小学英语外研版 (三年级起点)四年级下册Unit 1 I was two then.教学设计

这是一份小学英语外研版 (三年级起点)四年级下册Unit 1 I was two then.教学设计，共8页。教案主要包含了教学重点和难点，教具准备，教学过程等内容，欢迎下载使用。
Module5 Unit1 I was two then.教学设计  一、教学目标：1.语言知识目标： 能够听、说、认读本课的重点单词:was , then, grandparent,were, young,old, hair, so ,short,long.2.语言技能目标：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.情感态度目标：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。二、教学重点和难点：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。3.使用 “was” “were”描述从过去到现在发生的变化。4.then的发音。本课的教学对象是四年级学生，他们已经掌握了一定的英语词汇，具有一定的英语学习的积极性，具备一定的英语语言运用能力。因此，教师应在教学过程中为学生提供适当真实的语言环境，让学生明白本课学习的句型在真实情况下应如何使用。本节课的语言点对学生的学习有些难度，因此教师要在教学过程中时刻注意学生的接受情况，对学生多加以鼓励，及时调整教学节奏，让学生在听说读写的过程中体验、感知、理解目标语句。三、教具准备：多媒体课件、单词卡 。四、教学过程：Step1:激情热身：Say the chant and do the actions.Tall, tall，tall. I am tall.Short, short , short. You are short.Fat, fat , fat. He is fat.Thin, thin , thin. She is thin.big, big, big.  It’s bigsmall, small, small. They are small!【设计意图】课前活动，通过让学生和老师一起一边夸张的做动作，一边说chant，复习了学过的形容词，同时营造了一种欢快愉悦的课堂氛围。  2.（1）出示 3张单词卡片“am”“is ” “are” ， 让学生认读后，告诉学生 ，这三个单词又称作be动词。（2）回忆并齐说过去自编的chant:I用am,you 用are，is跟着he,she,it;所有复数都用are。Step2: Presentation 1.教师课件出示自己近期的照片T:I think you are the best. I want to be your good friends. How about you ? Do you want to be my good friends?Ss:Yes,I do.T:Sounds great! Look at me !Hello,everybody , My name is chen bai ling , Now I am 30 , I am short and fat.(板书Now I am 30. 与now,帮助学生理解now.)T:My hair is short. Do you understand hair? (引出新单词hair,手指向自己的头发，并将单词hair慢慢地写在黑板上的四线三格中，同时示范单词的发音。)2.教师课件出示自己小时候的照片T: Look! I have a photo. Who is that girl? Can you guess? (引出新单词who,并将单词who慢慢地写在黑板上的四线三格中，同时示范单词的发音，将汉译给学生看。)S1:….S2:….   S3: It’s you.T:Yes, you are right.It’s me. (引出新单词me,并将单词me慢慢地写在黑板上的四线三格中，同时示范单词的发音。)3.前后两张照片对比T:What’s different for me ?S4:….S5:….  S6:….T:In this photo,I was 16,then. I was short and thin,then. You see I was a student ,then. Now I am a teacher.（引出新单词then,将单词then慢慢地写在黑板上，同时示范并强调then的发音、舌位。适时板书I was 16,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,让学生在脑子里建立一个概念，逐渐感受be动词的变化。） Step3: Learn textT:Today ,we are going to learn Module 5 Unit 1 I was two then.（板书课题并读一读)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.一、First , Now listen to the tape.让我们认真听课文。二、Now listen to the tape again and answer the questions:再次听录音，并回答问题。1、Who is that little girl?2、How old was she then ?T:Who can answer this questions ?三 、Now listen to the tape again and repeat.让我们认真听并跟读模仿课文。（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。）Step 4: Practice1.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.③They were fat, then. Now they are thin.④I was four then. Now I am ten .⑤We were young then .Now we are old .T:指明若干同学示范，表扬并给完成较好的组员贴贴。（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，能准确地模仿和重复说出新学的语言。）2.Please take out your photos and say it with your partner .T:Let’s begin. Eg: I was…then , Now I am….先两人一组进行练习，然后二人一组到台前来交流。表扬并给完成较好的小组贴贴。S7: I was … ,then. I was… .  Now I am….S8: I was … ,then. My hand was… . Now I am….（设计意图：通过生生互动巩固训练，加深孩子们对新知的印象，用自己带的照片对比描述变化，尽情展示自我，让课堂成为学生自我展现的舞台，体现学以致用的教学理念。）Step 5: Production1.Talk about superstarsT:Do you like stars? I will invite three superstars come to our class.Now,let’s welcome. Clap your hands.（课件出示李小龙、姚明、刘翔小时候照片）Can you guess the stars？T:Ok,（课件出示李小龙、姚明、刘翔现在照片）Can you tell their changes? let’s talk about useful words: tall/short,strong/cute, fat/thin…. Eg:They were…,then. Now they are …. He was … ,then. Now he is….T:先四人一组进行练习，可以选择你喜欢的其中一位或全部来与同伴交流，组长组织让语言更丰富，如加入hello,nice to meet you等语言，最后小组集体展示。表扬并给完成较好的小组贴贴。Step5.总结点评，激励进步1.学生代表总结本节课的知识点，教师加以补充。2.就学生本节课的表现进行评价，鼓励进步。T: Wonderful! A song for you! Listen to me carefully.教师示范唱《两只老虎》版自编歌曲。I was two then. I was two then.Now I’m ten. Now I’m ten.I was short then. I was short then.Now I’m tall. Now I’m tall.