Unit 2 There are tall trees now.第一课时教学设计

教材及年级名称

教材分析

《新标准》五年级上册

模块名称

Module 1 《新标准》本模块是本册的第一模块，也是学生从四年级升入五年级后学习的第一模块。学生在五年级之前已经学习了过去时态，并初步学习了介绍某处有什么的表达方式“There is.../There are...”, “There isn’t.../There aren’t...”.本模块将要进一步理解和运用该句型，并通过对比，学习运用过去式““There was.../There were...”, “There wasn’t.../There weren’t...”介绍过去某处的事物. “There be...”句型的现在及过去表达方式是本课重点学习的核心语言结构，教师要帮助学生在情景中理解和运用。

学情分析

本节课的授课对象是小学五年级学生，他们通过四年多的英语学习积累，已经具备了一定的口语表达能力和读写能力。本模块是本册的第一模块，也是学生从四年级升入五年级后学习的第一模块。学生在五年级之前已经开始学习了过去时态，以及初步学习了介绍某处有什么的表达方式“There is.../There are...”, “There isn’t.../There aren’t...”.本单元将要进一步理解和运用该句型，并通过对比，学习运用过去式““There was.../There were...”, “There wasn’t.../There weren’t...”介绍过去某处的事物. “There be...”句型的现在及过去表达方式是本课重点学习的核心语言结构，教师要帮助学生在情景中理解和运用。

模块教学目标

语言知识目标：

1.能结合故事情节理解主要句型：There is.../There are... There isn’t.../There aren’t... There was.../There were... There wasn’t.../There weren’t... 2.能结合故事情节、插图等理解词汇for，different,then, playground，bench 语言技能目标：

1.能结合插图理解课文大意，并朗读课文。

2.能在老师创设的情景中，根据时间和事物的不同准确运用There be

句型进行描述。

学习策略目标：

通过观察，猜测，对比，体验等方式理解故事大意，通过与不同搭档的合作完成任务，逐步形成良好的合作学习意识。

情感态度目标：

1.培养合作能力以及对事物进行观察，对比，再得出结论的的好习惯。

2.引导学生在课文学习中感受事物随时间变迁发生的巨大变化，引导学生思考珍惜时光。

3.通过老师设置的调查，观察等任务，对比今昔的变化，发现变化有好有坏，引导学生意识到保护环境的重要性，培养学生养成做一个优秀现代公民的意识。

教学重点及难点

1.教学重点：

理解There be 句型表示某处有什么。

2.教学难点：

在整个模块教学中理解，运用There be 句型在不同时态和数量情景下的正确表达。

教学辅助

1、教学配套资源：

学生用书，教学配套光盘，教学配套练习题

2、自主创新资源：

教学课件（PPT,视频），图片，人物头像等。

教学方法

任务型教学Task-based teaching method，

合作学习Co-operating study，Discussion method 讨论法，Situation Teaching Method 情景教学法

教学过程

第一课时教学设计

教材分析

（简单介绍本课时如配图故事、话题、词汇、句型、功能等等）本节课含盖了一个小Chant和一篇对话课。教学内容为配图故事，故事讲述的是Amy, San,在中国呆了两年后，带着Lingling回到了英国伦敦。在London的一个公园里，他们经过观察和比较发现了公园较之两年前的很多不同，

最后Amy 说她喜欢变化后的公园，三个好朋友开心地喂起了鸟。该课时主要涉及的句型有：There is.../There are... There isn’t.../There aren’t... There was.../There were... There wasn’t.../There weren’t...。其中There is/There was...肯定和否定形式的表达是本节课最主要的句型。本节课重点词汇有：for, look different, bench, feed the birds, then, before, now. 课时教学目标

语言知识目标：

1.能理解并演读Chant. 2.能结合故事情节理解主要句型：There is.../There are... There isn’t.../There aren’t... There was.../There were... There wasn’t.../There weren’t... 3.能结合故事情节、插图等理解词汇for, look different, bench, feed the birds, then, before, now. 语言技能目标：

