Unit 2 They were young.公开课教案

小学英语教学设计

教学设计基本信息

作者姓名

出生年月

邮政编码

联系电话

所用教科书书名

所教年级

教学背景分析

学生接受知识能力较弱，绝大部分学生需要老师多为他们复习和做学习前的准备。

教学内容分析：

课文的情景是对比过去与现在的不同，课文中展示了三组说明过去与现在不同的图片。第一幅是爷爷奶奶拿着年轻时的照片，现在他们已经老了。第二幅是拿着自己小时候的照片，以前她很矮，现在她是高的。第三张图片是一个教室。以前教室是脏的，现在教室是干净的。本模块重点学习was wasn’t were weren’t. 学生情况分析：

该班部分学生英语学习习惯不佳，不善于预习和复习。教师在课堂上小学四年级

罗莉

1988年9月

530001 18076611685 性别

工作单位

通讯地址

电子邮箱

女

南宁市园艺路学校

南宁市园艺路199号

874225360@qq.com.con 外研社新标准小学英语（三年级起点）四年级下册

陈琳主编

所教册次、

四年级下册Module 5 Unit 2 单元

They were young.

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需要带领全班预习，教学生预习的方法。讲课时需要留出一定的时间让学生记单词和记重点句子，确保学生每节课有所收获，有知识记在心里。

教学目标分析

知识目标：学习单词clean dirty was not=wasn’t were not=weren’t 学习句子They weren’t old then. They were very young. My hair wasn’t long then. It was very short. It wasn’t clean then. It was dirty. 技能目标：用was were wasn’t weren’t对比表达图片信息。

情感态度：了解英语有过去式这一语法，而中文对过去的表达与英文的不一样，从这一点体验中英文化差异。

教学重点、难点分析

教学重点：学习单词clean dirty was not=wasn’t were not=weren’t 学习句子They weren’t old then. They were very young. My hair wasn’t long then. It was very short. It wasn’t clean then. It was dirty. 教学难点：用was were wasn’t weren’t对比表达图片信息。

教学方法：听说法，拼读法

教学过程设计

Step1:Warming up. 1、Greeting. T: Good morning，boys and girls! I’m Miss Luo. Nice to meet you!

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Let’s sing songs together.唱Will it be windy Monday Tuesday... （学生活动：和老师打招呼，唱英语歌曲歌谣。）

（设计意图：让学生进入英语学习状态。）

2、Preparation. T: Let’s do some preparation before learning, 带领学生一起预习本节课的主要内容。点出学习中要特别注意的地方。

（学生活动：跟着老师预习课文）

（设计意图：学习之前和学生一起预习，点出将要学习的词语和重点句型，让学生在听课之前有些准备，提高听课效率）

3、Revision. These are some words. Let’s read . 运用思维导图复习旧的正反义词，带出新的一组词：clean dirty （学生活动：读词语。）

（设计意图：运用思维导图，将已学过的正反义的形容词进行分类记忆，并以旧引新）

T: Let’s learn the new words. Look. The book is clean. And the book is dirty.(用讲台上的书提示学生clean和dirty的意思) T: Please read after me.(运用拼读进行教读) T: Please read in groups. T: Who can read them loudly? （学生活动：理解clean dirty，跟读单词，通过拼读记忆单词，然后举手读单词）

（设计意图：运用拼读法学习单词，了解单词中的音，为学生课后记单词

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做准备）

Step 2: Presentation. 1、Talk about the pictures. T: Look at these pictures. Who are they? (学生活动：尝试回答问题。目标答案为They are grandparents and a girl .) T:(带领学生一起描述)The grandparents are old. The girl is tall. （学生活动：跟着老师描述图片）

T: What’s this? (It’s a classroom.) The classroom is clean. （学生活动：跟着老师描述图片）

2、Listen and answer the questions. T: What did they like in the past ? Close your books. Listen and answer the questions. （播放录音）

The grandparents were_____. The girl was________. The grandparents weren't_____. The girl wasn't_____. The classroom was________. The classroom wasn't_____. （学生活动：听录音，思考答案）

T: Show me your answers. Who can try? （学生活动：回答上述问题。）

T: You did a very good job. Let’s read together. （学生活动：跟读含有答案的练习题。）

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（设计意图：让学生带着问题听听力，理解课文的同时训练学生听力）

3、Listen and finish the exercise. T: Open your books. Let’s listen and then finish the exercise. Take out of your papers. Listen and do.（播放录音）

The grandparents were young then. Now they _____ ________. The girl wasn't tall then. Now she ___ ________. The classroom wasn't clean then. It ___ ___.Now ___ ___ ____.（学生活动：听录音，思考答案。录音播放结束后把答案写在练习纸上。）

T: Show me your answers. Who can try? （学生活动：回答上述问题。）

T: You did a very good job. Let’s read together. （学生活动：跟读含有答案的练习题。）

（设计意图：带着问题读课文，让学生有目的的去完成读的任务。）

4、Listen and follow.跟读课文，模仿标准语音。

T: Let’s read the text. Please listen and follow. （学生活动：跟读课文，努力模仿和记忆。）

5、呈现部分结束前的小结

T: We saw these words in the text. Let’s read. (学生活动：跟读now then is was are were isn’t wasn’t weren’t) 6、学习“was”

