Module5Unit1 I was two then.教学设计 教材分析 本课的教学内容是外研版新标准英语(三年级起始用)第四册第五模块第 单元 I was two then.本课通过引导学生观察 Lingling“ s grand parents以及 Lingling 的照片,引导学生用一般过去时谈论过去的事情和情况,对比过去与现在的不同。 1技能和知识目标 (1)基本能听懂、会说、会读、会写新单词 grandparents、then、hair、was、 were、so、old、 young (2)基本能听懂、会读、会说句型was…. They were. (3)巩固复习词汇 tall short、fat、thin、old、 young、cute、 naughty、cool及 句型“ i was two then. You were so cute” 2.能力目标学生能够运用was和were来描述过去,介绍自己或他人过去的事情。 3.情感目标通过对本课的学习培养学生细心观察、乐于发现的学习态度。 三、教学重、难点 1教学重点 (1)词汇教学: grandparents、then、hair、was、were、so、old、 young (2)句型操练:was/were…then.Now..am/ is/are 2教学难点单词“then”的正确发音,帮助学生理解then”的意义以及运用 四、教学方法设计 (一)教学准备 1教学用具:教本、录音机、磁带、教师及教师儿时与近期照片、学生自己及学 生家人朋友儿时与近期照片、单词卡片和多媒体课件、小贴画、各色粉笔 2学具准备:学生用书、钢笔。 (二)教法与学法设计 在本课的教学中我将任务教学法、直观教学法、情景教学法、运用电教手段 调动学生视听感官、教唱英语歌曲等多种教学法灵活地融入教学中,激发学生学 习兴趣,分散教学重难点,加深学生对语言的理解,帮助学生在语言与表达对象 之间建立起联系,使学生能够在相对真实的情景中通过直观的感受,体验知识的 生成与运用,从而更自觉、更有趣地进行英语交际活动,达到知识的内化。同时
Module 5 Unit 1 I was two then. 教学设计 一、教材分析 本课的教学内容是外研版新标准英语（三年级起始用）第四册第五模块第一 单元 I was two then. 本课通过引导学生观察 Lingling‘‘s grandparents 以及 Lingling 的照片，引导学生用一般过去时谈论过去的事情和情况，对比过去与现在的不同。 1.技能和知识目标 (1) 基本能听懂、会说、会读、会写新单词 grandparents、then、hair、was、 were、so、old、young. (2) 基本能听懂、会读、会说句型“I was…. They were….” (3) 巩固复习词汇“tall、short、fat、thin、old、young、cute、naughty、cool”及 句型“I was two then. You were so cute.” 2.能力目标 学生能够运用 was 和 were 来描述过去，介绍自己或他人过去的事情。 3.情感目标 通过对本课的学习,培养学生细心观察、乐于发现的学习态度。 三、教学重、难点 1.教学重点 (1) 词汇教学：grandparents、then、hair、was、were、so、old、young. (2) 句型操练：… was/were …,then. Now … am/is/are … . 2.教学难点 单词“then” 的正确发音,帮助学生理解“then”的意义以及运用。 四、教学方法设计 （一）教学准备 1.教学用具：教本、录音机、磁带、教师及教师儿时与近期照片、学生自己及学 生家人朋友儿时与近期照片、单词卡片和多媒体课件、小贴画、各色粉笔。 2.学具准备：学生用书、钢笔。 （二）教法与学法设计 在本课的教学中我将任务教学法、直观教学法、情景教学法、运用电教手段 调动学生视听感官、教唱英语歌曲等多种教学法灵活地融入教学中，激发学生学 习兴趣，分散教学重难点，加深学生对语言的理解，帮助学生在语言与表达对象 之间建立起联系，使学生能够在相对真实的情景中通过直观的感受，体验知识的 生成与运用，从而更自觉、更有趣地进行英语交际活动，达到知识的内化。同时
教给学生如何通过细心观察、积极参与、合作交流等方法学会、掌握并运用知识 的方法 五、教学过程设计 Step l; warming up I Greet T: Good morning, boys and girls Ss: Good morning, Miss Zou T: Today I" m very happy. Are you happy? SS: Y (设计意图:采用师生对话形式将学生带入英语学习的氛围,使课堂气氛轻松、 愉悦。) 2. Warm-up Bomb game: T shows the words of adjectives(tall, short, fat, thin, young, old, cute naughty, cool, let Ss read as quickly as they can, when they see the bomb", they T: Very good!You' re so clever(引出新单词so.将单词so慢慢地写在黑板上的四 线三格中,并指导字母的占格及写法,同时示范单词的发音。) (设计意图:在板书单词的同时进行拼写和发音训练,有利于学生形成规范发音 和正确书写的习惯。) 3. T and Ss sing the chant together Tall tall. I am tall. Short short. you're short Cute, cut. She is cute Fat fat. Iam fat Thin, thin. You 're thin Naughty naughty. He is naughty. Old, old. They re old Young, young. We're young Cool. cool. We 're cool. (设计意图通过互动游戏“我做你猜”、快速朗读单词卡片和歌谣进一步吸引、 集中学生注意力,活跃课堂气氛引导学生积极地投入到课堂学习中,并复习与 本课教学关系密切的形容词和人称代词,为后面的教学做不可或缺的铺垫。)
