Module 9-Unit 1 They were very young.-ppt课件-(含教案+视频+素材)-部级优课-(编号：91d0d)-外研版（一起）三年级下册英语.zip
外研社外研社 2011 课标版（一起）三年级下册课标版（一起）三年级下册 Module 9 Unit 1 They were very young. 教学设计教学设计1. 教材分析教材分析本课 They were very young.是外语教学与研究出版社出版的英语（新标准一年级起点）三年级下册第九模块第一单元。本模块的话题是谈论过去的事情和状态，对比过去与现在的不同。本课的课文是 Amy 到 Lingling 家做客，看到 Lingling 家墙上挂的一张黑白照片，于是就问 Lingling 照片上的人是谁。Lingling 告诉 Amy，照片上是自己的爷爷奶奶，他们那时还很年轻。Lingling又给 Amy 看爷爷奶奶现在的照片，他们已经老了。Amy 又问旁边照片上的小女孩是谁，Lingling 告诉 Amy 那是自己两岁时的照片，那时她留着短发，而现在已经是长头发了。Amy 认为那时的 Lingling 很可爱，而 Lingling 回忆说自己那是也很淘气。本课的学习重点是用“was，were”谈论过去的事情和状态。2. 学情分析学情分析三年级学生在本模块第一次接触一般过去时，他们在这一时态的理解上可能会有一定的困难，可能不能很好地掌握中英文在谈论过去的事情和状态时 be动词的变化。在学习中，教师要注意引导学生观察比较、发现 be 动词在两种时态中的不同，可以采用韵文、游戏活动等多种形式来帮助学生巩固和掌握。教师先用白板游戏扫清本科的生词，让学生热身后，为学习本科重点做好准备。本单元的课文是关于家人过去和现在样子的对比，教师结合学生们对小动物的喜爱心理，设计了对比小动物小时候和现在样子对比的运用任务，请学生们运用 be 动词的过去式“was，were”和 be 动词的现在式“is, are”来谈论动物们的过去和现在，使他们能够在运用英语的过程中掌握本课的目标语句，从而达到本课的教学目标。3. 设计理念设计理念本节课我采用的是“以话题为牵动的任务型教学模式”，结合“一起作业”平台中的 4 个白板游戏（棒球小子、小小弓箭手、小魔女与淘气猫和花园大作战）来激发学生的学习兴趣，激起学生参与课堂活动的欲望，为学习新课做好心理和知识点上的准备。整堂课通过小组竞争的策略，让组间形成竞争，尽力完成本堂课的核心学习任务谈论动物朋友们过去和现在的不同特征，创设与学生兴趣紧密相扣的任务情境，通过呈现照片、布置任务、小组合作、小组呈现的步骤来完成本课的学习任务。让学生带着明确的学习目的主动参与到本课的语言学习中来，让学生在用中学，培养学生运用英语做事情的能力以及综合语言运用能力。4. 教学目标教学目标1) 语言知识目标：语言知识目标：功能谈论过去的事情和状态。语法全体学生能够运用 They were very young.这一句式。 词汇全体学生能够理解 were, young, beautiful, was, also, then, who, old, grandparent 运用 was, were。 语音感知课文的语音语调。2) 语言技能目标：语言技能目标：全体学生能够听懂、能说 They were very young.并认读 was, were。3) 运运 用：用： 全体学生能运用“was, were”谈论过去的事情和状态。4) 学学 习习 策策 略：略： 遇到问题能通过小组合作的方式来解决。5) 文文 化化 意意 识：识： 初步注意到中英文在谈论过去的事情和状态时的异同。6) 情情 感感 态态 度：度： 在小组活动中能与其他同学积极配合。7) 任务：任务：谈论动物朋友们过去和现在的不同特征。5. 重点难点重点难点:1)重点重点:全体学生能够理解运用 They were very young.全体学生能运用“was, were”谈论过去的事情和状态2)难点难点:发现中英文在谈论过去的事情和状态时的异同。理解“was, were, is, are”的不同之处并尝试运用。6. 教学过程教学过程I. Warm-up and lead-in1. Warm-upWatch a video：Look at the screen, and try to find out different species of insects. Watch the changing process from a worm to a butterfly. 【设计意图：通过看视频的过程让学生了解蝴蝶不同时期的鲜明区别，让学生迅速集中注意力的同时，引入本课谈论的话题：changes（变化），为学习书上活动 1 做好充分的物理知识背景的准备。】2. Lead-in (Activity 1)1) Learn to read the pictures and learn the new word “then”.Let the kids understand the whole sentence and learn about the blanks. Then watch the CD-ROM together. Emphasize the new word “then”, “beautiful”.T: Look at the two pictures. Kitty and Bob are also talking about the butterfly. Lets watch the CD-ROM and fill in the blanks. Oh, look! Its _. And it was _ then. Click and show the pronunciation of “then”. Let the students imitate reading the word. T: Now lets watch the CD-ROM together. Watch and fill in the blanksOh look! Its _.And it was _ then.【设计意图：先让学生看图片，让学生们养成做听力题的时候，先读图的好习惯。此外，在第一遍感知课文之前，先教授核心词汇 then，部分扫清学生的学习障碍。让学生带着问题听课文，提高注意力，有助于抓住要点。】2) fill in the blanks and learn the new word “beautiful”.T：Now, lets fill in the first blank. S1: Oh look! Its beautiful. Give one sticker for the team of the student.T: Great. Its beautiful. Here its means it is. So, we can also say “It is beautiful.”Click and show the pronunciation of “beautiful”. Let the students imitate reading the word. T: The next blank, who can answer it?S2: And it was also beautiful then. T: Yeah, thats right! (Give one sticker for the team of the student.)