外研版（三起）四下Module 5-Unit 1 I was two then.-ppt课件-(含教案+视频+素材)-公开课-(编号：91e3f).zip

Module5 Unit1 I was two then. 大庆市杜蒙县他拉哈中心学校 刘羽华 Im tall, tall, tall. Im short, short, short. young old long short I was 27 then.Now I am 37 thennow thennow He was short then. Now he is tall. He was young then.Now he is old. then now Her hair was long then. Now her hair is short. thennow grandma. grandpa. grandparents. They were young then.Now they are old. then now They were small then. Now they are big. then now Who are they? Were they young then? Yes/No. Who is that little girl? How old was Lingling then? They are Linglings parents/grandparents. Yes,they were.They were young then. Its Amy/Lingling. He was then. two Was Linglings hair short? Yes/No. How about now? What was Lingling like then? Yes,it was.Her hair was so short. Now, her hair is short/long. She was so , but she was very too. cute naughty grandparentsoldyoungLong hairshort hair Look and match Sum-upSum-up What have you learnt today? 学会了描述自己和别人以前的样子。 then 那时 now现在 was is am were are 是 是 Her hair _short then. Now her hair _long. was is was is Her hair _short then. Now her hair _long. was is was is was He was _ then. Now he is _. short tall short tall He was _ then. Now he is _. short tall short short tall They _ small _. _they _ big. were then Now are were then Now are They _ small _. _they _ big. were then Now are were then Now are _ _ four then. Now _ _ ten. I was I am We _ _ _. Now _ _ _. were young then we areold Introduce some old pictures to your friends. Try to retell the dialogue of activity2. Thank you for Thank you for your cooperationyour cooperation See you next time.See you next time. 教学设计： Module5 Unit1 I was two then 一、 本课的教学理念： 英语课程标准指出：在小学英语教学中，教师应该充分利 用各种直观教具、有趣的学习情景，并引导学生积极参与进来， 大胆实践，大胆交际，充分调动学生的学习积极兴趣，以达到 快乐学习、学以至用的教学目的. 二、 教材分析： 本课的教学内容是新标准英语（三年级起点）四年级下册第五 模块第一单元：I was two. 本课通过 Lingling 的爷爷奶奶以及 Lingling 的照片，来描述过去发生的事情，出现了过去与现在 进行对比的句型。本课也是四年级的学生第一次接触一般过去 时态。 三、三、 Teaching aims: 1.Knowledge aims： 能够听、说、认读本课的重点单词:was , then, grandparent, were, young, old, hair, so ,short, long. 2.Ability aims： 能初步理解并使用 was ,were 来谈论过去的 事情和情况。 能听懂、会读、理解课文大意。 3. Emotion aims ： 能发现人物和事物过去与现在的变化，培 养学生善于观察的能力 四、四、 Teaching difficult points: 1. 听、说、认读单词：was , then, grandparent, were, young, old, hair, so ,short, long. 2. 能听懂、会读、理解课文大意。 五、五、 Teaching important points: 1.使用 “was” “were”描述从过去到现在发生的变化。 2.then 的发音。 六、教法、学法： 教法： 在本课的教学中将情景教学法、直观教学法及任务教学法等多 种教学法灵活地容入教学中，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，从而较好的理解知识并通过任 务的完成运用知识，达到知识的内化。 学法： 教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。 六、六、 Teaching preparation: CAI, CD-ROM, word cards, sentences papers. 七、七、 Teaching procedure： I . Warm-up 1. Greatings 2. Leading-in Review some adjective words: long short tall short fat thin young old big small. Game: say the opposite sentences.(利用课件展示几组对比 性的图片，师生、生生进行对话练习.) e.g. T: Im tall, tall, tall. Ss: Im short, short, short. （设计意图：本环节既是热身，将学生快速的带入到英语 学习的氛围中来，同时反义词的练习也为新知的呈现做了 铺垫。 ） II. Presentation: 1. Activity1: (动画展示活动 1) (1)T: Look. Who is he? T: Look at the photo, who is this? T: Yes, 这是 Sam 小时候的照片。How old was he then? 下面 让我们来听听他是怎么描述自己过去的情况吧！ (2) 讲解新单词 was. 利用几组图片对比解释 amwas, is-was. (3) 请学生们也来介绍自己小时候的一张照片，教师随机提问： How old was he/she then? （本环节用自己的照片来展开讨论，为了让学生对过去与现在 有一个清晰的认识。在谈论时采用了先分后合的办法，先让学 生复习“now”, 再引导学生对比谈论 “then”, 让学生在脑子里 建立一个清晰的概念，逐渐感受 be 动词的变化。本环节还对 单词 “grandparents” 做了结构上的分析，帮助学生形成有效 的单词记忆策略。同时在谈话的过程中，始终注意角色和知识 的迁移以及师生的互动。 ） 2. Activity2: T: This is Linglings house. There are lots of old pictures. Amy went to Linglings house. And she was interested in these pictures. Now lets look at the pictures with Amy together, OK? (1)完整播放动画第一遍, 让学生整体感知课文. (2)播放动画第二遍,并利用几个问句帮助学生理解对话. Questions: 1. Who are they? 2. Were they young then? 3. Who is that little girl? 4. How old was Lingling then? 5. Was Linglings hair short? 6. How about now? 7. What was Lingling like then? III. Production 1. Review the new words of this lesson. A: Read these words. B: 利用课件让学生进行图文匹配练习。 Grandparents young old long hair short hair （此环节是对新知的一个小结，从而检查学生对新知的掌握程度。 ） 2. Read the dialogue loudly. 3. 仿读对话，分角色朗读对话。 IV. Practice: 1. Sum-up: What have you learnt today? 2. Activity4 look at the pictures and fill in the blanks: (1) Her hair _short then. Now her hair _long. (2) He was _then. Now he is _. (3) They _small then. Now they_ big. (4) I _ four _. Now I _ ten. (5) We _ _then. Now we _ _. (本课我把总结放在了最后一个练习的前面，目的是为了帮助 学生理清本课的重点：一般过去时中 be 动词的变化及用法， 从而为下面的练习打好基础。) VI. Homework: 1. Introduce some old photos to your friends. 2. Try to retell the dialogue. 教学反思： 本课的主要内容是通过 Lingling 的爷爷奶奶以及 Lingling 的照片，来描述过去发生的事情，并通过本课的学习使学生能够 学会使用“was” “were” 谈论过去。由于学生第一次接触一般过 去时，对课文内容及”was” “were”的使用难以理解，所以我在本 课的教学中充分利用照片、多媒体等直观教学手段创设情景，使 学生在情景中较容易的感受、理解知识。如在帮助学生理解 “then”的含义及”was” “were”的使用时，我通过出示自己多年 前和现在的照片，逐步引导学生进行讨论。然后出示一组学生们 比较喜欢的明星的对比照，让学生练习用 was , were, then, now 来描述图片。接下来又通过动画将活动 2 的对话展示给学生，并 用一组问句帮助学生理解对话内容。总之，此次教学我运用多种 直观教学手段创设情景，使学生在情景中突破认知上的障碍，从 而有效的化难为易，提高了课堂教学效率。