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

这是一份外研版 (三年级起点)四年级下册Unit 1 I was two then.教学设计，共3页。

教材分析
外研版（三年级起）第四册Mdule5主题是Changes . 通过谈论人的变化，初步学习一般过去时。Unit1主要是初步学习运用 was和were来谈论过去的自己和别人。课文通过Amy参观Lingling家的照片，用英语描述玲玲家人过去和现在的变化。
这一课在本教材中有承上启下的作用，学生已学习掌握了人称代词以及描述人和物的形容词，这可以为本课做铺垫；通过本课的学习，让学生初步认识和感知一般过去时的用法，重点教会学生初步使用 was ,were来描述过去的自己或他人。这将为下面两个模块学习动词过去式的规则和不规则变化做准备。
简而言之，教材是围绕Changes这一主题，让学生明白时间在变化，动词也在变化。
学情分析
四年级的学生活泼可爱，他们正处在儿童时期向少年时期的过渡期，能发现自己的成长中的变化，帮助学生正确认识并大胆描述自己，对孩子今后的英语学习有深刻影响。一般过去时对于学生来说是全新的语法内容。在学习本课之前学生学了一般现在时和一般将来时，接触到了be动词，但要把be动词变为过去式对于四年级的学生来说还真有点难。根据四年级孩子们活泼好动、爱表现、模仿能力强的特点，本节课将采用TPR、唱歌、小组合作等多种方式来激发学生的学习兴趣。
教学目标
（一） 技能与知识目标：
1．能听说认读本课单词was, then, grandparent, were, yung, ld, hair , s, shrt, lng,。
2．初步感知和理解一般过去时，I was… They were…
（二） 能力目标：能用 was ,were初步描述自己或他人过去的状态。
（三） 情感目标：让学生大胆地描述自己或他人，增进师生之间和同学之间的感情。
教学重难点
1． 词汇：was, then, grandparent, were, yung, ld, hair , s, shrt, lng。
2． 句型：I was… They were…
教学用具
PPT课件、单词卡片、头饰、学习卡等
教学环节
教师活动
预设学生行为
设计意图
Ⅰ.Warming up
1. Greetings
2. Chant and d the actins.
Tall, tall！I am tall.
Shrt, shrt！Yu are shrt.
Fat, fat! He is fat.
Thin, thin! She is thin.
Naughty, naughty! It’s naughty.
Beautiful, beautiful !They are beatiful.
Cute, cute! We are cute.
Cl, cl! Yu are cl.
1. Greetings
2. Chant and d the actins with the teacher.
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, shrt等描述人物特征的形容词，也复习人称代词和be动词(am, is，are) ，为新授知识的呈现作铺垫。
Ⅱ.Presentatin
1. Play the vide “We will rck yu.”, and shw the changes f water.
T: That’s the changes f water. Tday we’ll talk abut changes
Nw let’s learn Mdule 5 Unit 1 I was tw then .
2. Present and learn Part 1.
3. Present and learn the dialgue f Part 2.
⑴ Listen and answer the questins.
① Wh is that little girl?
② Hw ld was she then？
③ She was s and .
④ Wh are they?
⑵ Please underline the wrds yu think it’s difficult r imprtant . And have a discussin in yur grup.
Learn the new the new wrds was, then, grandparent, were, yung, ld, hair , s, shrt, lng .
⑶ Listen, pint, and repeat the text.
⑵ (课件出示教师小时候的照片)
T: I was fur, then. I was shrt. My hair was s shrt. Nw I am 30. I am tall. My hair is s lng.
Learn the new wrds was and then.
Learn the new sentence. I was…
(当我们描述自己过去的状态时，要把am变成was.)
⑶ 课件出示Lingling小时候和现在的照片。
I was tw, then. I was cute. I was naughty. Nw I am ten. I am tall. I am clever.
①Fill in the blanks.
②Read tgether.
③Practice in pairs, and then make a shw.
④Rle play.
1. Enjy the music and watch the changes f water.
3．Learn the text.
⑴ Listen, find and answer the questins.
⑵Listen, pint and repeat the text.
2. Lk at the pht and listen t the teacher, learn the new wrds and the new sentence.
Ss: It’s Ms Liang.
Listen & read
Lk and Listen
Listen & read
⑶ Listen and cmpare
①Fill in the blanks.
②Read tgether.
③Practice in grups, and then make a shw.
④Rle play.
1.通过有趣的视频和令人振奋的音乐吸引学生的注意力，并从视频中水的变化，引入课题Changes。
3．听读课文，整体感悟；通过提问检查反馈，多次呈现课文关键内容，反复强调重难点。
2.通过介绍老师的变化，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，加深对新学单词的印象。
⑵ 通过介绍老师小时候的照片，在情景中呈现was, 让学生初步感知过去时，引导学生使用was
⑶通过角色表演，描述玲玲的变化，进一步学习使用was。感知→理解→模仿→实践，层层递进，由易到难。用角色表演为后面大胆地描述过去的自己的变化作铺垫。
教学环节
教师活动
预设学生行为
设计意图
Ⅱ.Presentatin
⑷ Shw the ld phts f the pupils and describe them.
①Practice in grups.
②Shw the phts and describe them. I was …
⑸ Shw the pht f grandparents.
Teach the new wrds grandparent and were.
They were … (描述过去的状态时，要把are变成were.)
⑹Sing a new sng. “I was tw, then.”
I was, I was tw, then.
I was, I was naughty.
They were, They were yung, then.
We were, we were happy.
⑷Shw the phts and describe them.
①Practice in grups.
②Shw the phts and describe them.
⑸Learn the new wrds Learn and practice the sentence.
⑹Make and sing the new sng.
⑷ “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。
⑸ 由照片引入新单词grandparents和were，
进一步学习过去时，引导学生正确使用were。
⑹把教学内容编成富有节奏的新歌曲, 帮助学生记忆背诵并体验学习与创新的快乐。
Ⅲ Practice
Exercises ( Learning Card )
①Lingling (is/was) tw, then.
②She (is/was) cute and naughty then.
③Lingling’s hair (is/was) s shrt then.
④They (are/were) Lingling’s grandparents.
⑤They (are/were) yung, then.
1.Exercises
Read and tick.
检测与反馈。
Ⅳ Sum up
Summary
整体感知，强化记忆
板书设计
Mdule 8 Changes
Unit 1 I was tw.
Then Nw
I was… I am…
They were… They are…