1、 1 Lesson 7 Your parents were young then.教学设计 关键词关键词英语 教案 小学 内容来源内容来源接力版五下 Lesson 7 主题主题Your parents were young then. 课时课时第 1 课时 Look,listen and say & Look and say. 一、目标依据一、目标依据 依据新课标，要求小学五年级的学生能借助图片、图像等听懂简 单的讲话或录音材料；能听懂课堂活动中简单的提问；能听懂常用指 令和要求，并作出适当的反应；敢于开口，表达中不怕出错误；积极 参与各种课堂学习活动，积极与他人合作，共同完成学习任务。 二、
2、教材分析二、教材分析 这是本课的第一课时，也是本课的重点。通过 Lingling 和朋友 Steven 谈论她过去的家庭照片， 让学生学习如何谈论自己或者别人过 去和现在的样子，并掌握 be 的一般过去时句型。 三、三、教学目标教学目标 (一）语言技能一）语言技能 1.知识与技能目标：掌握 be 的一般过去时句型。 2.过程与方法目标： 能够在日常情境下使用单词句型进行过去年 龄样子的介绍。 3.情感态度与价值观目标：激发和培养学习英语的兴趣，用所学 英语进行交际的意识和勇气。 （二）（二）教学重难点教学重难点 1.本课的教学重点： 掌握有关过去一般时的句型。 2 本课的教学难点: 能够在日常
3、情境下使用单词句型进行流畅对话。 （三）（三）教学准备教学准备 1.教师准备：多媒体课件、音频和练习题等。 2.学生准备：家庭照片 四、教学过程四、教学过程 2 step 1 Warp up 1. Greeting. 师生英语问候 T: Hello, boys and girls. Do you like spring? Ss: Yes, I like spring. T: Whats the weather like in spring? Ss: Its warm and windy. T: Yes, and we can fly kites in spring. 2. Lead in: W
4、hat does he/she look like? What does her hair look like? Now, look at the screen.Please look and say:What does he look like? Ss: He is short. T: Good. What does she look like? Ss: She is fat. T: What does her hair look like? Ss: Her hair is long. 设计意图：在之前学习的基础上开展教学，趣味引入。 Step 2 Presentation 1. 呈现新课题
5、。 1.You are clever. Les learn a new lesson today. (课件展示，引导学生读 课题）Follow me “Your parents were young then.”。(教师教读并板书） Ss: Your parents were young then. 2. Read the conversations T: Look at the picture, Lingling and Steven are talking about Linglings family photo. What are they talking about? Now, let
6、s read the conversations. 3 Ss: (自由读课文，模仿语音语调。) 设计意图：朗读训练，纠正发音。 3. Listen carefully and try to repeat the conversations. 4.Think and answer: true or false T: Think and answer the sentences true or false? True is T, false is F. 5.Listen again and find out the key points( be 的过去式） 一般过去时态表示过去某个时间发生的动作或
7、存在的状态。 is/am-was are-were 肯定句：主语 + was/were 否定句：主语 + wasnt/werent . 一般问句：Was/Were + 主语 . ? 肯定回答：-Yes, 主语 + was/were. 否定回答：-No, 主语 + wasnt/werent. 设计意图：引导学生发现课文中的重难点，总结归纳，培养学生自主 学习能力。 6. Fill in blanks.(依据课文内容填空） They are Linglings _. They _ young. Lingling was _. And she was _ then. Now, she is _. 设
8、计意图：讲练结合。 Step 3 Lets talk. (1) Listen and repeat. T: OK. Lets do some practices. Please look at the picture, listen carefully. 4 1. T: Now look at the picture and say. Ss: 生读， 师板书： I was+数字+ years old 2. 用同样的方法完成其他三幅图 3. 设计意图：小组活动，互促进步。口语表达能力的锻炼。 4. Lets talk Talk about your favorite photo! T: Who
9、is he? Ss: He is Liang Anyang. T: OK. Liang Anyang come here. Can you talk about your photo? Liang Anyang: Yes, I can. T: OK. Lets listen to him. ( Well done, big hands, please!) T: Who is she? Ss: She is Zhong Yuxuan. T: Please come here and talk about your photo. ( Very good, big hands, please!) 设
10、计意图：让学生运用本节课所学的知识完成任务，有助于巩固和运 用语言知识能力。 5. Practice T: OK. Boys and girls, you can talk about your photos for each other after class. Now lets do a practice. Please look and write. Step 4 Do some exercises. 用 be 动词的适当形式填空。 1. I _ at school now. 5 2.He _ at home yesterday(昨天）. 3. We _ students ten yea
11、rs then. 4. They _ on the farm six years old then. 5. Lingling _ eleven years old last year. 设计意图：强化句型使用，及时进行重难点的梳理。 Step 5 Do a summary. 根据板书复述今天学习的内容: Your parents were young then. 总结 Lesson 7 的重点： (1)熟读本单元对话。 (2)结合对话内容，总结关于 be 的过去式。 Step 6. Homework. 板书设计：板书设计： Lesson 7 Your parents were young then. Your parents were young then. I was + 数字 + years old. 课堂小结: 这节课的教学任务是激发学生学习 be 的过去时态的 兴趣，通过实际对话情境的模拟练习加深对单词的掌握，并为下节课 的句型讲解做好铺垫。练习活动主要是两人对话，师生对话，小组活 动为主，让学生在轻松、愉快的课堂气氛中完成学习任务，达到预定 的教学目标。
