教 学 设 计

教材及
年级名称
外研社三起四年级上册
模块名称
Module 7 unit 1

课题名称 There is a horse in this photo.

教材分析
本模块是《New Standard English》三年级起点四年级上册中的第七模块。本模块的功能是用There be 句型描述图片或场景，这是一个全新的知识点。Unit 1是孩子们在欣赏照片，进而讨论照片上的内容，本单元主要完成there is + a 单数的形式，同时和Module 2 中的be doing融合，综合描述照片中有谁，她正在做什么。说明讨论介绍这些照片内容的目的是什么呢？在完成为班级英语手抄报选择恰当的图片的任务活动中运用所学句型。

学情分析
知识储备方面：
我校四年级学生已经学习了三年的英语，有一定的语言积累。对photo ,horse, vegetables, face等本单元的新单词或多或少地听过，有一定的了解，但不熟。
2.在Module 2、3的学习中，学生已经能说会认I’m/they’re/he is/she is/it is doing something.句型，并能熟练地描述常见的行为，某人正在做某事。
习惯能力方面：
我校地处城镇中心，家长重视孩子的英语学习，学生学习习惯良好，学习主动性高，对英语学习有着浓厚的兴趣。他们模仿能力强，能在老师的引导下积极参与课堂教学活动。当然，个别学生对知识与指令的反应稍慢，在语言输出上会出现一些错误，因此，我尊重学生差异，通过多种英语活动培养学生自信心，尽量让每个孩子都能得到发展。
教师预测：
There be 句型是有一定难度的，难在学生们不能把它当作一个整体一个句型，总是把there和is 分开理解，这节课就是建立初步的印象，让学生明白There be 句型是描述图片和场景的常用语句。教师无需要求学生通过一次学习就完全掌握，应允许学生出现错误，并在以后学习中逐渐纠正错误巩固知识。


课时
教学
目标
语言知识目标：
能在文本语境中准确理解和认读单词：horse, sheep, vegetable, face,
have a look, climb
2.能在文本语境中理解句型：There is a cat. It’s climbing the tree.
3.感知There is/are ……的语句重音，初步感知中外文化的异同。


语言技能目标：
1.能听懂并理解本单元中的语篇；
2.能够准确运用There is a cat. It’s climbing the tree.描述图片或场景。


情感与态度目标：
积极与他人合作，共同完成为班级英语手抄报推荐图片的任务。
积极参与各种课堂学习活动。

教学重点
及难点
1、学会并运用There be 句型，是教学重点。
2、在游戏活动和创设的真实情景中综合运用There be 和be doing句型，
这是教学难点。

教学辅助
Tape-recorder, picture/word cards, CAI

教学方法
TPR，情境教学法，活动教学法，图文解码法，互助合作法

教 学 过 程

教学步骤
教学活动
设计意图


教师活动
学生活动


Step 1 warm-up
1.T greets with the Ss.
2.T sing and do the actions with the Ss on page 12.
1.Ss greet with the T.
2.Ss sing together with music and do the actions: “Are you doing it too?”
师生问候，说唱表演歌曲，创设教学和谐氛围；同时复习正在进行时的表达方式，某人正在做某事。


Step 2
Lead-in

let Ss watch the video about Horse riding ,
Show jumping, and horse racing.

2.Then lead Ss to look at the screen and talk about the picture.
what can you see?
What is she doing?
3.Present the picture about Part 3,listen and say.ask a question:”who is the girl? can you see her face?”

Ss watch the video about Horse riding ,Perceived British culture,Expand international perspective

2.Ss look at the screen and try to say:
I can see a girl.
I can see a horse.
She is riding a horse.
Listen and chant.

describe the picture ,”there is a girl in this photo .she is riding a horse .”
I can’t see her face.
马术、赛马是英国非常广泛的群众运动，还有专门为孩子准备的赛事和小马驹，介绍英国文化，拓展学生国际视野。

顺势展示Part 1的图片，自然进入描述。
通过师生对话，让孩子看图了解画面信息，让学生带着趣味与探究进入课文设置的情境中。

Part 3和Part 1的内容相似，进行融合，同时也为课文的学习设置悬念，都想知道图片中的女孩究竟是谁？




Step 3
Presentation

Text Learning

Practice

and
production

1.Lead Ss to watch the video without the words, answer the question:
Who are they?
What are they doing?