【设计意图：通过课文填空的形式，让学生注意听要点，集中注意力的同时，解决课文中的生词。运用音频的形式进行领读，优于教师领读，更加标准。】3) Listen and imitate.T: Lets try to imitate the whole text. Pay attention to the intonation and stress. （Play the CD-ROM of Activity One.）Play the CD-ROM again, sentence by sentence. Let the kids imitate. Then dub.【设计意图：通过跟读、配音活动，引导学生模仿语音语调，形成地道的发音基础，形成语感。】II. Task PresentationT: Kitty and Bob are talking about the butterflys then and now. (贴 then 和 now 的卡片) Lets look at our learning task for our lesson. Today, were going to describe animals then and now. 【设计意图：学生明确本课学习目标和运用任务后，带着目的主动学习新知，将大大提升学习效果。】III. Text learning (Activity 2)1. Play word-games.T: Before we start to learn our text. Lets first play some word-games and see whether you have well prepared for this lesson. (Show the games of 棒球小子, 小小弓箭手 and 小魔女与淘气猫. Let the students come to the front and play the games one by one. If any of them make a mistake. Try to encourage him and correct his mistakes.)【设计意图：让学生在学习新课文之前，扫清课文中的生词困难。借用一起作业平台中的互动白板游戏，让学生在玩中，锻炼专心听力、利用多感官的复习方式，交互性更强地提升学生课前预习单词的动力和兴致。】2. Listen and get the general ideas.1)Listen and answer. Then learn the main ideas.T: First lets watch the CD-ROM for the first time. During this time, try to get the general idea of this dialogue and find out who are Lingling and Amy talking about. (Put the word card “who” on the blackboard. Play the cartoon for the first time.)T: Who are they?(Show pictures for students to remind them of the answers. )S3: grandparents(Give one sticker for the team of the student.)T: “Grandparents” means grandma and grandpa. (Read it one by one. Then put the word card of “grandparent” on the blackboard.)T: Who is this little girl?(Show pictures for students to remind them of the answers. ) S4: Lingling.(Give one sticker for the team of the student.)T: Yes, Lingling and Amy are talking about pictures of Linglings grandparents and Lingling. (Put the picture of Lingling on the blackboard.)2)Listen and fill in the blanks. Try to get some details.T: Then Lets watch the CD-ROM for the second time and try to find out some details. Then fill in the blanks. First, lets look the first part. (Show the sentences for the first part.) Watch and fill in the blanksThey were _ then.But they are _ now.Play the CD-ROM of the first part.T：Now, lets fill in the first blank. S5: They were very young then. T: Yeah, thats right! Give one sticker for the team of the student.T: Great. Look at the picture. “Young” means 年轻的. Lets read it together. Click and show the pronunciation of “young”. Let the students imitate reading the word. (Read the whole sentence in rows or in lines.)T: The next blank, who can answer it?S6: They are very old now. T: Yeah, thats right! Give one sticker for the team of the student.T: Great. Look at the picture. “old” means 年老的. Lets read it together. Click and show the pronunciation of “old”. Let the students imitate reading the word. (Read the whole sentence in rows or in lines.)