1.能结合插图理解课文大意，并朗读、扮演课文故事。

2.能在情景中，根据时间和事物的不同准确运用There is/isn’t...,There was/wasn’t... 对单数事物进行描述。

3. 初步理解感知There are/aren’t..., There were/weren’t...。句型对复述事物进行描述的方式。

学习策略目标：

通过观察，猜测，对比，等方式理解故事大意，通过与不同搭档的合作完成任务，逐步形成良好的合作学习意识。

情感态度目标：

1.培养合作能力以及对事物进行观察，对比，再得出结论的好习惯。

2.引导学生在课文学习中感受事物随时间变迁发生的巨大变化，引导学生思考珍惜时光。

教学重点与难点

1.教学重点：

理解在不同时态下如何用There is/isn’t...,There was/wasn’t... 句型对某处有无什么单数事物进行描述。

初步理解感知There are/aren’t..., There were/weren’t...句型，对复述事物进行描述的方式。

2.教学难点：

在教学活动中理解、运用There be 句型在不同时态和数量情景下的正确表达。

教学辅助

1、教学配套资源：

学生用书，教学配套光盘，教学配套练习题

2、自主创新资源：

教学课件（PPT,视频），图片，人物头像等。

教学方法

任务型教学Task-based teaching method，

合作学习Co-operating study，Discussion method 讨论法，Situational Teaching Method 情景教学法

教学内容

教师活动

Step 1: Greetings 学生活动

上课伊始，教师通过师生问好，设置任务让学生认识不同搭档，并通过相互问好的方式拉近师生、生生之间的距离，让学生尽快进入英语学习状态，并为接下来的小组合作活动中设置不同搭档参与任务做好准备。

1.Greeting with students. 1.Greeting with 2.Show the Ss(students) teacher. 2.Find different partners. 3.Greeting with different partners in different ways 4.Chant to review the past tense. 教学活动

设计意图

and warm-up who is the partner1, partner2,partner3,partner4. 3.Ask Ss(students)to greet with different partners. Eg.: P1:Hi/Hello. P2:Good morning. P3:Nice to see you. P: Have a nice day! 4. 5.Chant to review the past tense.

Step 2: Listen and chant. 1.Show the two pictures, 1.Watch the two ask the Ss to find the differences with pictures, find the differences and 鼓励学生通过与搭档观察，对比Chant部分的插P1(partner 1),then circle circle out them with 图，发现今昔的不out the differences. P1(partner 1). 同并试着用There be 句型进行描2.Ask Ss to talk about the 2.Talk about the differences with P4. 3.Give examples to show the difference between the words “two years ago” and “now”. differences with P4. 述。通过设问，引3.Compare the difference between the words “two years ago” and 导孩子发现Chant 中暗含的幽默。听并说Chant,初步理解、感知There be 句型在不同时态下的不同用法。

4.Question: Where is the “now”. big mouse now？

5.Listen and chant. 4.Answer the question: Where is the big mouse now？

5.Listen and chant. Step 3: Lead-in 1.“Time changes lots of 1.Look at the things.”Tell Ss our old pictures of Amy, friends Amy, Sam, and Lingling also think so. 2.Show the pictures of Amy, Sam, and Sam, and Lingling. Answer “Where are 回顾教材主要人物Amy, Sam, and Lingling. 通过设问引出故事的they from?”to elect 开端，让孩子们以out London, the UK. 跟随故事主人公一起去进行参观Lingling ,ask “Where are 2.Watch the video they from?”to elect out about London,review 体验的思维方式London, the UK. Then ask what they know about 切入故事。同时通the Ss what they know about London. 3.Watch a short video London. 过时间和故事主3.Know that Amy and 人公所在地变化Sam were in China for 的对比，引导孩子

about London. 2 years.Now they go 们自然关注语言4.Tell Ss Amy and Sam were back to London with 描述中时态将可in China for 2 years.Now Lingling. they go back to London 4.Understand the 能出现的变化。

with Lingling.(Teach the meaning of the word word “for”by some examples) 5.Question: Dose London look different now? “for”by some examples. 5.Think about the question: Dose London look different now? Step 4: Story 1.Play the video of the 1.Watch the video of 1.整体呈现，初步感知故事