教给学生如何通过细心观察、积极参与、合作交流等方法学会、掌握并运用知识 的方法。 五、教学过程设计 Step 1: warming up 1.Greetings T: Good morning, boys and girls. Ss: Good morning, Miss Zou T: Today I‘‘m very happy. Are you happy? Ss: Yes, we‘‘re happy. （设计意图：采用师生对话形式将学生带入英语学习的氛围，使课堂气氛轻松、 愉悦。） 2.Warm-up Bomb game:T shows the words of adjectives(tall, short, fat, thin , young ,old ,cute, naughty , cool), let Ss read as quickly as they can, when they see the “bomb”, they should do the action. T: Very good! You’re so clever.(引出新单词 so,将单词 so 慢慢地写在黑板上的四 线三格中，并指导字母的占格及写法，同时示范单词的发音。) （设计意图：在板书单词的同时进行拼写和发音训练，有利于学生形成规范发音 和正确书写的习惯。） 3. T and Ss sing the chant together. Tall, tall. I am tall. Short, short, You’re short. Cute, cut,. She is cute. Fat ,fat. I am fat. Thin, thin. You’re thin. Naughty, naughty. He is naughty. Old, old. They’re old. Young, young. We’re young. Cool, cool. We’re cool. （设计意图:通过互动游戏“我做你猜”、快速朗读单词卡片和歌谣进一步吸引、 集中学生注意力，活跃课堂气氛,引导学生积极地投入到课堂学习中，并复习与 本课教学关系密切的形容词和人称代词，为后面的教学做不可或缺的铺垫。）
Step 2: Presentation 1. T choose a boy or a girl to come to the blackboard, and let Ss describe him/her, eg, He's cute /clever/ 2. Ask Ss to describe T, T: How about my hair? -My hair is long, yes? Then teach the word“hair”( make sentences) (设计意图:通过创设情景,利用身边的资源将单词与实物相联系,指导学生准 确理解单词的意义和新单词的使用情景,可以适当降低学生记单词的难度。) 3.教师课件出示自己小时候的照片 T: Look! I have a photo. Who is that little girl? Can you guess? S2:S3 S4: It's you T: Yes, you are right. It's me 3前后两张照片对比 T: What's d ifferent for me S5:S6 T: In this photo, I was two then. I was short and fat, then. You see I was a little girl then. Now i am a teacher(引出新单词then,板书单词,同时示范并强调then的 发音、舌位。适时板书 I was two then用不同颜色重点强调was,结合板书中句 子,重点帮助学生理解then的含义。) (设计意图:结合图片对比、句子讲解突破教学难点then的正确发音、意义以 及运用,同时为了让学生对描述“过去与现在”有一个清晰的认识,在谈论时采用 了先分后和的办法,先引领学生复习now,再指导学生对比谈论then,帮助学生 逐渐感受be动词的变化。) 4教师课件同时出示自己爸爸妈妈年轻时与现在的照片 T: They are my parents. What's different for them? What's the changes? S8:S9 T: In this photo, they were young then. Now they are old.(引出单词were,将单词 were慢慢地写在黑板上,示范并强调were的发音,并板书 They were young,then Now they are old.重点强调“were 5结合板书中句子 I was two then. Now i am32与 They were young,then. Now they are old利用箭头引导学生注意“was与am”、"were与are”、then与now的变化, 简单告诉学生我们讲述过去时的状态时,通常把在一般现在时中使用的“am/s
