1、 1 U Unit5 nit5 第第 4 4 课时教学设计课时教学设计 教学目标教学目标 1. 复习和巩固一般过去时中 be 动词 was，were 的用法。 2. 复习和巩固物品过去和现在的位置的表达。 教学准备教学准备 教师准备：Listen and match 部分的音频。 教学方法建议教学方法建议 I.I. 课程导入（课程导入（Leading InLeading In） 1 1. . 课前热身课前热身 根据上节课所学的对话，课前热身建议如下: T: From the dialogue, we know Liu Zhaoyangs father was at the same schoo
2、l thirty years ago. At that time, the school was small. There was a small library. And there were about six hundred students in the school. But now, there are about two thousand. It is a big school. How many students are there in our school, do you know? 2 2. . 新课导入新课导入 根据本单元内容，教师可设计一些类似下面这样的会话作为导入活
3、动： T: Where is your English book? S1: It is on my desk. T: Was it on the desk an hour ago? S1: No. T: Where was it? S1: It was in my school bag. T: Was there a Chinese book in your school bag, too? S1: Yes, there was.(教师引导学生说) And there were many other books in it. T: I see. Now please open your boo
4、ks. What shall we do today? We have many things to do. II.II. 课程展示活动和过程的设计建议（课程展示活动和过程的设计建议（PresentationPresentation） 1. 1. Part C Listen and matchPart C Listen and match 1. 教师引导学生观察上面一排的图片，以 Whats this / that? What is it? 提问，让学生说出 场所名称。然后让学生观看下面的人物头像，通过提问 Who is he / she? Can you tell me his / her
5、name? 让学生熟记对话里将出现的人物。 2. 教师播放录音，学生听录音独立完成练习。 3. 教师呈现正确答案，学生核对答案。 4. 本部分录音内容如下： Mr. Zhao: Hello, boys and girls! Were you at home yesterday? 2 Students: No, we werent. Mr. Zhao: Where were you, Kitty? Kitty: I was at the cinema. There was a great film yesterday. Mr. Zhao: How about you, Colin? Where
6、were you? Mr. Zhao: And you Alice? Where were you? Alice: I was in the park. There were many beautiful flowers there. Mr. Zhao: Great! What about you, Kevin? Where were you? Kevin: I was on my uncles farm. 5. 参考答案：Kitty电影院，Colin图书馆，Alice公园，Kevin农场 6. 让学生根据连线结果试着说句子，如： Kitty was at the cinema yesterd
7、ay. Colin was in the library. 2. 2. Part C Order and actPart C Order and act 1. 教师先向学生介绍此类题的答题技巧，即：先找出问句，再为每个问句找到对应的答语；然后 再根据情境决定每一个问答过程的顺序。 2. 请学生独立完成练习之后，自己找搭档进行对话，教师还可以请几组同学表演对话。 3. 参考答案：2，5，4，1，3, 6, 7 3. 3. Part C Read and put the things backPart C Read and put the things back 1. 教师请学生仔细观察图片，说出
8、物品的名称。 2. 学生读短文，并把物品的序号写在图中的相应位置。 3. 教师让学生根据短文内容，做对话练习。 对话 1: A: Was there a kite on the wall? B: Yes, there was. A: Were there any books on the desk? B: Yes, there were. 对话 2: A: Where was the kite? B: It was on the wall. A: Where were the books? B: They were on the desk. IIIIII. . 操练活动的设计与实施建议（操练活
9、动的设计与实施建议（Practice Activities)Practice Activities) 1 1. Hide and seek. Hide and seek 教师将学生分为两人一组，一个同学将自己的文具藏起来，另一个同学找。比如一个同学把桌 3 子上的尺子藏在书包里。对话可以照这样设计： S1: Where is my ruler? S2: Is it on the desk? S1: No, it isnt. S2: But it was on the desk just now. Oh, there it is. Its in your bag. 2. 2. Part B Lo
10、ok and sayPart B Look and say 1. 教师引导学生观察第一图片，以问题 What can you see in the picture?引导学生说出图中的 花草、树木、房子、人物：a little girl, a dog and a cat, a small beautiful house, a clean river, fish, green trees and nice flowers0 2. 以同样的方式让学生观察熟悉第二幅图，引导学生先说出图中的高楼大厦、垃圾满地：tall buildings, the cars make the air dirty, the rubbish makes the river dirty。从而推出环 境不好、空气不新鲜。 3. 让学生参照课本中 Look and say 部分的形式进行描述。教师引导学生熟悉句型结构，可以示范 其中的一部分。 Thirty years ago, my mother was young. . Now, my mother is tall.