(Give one sticker for the team of the student.)T: Now, lets continue looking at the second part. (Show the sentences for the second part.) Watch and fill in the blanksYour hair was _ then.Yes, its _ now.Play the CD-ROM of the second part.T：Now, lets fill in the first blank. S7: Your hair was very short then. T: Yeah, thats right! Give one sticker for the team of the student. (Read the whole sentence in rows or in lines.)T: Next one. Who can answer it?S8: Yes, its long now. T: Great! Give one sticker for the team of the student.(Read the whole sentence in rows or in lines.)T: Here, its long. We can also say “It is long”.(Read the whole sentence together.)【设计意图：让学生带着问题听录音，有利于学生注意力的提高。通过学生回答问题，理解并集中操练本课重点句。】3)Summarize the whole text and emphasize the difficult points “were” and “was”. (Take out the key sentences and read together with students. Then stick them on the blackboard) T: When we talk about then, we should change “are” into “were”. We should change “is” into “was”.【设计意图：通过板书的总结让学生对课文有一个整体概念，并且强调 was, were 让学生印象更加深刻。】2. Listen and repeat.1) Follow the cartoon sentence by sentence. 2) After that, practice in pairs （1 minute）. 3) Then have a group reading show. Compete with other groups.(Show the reading standard: 发音标准，声音洪亮+1分；发音标准、声音洪亮、语调优美+2分）【设计意图：在课文跟读、两人小组朗读练习（齐读、分角色任选）的过程中，使学生对本单元的目标词汇及语句有较好的把握，培养学生的语感，为下一步的任务完成做准备。同时，小组合作以“兵”教“兵”，能够更好地利用学生间的能力水平差异，有利于提高学生的课堂学习效果。小组练习的时候，利用屏幕倒计时，可以督促学生抓紧时间，提高自己练习的效率。】IV. PracticePlay the sentence-game.T: Well-done, boys and girls. Lets have a rest and play the sentence-game. First, lets read all the four sentences together. 1. They are my grandparents.2. They were very young then!3. How old were you?4. You were very cute!(Show the game of 花园大作战. and instruct students to read the sentences together. Let the students come to the front and play the games one by one. If any of them make a mistake. Try to encourage him and correct his mistakes.)【设计意图：让学生在学习新课文之前，扫清课文中的生词困难。借用一起作业平台中的互动白板游戏，锻炼连词成句的能力、利用多感官的复习方式，交互性更强地提升学生课上记忆句子的动力和兴致，进一步对于英语句子的语序加深印象。】V. Task completion1. Show pictures and some helpful words.T: Now, its time to finish our task. Please look at the screen and see some animals. (Show pictures of a panda, a chicken, two swans, two frogs, a tiger and a butterfly. Give some adjectives for students to complete the task.)【设计意图：布置任务的时候，首先和学生一起认识这些动物，学会它们的英文发音，再通过学生们学过的形容词呈现，让学生们温故知新，在任务完成前，为学生完成任务构建基础内容和单词，降低了任务的难度。学生们在用中学、学后用，真正做到“运用英语做事情”，培养了学生们的综合语用能力。】2. Show how to complete the task.T: Now, lets see how to complete our task. 准备：2 分钟1. 选择 4 种动物进行汇报，并打对号；2. 用恰当的形容词修饰动物，并写在横线上；3. 组内练习描述动物的过去和现在的特点。 汇报：以小组为单位1. 组长汇报动物名字；2. 组员齐读句子。 (Show the rules of finishing the task. Let students know how to finish the task before they begin)【设计意图：任务完成前，通过屏幕呈现任务准备的步骤和任务完成的方式，使学生明确任务中每个人的分工，让学生学会在规则中进行语言的运用，使任务的准备过程和呈现过程井然有序。】2. Practice in groups.T: Got it? Now take out your paper and talk in groups. Two minutes for you and later well choose all of you to show in groups. 