Step 2: Presentation 1. T choose a boy or a girl to come to the blackboard, and let Ss describe him/her ,eg, He’s cute./clever/…. 2. Ask Ss to describe T, T: How about my hair? –My hair is long, yes? Then teach the word“hair”（make sentences） （设计意图：通过创设情景，利用身边的资源将单词与实物相联系，指导学生准 确理解单词的意义和新单词的使用情景，可以适当降低学生记单词的难度。） 3. 教师课件出示自己小时候的照片 T: Look! I have a photo. Who is that little girl? Can you guess? S2:….S3:…. S4: It’s you. T: Yes, you are right. It’s me. 3.前后两张照片对比 T: What’s different for me ? S5:….S6:…. S7:…. T: In this photo, I was two then. I was short and fat, then. You see I was a little girl then. Now I am a teacher.（引出新单词 then, 板书单词，同时示范并强调 then 的 发音、舌位。适时板书 I was two then.用不同颜色重点强调 was，结合板书中句 子，重点帮助学生理解 then 的含义。） （设计意图：结合图片对比、句子讲解突破教学难点 then 的正确发音、意义以 及运用，同时为了让学生对描述“过去与现在”有一个清晰的认识，在谈论时采用 了先分后和的办法，先引领学生复习 now，再指导学生对比谈论 then,帮助学生 逐渐感受 be 动词的变化。） 4.教师课件同时出示自己爸爸妈妈年轻时与现在的照片 T: They are my parents. What’s different for them? What’s the changes? S8:….S9:…. S10:…. T: In this photo, they were young then. Now they are old. (引出单词 were,将单词 were 慢慢地写在黑板上，示范并强调 were 的发音,并板书 They were young, then. Now they are old. 重点强调“were”. 5.结合板书中句子 I was two then. Now I am 32 与 They were young, then. Now they are old.利用箭头引导学生注意“was 与 am”、“ were 与 are”、“then 与 now”的变化, 简单告诉学生我们讲述过去时的状态时，通常把在一般现在时中使用的“am/is
are变成“was/were (设计意图:利用照片对比、结合板书重点强调采用整体呈现的方式,呈现给学 生新的语言材料,激活学生,使学生整体感知所学语言音、形和义。) 6. Chant . Stand up, please. Let s say the chant. Are you ready Ss: Yes. I"m ready T: Now, together! Follow me waswas. I was. i was short was was she was She was cute waswas, he was. He was naughty Werewere, you were. you were young Were were. we were. we were cley Were were, they were. they were (设计意图:通过 Chant师生互动,进一步巩固加深所学知识。) Step3: Learn text 1. Listen and answer T: Boys and girls, Amy went to Lingling"s house. she saw lots of photos. Amy was very interested in Lingling"s photos. What are they talking about? and what s the changes. Let"s have a look first, now listen to the tape and answer the questions (课件出示问题) ① Who are they? ② Who is that little gir? (设计意图:这个步骤重点培养学生的听力水平,在学习课文之前,给学生以“任 务”,让学生带着问题去听,通过听对话内容能回答简单的问题,培养学生积极 的学习态度,良好的听力习惯。) T: Who can answer this questions? Who are they? S11: Grand parents T.(课件展示) Ok, Look, this is grandma. And this is grandpa. We also called grand parents(引出单词 grand parents,将单词 grandparents慢慢地写在黑板上的四 线三格中,用红( grand)、绿( parent)、紫(s)三色重点强调单词构成,示氵 并强调 grandparent的发音。) T Follow me! Grand, grand, grandparents
are”变成“was/were”. （设计意图：利用照片对比、结合板书重点强调采用整体呈现的方式，呈现给学 生新的语言材料，激活学生，使学生整体感知所学语言音、形和义。） 6.Chant T:Stand up,please. Let‘‘s say the chant. Are you ready Ss: Yes, I‘‘m ready T: Now，together! Follow me. was was, I was. I was short. was was, she was. She was cute. was was, he was. He was naughty. Were were, you were. you were young. Were were, we were. we were clever. Were were, they were. they were old. （设计意图：通过 Chant 师生互动，进一步巩固加深所学知识。） Step3: Learn text 1.Listen and answer T: Boys and girls, Amy went to Lingling‘‘s house .she saw lots of