2 .Lead Ss to watch movie again with another two questions:
Who is the girl?
How many pictures are they talking about?

T:Let’s look at picture1. Sam is saying…and know about ‘have a look.’ Then listen and imitate.

Show picture2.3.4
①T leads Ss to
understand the meaning of ‘horse’ according to card

②T leads Ss to guess. What is the amy saying? What is sam saying?
Lead Ss to understand the words according to the word card

③Lead Ss to understand the words according to the word card.Have Ss listen and imitate.Lead Ss to work in pairs to act how to describe.
5.Show picture5.6
T leads Ss to answer the question and makes sure that Ss can know about it.
6.T leads the Ss to listen, point and repeat correctly.
1.Ss watch and answer the
two questions: They are Daming, Sam, and Amy.
They are talking about some pictures.

2.Ss watch the movie again carefully and answer the questions:
It’s Lingling.
There are four pictures !
Horse, sheep, cat, Lingling

Ss look at the picture1 .and say under the T’s leading. and understand ‘have a look.’is a phrase , means “look” Then listen

4.Look at picture 2.3.4
①Ss learn ‘horse’ together according to the word card

②Ss say with the teacher’s leading and guess individually.
Ss understand the words about sheep and vegetable
Practise one by one

③ Ss understand the words according to the word card. Do the action”climb a tree”
Ss listen and imitate.

5.Show picture5.6
Ss try to answer the question under the teacher’s leading.
I can’t see her face.
Lingling is riding a horse.

6.Ss listen, point and repeat. All the students dub voice .
贯彻听说领先原则，学生带着问题听无字幕的英文对话，让学生整体感知对话情境并对问题做出回答。
带着问题再次观看有字幕的主体对话语篇英文视频，让学生进一步整体感知、全面了解语篇信息。

在图1的语境中接触、体验文本语言，此处的“there are”只要求跟读即可，在unit 2中会专门学习。‘have a look.是个动词短语。

图2中horse 和house在读音和写法上学生很容易混淆，需要对比强调。

有图2的示范，鼓励学生模仿例句描述图3的内容，顺势教授新单词sheep和vegetable,用图片呈现意思，用she到sheep进行读音上的正迁移，vegetable用分音节的方式降低拼读的难度。

图2.3.4是本课时的重点。通过让学生看图猜、波浪式说句子游戏、我说你做的大组活动、角色扮演两人小组合作等活动教学方式，让学生理解掌握图片内容，有效突出重点。

在通过图文解码完成图5.6的理解与练习后。解答疑惑，女孩就是lingling ,并再次说明英国小孩学习马术是很流行的。
最后，看全文视频并跟读，让学生巩固对主体对话的全面了解。




Step 4
Practice
and consolidation
Game 1: finding the differences contrasting two Similar pictures.
Game 2:prepare some pictures ,Let Ss describe the picture, sentence by sentence.

Game 3:present some anchor charts ,make an example.
Game 1:watch the two similar pictures, using the structure “there is a yellow dog””there is a white dog”

Game 2:S1 speak “a boy”,S2 speak”there is a boy”, S3 speak “he is flying a kite.”S4 find the correct picture. they can get one point.

3.Game 3:practise in four, make anchor chart，Encourage students to innovate.
找不同是孩子们喜欢的学习方式，找出不同学生都乐于表达，运用了“there is”重点句型
将活动四中练习的部分关于描述有某人正在做什么，有效融入游戏中，同学们在四人合作中完成描述图片或场景的语言功能，收获成功的喜悦。

地道的 anchor chart，根据主题选取图片，并口头陈述，3个游戏再次巩固运用，有效输出，突破难点。


Classroom Assessment
采用个人评价与小组评价相结合的方式。个人评价就是课堂上随机的表扬和奖励小礼物。小组评价中将学生分成四大组，分别通过自己的努力让自己小组的拼图更快完整，通过教学活动进行小组评价，哪组能最先拼完整，哪组就是winner，这种方式能有效提高学生参与课堂教学活动的积极性。


Homework
●熟练朗读课文。★★★
●翻开家里的相册，能用英语描述1-2幅照片。★★★★★

Blackboard design
Module 7 Unit 1 There is a horse in this photo.
horse. climbing.
There is a sheep. It’s eating.
bear. running.

教学反思

还没有上到此内容，上完之后再补上此环节。