【设计意图：给学生时间进行练习，并鼓励学生之间互相纠错完善自己的介绍，有利于学生更好地掌握学习内容，并使学生在合作中提高沟通与合作的能力。同时在任务准备的 2 分钟内，屏幕中呈现倒计时工具，让学生学会抓紧时间。】3. Show in groups.Choose each teams to show their discussion results. Use “希沃传屏软件” to present each teams paper on the screen so that everyone in the class can see their discussion results. 【设计意图：通过希沃传屏软件，让每组学生的作品都能呈现到大屏幕上，一方面让各组学生重视自己的书写，另一方面，可以让全班学生在其他小组展示的时候，一边看一边听，有助于学生集中注意力。】4. Task summary.T: Boys and girls, youve done amazing jobs in the task. Here are two sentences for you. Dont judge a book by its cover. Dont judge a person by his appearance. According to the Chinese meaning. We can say in Chinese: 不要以貌取人. I hope you can try to do that.【设计意图：通过任务完成，学生们可以发现动物不同时期的特点，感受不同时期的美感，教师进行主题的升华，让学生不要以貌取人，完成情感态度价值观的教育目标。】VI . Exercise T: Please take out your exercise paper and do the two exercises by yourselves. Pay attention to your handwriting. 【设计意图：通过书写课堂练习，让学生把一堂课所学的重点内容呈现到书写上，自我总结同时，培养学生语言的运用能力，提高学生的书写能力。通过随堂检测，及时了解学生对本节课知识的理解和掌握情况，为下一步的教学提供参考。】VII .Summary and Homework1.Summary T: Today we have learnt about Linglings grandparents and Linglings now and then. Lets read all the key sentences together. T: Look, todays winner is Team 2 and Team 4. Congratulations.【设计意图：总结归纳本课主要内容，评选最棒小队，及时反馈学生的表现，鼓舞学生学习的热情。】2.HomeworkT:Todays homework:A. Finish the exercises after class. 完成小练笔。B. Introduce to your friends about your and your familys “then”and “now”.向朋友介绍自己或家人过去与现在的不同特征。【设计意图：及时地复习本节课的目标语句并加以运用，使学生在自己的水平基础上知识得到巩固、能力得到提升。】板书设计：
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外研社外研社 2011 课标版（一起）三年级下册课标版（一起）三年级下册 Module 9 Unit 1 They were very young. 教学设计教学设计1. 教材分析教材分析本课 They were very young.是外语教学与研究出版社出版的英语（新标准一年级起点）三年级下册第九模块第一单元。本模块的话题是谈论过去的事情和状态，对比过去与现在的不同。本课的课文是 Amy 到 Lingling 家做客，看到 Lingling 家墙上挂的一张黑白照片，于是就问 Lingling 照片上的人是谁。Lingling 告诉 Amy，照片上是自己的爷爷奶奶，他们那时还很年轻。Lingling又给 Amy 看爷爷奶奶现在的照片，他们已经老了。Amy 又问旁边照片上的小女孩是谁，Lingling 告诉 Amy 那是自己两岁时的照片，那时她留着短发，而现在已经是长头发了。Amy 认为那时的 Lingling 很可爱，而 Lingling 回忆说自己那是也很淘气。本课的学习重点是用“was，were”谈论过去的事情和状态。2. 学情分析学情分析三年级学生在本模块第一次接触一般过去时，他们在这一时态的理解上可能会有一定的困难，可能不能很好地掌握中英文在谈论过去的事情和状态时 be动词的变化。在学习中，教师要注意引导学生观察比较、发现 be 动词在两种时态中的不同，可以采用韵文、游戏活动等多种形式来帮助学生巩固和掌握。教师先用白板游戏扫清本科的生词，让学生热身后，为学习本科重点做好准备。本单元的课文是关于家人过去和现在样子的对比，教师结合学生们对小动物的喜爱心理，设计了对比小动物小时候和现在样子对比的运用任务，请学生们运用 be 动词的过去式“was，were”和 be 动词的现在式“is, are”来谈论动物们的过去和现在，使他们能够在运用英语的过程中掌握本课的目标语句，从而达到本课的教学目标。3. 设计理念设计理念本节课我采用的是“以话题为牵动的任务型教学模式”，结合“一起作业”平台中的 4 个白板游戏（棒球小子、小小弓箭手、小魔女与淘气猫和花园大作战）来激发学生的学习兴趣，激起学生参与课堂活动的欲望，为学习新课做好心理和知识点上的准备。整堂课通过小组竞争的策略，让组间形成竞争，尽力完成本堂课的核心学习任务谈论动物朋友们过去和现在的不同特征，创设与学生兴趣紧密相扣的任务情境，通过呈现照片、布置任务、小组合作、小组呈现的步骤来完成本课的学习任务。让学生带着明确的学习目的主动参与到本课的语言学习中来，让学生在用中学，培养学生运用英语做事情的能力以及综合语言运用能力。4. 教学目标教学目标1) 语言知识目标：语言知识目标：功能谈论过去的事情和状态。语法全体学生能够运用 They were very young.这一句式。 词汇全体学生能够理解 were, young, beautiful, was, also, then, who, old, grandparent 运用 was, were。 语音感知课文的语音语调。2) 语言技能目标：语言技能目标：全体学生能够听懂、能说 They were very young.并认读 was, were。3) 运运 用：用： 全体学生能运用“was, were”谈论过去的事情和状态。4) 学学 习习 策策 略：略： 遇到问题能通过小组合作的方式来解决。5) 文文 化化 意意 识：识： 初步注意到中英文在谈论过去的事情和状态时的异同。