Module 8 Unit 2 Sam is going to ride a horse.（教案）-2024-2025学年外研版（三起）英语四年级上册

《Module 8——Unit 2 Sam is going to ride a horse.》教案——外研社版英语四年级上册 一、教学目标 知识目标 学生能够听、说、认读单词：horse, ride, bike, kite。学生能理解并掌握句型：Sam is going to ride a horse. He is going to ride a bike. She is going to fly a kite. 并能在实际情境中熟练运用。 能力目标 能够在图片、实物或情境的帮助下描述他人的计划和活动。通过听说读写训练，提高学生综合语言运用能力，尤其是口语表达和书面写作能力。 情感目标 激发学生对户外活动和体育运动的兴趣，鼓励学生积极参与。在教学过程中，关注学生个体差异，以鼓励性评价为主，让每个学生都能感受到教师的尊重与支持，增强学生学习英语的自信心和主动性，体现人文关怀。 二、教学重难点 教学重点 掌握重点单词和句型的正确发音及用法。能够运用所学句型描述他人即将进行的活动。 教学难点 正确区分不同人称后 be going to 结构的形式变化。引导学生在真实情境中自然流畅地运用所学知识进行交流表达。 三、教学方法 情境教学法、游戏教学法、小组合作学习法、直观演示法 四、教学准备 单词卡片、图片、多媒体课件、实物道具（如玩具马、自行车模型、风筝等） 五、教学过程 （一）Warming-up Greetings T: Hello, dear students. Nice to see you again. How are you today? Ss: Fine, thank you. And you? T: I'm very good. Before we start, let's sing a song together. “Row, Row, Row Your Boat.”（播放歌曲视频，师生一起唱） Free talk T: Boys and girls, do you like sports? What sports do you usually do?（邀请几位学生回答） （二）Presentation Lead-in T: Look at the pictures. （展示一些户外运动的图片）What can you see? Ss: I can see a boy riding a bike. I can see a girl flying a kite. T: Very good. Today we are going to learn about some more activities. New words T: （拿出玩具马）What's this? Ss: It's a horse. （教读单词 horse） T: And what can we do with a horse? Ss: Ride a horse. （教读单词 ride 和短语 ride a horse） 用同样的方法，通过展示自行车模型和风筝实物，教读单词 bike 和 kite，并教授相关短语 ride a bike 和 fly a kite。 运用单词卡片和实物道具，让学生进行单词认读练习，教师及时给予鼓励和纠正，如：“Great pronunciation, [student's name]!” New sentence patterns T: （展示 Sam 骑马的图片）Look at this picture. Who is it? Ss: It's Sam. T: What is Sam going to do? Ss: Sam is going to ride a horse. （板书句型 Sam is going to ride a horse. 并讲解 be going to 结构用于描述第三人称单数的计划） T: （展示不同人物进行不同活动的图片）Now, let's practice more. What is he going to do? What is she going to do? （引导学生运用所学句型进行描述，教师给予肯定和指导，如：“Well done. You described it very accurately.”） （三）Practice Group work Divide the students into groups of four. Each group gets a set of pictures showing different people doing different activities. The students take turns to describe the pictures using the sentence patterns they just learned. 教师巡视各小组，参与学生的讨论，对有困难的小组或学生给予耐心的帮助和启发，例如：“Don't worry. Let's look at this picture together. What can you see the boy doing? Try to use the sentence we learned.” 小组活动结束后，邀请几个小组进行展示，其他小组认真倾听并评价。 Game: I act, you say Choose a student to come to the front and act out an activity without speaking. The other students guess what the activity is and make a sentence using “is going to...”. The student who guesses correctly gets a chance to act next. （四）Production Role-play Set up a scenario: The school sports day. Some students are the athletes and some are the reporters. The reporters interview the athletes about their plans for the sports day. 教师先与两位学生进行示范表演，展示如何自然地开展对话，然后让学生分组进行角色扮演。在学生表演过程中，教师仔细观察，对学生的表现给予积极的反馈，重点表扬学生在语言运用和角色塑造方面的优点，如：“You are such a good reporter. Your questions are very professional. And you, as an athlete, described your plan clearly. Keep it up!” 表演结束后，进行全班投票，评选出最佳表演小组和最佳演员，并给予小奖品作为奖励。 Writing Ask the students to write a short passage about their friends' or family members' plans for the weekend. They should use the sentence patterns and words they learned in this unit. （五）Summary T: Boys and girls, what have we learned today? Ss: We learned some new words like horse, ride, bike, kite and sentence patterns about what someone is going to do. T: Excellent. You all did a wonderful job in class. I'm very happy to see your progress. （对学生的整体表现给予高度评价，增强学生的学习成就感） 五、教学反思 在本次教学中，通过多种教学活动和方法，学生对新授单词和句型有了较好的掌握，在小组活动和角色扮演中表现出较高的积极性和参与度，能够较为熟练地运用所学知识进行交流表达。教师在教学过程中始终关注学生的情感需求，以鼓励性评价为主，让学生在轻松愉快的氛围中学习英语，增强了学生的自信心和学习动力。然而，在教学过程中发现部分学生在书写句子时容易出现 be going to 结构的错误，在今后的教学中需要加强书写练习和语法巩固。 学科网（北京）股份有限公司 $$