2.师生共读，整体理解故事

story, then ask the Ss to the story, then check their answer. check the answer. “London looks different 2.Learn the story now.”

picture by picture. 3.听音跟读，模仿故事录音

(学生观看视频时，画出公园3.Discuss the 以前和现在的简图) 2.追问Which place is different now? questions with their 4.检测活动，内化partner4. 4.Listen and 语言结构

5、故事小结，简单语言输出

3.Show the story picture repeat.Then do the by picture.(text book and exercise. PPT): 5.Check the answer. (1).Show the picture 1 6.Read in roles. of the story. T:Now, let’s study the story together.Look at the Pic.1. ( Question: “They are in London

now.“How many years were Amy and Sam in China?”

(2).Picture 2 and Picture 3. Listen to the tape, then ask the questions：

“What differences are there in the park?”

discuss the questions with their partner4. Teach “benches”, and compare it to “chair.”

And the same step for “clock”and “watch”. Then show the difference on blackboard. (2)Picture 4.“Do they like the park now? Why?”

(3) Teach the phrase“ feed the birds”.Ask the Ss to make sentences with “feed”. 3.Listen and repeat.Then do the exercise. 4.Work in four,read in roles.Then do the exercise. 5.Check the answer. 6.Role play.

Step 5: Practice Show some old photos or 1.

Look at the pictures about our school, classroom. T: Compare the photos, and find the differences. Discuss with your partners,then show the differences. photos. Discuss with different partners. 2.

Describe the differences with the “ There be”

sentence structures. 小组内与不同搭档合作，运用所学语言对过去和现在的不同变化进行简单语言输出。

Step 6: Emotion How time flies! Save the Feel the different time, save the life. 引导学生在教师changes, and see how 创设的情景中感time flies! Save the time, save the life. 受事物随时间变迁发生的巨大变化，引导学生思考这些不同变化带来的不同生活状况，并珍惜时光。

Step 1.Listen and read the text 1.

Listen and read the text by 学习小结，设计家庭作业，为下一课时做准备。

7:Homework by yourself. 2.Act the story with your themselves. partners. 3.Find some changes or differences around our

2. Act the story with their partners. life, then show them to us

with pictures next class. 3.Find some changes You can do it with you or differences partners, and I hope you around their life, can introduce it like this: Look at the then show them to us with pictures next

picture of my town/... class. There was/wasn't.... There were/weren't...here before. There is/ isn't.... There are/aren't....now. Classroom 1.小组加星赢小礼物的方式培养小组合作能力和集评价以多元的方式对个人和小组进行形成性评价Assessment 体荣誉感。

2.积极正面为主，委婉纠错并引导为辅的语言性评价。Eg.: Good job! Well done! Nice work! Very 和终结性评价。鼓good! Wonderful! Perfect! Not bad! Try it again 励不同学情的孩please! Maybe you can do/speak it in this way... 子参与到不同层3.肢体语言性鼓励。Eg.Give me your five!(击掌表次的教学活动中。扬)； Give..big hands.(全班鼓掌表扬).赞许的目光或点头示好进行表扬等。

评价语言多以正面的语言进行鼓励和表扬，对于学生的语言知识性错误进行委婉和善意的提醒，鼓励学生及时纠正。

家庭作业：

1.Listen and read the text by yourself. 2.Act the story with your partners. 3.Find some changes or differences around our life, then show them to us with pictures next class. You can do it with you partners, and I hope you can introduce it like this: Eg.: Look at the picture of my town/...

There was/wasn't.... There were/weren't...here before. There is/ isn't.... There are/aren't....now. 板书设计：

M1U1 Lesson 1 There isn't a clock before. Park

Before Now

There was a house here before. There

isn’t

a house now. look different Words bank （小组评价）

1 2 3

There are some benches now. difference for There weren’t any benches There is one now. here before. There are birds, too. bench clock feed the bird ... There wasn’t a clock here

before.

