Unit 2 They were young.优秀教学设计

Module 5 Unit 1 I was two then. (教案)

外研社(三起)-四年级英语下册

【教学目标】

1. 语言目标:

(1)学生能听、说、认读词汇:was, were, short, long, tall, grandparents, young, then。

(2)学生能运用句型:I was two then. They were young then. Now, they are old. You were so cute! Your hair was so short. Now my hair is long.等。

2. 技能目标:

(1)学生能在插图的帮助下理解故事的主要内容,朗读故事人物的对话。

(2)学生能运用句型:I was two then. They were young then. Now, they are old. You were so cute! Your hair was so short. Now my hair is long.等句型描述过去的事情和现在的变化。3. 情感目标:

帮助学生感受事物的不断变化,树立积极乐观的生活态度。

【教学重点】

1. 学生能听、说、认读本单元的重点词汇。

2. 学生能运用本单元的句型描述过去的事情和现在的变化。

【教学难点】

学生能正确区分人称和was, were的搭配,并能用was, were描述过去的事情。

【教学准备】

PPT、图片、卡片、人物头饰等。

【教学流程】

Step 1 Warming up and Revision

1. Greetings. (师生间进行简单的问候。)

T: Good morning, boys and girls!

Ss: Good morning, Teacher!

T: How are you today?

S1: I am fine.

用同样的方式问候几个学生。

2. Play a game —“Sharp Eyes”:

教师利用PPT帮助学生复习已学习过的描述人物特征的单词:thin, fat, tall, naughty, clever, shy, nice, cool, beautiful, famous等。

Step 2 Presentation and Practice

一、Listen, point and say.

1. 教师出示该部分图片,提问Q1: What can you see in the picture?

学生看图回答:I can see ...

2. 教师让学生猜猜Sam在说什么:What is Sam talking about?

学生看图猜测:Sam is talking about ...

3. 教师播放录音,学生根据录音判断自己的猜想是否正确。

教师结合录音,教学was,学生以开火车的形式操练新词。

4. 讲解知识点:I was one/short.

5. 听录音,点着课文跟读。

6. 全班齐读对话。

二、Listen, point and find “was, were”.

1. 教师呈现插图1,提问Q1: What can you see in the picture?

学生看图回答:I can see ...

2. 教师呈现墙上的图片grandparents,提问问题,然后播放动画。

Q1: Who are they?

A. Lingling’s parents. B. Lingling’s grandparents.

学生根据动画回答问题:They are Lingling’s grandparents.

教师结合录音,教学grandparent,学生以小组的形式操练新词。

3. 教师提问问题,然后播放动画。

Q2: Are Lingling’s grandparents old now?

A. Yes. B. No.

学生根据动画回答问题:Yes.

教师结合录音,教学young,old,学生以男女生及开火车的形式操练新词。

4. 教师呈现墙上的图片little girl,提问问题,然后播放动画。

Q3: Who is that little girl?

A. Lingling. B. Amy.

学生根据动画回答问题:Lingling.

5. 教师提问问题,然后播放动画。

Q4: How old was Lingling then?

She was __________.

学生根据动画回答问题:two.

6. 教师提问问题,然后播放动画。

Q5: Lingling’s hair was _______. But it is _______.

学生根据动画回答问题:short, long。

教师结合录音,教学short, long,学生以全班的形式操练新词。

7. 教师提问问题,然后播放动画。

Q6: How was Lingling then?

She was _______ and _______ then.

学生根据动画回答问题:cute, naughty。

8. 解读文本,突破重难点。如:I was two then. They were young then. You were so cute! Your hair was so short. Now my hair is long.

9. 听录音,跟读。

10. 全班齐读对话。

11. Group work. 学生以小组形式,分角色操练对话,然后带上头饰分角色表演对话。

教师抽查几组学生,检查学生的掌握情况。

11. 教师呈现课文内容的主要框架,学生完成填空。

Amy: Who are they, Lingling?

Lingling: ________________________

Amy: They were young then.

Lingling: Yes, Now ________________________

Amy: ___________________________

Lingling: It’s me. _________________

Amy: Your hair was so short.

Lingling: ________________________

Amy: Aah. You were so cute.

Lingling: Yes, but ________________________

Amy: Ha ha …

Step 3 Consolidation and Extension

一、Listen and say.

1. 教师呈现Listen and say部分内容,提问Q1: What can you see in the picture? 学生看图回答:I can see ...

2. 教师播放录音,学生跟读。

3. 齐读文本一遍。

二、Look and say.

1. 教师呈现practice的图片,学生说出图中人物的变化。

2. 教师结合图片1和一名学生示范对话:

T: Her hair was short then.

S1: Now her hair is long.

3. 学生两人小组,根据图片进行对话,对话快并正确的小组可以得到奖励。

4. 教师抽查几组学生汇报。

三、谈论人物的变化

1. 学生四人小组,根据图片,用英语描述人物的变化。

2. 教师提供关键词和句型,并示范如何用英语描述人物的变化。

3. 学生小组讨论描述后,教师请几组学生上来介绍图片人物的变化。

四、巩固练习

设计不同层次的训练题目,巩固本课时所学知识。

Step 4 Summary

总结今天所学的内容:

单词:was, were, short, long, tall, grandparents, young, then

句型:I was two then.

—They were young then.

—Now, they are old.

You were so cute!

—Your hair was so short.

—Now my hair is long.

Step 5 Homework

1.朗读本课时的内容2次。

2.完成配套教辅相应的练习。

3.下一节课带自己的两张全家福来,并做介绍。

板书设计:

Module 5 Unit 1 I was two then. grandparents

I was two then.

—They were young then. —Now, they are old.

You were so cute!

—Your hair was so short. —Now my hair is long.