6) 情情 感感 态态 度：度： 在小组活动中能与其他同学积极配合。7) 任务：任务：谈论动物朋友们过去和现在的不同特征。5. 重点难点重点难点:1)重点重点:全体学生能够理解运用 They were very young.全体学生能运用“was, were”谈论过去的事情和状态2)难点难点:发现中英文在谈论过去的事情和状态时的异同。理解“was, were, is, are”的不同之处并尝试运用。6. 教学过程教学过程I. Warm-up and lead-in1. Warm-upWatch a video：Look at the screen, and try to find out different species of insects. Watch the changing process from a worm to a butterfly. 【设计意图：通过看视频的过程让学生了解蝴蝶不同时期的鲜明区别，让学生迅速集中注意力的同时，引入本课谈论的话题：changes（变化），为学习书上活动 1 做好充分的物理知识背景的准备。】2. Lead-in (Activity 1)1) Learn to read the pictures and learn the new word “then”.Let the kids understand the whole sentence and learn about the blanks. Then watch the CD-ROM together. Emphasize the new word “then”, “beautiful”.T: Look at the two pictures. Kitty and Bob are also talking about the butterfly. Lets watch the CD-ROM and fill in the blanks. Oh, look! Its _. And it was _ then. Click and show the pronunciation of “then”. Let the students imitate reading the word. T: Now lets watch the CD-ROM together. Watch and fill in the blanksOh look! Its _.And it was _ then.【设计意图：先让学生看图片，让学生们养成做听力题的时候，先读图的好习惯。此外，在第一遍感知课文之前，先教授核心词汇 then，部分扫清学生的学习障碍。让学生带着问题听课文，提高注意力，有助于抓住要点。】2) fill in the blanks and learn the new word “beautiful”.T：Now, lets fill in the first blank. S1: Oh look! Its beautiful. Give one sticker for the team of the student.T: Great. Its beautiful. Here its means it is. So, we can also say “It is beautiful.”Click and show the pronunciation of “beautiful”. Let the students imitate reading the word. T: The next blank, who can answer it?S2: And it was also beautiful then. T: Yeah, thats right! (Give one sticker for the team of the student.)【设计意图：通过课文填空的形式，让学生注意听要点，集中注意力的同时，解决课文中的生词。运用音频的形式进行领读，优于教师领读，更加标准。】3) Listen and imitate.T: Lets try to imitate the whole text. Pay attention to the intonation and stress. （Play the CD-ROM of Activity One.）Play the CD-ROM again, sentence by sentence. Let the kids imitate. Then dub.【设计意图：通过跟读、配音活动，引导学生模仿语音语调，形成地道的发音基础，形成语感。】II. Task PresentationT: Kitty and Bob are talking about the butterflys then and now. (贴 then 和 now 的卡片) Lets look at our learning task for our lesson. Today, were going to describe animals then and now. 【设计意图：学生明确本课学习目标和运用任务后，带着目的主动学习新知，将大大提升学习效果。】III. Text learning (Activity 2)1. Play word-games.T: Before we start to learn our text. Lets first play some word-games and see whether you have well prepared for this lesson. (Show the games of 棒球小子, 小小弓箭手 and 小魔女与淘气猫. Let the students come to the front and play the games one by one. If any of them make a mistake. Try to encourage him and correct his mistakes.)【设计意图：让学生在学习新课文之前，扫清课文中的生词困难。借用一起作业平台中的互动白板游戏，让学生在玩中，锻炼专心听力、利用多感官的复习方式，交互性更强地提升学生课前预习单词的动力和兴致。】2. Listen and get the general ideas.1)Listen and answer. Then learn the main ideas.T: First lets watch the CD-ROM for the first time. During this time, try to get the general idea of this dialogue and find out who are Lingling and Amy talking about. (Put the word card “who” on the blackboard. Play the cartoon for the first time.)T: Who are they?