外研社(一起)四上《I helped my mum》教学设计
设计理念：
在本课的教学中，我主要遵循新课标中以人为本，面向全体的教育理念，采用任务型教学方式，充分利用文本情境，让学生通过感知、体验、实践、参与、合作交流来实现任务目标。在整个活动中我努力让自己成为一个活动者、组织者、指导者、同时又是参与者的多重身份，留足时间和空间给学生完成活动，实现学生的主动参与、自主学习。
教学目标：
（一）知识目标
1.句型：I helped Mum. I cooked noodles. I washed clothes.
2.单词：had, phone, cook, really, wash, did, didn鈥檛, computer, love, him
（二）能力目标
1.全体学生能理解用V-ed来表达过去的方式，全体学生能理解：had, phone, cook, really, wash, did, didn鈥檛, computer, love, him以及What about鈥灒科渲�90％的学生能运用cooked, washed，50%的学生能运用phone, really以及What about鈥灒�
2.70%的学生能带着问题听录音并找到相应答案。
（三）情感目标
1、通过谈论自己的happy Sunday, 了解合理安排周末时间的重要性。
2、大多数学生在鼓励性评价中能大声说，大胆做，充分体会交流对于英语学习的重要意义。
教学重点：
能口头运用cooked、washed来表达过去的做过的事。
教学难点：
能理解用V-ed来表达过去的方式，读准cooked、washed的读音。
教学准备：
1.多媒体。
2.词条若干。
3.随堂练习。
教学策略：
（一）情景创设法
本课以鈥溙嘎踙appy Sunday鈥澱庖幌咚鞴岽┤模己推舴⒀谇榫车敝懈惺苡镅缘慕患使δ埽⑷盟峭ü嘀钟蜗泛突疃鸩绞炝吩擞盟У降挠镅裕嘌鸵佳胪榛ブ献鳎餐骄垦暗缆飞系睦Щ螅窒沓晒Φ南苍谩�
（二）任务教学法
本课以任务型教学为主，以学习课文了解Amy鈥檚 happy Sunday-结合图片谈论他人的happy Sunday-谈论自己的happy Sunday这样一条主线，循序渐进地完成教学目标。
（三）利用评价
将全班分为四大组，采用小组比赛的方式进行激励性评价。
教学过程：
课前TPR: Read and do.
Step1: Warming up
1. Greetings. Ｔ：What was the weather like yesterday?
2. Chant. T: （课件）Look at the picture！
Yesterday was a holiday！ What did they do?？（初次感知过去式rowed） T: （CD-ROM）Now, let鈥檚 chant.（Clap.）
【 设计意图：TPR复习学过的知识，为后面的学习做铺垫，激发学生的学习热情。Chant节奏明快，在感知新知识的同时能快速把学生带入英语学习氛围中。】
Step2:Presentation.
1.告诉学生自己的快乐周日，创设情境让学生感知过去式。
T:They had a very happy day. And I had a happy Sunday, too. Look鈥濧nd I helped my Mum. Did you help Mum? You can say鈥�
２.板书课题鈥淚 helped Mum.鈥潯� （板书：I helped/t/ Mum.边写边读，３遍） T: Now you know my happy Sunday. What did you do last Sunday?
3. 呈现任务，更有指向性地学习。 T: Wow, you had a happy Sunday, too. Today, we鈥檒l learn M7U1 I helped Mum. 学习任务：学习了今天的课文，我们再来谈谈我们happy Sunday。
首先，我们来看看Amy的happy Sunday。
【设计意图：以任务为驱动的学习，能够使学生在时间有限的情况下，集中注意力，学习最重要的内容。】
Step３.Text learning.
1. Watch the video. （感知课文，理解语境）
2. What did Amy do?（学习cooked , washed）
过渡T: Look at Amy鈥檚 face. She鈥檚 very happy.