“were”

“wasn’t” and “weren’t”. T: Just now we talked about the grandparents and a girl. Now,

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let’s talk about a kind of animals. Look, what’s this? It’s a ... （学生活动：回答老师的问题）

T:It’s beautiful now. Was it beautiful when it was a baby? Let's listen and and answer. （学生活动：听并思考）

T: It’s a butterfly.It’s beautiful. Was it beautiful when it was a baby? (No, it wasn’t.) （学生活动：听，并回答老师问题）

T:（出示几条蝴蝶小时候的样子）Were they beautiful? (No, they weren’t.) （学生活动：回答老师问题。通过老师引导观察was wasn’t和were weren’t的区别）

T: Let’s read together. T: Let’s role play. （学生活动：读课文，然后进行角色扮演）

（设计意图：通过第一题，正式学习was wasn’t were weren’t）

Step 3: Practise and extension. T: OK！Let’s do.(出示有关was wasn’t were weren’t 的相关练习) Look and match. It’s wasn’t tall. It wasn’t new. They weren’t young. They weren’t fat.

They were old. It’s was short. They were thin. It was old. Read and circle.

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They were/weren’t old then. It was/wasn’t thin then. They are/aren’t young now. It is/isn’t fat now. He was/wasn’t short then. It was/wasn’t clean then. He is/isn’t tall now. It is/isn’t dirty now. （学生活动：完成练习题，然后举手说出答案。）

（设计意图：通过练习题，及时巩固所学习的知识。）

Step 4: Conclusion and homework. Summary T: Let’s read together. 怎样描述过去的事物。

She was /wasn’t…

He was /wasn’t…

They were/ weren’t…

（学生活动：跟读，并且记下本节课的重点词句。）

Homework 抄写本模块单词，抄三遍默写一遍。

跟录音读本模块课文3遍。

口头背和默写：clean dirty 口头背：They are old. They weren’t old then. They were young.

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板书设计：

Module 5 Unit 2 They were young. 4 3 2 1 They weren’t old then. They were very young. clean My hair wasn’t long then. It was very short. dirty It wasn’t clean then. It was dirty. was wasn’t were weren’t （设计意图：板书分为三个板块。中间是主板快，主要书写课题，本节课的重点句子。右边的板块书写本节课的重点单词。书写重点句子和重点单词的目的是让学生的记忆力尽可能保留。课件中的单词和句子都是一闪而过的，学生容易在课堂上就忘记。教师板书下来，将重点留住，有利于学生的记忆。左边板块是学生的评价，用于小组评比。目的是提高学生听课率和参与率。）

作业设计：

一、课堂中使用的课堂练习设计和设计意图说明：

（一）Talk about the pictures. The grandparents were_____. The girl was________. The grandparents weren't_____. The girl wasn't_____. The classroom was________. The classroom wasn't_____. （设计意图：让学生带着问题听课文一遍，了解外祖父母、小女孩和教室过去的状态。此练习不要求学生动笔写，只要求学生不看书听，找到答案，

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并口头回答。）

（二）Listen and finish the exercise. The grandparents were young then. Now they _____ ________. The girl wasn't tall then. Now she ___ ________. The classroom wasn't clean then. It ___ ___.Now ___ ___ ____. T: Show me your answers. Who can try? T: You did a very good job. Let’s read together. （设计意图：让学生带着问题再听课文一遍，了解外祖父母、小女孩和教室现在的状态。此练习要求学生一边听一边写出答案。）

（三）Look and match. It’s wasn’t tall. It wasn’t new. They weren’t young. They weren’t fat.

They were old. It’s was short. They were thin. It was old. （设计意图：学生学习完本课的内容后，及时做练习进行巩固。）

（四）Read and circle. They were/weren’t old then. It was/wasn’t thin then. They are/aren’t young now. It is/isn’t fat now. He was/wasn’t short then. It was/wasn’t clean then. He is/isn’t tall now. It is/isn’t dirty now. （设计意图：学生学习完本课的内容后，及时做练习进行巩固。）

二、课后作业设计和意图说明：

抄写本模块单词，抄三遍默写一遍。

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跟录音读本模块课文3遍。

口头背和默写：clean dirty 口头背：They are old. They weren’t old then. They were young. （设计意图：学生学完课文后，要及时读课文，抄写单词进行记忆巩固，避免快速遗忘所学知识。学生有意识的去记单词和句子，不断积累单词句子，是在为五年级的短文学习做准备。）

7.教学反思

本节课缺少了一般现在时和一般过去式的口头运用，学生只是在笔头上进行了练习。教师尽量将预习放在正课前进行，匀出时间让学生进行口头练习。

本节课重知识输入，趣味性较低，教师应不断思考，在知识输入时如何增加趣味性，有效保持学生的有意注意。

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