第二课时教学设计

教材分析

教师对本课时的定位是一节围绕“There be”句型展开的，以听说练习为主的听说课。本节课含盖了教材中第二单元内容的三个教学内容，一个教师上课时布置的作业展示活动，以及教师设计的一个关于坏境变化的拓展活动。教材教学内容分别为配图听说关于Amy家庭成员变化的语句；配图听读一段关于学校变化的文字；配图看并说教室的变化。其中There are/There were...句型的肯定和否定形式的表达是本节课最主要的句型。本节课教材出现的重点词汇有：playground。教师在拓展环节将预设的词汇有：computer, TV, bookshelf, blackboard, fan, river, traffic, fresh air, dirty, clean….

课时教学目标

语言知识目标：

1.通过听说复习第一课时主要语言知识点。

2.能结合图文理解、运用主要句型：There is.../There are... There isn’t.../There aren’t... There was.../There were... There wasn’t.../There weren’t... 3.结合语境、插图等，能运用本模块核心句型，尽可能多地用所学词汇进行听、说的拓展和语言的输出。

语言技能目标：

1.能结合插图或听力练习进一步理解运用There are/aren’t..., There were/weren’t...。句型对复述事物进行描述的方式。

2. 能在情景中理解、运用There be 句型在不同时态和数量状态下的正确表达。

学习策略目标：

通过观察，对比，听，说，思考等方式理解，运用核心句型，培养学生听说能力。

通过设置与不同搭档的合作完成的任务，逐步培养学生养成良好的合作学习习惯。

情感态度目标：

1. 培养合作能力以及对预习课文的好习惯。

2. 通过老师设置的调查，观察等任务，对比今昔的变化，发现变化有好有坏，引导学生意识到保护环境的重要性，培养学生养成做一个优秀现代公民的意识。

教学重点与难点

1.教学重点：

在听说练习中，理解，掌握在不同时态下如何用There are/aren’t..., There were/weren’t...句型对某处有无什么复数事物进行描述。 2.教学难点：

在教学活动中理解、运用There be 句型在不同时态和数量情景下的正确表达，培养学生的听说能力。

教学辅助

1、教学配套资源：

学生用书，教学配套光盘，教学配套练习题

2、自主创新资源：

教学课件（PPT,视频），图片等。

教学方法

任务型教学Task-based teaching method，

合作学习Co-operating study，Discussion method 讨论法，Situation Teaching Method 情景教学法

教学活动

教学内容

教师活动

Step 1: Greetings and warm-up 1、Greeting with students. 2、Review the different partners. 3、Chant to review some 学生活动

1.Greeting with teacher. 2.Greeting with the different partners. 设计意图

教师通过师生问好，设置生生问好的任务让学生复习确定自己的3.Chant to review some 不同搭档。同时，adjective vocabulary. adjective vocabulary. 教师通过Chant(eg. : big-small; (eg.: big-small; 与学生互动复习形容词，意在拉近师生、生生之间的距离，让学生尽快进入英语学习状态，并为接下来的教学做好语言准备。

Step 2: 1.

Chant together. 1.

Chant together with 1、表演歌谣，调actions. 动学习热情。

long-short, tall- short, long-short, tall- clean-dirty…. )

short, clean-dirty…. ) Listen and 2.

Listen and do the review the unit 1. listening 2.

Listen and choose. 2、充分利用教practice.(listen and 3.

Say the differences 材配套练习题，choose) with partner 4. 通过听故事，复

3.

Ask the Ss to say the 4.

Discussion show.（演习并提炼第一课differences about the park.（Talk with your partner 4 .）

4.

Ask one student to introduce the differences in front of the students.（让一名学生到黑板前利用教师自制图卡演示公园前后的变化。）

Step 3: Look, 1.

Lead-in: 1.Look at the pictures, 让学生先看图观示并介绍）

时的信息和主要语言知识点。

3、通过小组合作，提炼故事信息，并进行语言输出。

“Today, Amy and Sam will and think about these 察，对比不同，questions with your partner 1. 2.Find out the differences and 然后鼓励学生通过与搭档1讨论后，扮演Amy相互介绍照片进行自主的语言输出，再听并模仿语音语调。

listen and introduce their family say. and their school to us. Are there any differences?”

