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1、-It-was-there-教学设计与说明 作者： 日期：2 个人收集整理，勿做商业用途教学设计评选 It was there 教学设计与说明响水县运河中心小学 徐伟伟(224621)教学内容：牛津英语6A Unit 3 It was there (A) 教材简析：本册教材涉及了相关的语法知识，比如“过去式”，特指过去发生过的事情。要求学生能够运用过去形式来进行会话，因此学生对过去式的用法会稍有难道，这就要求教师运用旧知引新知，引导学生心理接受新知识。本节课是A部分语篇。本语篇主要谈论的是苏海和苏阳在寻找相机和胶卷以及询问胶卷和照相机刚才分别在哪里。在课的开头，给出学生本节课的课时目标。让高年
2、级的学生在上课伊始就明白自己在本节上应该做什么。并用书签激发学生的兴趣。因为这些书签很特别，背后都有知识讲解，重难点突破，学习方法指导登。如果要得到我的书签，就得完成今天的目标任务，这对高年级的孩子是一种激励。我们知道语篇教学要注重语篇的整体，但是在这之前，我们需要把一些重点的并且干扰学生理解的知识点处理掉，这里很明显是过去式was和were,影响了学生的理解。所以，通过游戏Memory Game来询问:Where was the toy just now? 以及Where were the pictures a moment ago? 引导学生回答：It was They were 这里较巧
3、妙地将重难点一一突破。并且很有趣味，与本课的目标紧扣。教学目标：（一）知识目标1. 能听得懂、会读、会说、会写单词：was, were, film, moment, running race, Sports Day, excited, exciting，ground.2. 能听得懂、会读、会说、会写句子：Where is it? Its It isnt there. It was there a moment ago. Where are they? Theyre They arent there. They were there just now.3. 能正确理解A部分的语篇内容，会读、会说
4、、会复述课文。（二）能力目标1. 提高自主学习的能力。2. 加强提问的能力。3. 加强合作学习的能力。（三）情感目标1. 对英语学习的持续兴趣以及用英语表达的自信。教学重难点：重点：对课文内容的理解与掌握 对was，were以及一般过去式的初步感知。 对exciting和excited的正确区分和运用。难点: 对was，were以及一般过去式的初步感知。教学准备：1. PPT和课文flash。 2. 练习纸若干。教学过程：Step 1. Greeting and free talk1. （拿出小手） T: Hello! Good morning! Nice to meet you. How a
5、re you? (和学生问好) Today Im very excited. I have some presents for you. Look, theyre bookmarks.Are they nice?Ss: Yes. T: Theyre nice. And theyre very special. At the back, theres something. Do you want to have a look?Ss: Yes. T: Please have a look. Whats that on the bookmark?S1: QQ number T: Do you wan
6、t to know? Ss: Yes. T: Whats that?S2: Learning tips. T: Do you want them? But you should do all the things here. First, well learn the dialogue. And well meet some new words and try to use them. And well try to make up the new dialogue. So are you ready? Lets go!【设计说明：通过奖励书签的方法激发学生学习的兴趣，使学生带着任务和目标来有
7、效的学习。】2. T: You know, Im your new English teacher. First say something about yourself and let me know you. Say hello first. S1: Hello T: Good! Who will be the next? （突然）You, please. S2: Hi S3: Hello T: I know some of you. Now let me have a try. My name is Apple. Im an English teacher. I like singing
8、 and I can sing well, I dont like dancing. Because I cant dance well. I love my students very much. I usually play games with my students in my class. This is me. Do you know me? Ss: Yes. T: Now answer my questions quickly. Whats my name? What do I like? Can I sing well? Whats this in my hand? Ss: I
9、ts a toy. T: Yes, its a toy hand. Of course, I dont have three hands. Wheres the toy? Ss: Its in your hand. T: Yes. Now its in my hand. But where was it just now? You may answer like this: It was ins hand. Read after me: was S1: It was in.s hand. T: Whos ? （走到他身边）Was it in your hand? Yes, youre righ
10、t. Who can try again? S2: 【设计说明：通过教师自己一些简单的信息对学生进行输入和输出的锻炼，既培养了学生的听力，也锻炼了学生的口语表达，同时很自然的过度到新授内容。】 T:You have good memory! Look, What are they? Ss: Theyre pictures. T: Please look at the pictures and try to remember where the pictures are. Where are they? Ss: Theyre in the desk.T: Where are they?Ss: T
11、heyre on the chair.T: Now where are they?Ss: Theyre in the bag.T: (图片突然没有了)Oh, there arent any pictures. Where are they now?Ss:T: Theyre(指一下)Ss: On the blackboard. T: Yes! 揭示图片并拼在一起。Theyre on the blackboard now. T: But where were they a moment ago? Do you still remember? You may say like this: They
12、were 带读were, were S1: They were on the desk.S2: They were on the chair.S3: They were in the school bag. T: Well done! But now theyre on the blackboard. Can you say something about this picture? You may discuss in pairs. Ss:T: Just now, you talked about this picture. Thats good! Now please read it by
13、 yourself!Ss:.T: Answer my questions. What day is it today?Ss: Its Sports Day.T: Maybe we dont know whether its Monday or Tuesday, but its Sports Day.Ss: 跟读T: How are the students?Ss: Theyre very excited.T: 带读 What are Su Hai and Du Yang doing?Ss: Theyre watching a running race.T: 带读 running race Is
14、 the race exciting?Ss: Yes. T: Its very exciting. 带读 exciting Pay attention to these two words: exciting 和excited ( Tips) We usually say somebody is excited. Something is exciting. Do you understand? Now lets read it together.Step 2. Lead-inT: Look at Su Hai and Su Yang. Are they excited, too?Ss: No. T: They arent excited. Why? Here I have two choices for you. Lets watch, list