(Show pictures for students to remind them of the answers. )S3: grandparents(Give one sticker for the team of the student.)T: “Grandparents” means grandma and grandpa. (Read it one by one. Then put the word card of “grandparent” on the blackboard.)T: Who is this little girl?(Show pictures for students to remind them of the answers. ) S4: Lingling.(Give one sticker for the team of the student.)T: Yes, Lingling and Amy are talking about pictures of Linglings grandparents and Lingling. (Put the picture of Lingling on the blackboard.)2)Listen and fill in the blanks. Try to get some details.T: Then Lets watch the CD-ROM for the second time and try to find out some details. Then fill in the blanks. First, lets look the first part. (Show the sentences for the first part.) Watch and fill in the blanksThey were _ then.But they are _ now.Play the CD-ROM of the first part.T：Now, lets fill in the first blank. S5: They were very young then. T: Yeah, thats right! Give one sticker for the team of the student.T: Great. Look at the picture. “Young” means 年轻的. Lets read it together. Click and show the pronunciation of “young”. Let the students imitate reading the word. (Read the whole sentence in rows or in lines.)T: The next blank, who can answer it?S6: They are very old now. T: Yeah, thats right! Give one sticker for the team of the student.T: Great. Look at the picture. “old” means 年老的. Lets read it together. Click and show the pronunciation of “old”. Let the students imitate reading the word. (Read the whole sentence in rows or in lines.)(Give one sticker for the team of the student.)T: Now, lets continue looking at the second part. (Show the sentences for the second part.) Watch and fill in the blanksYour hair was _ then.Yes, its _ now.Play the CD-ROM of the second part.T：Now, lets fill in the first blank. S7: Your hair was very short then. T: Yeah, thats right! Give one sticker for the team of the student. (Read the whole sentence in rows or in lines.)T: Next one. Who can answer it?S8: Yes, its long now. T: Great! Give one sticker for the team of the student.(Read the whole sentence in rows or in lines.)T: Here, its long. We can also say “It is long”.(Read the whole sentence together.)【设计意图：让学生带着问题听录音，有利于学生注意力的提高。通过学生回答问题，理解并集中操练本课重点句。】3)Summarize the whole text and emphasize the difficult points “were” and “was”. (Take out the key sentences and read together with students. Then stick them on the blackboard) T: When we talk about then, we should change “are” into “were”. We should change “is” into “was”.【设计意图：通过板书的总结让学生对课文有一个整体概念，并且强调 was, were 让学生印象更加深刻。】2. Listen and repeat.1) Follow the cartoon sentence by sentence. 2) After that, practice in pairs （1 minute）. 3) Then have a group reading show. Compete with other groups.(Show the reading standard: 发音标准，声音洪亮+1分；发音标准、声音洪亮、语调优美+2分）【设计意图：在课文跟读、两人小组朗读练习（齐读、分角色任选）的过程中，使学生对本单元的目标词汇及语句有较好的把握，培养学生的语感，为下一步的任务完成做准备。同时，小组合作以“兵”教“兵”，能够更好地利用学生间的能力水平差异，有利于提高学生的课堂学习效果。小组练习的时候，利用屏幕倒计时，可以督促学生抓紧时间，提高自己练习的效率。】