2.

Look at the pictures, introduce the two then think about these pictures .(work with questions with your partner 1. Where is Amy now? What differences are there in Amy's family photos? 3.

Find out the differences and introduce the two pictures as Amy with partner 1) (S1:Amy is at home now. ) (S2：There wasn’t a child before.… ) 3.Introduce the two photos as Amy with partner1. 4. Listen and repeat. 5.S1/S2 introduce the

partner1. 4.

Listen and repeat. 5.

Choose 1-2SS to introduce it. Step 4: Listen and read. 1.

Listen and fill the blanks. 1).T: Well, Amy introduced her family two pictures as Amy. 1. Listen and fill the 全面复习，巩固blanks. Then check their answers.

主要语言结构，强化语言的输入。

photos to us. The family 2. Listen, repeat and 1.先让学生带着photos are different. draw the pictures about 任务去听，写出重点单词短语。

2.通过读学生听力答案，检查听Sam is introducing their the school. school now. Does their school look different now? Let’s

3.

Listen and read, underline the key words 的效果。再与不同搭档合作，通过画不同，提炼listen to him and fill the with your partner 1. blanks. 2).Read their writing together. Then, check their answers. 2.

Listen, repeat and draw the pictures about the school.(选一个学生在黑板上画出不同，并介绍学校前后的变化) 3.

Listen and read, then underline the key words with your partner 1.

4. Read with partner 4. 听力材料中的主

要信息，检查学生对听力文本的理解能力。

3.听并跟读，让学生注意语音语调的模仿，并勾画重点词汇，培养学生阅读中找关键词的技巧。

4.小组合作，齐读。鼓励学生大胆开口说英语。

3.

Read with partner 4. Step 5: Look and say. T: Look at the photos of 1.Watch the pictures of 鼓励学生结合课their classroom, then the classroom. Find the 本图片进行小组讨论与合作，运用核心句型进行语言的简单输出练习。

find the differences and differences. talk with your partner 4. 2.Talk about the 1.

Watch the pictures of differences with the the classroom. Find the differences. 2.

Talk about the pictures with the partner 4. 3.

Show the differences(1-5SS) partner 4. 3.Show the differences.（请来自不同组的5个孩子介绍不同处) Step 6: Homework show Homework show time. 1.Watch the old 以孩子们熟悉的学校和教室为1.

Show the old pictures pictures about our about our school and classrooms. Give an example to describe it. Eg. school and classroom. 例，提供范本介Read the example sentences aloud. 绍其前后的变化，鼓励孩子们2.Show their homework 大胆秀出自己的作业。在作业展“Look at the pictures of and introduce their our school. There was a small/old playground here before. Now there is a big/new playground.....”

2.

Encourage the Ss to show their homework and introduce their drawings by using the drawings by using the 示环节，让孩子“there be”sentence 们先小组讨论，structures.(work with 再个体展示，老partner 4) 3.Describe their homework.

师个别点评，这样的层次性能激发学生“说”的自信心，让不同学情的孩子参与活动中。

“there be”sentence structures.(work with partner 4) 3.

Encourage some of the Ss to introduce their drawings for us. Step 7: Emotion 1.Show the pictures about clean river with 1.

Watch the pictures 通过老师设置的and compare them. 调查，观察等任务，对比今昔的变化，发现变化有好有坏，再设问引导学生意识到保护环境的重要性，培养学生养成做一个优秀现代公民的意识。

fish and dirty river full 2.

Talk about the with trash, blue sky and differences with P4. sky with heavy fog or haze. 2.Ask the Ss to compare the pictures and talk something about it with P4. 3.Questions: Do you like it now? Why? 4.Emotion: T: You see！Not every change is a good thing. Some changes can bring us a happier and better life, but some changes bring us a sad life. So please try to make the right change when you want to have a different life. Protect the earth, 3.

