I_was_two_then.教学设计

教学设计

东苑小学 郑 然

科目/教材 英语 年级： 四年级 课题I was two then.课时 1课时 目标：1. 知识目标： (1). 学生会听说认读本课单词was、 were、 grandparent， who、then、hair、 so. (2). 学生会运用，I was… They were… 2. 能力目标： (1)能用was, were初步描述自己或他人过去的状态。 3. 情感目标 让学生正确地描述自己或评价他人，增进师生之间和同学之间的感情. 重点/难点：能用was, were初步描述自己或他人过去的状态。 教学操作流程 教学内容提要 时间 一、Warming- up 一、Warming- up 所需设计意图 资源 Step1 Warming- up 1分钟 121、Greetings. actions with teacher. I am tall. 1. Greetings . PPt通过一个师生互动的chant ,激发学生的兴趣，活跃课堂气氛，并让学生复习tall,short等描述人物特征的形容词，也复习人称代词和be动词 2、Chant and do the 2. Chant and do Tall,tall. students. Short,short. the actions with 课件 You are short. I am big. You are small. Fat,fat I am fat. You are thin. I am cute. You are cool. 二、Presentation Big,big. Small,small. . Thin,thin. Step2 1

Cute,cute. PPT （am,is,a课件 re)为新授知识的呈现作铺垫。 二、通过 Cool,cool. 二、Presentation

Presentation 2

分钟 1、Look at the photo and 1、Present and listen to the teacher, learn the new words and the new sentence. Ss:It’s Ms Zheng. Ss: It’s Ms Zheng. Ss:这边的句子是was,那边的句子是am. Listen and read. (2)、Look at the photo and listen to the teacher then say and read sentence. Ss:It’s Zheng Ran. learn the new words and sentences. （1）（课件出示教师现在的相片） 介绍老师的变化，创设新语境，引入并教授新单词和新句型，吸引孩子们的注意力，在情景中呈现was,让学生初步感知过去时，引导学生使用was. 通过同学、姚明以前和现在的对比，进一步使用was。感知-理解-模仿-实践，层层递进，由易到难。 T:I will show you my changes. look! T: Who is that? Yes, It’s me. now I am 32.（板书I am?） (2)(课件出示教师小时候的相片） T:Who is that? T:Yes ,it’s me too.I was two then.(板书I was?) T:仔细观察，这两个句子有哪些不同呢？（引导学生发现was,当我们描述自己过去 的状态时，要把am is 变成was.） Learn the new words” was”. Learn the new sentence. I was? （2）、（课件出示 郑然小时候的照片 和现在的相片） T:Who is it? How to say?(引导） Ss: she was cute, then. Now, she is beauterful.

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5 分钟 跟读 (3) Look at the photo and say the sentences in group. Ss: It’s YaoMing. 示范读 （3）（课件出示姚明小时候和现在的相片） T:Who is that? PPT课件 T：How to say? say （四人小组讨论，然后派in your group.(四人 代表展示，哪一组如果还小组讨论，看哪一组 有补充的可以举手发言。） 说的句子最多) (4) Chant with （4）Chant with teacher. students. Then then then T:Lets chant ok? I was two. Now now now I am ten. Then then then He was short. Now now now He is tall. (5)Introduce Listen and look. Follow the text. Read together. Ss: Yes, I can. (学生拿自己的相片找同伴介绍自 (5)Introduce T:Today, Sam can introduce his self to every one, lets listen and look.(课件播放listen, point and say.) VCR “做中学”，将所学新知与学生实际生活相联系，提高学生学习兴趣。 T:Follow the text please. T:Read together. T:Can you introduce

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6分钟 己) 小记者采访部分学生 (6)Learn the new words:grandparents were. yourself to your friends?（巡视，指导） 由照片引入新单词grandparents 和T: Who want to be a little newsman? (6)a/Teach the new words:grandparents were. （课件出示grandma/grandpa的相片） T：Who is it? T：Who is it? T:They are grandparent.(练读方式：拍手grand grand grandparent) （课件出示grandparents年轻和老的相片） T:They were young then. now they are Old.(板书they were They are ) T:这两个句子有什么区别?(引导学生发现are 和 were的不同) Learn the new word: 照片 Look and say. Ss: grandma. Ss: grandpa. 跟老师拍手齐读：grand grand grandparent Listen and look. 发现are和were的不同 Learn the new word: were. were,进一步学习过去时，引导学生正确使用were.

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1 分钟 11分 练读句型 Listen and look/say: were. 示范读句型 b/(出示小猫/大猫 把教学内容编成富有节奏的的新歌曲，帮助学生记忆背诵并体验学习与创新的快乐。 听读课文，整体感悟。 They were small then. Now 图)引导学生说出： they are big. They small then. Now they big. 二/巩固句型。 T:Can you sing this new song?(两只老虎) 二/巩固句型。 T:Yes,I can. I was two, then. I was two, then. Now I am ten. I am ten. I was two ,then. I was two then. Now I am ten. I am ten. They were young, then. They were young then. Now they are old. They are old. They were young then. They were young then. Now they are old. They are old. 三、Learn the new text. 三、Learn the new text. 1、初步了解课文。 T:今天Amy来1、1、初步了解课文。 钟 Listen and look. 2、带问题再听课文。 1）Who is that little Lingling 家做客，看 girl?

Step3 Learn the new text. 3分钟 1分钟 2)How old was she then? 看她们是怎样描述3)Who are they？ 3、跟录音朗读课文。 4、与同桌分角色练读课文。 Lingling 家人过去和现在的变化呢？Li 2、课件展示。 3、课件展示录音内 头饰 学习板卡 检测与反馈 Step4 Practice Step4 Homework 5、两个学生带头饰分角色容。 朗读课文。其他学生听 四、练习。 1、 They (were\\are)young then. 2\\Lingling (was\\is)short then. 4、巡视指导。 5、指导。 四、巩固。 分发学习板卡，说明要求。 3\\Lingling(is,was)two, then. 五、Listen and look. Listen and look. 五、展示生活中的一些变化。 巩固所学知识 Talk about your old photos with your friends or family. Unit1 I was two then. Then Now I was? Iam? They were? They are.. 6

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