A. T: What did Amy do? Let鈥檚 listen, point and underline the sentences. 课件出示句子：I cooked noodles yesterday. （把Amy 贴上，板书Yesterday鈥炄蒙鷖pell cooked）
B. 学习cooked（ look, book, food, cool）。
个别读， 小组读。 边做动作边读词组，齐读句子。
C. T: Did you help your Mum cook?你帮妈妈煮过饭吗？ What did you cooked?（ I helped Mum. I cooked...）
过渡T：And what else did Amy do?（Amy 还做了什么？）
A. S：课件出示句子：I helped Mum and I washed clothes. （板书让生spell washed）
学习washed. （个别读，小组读） T: Washed...?（Clothes.）
B. 学习Clothes。 T: Yes, look！（课件出示T-shirt, dress, trousers, sweater, shirt, skirt...They are clothes.） I washed clothes.
Ｃ。 说一说。Amy washed鈥� 过渡T: Amy washed clothes. What clothes did Amy washed? You can say like this鈥灴渭�淎my washed ...鈥�
Reread the sentences.
３.Ｄid Sam help Mum?（学习didn鈥檛, played, watched）
T: So we know that Amy helped Mum. And did Sam help Mum? S: No.
课件出示句子：He didn鈥檛 help Mum.（跟读didn鈥檛）
T：So what did he do? Let鈥檚 listen again, point and underline the sentences.
S: 课件出示句子：He played on the computer and he watched TV.（板书）
T：课件出示played，指名读，个别读，小组读。 读词组，读句子。
T：课件出示watched， 小老师带读，小组读。 读词组，读句子。
４.观察过去式单词找规律。
复习目标语句，齐读 T: Now, look at these words. What can you find? 你发现了什么？（S:单词后面都有ed）
总结过去式表达方式 T: Clever！ When we talk about the past, we usually add ...（S:Ed）
课件Tip: 讲述过去发生的事情时，人们通常在动词后面加上ed。
T：So when we talk about the past鈥� 课件 help Mum became helped/t/ Mum
Chant巩固复习
T: Now let鈥檚 chant. 5.Did Tom help Mum?
过渡Ｔ：Amy helped Mum. Sam didn鈥檛 help Mum. What about Tom?
鈥� Oh, he is a good boy. I love him. 鈥� T: Yes. Tom helped Mum too. He鈥檚 a good boy. Grandma loves him. Listen.
学习love, him. 齐读。 My father love me, And I love him. Who do you love?
读句子鈥淥h, he is a good boy. I love him.鈥� T：Yeah. And in this lesson, grandma loves...（Tom） So she says...
【设计意图：整体感知课文， 通过听找活动， 让学生寻找重点信息， 为进一步学习做好铺垫；借助插图、文本，在情境中学习语言，突破教学重难点，并通过结合文本情境联系实际、补白等策略来进行口语训练。】
Step4:Practice.
The happy Sunday of Amy鈥檚 family.（Work in pairs. 个别说。）
１.过渡T: Now we know Amy鈥檚 happy Sunday. And what about the happy day of Amy鈥檚 family? Let鈥檚 turn to page 40. Talk about the happy day of Amy鈥檚 family.
２.Ｗork in pairs.For example...齐读例句
【设计意图：这些活动的设计在于运用本课所学知识，重视语言的实践性 和应用性，达到学以致用的目的。】
Step5:Guessing Game
过渡T: Ｎow we know the happy Sunday of Amy鈥檚 family. And here鈥檚 鈥瀁es！ Mr. Hong！ What did Mr. Hong do Last Sunday?
Step6:Task completion
T: That鈥檚 Mr. Hong鈥檚 happy Sunday. And what about your happy Sunday?（练习：勾一勾、说一说、做一做。）
T：Let鈥檚 listen to our classmates鈥� happy Sunday. Let鈥檚 see, whose Sunday is better? 看一看谁的周末安排更合理。
【设计意图：让学生利用本课所学的知识描述自己快乐的一天，并通过调查分享，了解孩子的快乐周末，教育合理安排时间。】
Step7:Homework
1. Phone your friend, tell him what you did last Sunday.
2. Write the sentences on your exercise book.
3. Read the text 3 times.
板书设计：
I helped Mum.
Yesterday, Amy cooked noodles.
helped Mum and washed clothes.
Yesterday, Sam played on the computer.
watched TV.
| 相关文章： | ◇ 大班英语-在餐厅（inthepining-room） | ◇ 外研社儿童英语乐园推出“新思维英语” |
| ◇ 100句教师用语(鼓励)6 | ◇ 外研社推出《布奇乐乐园》早教读物 |