Think about the changes, and see how important protecting the earth is!

protect our hometown. Step 8：

Homework 1. Can talk about the differences about your 1. Can talk about the 设置不同难度的differences about your 作业，鼓励不同school, your classroom or school, your classroom 学情的学生积极your home.能简单描述身边事物的不同变化。

2. Can write some short sentences about the differences between the or your home.

参与到学习中去，尽可能让每2. Can write some short 个孩子体验成功sentences about the differences between 的喜悦，并鼓励孩子养成预习的好习惯。

past and now in your life.the past and now in 能用简单句型写出今昔变化。

your life.

3. Can show more about the 3. Can show more about homework 2, and tell your the homework 2, and feelings about the tell your feelings changes. Write and tell about the changes. us why you like or don't Write and tell us why like it now next class. 在作业2的基础上，能说并写出自己对变化的喜好和感受，下节课展示。

Classroom 4.小组加星赢小礼物的方式培养小组合作能力和集体评价以多元的方式对个人和小组you like or don't like it now next class.

Assessment 荣誉感。

5.积极正面为主，委婉纠错并引导为辅的语言性评价。进行形成性评价Eg.: Good job! Well done! Nice work! Very good! 和终结性评价。Wonderful! Perfect! Not bad! Try it again please! 鼓励不同学情的Maybe you can do/speak it in this way... 孩子参与到不同肢体语言性鼓励。Eg.Give me your five!(击掌表扬)；

层次的教学活动Give..big hands.(全班鼓掌表扬).赞许的目光或点头中。评价语言多

示好进行表扬等。

以正面的语言进行鼓励和表扬，对于学生的语言知识性错误进行委婉和善意的提醒，鼓励学生及时纠正。

家庭作业：

1. Can describe the differences. 2. Can write some short sentences about the differences between the past and now in your life.能用简单句型写出今昔变化。

3. Try to write down the differences and read to others.（运用There be 句型，可以为第一课时的画图作业配文字，可以针对环保图片配文字，也可以预习活动5找不同后写出介绍性文字）

板书设计：

M1U2 Lesson 2 There are tall trees now. school

Before Now

There were lots of little There are tall trees now. trees before. There was a small playground before.

There is a big playground now.

look different difference family photo playground fan clean dirty haze... Words bank （小组评价）

1 2 3

第三课时教学设计

教材分析

第三课时的设计定位是一节围绕“There be”句型的听、说、读、写综合运用展开的，且侧重于说和写的技能培训的课时。本节课含盖了教材中第二单元内容的三个教学内容，一个教师上课时布置的作业展示活动。教材教学内容分别为：（第二单元的活动4）听，说并学唱一首英文歌“There was a chicken”；（活动5）看配图，找出不同说一说；（活动6）画图并写不同。在学生展示作业，用“There be”句型介绍图画的环节，教师将预设的一些词汇以备学生选用。例如：computer, TV, bookshelf, blackboard, river, traffic, fresh air, dirty, clean…. 课时教学目标

语言知识目标：

1.听并学唱英文歌曲“There was a chicken”。

2.能结合语境，图文理解、综合运用本模块核心句型：There is.../There are... There isn’t.../There aren’t... There was.../There were... There wasn’t.../There weren’t... 语言技能目标：

1.

听并学唱英文歌曲“There was a chicken”

2. 结合语境，图文，能围绕“There be”句型尽可能多地用所学词汇进行听、说，读，写的综合运用

学习策略目标：

通过观察，对比，综合运用核心句型，培养学生听，说，读，写能力。

通过设置与不同搭档的合作完成的任务，逐步培养学生养成良好的合作学习习惯。

情感态度目标：

1.培养学生小组合作能力，培养复习和预习的好习惯。

2.通过多元多层次的任务设置，鼓励不同学情的学生积极参与到学习中去，体验成功的喜悦。

3.引导学生在学习中感悟珍惜时光，做文明公民的意义。

教学重点与教学重点：

难点

对There be 句型听，说，读，写的综合理解和运用。

教学难点

在整个模块教学中理解，综合运用There be 句型在不同时态和数量情景下的正确表达。

教学辅助

1、教学配套资源：

学生用书，教学配套光盘，教学配套练习题

2、自主创新资源：

教学课件（PPT），图片，学生作业等。

教学方法

任务型教学Task-based teaching method，

合作学习Co-operating study，Discussion method 讨论法，Situation Teaching Method 情景教学法

教学活动

教学内容

教师活动

Step 1: Greetings 1.