IV. PracticePlay the sentence-game.T: Well-done, boys and girls. Lets have a rest and play the sentence-game. First, lets read all the four sentences together. 1. They are my grandparents.2. They were very young then!3. How old were you?4. You were very cute!(Show the game of 花园大作战. and instruct students to read the sentences together. Let the students come to the front and play the games one by one. If any of them make a mistake. Try to encourage him and correct his mistakes.)【设计意图：让学生在学习新课文之前，扫清课文中的生词困难。借用一起作业平台中的互动白板游戏，锻炼连词成句的能力、利用多感官的复习方式，交互性更强地提升学生课上记忆句子的动力和兴致，进一步对于英语句子的语序加深印象。】V. Task completion1. Show pictures and some helpful words.T: Now, its time to finish our task. Please look at the screen and see some animals. (Show pictures of a panda, a chicken, two swans, two frogs, a tiger and a butterfly. Give some adjectives for students to complete the task.)【设计意图：布置任务的时候，首先和学生一起认识这些动物，学会它们的英文发音，再通过学生们学过的形容词呈现，让学生们温故知新，在任务完成前，为学生完成任务构建基础内容和单词，降低了任务的难度。学生们在用中学、学后用，真正做到“运用英语做事情”，培养了学生们的综合语用能力。】2. Show how to complete the task.T: Now, lets see how to complete our task. 准备：2 分钟1. 选择 4 种动物进行汇报，并打对号；2. 用恰当的形容词修饰动物，并写在横线上；3. 组内练习描述动物的过去和现在的特点。 汇报：以小组为单位1. 组长汇报动物名字；2. 组员齐读句子。 (Show the rules of finishing the task. Let students know how to finish the task before they begin)【设计意图：任务完成前，通过屏幕呈现任务准备的步骤和任务完成的方式，使学生明确任务中每个人的分工，让学生学会在规则中进行语言的运用，使任务的准备过程和呈现过程井然有序。】2. Practice in groups.T: Got it? Now take out your paper and talk in groups. Two minutes for you and later well choose all of you to show in groups. 【设计意图：给学生时间进行练习，并鼓励学生之间互相纠错完善自己的介绍，有利于学生更好地掌握学习内容，并使学生在合作中提高沟通与合作的能力。同时在任务准备的 2 分钟内，屏幕中呈现倒计时工具，让学生学会抓紧时间。】3. Show in groups.Choose each teams to show their discussion results. Use “希沃传屏软件” to present each teams paper on the screen so that everyone in the class can see their discussion results. 【设计意图：通过希沃传屏软件，让每组学生的作品都能呈现到大屏幕上，一方面让各组学生重视自己的书写，另一方面，可以让全班学生在其他小组展示的时候，一边看一边听，有助于学生集中注意力。】4. Task summary.T: Boys and girls, youve done amazing jobs in the task. Here are two sentences for you. Dont judge a book by its cover. Dont judge a person by his appearance. According to the Chinese meaning. We can say in Chinese: 不要以貌取人. I hope you can try to do that.【设计意图：通过任务完成，学生们可以发现动物不同时期的特点，感受不同时期的美感，教师进行主题的升华，让学生不要以貌取人，完成情感态度价值观的教育目标。】VI . Exercise T: Please take out your exercise paper and do the two exercises by yourselves. Pay attention to your handwriting. 【设计意图：通过书写课堂练习，让学生把一堂课所学的重点内容呈现到书写上，自我总结同时，培养学生语言的运用能力，提高学生的书写能力。通过随堂检测，及时了解学生对本节课知识的理解和掌握情况，为下一步的教学提供参考。】VII .Summary and Homework1.Summary T: Today we have learnt about Linglings grandparents and Linglings now and then. Lets read all the key sentences together. T: Look, todays winner is Team 2 and Team 4. Congratulations.【设计意图：总结归纳本课主要内容，评选最棒小队，及时反馈学生的表现，鼓舞学生学习的热情。】2.HomeworkT:Todays homework:A. Finish the exercises after class. 完成小练笔。B. Introduce to your friends about your and your familys “then”and “now”.向朋友介绍自己或家人过去与现在的不同特征。【设计意图：及时地复习本节课的目标语句并加以运用，使学生在自己的水平基础上知识得到巩固、能力得到提升。】板书设计：
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