Unit 1 I was two.第二课时教学设计

I was two then. 教学设计

教学内容：外研版《新标准英语》（三年级起点）下册Module5 Unit1 教学年级：四年级

设

计

者：成都市双流区实验小学

曾倩

指导者: 尚梅林

成都市双流区教育研究与教师培训中心

谯婕

成都市双流区实验小学

教材分析: 本课是外研版新标准英语（三起）四年级下册Module 5Unit1，课题为I was two then .本单元主要借用照片的形式谈论人物过去和现在的变化, 目标语言：I was two. They were young. 生词：was, then, grandparent, me, hair, so等.

通过本单元的学习，使学生能够用“was/were”谈论人物及事物过去的状态、并与现在进行对比。

教学目标

1．语言知识目标

1）理解生词：was, were, then, grandparent, me, hair, so

2）能够听懂、会说，并在情景中运用以下目标语言：

I was two then.

They were young then. 2. 语言技能目标

1）培养学生正确运用“was” “were”来描述过去的状态。

2）培养学生观察图片并预测人物和事物状态的思维能力。

3. 情感态度目标

让学生感受世间万物的成长与变化，让学生珍惜时间，努力让自己变得越来越好。

4. 思维培养目标

1）通过文本的信息梳理帮助学生建构思维导图。

2）通过思维导图培养学生的对比等逻辑思维能力。

1

教学重难点

重点：听懂、会说、能在情景中运用以下目标语言：

I was two then.

They were young then. 难点：让学生灵活运用目标语言，对人物及事物的过去与现在进行对比性描述。

教具准备

教学卡片、点读笔、多媒体课件等

教学步骤

Step 1 ：Warm-up

1.

Greetings 2.

Watch a video.

Play the video about the growing and changing of the nature and human beings. 设计意图：通过视频中植物、动物、人的生长与变化，让学生对目标语言进行初步感知。

Step2: Lead-in Show the picture of Yoyo and talk about her. 1)

Now:

Yoyo is … now.

2)

Then:

Yoyo was … then.

设计意图：通过对老师本人新旧图片的对比呈现，进一步加深学生对目标语言的理解。

Step3 Text Learning 1)

Prediction: ( Activity 2 Picture 1) T: Who are they?

S: …

T: What are they doing? S: …

T: Who are they talking about? S: …

设计意图：通过图文解码，引导学生对文本进行初步的预测与整体感知。

2)

Watch and answer

2

T: Who are they talking about? S: …

设计意图：观看文本的完整视频，完成学生对文本的整体感知和初步理解。

3）Read Picture 1 and 2, then answer questions. How are Lingling’s grandparents now? How were they then? 设计意图: 通过对文本中前两幅图片的处理，培养学生的观察和预测能力。

4）

Listen and repeat. And then check the answer. 设计意图：通过听与跟读，完成对文本第一部分信息的梳理。

5) Read the text and then answer:

How old was Lingling then ? And think about that question: How old is Lingling now?

设计意图：通过学生自读，培养学生自我梳理信息的能力。接下来，通过开放性的问题设计，培养学生独立思考的能力。

6) Work in groups. Read Picture 5 and 6, then try to ask some questions about this part. How was Lingling’s hair then?

How is Lingling’s hair now?

How was Lingling then? How is Lingling now？

设计意图：通过教师示范与思维导图的辅助，帮助学生完成文本意义理解与建构。

采用让学生小组合作，自问自答，培养学生提问的能力。

Step 4 Practice 1) Finish the tasks

Task 1: Choose one picture to talk about it. Task 2: Retell the text according to the blackboard.

设计意图：让学生在思维导图的帮助下，完成对文本局部到整体的再现。

2) Play a game. 设计意图：通过对教材活动（活动4）的再设计，巩固所学的目标语言。

3

3) Watch a video about the changing of our school and our hometown. And then talk about the changes in our daily life. 设计意图：联系实际，运用视频的方式，调动学生已有的生活经验，运用目标语言讨论生活中的变化。

4）Watch another video. 设计意图：通过视频，完成对主题的升华。

Step5 Homework Find out the changes in our daily life and talk about it with your family. 设计意图：

附：Blackboard Design

4