Greeting with students. 学生活动

1.Greeting with teacher. 2.Greeting with 设计意图

师生、生生问好让学生尽快进入英语学习状态，and warm-up 2.

Ask Ss(students)to greet with different partners. Step 2: Listen and learn the song. 1.

Encourage the Ss to describe the pictures about the song. 2.

Listen and say. 3.

Learn to sing. different partners in 并为接下来的小different ways. 1.Describe the pictures about the song. 2.Listen and say. 3.Learn to sing. 组活动做准备。

看图猜测歌词大意，然后听并跟读歌词，再学唱歌曲。

Step 3: Find the 1.

Watch the two pictures and find the 1. Watch the two 分层次设置活动pictures and find the 任务，让学生与differences with P2. 不同搭档完成不differences differences with P2. and say. 2.

Say the differences 2. Say the differences 同难度的任务，

with P4. with P4. 培养学生观察，3.

Choose some of the Ss 3. Choose some of the 比较的能力，培to say the differences. Ss to say. 养学生用“There be”核心句型英语思考，说英语的技能和小组合作能力。

Step 4: Practice

1.Read and tick. 1.Read and tick. 充分利用教学配2.Listen and complete. 2.Listen and complete. 套练习题，强化3.Look and write. 3.Look and write. 学生对核心知识点的综合运用能力

Step 5: Homework show

1.Encourage the Ss to show their writings 1.Show their writings 鼓励学生先在小and read it with P4. 组内互相交流读自己的完成的配图文字，再请不同学情的学生读，全班同学听并检查失误的地方，让学生分层练习对核心句型的说和写的能力。

(homework) and read it 2.Read out their with P4. writings. 2.Choose some of the Ss 3.Check their to read out their writings. 3.Check their writings. writings.

Step 6: Draw and write. 1.Encourage each student in a team to 1.

Write sentences about 2 different 通过与不同搭档完成分层次设置的不同任务，培write down 2 different places. differences about the activity 5. 2.Encourage the Ss to 2.

Read and check their 养学生听说读写writings with each partner in the team. 的技能和小组合作的能力，让不

read and check their writing with each partner in the team. 3.Show their writings and read out it in team. Step 7: Summary 3.

Show their writings 同学情的孩子体and read out it in team. 验成功的喜悦。

1.How to use the “There 1.

Think how to use the 总结归纳本模块be”sentence structure “There be”sentence correctly. 2.Emotion. structure correctly. 2.

Emotion 核心句型的用法并进行积极的情感教育。

Step 8 Homework 1. Can talk about the differences around yourself.能用主要句型谈论身边的今昔变化。

2. Can write more sentences about the different changes by using" there be.."sentence 1. Can talk about the 学习小结，分层differences around themselves. 2. Can write more sentences about the different changes by using" there be.."sentence structures. 设计家庭作业，让不同学情的孩子参与其中，体验学习的快乐和成功的喜悦。

structures.能用“There 3. Can using " there be”句型写今昔变化。

3. Can using " there be.."sentence structures to make a be."sentence structures poster or an English to make a poster or an newspaper about English newspaper about protecting the earth protecting the earth with your partners. with your partners. Show Show us next class. us next class.能用主要句型进行拓展，与搭档们合作制作关于环保的海报

或英语简报。

Classroom 1. 小组加星赢小礼物的方式培养小组合作能力和集评价以多元的方式对个人和小组进行形成性评价Assessment 体荣誉感。

2. 积极正面为主，委婉纠错并引导为辅的语言性评价。Eg.: Good job! Well done! Nice work! Very good! 和终结性评价。Wonderful! Perfect! Not bad! Try it again please! 鼓励不同学情的Maybe you can do/speak it in this way... 孩子参与到不同3. 肢体语言性鼓励。Eg.Give me your five!(击掌表层次的教学活动扬)； Give..big hands.(全班鼓掌表扬).赞许的目光中。评价语言多或点头示好进行表扬等。

