1 Growing up板书设计及意图

模块单元

课时

备课教师

教学目标

Module 1 Unit 1 Period 1 王青

一、教学目标

词汇学习：month ，cute ,handsome, pretty, grow up

句型复习：1.能用He/She was ...His/Her...was/were...介绍某人过去某个阶段的

2.通过引导学生介绍自己或家人不同成长阶段的外貌特征，帮助学

生初步运用核心句型。年龄和特征。

教学重点

掌握句型He/She was ...His/Her...was/were...

学习单词

cute ,handsome, pretty, grow up, month

教学难点

在句型His/Her...was/were...中根据名词的单复数形式正确使用was或were

教学用具

教学过程

Procedures Steps Pre-task preparations:

2 1 Ppt等，卡片，生词卡。

Teacher's activities Students' activities Purpose

1. Daily report.

How is your summer holiday? How is the weather? Ask and answer He's ?She's .... T: Look at the photo, who is he/she? T: Is he tall? What does he look like?

While-task procedures 1 多媒体展示几组名人图片，比如姚明，潘长江，范冰冰等让学生进行描述。

对比前面几组Grow up 照片，引出短语grow up. T: Compare these 引导学生阅读单元标题，解释grow

photos, they are growing up. And we are growing up.

2 up含义，并请同学跟读。

Who does the passage about? In Photo 1 ,Sally was a baby. 学会用过去式的beHer hair was short.She was 动词。

talk 2months old .Now she is 6 years old . In photo 1, was she a baby?

In photo 2, was her hair long or short?

In photo 3, how old was she? Now what does she look like?

3 ①出示课件一：让学生用过去式描述

Sally两个月时的照片。

She was 1 year old . 操练拓展

Her hair was short and her eyes were big. Procedures Steps Teacher's activities Students' activities Purpose

②出示课件二：让学生观察并回答：How about her hair?

She is ... She was...

Her hair was... Her eyes were... 操练was 和were

让学生用was 和were进行描述，知道单数用was 复数were

How about her eyes?How about eyes?

her ③出示课件三:

学习单词primary school student

T: Are you a primary school student?

Which primary school do you go to?

4 .再次播放录音，边听边跟读。比一比谁读得最像录音里的发音

1.让学生根据表格复述课

2.根据图片内容，仿照例句，补充句子

3.阅读短文，判断正误。

Homework 1.让学生带照片并介绍自己

Practise in groups. 小组操练

Post task actives 1 结合实际，语言运用。

2.听录音并大声跟读第二页课文。

3.完成练习。

Homework 1、Copy the words and phrases. 2、Read the passage on page 2. 3.Read the sound. 4. Practise: I was ...My hair was ...My eyes were... Now I am ... My hair is ...My eyes are...

M1

U1

Growing up

She is ...

Her eyes are ... She was ...

Her eyes were... r

Blackboard design:

模块单元

课时

备课教师

教学目标

Module 1 Unit 1 Period 2 王青

1.以Think and say的练习，帮助学生运用句型

...was...

....were...介绍人在不同成长阶段的年龄，身份和外貌。

2.通过Make and write 的写作活动，让学生进一步巩固和运用核心句型。

3.语音。

1.词汇：

2.巩固核心句型:

was/ were

1.语音

2. 句型

Ppt等，卡片，生词卡。

Teacher's activities Students' activities 巩固

Purpose 教学重点

教学难点

教学用具

教学过程

Procedures Steps Pre-task preparations: 1 小组比赛。T：S1:Is he/she ...? who is ...in this S1:She was... photo?

T:Yes. /No. How old was she?

请一个学生借助照片介绍自己和家人小时候或年轻的情况，然后教师提问，让其他学生反馈。T: How old was he ? 1.

Teacher's activities

2 S1：This is my father .He was 复习

twenty -eight years old .He was tall and fat. He was

a teacher. This is my mother. She was twenty-five years old . She was short and pretty. T: who is the man in this photo? S2: He is ...’s father . S3:He was 28years old .

Students' activities Purpose Procedures Steps

While-task procedures 1 让学生看Think and say 的图片，根据关键词思考日和口头描述图片。探后两人一组练习说一说。请几组学生向全班做介绍。

S1：In Photo1,Kitty was a cute 核心句型复习

baby. She was about 6months old. S2: In Photo2, Ben was a primary school student. He was 11 years old . S3:...

文本感知

2 1.出示Learn the Listen and repeat. sounds的单词，请学生朗读，找出发音规律，教师进行总结。

2.请学生完成

Listen and circle 的练习，然后会答案。还可以出示符合发音规律的几组单词，请学生根据读音规则直接拼读。

学生完成练习，在方框内贴两张父母年轻时候的照片，并天空完成照片描述，然后学生结对或分组互相交流

请学生展示一组自己父母或朋友不同时期的照片作介绍。教师根据学生具体情况给予提示或帮助。

3 理解文本

4 操练口语

Post task 1 actives S1：In Photo 1 , my mother was 读写训练

about 11 months old . She was really cute. Her favourite food was milk. In Photo 2 ,my mother was about 5years old . She wan pretty. She was in the sitting room with her favourite cat.

Students' activities Purpose Procedures Steps Homework 写作训练

Teacher's activities

Blackboard design: M1

U1 growing up e e-e ee ea i y

模块单元

课时

备课教师

教学目标

Module 1 Unit 1 Period 3 王青

1、语音。

2、词汇：catch 3.Read a story. 通过阅读活动，了解故事大意，提升阅读技巧。

教学重点

1、学习词汇: 2.阅读理解故事。学习语言。

He is 和

He was 的区别运用。

教学难点

教学用具

教学过程

Procedures Steps Pre-task preparations: 1 PPT等。

Teacher's activities Students' activities 学唱儿歌

Purpose 歌曲导入，激发兴趣，

复习旧知。

1.播放本单元相关的儿歌并出示一组图片（毛毛虫和蝴蝶），让学生跟读儿歌。

2.和学生讨论有关故事的话题，引出将要学习的Read a story栏目的故事、

T：Do you like reading

引导学生带着对问题的思考自然过渡到阅读中环节。

stories? What is your favourite story? What is the main idea of the story?

整体阅读感知。

Procedures Steps Teacher's activities Skim the story.

What season was it? What was in the river? What color was Little Justin?

Students' activities Purpose While-task procedures

1 提问引导学生观察图片并引出故事。

2 Spring

Tadpole

black 培养学生的阅读能力，快速找出关键词解决问题的能力。

发散思维，鼓励学生想象并且大胆表达想法。

扩充文本，培养合作能力，在表演中体会人物情感。

3

Can he find his Yes/No mum?

Who was his The fish/turtle/frog mother ?

Where did his In the river/lake /pond/sea

4

5 mum live?

出示图一What season was it?who was born in the river? Was he big? What did he say? 出示图片2和3 小组提问

完成后续练习

Spring

Little Justin No

Mum ,where are you? S1：what did he look like? S2:what did he see in the river? S3: what did his mum look like?

6

Procedures Steps Teacher's activities Post task 1 actives

分角色表演

Students' activities Purpose 巩固故事内容

Homework

Read the story again and try to retell it.

Blackboard design: Little Justin

fish

turtle

frog Small and black

a round head and a long tail

green

green, four legs, a big mouth