photos. Amy was very interested in Lingling‘‘s photos . What are they talking about? and what‘‘s the changes . Let‘‘s have a look. First , Now listen to the tape and answer the questions: (课件出示问题) ①Who are they? ②Who is that little girl? （设计意图：这个步骤重点培养学生的听力水平，在学习课文之前，给学生以“任 务”，让学生带着问题去听，通过听对话内容能回答简单的问题，培养学生积极 的学习态度，良好的听力习惯。） T:Who can answer this questions ? Who are they? S11: Grandparents. T:（课件展示）Ok,Look, this is grandma. And this is grandpa. We also called grandparents.(引出单词 grandparents,将单词 grandparents 慢慢地写在黑板上的四 线三格中，用红（grand）、绿（parent）、紫（s）三色重点强调单词构成，示范 并强调 grandparent 的发音。) T:Follow me! Grand, grand ,grandparents
(设计意图重点对单词 grand parents做结构上的分析,帮助学生形成有效的单词 记忆策略。) T: Who is that little girl? Ss: Lingling 2. Read and complete the sentence T看书上照片中的 Grand parents、 Lingling与现在相比有些什么变化?Now,read books, Look and complete the sentence先自读自己独立完成,然后小组交流。 ① They were then now they are ② Lingling two. then ③ Lingling“ s hair was Lingling s hair (设计意图:通过阅读对话后完成填空,目的是培养学生的阅读及解决问题的能 力,让学生更进一步掌握和熟悉过去时的形式和用法。) 3. Listen and repeat, pay attention to the prounciation and intonation (设计意图:通过听读,培养学生的语感) 4 Reading the text role by role. Who wants to be在他们读的过程中,其他同学认 真听,学习他的优点,避免他的过失,争取读的比他更好!教师针对学生读的实 际情况,随时给予评价.) (设计意图:孩子们喜欢扮演各种人物通过分角色朗读,让学生理解课文,更 熟悉课文内容。) Step 4: Practice 1. Point and T Boys and girls, let s look and say, ok? SS OK! T看书第一单元活动3,教师用电脑出示图1做示范,引导学生描述一张图的多 处不同,并注意“was,were,is,are的正确用法。例如: OHer hair was short, then. Now her hair is long (2She was short. then Now she is tall eShe was fat, then. Now she is thin T指明若干同学示范,表扬并给完成较好的组员画花。 (设计意图:这一练习重点是纠正发音和语调,熟悉句型结构,使学生通过练习
Ss: …. （设计意图:重点对单词 grandparents 做结构上的分析，帮助学生形成有效的单词 记忆策略。） T: Who is that little girl? Ss:Lingling 2.Read and complete the sentence T:看书上照片中的 Grandparents、Lingling 与现在相比有些什么变化？Now, read books , Look and complete the sentence.先自读自己独立完成，然后小组交流。 ①They were _____ ,then. Now they are ______. ②Lingling _____ two,then. ③Lingling‘‘s hair was _____ ，then. Now Lingling‘‘s hair _____ ______ . （设计意图：通过阅读对话后完成填空，目的是培养学生的阅读及解决问题的能 力，让学生更进一步掌握和熟悉过去时的形式和用法。） 3.Listen and repeat,pay attention to the prounciation and intonation. （设计意图：通过听读，培养学生的语感.） 4.Reading the text role by role.Who wants to be…在他们读的过程中，其他同学认 真听，学习他的优点，避免他的过失，争取读的比他更好！教师针对学生读的实 际情况，随时给予评价.） （设计意图：孩子们喜欢扮演各种人物,通过分角色朗读，让学生理解课文，更 熟悉课文内容。） Step 4: Practice 1.Point and say. T:Boys and girls, let‘‘s look and say, ok? Ss:OK! T:看书第一单元活动 3，教师用电脑出示图 1 做示范，引导学生描述一张图的多 处不同，并注意“was, were, is , are”的正确用法。例如： ①Her hair was short, then. Now her hair is long. ②She was short, then. Now she is tall. ③She was fat, then. Now she is thin. T:指明若干同学示范，表扬并给完成较好的组员画花。 （设计意图：这一练习重点是纠正发音和语调，熟悉句型结构，使学生通过练习