌尝试用老师的方式进行替换操练下图内容。加 ta M： _ fa a?J Ai Wm> e

14、e*i ftj1f 1i nli ?*，*，A: Hello, this is B: Hello, this is A: Is it sunny in Shanghai now?B:.B:.A: Were you at home yesterday?B: .A: Are you at home now?B: .A: Goodbye.B: Bye-bye.师生示范两人一组练习展示 2-3组【设计意图】：巩固所学知识，帮助学生在交际中灵活运用语言，实现语言学习的终极目标。2.选词填空，笔头操练T:Take out your paper.Do exercise 2.Fill in the blank

15、s.Igive you two nimutes.Look at the screen.Who ' s right?Hands up,please.充分利用文本进行对话练习，展开拓展训练。内容如下图所示：【设计意图：动动脑，动动笔， 检测了孩子们的学习效果，使每个孩子都能获得成功的体验。通过四个小题让学生进一步巩固提高，从而熟练掌握was/were的用法并且获得一定的书写训练。】Step 6 Summary and homework :1 .师生回顾本课所学，尽量让学生梳理小结，使其将知识内化。总 结规律： T:Look at the blackboard.What have you learnt in this class?Here are two houses. When we go to“ Now” house, weshould say ；when we go to“ Yesterday ” House, we shouldsay .学生说教师总结教学设计/esterda人/ NowIs it.? Yes, it is. No, ft NlPt.Are you “,？ Yes, I am. NoJ'e not.Was it ？ Yes, it was. No, it wasn't.Were you .?Yes, 1 was. N