Unit 2 They were young.教案及板书设计

They

were

young 一、教学目标

1.技能和知识目标

①基本能听懂、会说、会读、会写新单词who、grandparents、me、then、hair、was、were、so. ②基本能听懂、会读、会说句型“I was…. They were….”

③巩固复习词汇“tall、short、fat、thin、old、young、cute、naughty、cool”及句型“I‘‘m….Who is that little girl? It‘‘s….”

2.能力目标

学生能够运用was和were来描述过去，介绍自己或他人过去的事情。

3.情感目标

通过对本课的学习,培养学生细心观察、乐于发现的学习态度。

二、教学重点和难点

1.教学重点

①词汇教学：who, grandparents, me、then, hair, was, were，so. ②句型操练：… was/were …,then. Now … am/is/are … .

2.教学难点

指导学生then 的正确发音,帮助学生理解“then”的意义以及运用。

三、教学方法设计

（一）教学准备

1.教学用具：教本、录音机、磁带、教师及教师父母儿时与近期照片、学生自己及学生家人朋友儿时与近期照片、单词卡片和多媒体课件、小贴画、各色粉笔。

2.学具准备：学生自己及学生家人朋友儿时与近期照片、学生用书、钢笔。

（二）教法与学法设计

在本课的教学中我将任务教学法、直观教学法、情景教学法、运用电教手段调动学生视听感官、教唱英语歌曲等多种教学法灵活地融入教学中，激发学生学习兴趣，分散教学重难点，加深学生对语言的理解，帮助学生在语言与表达对象之间建立起联系，使学生能够在相对真实的情景中通过直观的感受，体验知识的生成与运用，从而更自觉、更有趣地进行英语交际活动，达到知识的内化。同时教给学生如何通过细心观察、积极参与、合作交流等方法学会、掌握并运用知识的方法。

四、教学过程设计

Step 1: warming up 1.Greetings T: Good morning, boys and girls. Ss: Good morning, Miss Zhang. T: Today I‘‘m very happy. Are you happy?

Ss: Yes, we‘‘re happy.

T:在这节课的学习中，同学们按组划分为group 1, group 2, group 3，group 4共4大组，大组中按前后桌四人组成一小组，在游戏、活动中小组、组员表现出色给本大组增添一朵花，到课堂活动结束时，哪个小组累计花多即为冠军组，希望同学们互相合作，互相帮助，积极参与，为本组荣誉而努力。

（设计意图：采用师生对话形式安定学生情绪，并以“分组竞争”调动学生的参与活动的积极性，活跃课堂气氛。）

2.Warm-up T: First, let‘‘s play a game. I do the actions and you guess the words.

T:Go over the adjectives(出示形容词卡片tall, short, fat, thin , young ,old ,cute, naughty , cool),read as quickly as you can. T:Very good! You‘‘re so clever.(引出新单词so,将单词so慢慢地写在黑板上的四线三格中，并指导字母的占格及写法，同时示范单词的发音。) （设计意图：在板书单词的同时进行拼写和发音训练，有利于学生形成规范发音和正确书写的习惯。）

3.chant T:Stand up,please. Let‘‘s say the chant and do some actions. Are you ready?

Ss: Yes, I‘‘m ready.

T:Now,together! Follow me. Tall, tall. I am tall. Short, short. You‘‘re short.

Cute, cute. She is cute. Fat,fat. I am fat. Thin, thin. You‘‘re thin.

Naughty,naughty. He is naughty. Old, old. They‘‘re old.

Young, young. We‘‘re young.

Cool,cool. We‘‘re cool.

T: Well done. Sit down, please. （设计意图:通过互动游戏“我做你猜”、快速朗读单词卡片和歌谣进一步吸引、集中学生注意力，活跃课堂气氛,引导学生积极地投入到课堂学习中，并复习与本课教学关系密切的形容词和人称代词，为后面的教学做不可或缺的铺垫。）

Step 2: Presention 1.教师课件出示自己近期的照片

T:I think you are the best. I want to be your good friends. How about you ? Do you want to be my good friends? Ss:Yes,I do. T:Sounds great! Look at me !Hello,everybody , My name is Zhang Xuexia , Now I am 32 , I am tall and thin.(板书Now I am 32. 与now,帮助学生理解now.) T:My hair is short. Do you understand hair? (引出新单词hair,手指向自己的头发，并将单词hair慢慢地写在黑板上的四线三格中，同时示范单词的发音。) Ss:….

T: Follow me! Hair, hair, Point to your hair. Hair, hair,Touch to your hair. T: My hair is long . What about you ? S1: My hair is ….

（设计意图：通过创设情景，利用身边的资源将单词与实物相联系，指导学生准确理解单词的意义和新单词的使用情景，可以适当降低学生记单词的难度。）

2.教师课件出示自己小时候的照片

T: Look! I have a photo. Who is that little girl? Can you guess? (引出新单词who,并将单词who慢慢地写在黑板上的四线三格中，同时示范单词的发音，将汉译给学生看。) S2:….S3:…. S4: It‘‘s you.

T:Yes, you are right.It‘‘s me. (引出新单词me,并将单词me慢慢地写在黑板上的四线三格中，同时示范单词的发音。) 3.前后两张照片对比

T:What‘‘s different for me ?

S5:….S6:…. S7:….

T:In this photo,I was 6,then. I was short and fat,then. You see I was a little girl ,then. Now I am a teacher.（引出新单词then,将单词then慢慢地写在黑板上，同时示范并强调then的发音、舌位。适时板书I was 6,then.用不同颜色重点强调was，结合板书中句子，重点帮助学生理解then的含义。）

（设计意图：结合图片对比、句子讲解突破教学难点then 的正确发音、意义以及运用，同时为了让学生对描述“过去与现在”有一个清晰的认识，在谈论时采用了先分后和的办法，先引领学生复习now，再指导学生对比谈论then,让学生在脑子里建立一个概念，逐渐感受be动词的变化。）

4.教师课件同时出示自己爸爸妈妈年轻时与现在的照片

T:They are my parents. What‘‘s different

for them? what‘‘s the changes.

S8:….S9:…. S10:….

T:In this photo,they were young,then. Now they are old. (引出单词were,将单词were慢慢地写在黑板上，示范并强调were的发音,并板书They were young,then. Now they are old. 重点强调were.) 5.结合板书中句子I was 6,then. Now I am 32与They were young,then. Now they are old.利用箭头引导学生注意“was与am”、“ were与are”、“then与now”的变化,简单告诉学生我们讲述过去时的状态时，通常把在一般现在时中使用的“am/is，are”变成“was/were”.

（设计意图：利用照片对比、结合板书重点强调采用整体呈现的方式，呈现给学生新的语言材料，激活学生，使学生整体感知所学语言音、形和义。）

6.Chant T:Stand up,please. Let‘‘s say the chant. Are you ready

Ss: Yes, I‘‘m ready

T: Now，together! Follow me. was was, I was. I was short. was was, she was. She was cute. was was, he was. He was naughty. Were were, you were. you were young. Were were, we were. we were clever. Were were, they were. they were old. （设计意图：通过Chant师生互动，进一步巩固加深所学知识。）