Unit 2 Was it a big city then?第一课时评课稿

Module 6

Unit 2

Was it a big city then? Ⅰ.Objectives:教学目标

1、

Knowledge objectives知识目标: ①、

Vocabulary词汇：all of the Ss need to understand the meaning of the new words and use the new words(village, city) ②、

Grammar语法:all of the Ss can use “Was it …then” to ask the general questions and answer the questions. All of the Ss can tell the differences between things in the past and at present by using the adjectives they have known.( tall-short; old-young; big-small; new-old; long-short; fat-thin; clean-dirty);

①②③④⑤⑥⑦

2、

Ability objectives技能目标: ①

Listening & Speaking:听说技能：Ss can get the meaning of the general questions and can ask and answer the general questions about past tense. ②

Reading& Writing:读写技能：Ss can read the new words and the text fluently and try to spell some new words. 3、

Emotion objective情感态度目标: ①

Try to learn by speaking and using. ②

To be optimistic to see this world and the things and to believe things will be better and better.

Ⅱ、Main points & Difficult points重难点：

1、

Main points:重点

①

Ss need to read the new words and text fluently; ②

Try to ask and answer the general questions with pictures and can tell the differences between things in the past and at present. 2、

Difficult points:难点

To ask and answer the general questions with pictures and can tell the differences between things in the past and at present.

Ⅲ、Teaching contents:教学内容

1、

New words新单词：village ;city

2、

New structure新句型：①Was it a big city then? Was …then? ②…was …then. Now…is … . Ⅳ、Teaching aids:教具

Book, word cards, PPT, speaker, tape recorder, magnets Ⅴ、Teaching procedures:教学过程

Step1: Warming-up & Leading-in:热身活动

①

Teacher and students chant together and do the actions together and read the adjectives. ②

Ask Ss the places they have known and tell T. ③

Show places and read them one by one. ④

Answer teacher’s Q about “Were you at…yesterday?” S1:Yes, I was. S2: No, I wasn’t. ⑤

After S2 answer the Q. T will show PPT to lead in Q:“Was he strong then?” and put the question on the Bb. Step2:Teaching and new words within new structures: 新问题的导入

①

T will explain the last Q. Try to guide Ss to answer: “Yes, he was. / No, he wasn’t.”

②

Invite more S to answer.

③

T will change adjectives to ask “Was the cat fat then? / Was she tall then?... S will answer one by one. ④

Pairs work: one ask, the other one answer to finish the activity3 on P36. Step3:Practicing the new structures:新句型的练习

①、T will show some pictures which are related to the text. E.g: the pictures about Shenzhen and ask S to describe the pictures with the Adjs to lead in “ a big city”. Shenzhen is a big city now. ②、To ask S how about the status of Shenzhen in the past？Look at the PPT and tell teacher: “a small village”. ③、

Read the new words one by one. T will put them on Bb to make Ss compare. ④、

Write down the structures on the Bb and invite Ss to make sentences. ⑤、

Show more pictures to S and make them compare: street, park,school,house…

Step4:Learning form the text:学习课文

①

Listen to the audio and read; ②

Explain the text and try to translate the text together. Step5:Drills.拓展训练

①

Look at the blanks and the pictures to fill. ②

Listen to the audio then try to fill in the blanks. ③

Listen again and check the answers. ④

Read the text together. Step6:Summary小结

小结：含有be动词的句子（相应句型变化只对was/were进行）

肯定句：I was at home yesterday. 否定句：I wasn’t at home yesterday. 疑问句：Were you at home yesterday? Yes, I was. / No, I wasn’t. Was Amy at home yesterday? Yes, she was. / No, she wasn’t.

Ⅵ.Homework作业

1.流利地朗读6模2单元课文；

2.画有关自己家乡的图画，写一写家乡过去跟现在的变化。可从街道、公共场所、环境等方面写，至少5句（过去和现在的对比算一句）。

Ⅶ.Blackboard Design:板书设计

Module 6

Unit 2

Was it a big city then?

1、

Was he strong then? Yes, he was. / No, he wasn’t.

2、

… was … then. Now… is …

.

Ⅷ.Reflection.反思：

结合平时上课的特点及本课所出现的问题整体谈以下六点：

1、

情感态度目标方面：虽然英语课不能像语文课通过学习课文或故事得出什么心得，但老

师在平时上课时也应多挖掘这样的情感态度因素。本课的情感态度目标我设计了两点，（1）

学生能用英语谈论过去的事情或行为。在活动中最大程度地调动孩子们的学习积极性。（2）用发展的眼光看世界，事物的发展都会有过程，并相信通过努力一定会越变越好。所以不论现在你所处什么环境或状态，都要保持乐观的心态去努力使一切变得更好。第一点通过和老师的配合学生的综合语言运用达到初步实现，可第二点由于时间关系老师并没有点到。

2、

板书方面：主板板书还算清晰，副板板书凌乱，解决措施有通过PPT呈现重点句型，分组加星的奖励环节也可通过PPT制作或制作贴图的形式，而不是所有的都要呈现在黑板上。

3、

学生的书写方面：语言学习包括听说读写四个环节，本课中写的环节弱化了。在最后检测中，当老师在电脑前打字时忽略了学生的书写，应同时要求拿出作业本学生写在本子上，这样就可以锻炼书写的技能。以后出现此类问题的解决措施有：学生可用手在桌子上画着写，比如平时在教单词时不仅读，读后要强化写；上课前准备好作业本，随时书写。

4、

作业设计方面：其中一项作业是画有关自己家乡的图画，写一写家乡过去跟现在的变化。可从街道、公共场所、环境等方面写，至少5句（过去和现在的对比算一句）。这项作业如果让学生提前画好的话，上课可以四人一组进行谈论并展示，符合任务型教学，只是没有提前预设好。

5、

教态方面：作为刚上岗的新教师，从教态方面看还是欠稳当，小动作过多，语速过快，这对英语低段的学生来说可能学困生适应起来很难。

6、

对学困生方面：还应多关注学困生，给他们更多机会，简单的单词和句子可以请他们说，以此提高课堂参与率。