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1、外語教學與研究出版社四年級（上冊）暢言教育Module6Unit2Hedidn’tcomeback.教學設計本課時編寫：合肥永和學校段文哲教材分析:本模塊的學習主要依然圍繞著過去式的應用，著重學習動詞過去時的不規(guī)則變化，及其否定形式。在Unit2里，繼續(xù)講述神筆馬良的故事，讓同學們在聽故事的同時，學習不規(guī)則動詞的過去式變化，以及其否定形式。通過本課的學習，學生們掌握say/said以及其他常用動詞的過去式變化規(guī)則。通過傳統(tǒng)故事，培養(yǎng)同學們正確的價值觀與情感。教學目標：1.Studentscanlearnsomenew
2、wordsandsentences.2.Studentscantellastoryinpasttensecorrectlyandfluently.3.StudentswillcultivatetheirhabitsofspeakingEnglish,andtheirpositiveemotion.教學重難點：1.Take…away/beangry/comeback/say-said/only/then…用心用情服務教育外語教學與研究出版社四年級（上冊）暢言教育2.Hedidn’tcomeback.3.Students
3、trytotellanEnglishstoryinpasttensecorrectlyandfluently.教學準備：Multimedia,cards,ppt,CD-ROM教學過程：1.Warm-up1).QuickresponseShowthempicturesandask:Didyousee…?Studentsanswer:Isaw…/Ididn’tsee…2).Review:trytoretellthestoryoflastclass.T:boysandgirls,lookatthepicture.Whois
4、he?Ss:HeisMaLiang.T:doyoustillrememberhisstory?Ss:yes.T:that’sgreat!Lookatthescreen.Whocantrytoretellthestoryunderthehelpofthesepictures.Ss:…T:attheend,itdidn’tbecomegold.Itbecameasnake.Whatwillhappentothebadmannext?S1:…S2:…S3:…T:well.Youhaveawesomeimagination.
5、Let’swatchthevideotocheck,whatwillhappentothebadmannext?【設計意圖】Thequickresponsewilldrawstudents’attention,makethemreadyfortheclass,andhaveareviewonsomeverbalphrases,andsomesentencepattern.Inthereview,theywillhaveareviewonthestoryofMaLiang.Andthepredictionwillals
6、odrawstudents’interesttoreadtheleftofthisstory.2.Presentation用心用情服務教育外語教學與研究出版社四年級（上冊）暢言教育1).Activity2.Listenandsay.PlaytheCD-ROM.T:well,youlistenedtotheleftofthisstory.whatwillhappentothebadmannext?Ss:…T:wow,wonderful.Let’slistenagainforsomedetailedinformation
7、.2).Listenagainfordetailedinformation.1.DidthemagicpaintbrushhelpMaLiang?2.WhatdidMaLiangpaintforthebadman?3.Didthebadmangotosea?4.Didthebadmancomeback?5.Whatwillyoudrawifyouhavethemagicpaintbrush?PlaytheCD-ROMagain.Discussandchecktheanswer.Learnbeangry.Learnon
8、ly.Learntakeaway-tookaway.Learnsay-said.Learncomeback-cameback.3).Listenagainandread.PlaytheCD-ROMagain,andreadafterit.T:boysandgirls,nowwewilllistentothetapeagain.Thistime,