以正面的语言进行鼓励和表扬，对于学生的语言知识性错误进行委婉和善意的提醒，鼓励学生及时纠正。

家庭作业：

1. Can talk about the differences around yourself.能用主要句型谈论身边的今昔变化。

2. Can write more sentences about the different changes by using" there be.."sentence structures.能用“There be”句型写今昔变化。

3. Can using " there be."sentence structures to make a poster or an English newspaper about protecting the earth with your partners. Show us next class.能用主要句型进行拓展，与搭档们合作制作关于环保的海报或英语简报。

板书设计：

M1U2 Lesson 3 There was a chicken.

Homework show: Look at the picture of...

There were

... here before. There are ... now. There was

... here before. There is... now. There weren’t ... here before. There wasn’t ... here before.

模块整体教学反思：

There aren’t ... now. There isn’t ... now.

Words bank （小组评价）

town/supermarket clean dirty haze wide narrow..... 1 2 3

笔者在设计本模块的教学时，根据课程标准的要求和学生实际情况，将理解故事大意，学习核心语言结构，以及围绕核心语言进行综合运用和情感教育等作为主要教学目标。从学生的课堂表现和作业完成情况来看，这两个教学目标的达成度都很高。

本次教学设计使用的教材与笔者所在区域使用的教材不同，该教材为外研社一年级起点的《新标准》英语，偏英式英语，而笔者面对的学生所用教材为北师大版《先锋英语》，偏美式英语。因而学生除了对教材中的主要人物及主要人物的相关知识背景都不熟悉外，还对英式和美式英语之间的不同表达存在一定理解上的差异。比如，在模块中涉及介绍。在《新标准》英语中对英国的称呼为the UK，但学生学***英语对英国的称呼则是“England”。同时笔者本次教学实践为跨校借班上课，且实践的课例为本模块的第二课时。借班上课的学生虽然语言表达能力很好，但对笔者准备的这个教学内容，学生在语言基础知识的积累方面明显不足。

因此，笔者在设计教学之前对整个教材体系，文化背景知识，册与册之间，模块与模块之间知识板块的衔接性，延续展性都进行了大量的研读。在备学生，备教材的基

础上，笔者在准备教学设计以及磨课准备的过程中对部分教学环节作了相应的预设。比如，考虑到全班学生都不熟悉该教材故事主要人物Amy,Sam来自London, the UK，已在中国呆了两年这样一个背景知识，笔者除了在课前介绍教材中的主要人物外，在第一课时感知故事前,先播放一截介绍London，the UK的小视频，加深孩子们对故事主要人物背景知识的认识，再告诉学生现在Lingling正与Amy,Sam一起回到了London，激发孩子们也想去感受这个城市的心情，然后再感知故事读图，读图理解核心句型。

结合上下册教材教学内容，分析了本模块教学内容后，笔者对本模块的教学目标、重难点等进行了充分的分析，将课时分为三课时。第一课时重在通过学习故事，在语境中初步理解、运用核心语言结构。第二课时是一节围绕“There be”句型展开的，以听说练习为主的听说课。第三课时是教授关于“There be”句型歌曲，侧重于说、写技能培训，通过展示、讲评作业和拓展练习的方式进行的综合运用能力培养的课。

在教学设计中，笔者主要运用了以下教学方法：任务型教学Task-based teaching method，

合作学习Co-operating study，讨论法Discussion method ，情景教学法Situation Teaching Method。在评价方面，笔者以多元的方式对个人和小组进行形成性评价和终结性评价。鼓励不同学情的孩子参与到不同层次的教学活动中。评价语言多以正面的语言进行鼓励和表扬，对于学生的语言知识性错误进行委婉和善意的提醒，鼓励学生及时纠正。

但具体实施教学活动的过程中，教与学既相互制约又相互促进，教学真实的生成部分常常令笔者感触颇多。每一次研读，每一次修改，每一次磨课都是一次成长！真诚欢迎各位评阅并指正！