1、冀教版 五年级（下） 一、一、教学背景分析教学背景分析 1. 1. 教材教材分析分析 本课是冀教版小学英语五年级下册第四单元的第三篇课文， 在第 二课的基础上继续学习一般过去时中动词过去式的特殊形式， 掌握不 规则动词的过去式，本课主要学习 be 动词变过去式的特殊用法。还 要求学生能熟练运用 What happened? / I hurt my 句型， 并流利的朗 读课文。 2 2. . 学情学情分析分析 五年级的学生已进入高年级，可以熟练掌握一些基本的英语词 汇，灵活运用句型，但对于过去时还较为生涩，作为新授课，需要关 注学生的接受力，重视学生反馈。 二、二、教学目标教学目标 1. 1.
2、语语言技能言技能目标目标 （1） 能听懂、 会说、 认读并书写下列词汇： story, photo, was, happy, were, happen, last （2）能掌握句型：What happened? 2 2、语言知识目标、语言知识目标 （1）能熟知 was, were, had, ate, did 等特殊动词过去式。 （2）能理解并运用下列基本的句型结构：What happened? （3）能够用过去式谈论过去的事。 3 3. . 学习策略目标学习策略目标 （1）通过对真实情景、课文文本的观察与学习，深入理解现在时和 冀教版 五年级（下） 过去时的概念。 （2）通过实践互动，能用一
3、般过去时描述过去发生的事情。 （3）通过句型比较，结合句子学习单词，牢固掌握 be 动词变过去式 的用法。 4 4. . 情感态度目标情感态度目标 （1）能正确理解文本，感受真实语言交际中灵活运用英语所带来的 乐趣，创造一种和谐、平等、宽松、幽默的课堂氛围，使学生参与其 中，畅所欲言。 （2）能积极与同伴合作，灵活运用本课语言点围绕过去的事情进行 对话，培养其学习兴趣，树立自信心。 5. 5. 文化意识目标文化意识目标 （1）通过语言交际培养学生用英语思维的能力。 （2）通过设置真实情景使学生在参与、体验中感受文化差异。 三、三、教学重难点教学重难点 重点：重点： 1. 掌握本课动词过去式、短
4、语和日常交际用语。 2. 能运用 What happened？I hurt 描述发生过的事情。 3. 正确本课认读单词、短语及语段。 4. 熟知一般过去时态动词过去式的变化规律。 难点：难点： 1. 一般过去时态动词过去式的特殊变化形式。 2. 能与人交流过去发生的事情。 冀教版 五年级（下） 四、四、教具准备：教具准备： PPT、图片、单词卡、头饰、球 五、五、教学过程教学过程 Teaching Procedure Step I Warming-up A. Greeting Good morning, everyone! Nice to meet you. (握手)Its so happy
5、to see you. I think you smile warmly, can I take your picture? (用拍立得照相） Thank you. Oh, look, this is a photo! PHOTO, PHOTO, PHOTO. These are photos! Today, we are going to learn Lesson 21 Look at the Photos! （1min） B. Warm-up At the beginning. Lets do some actions! Okay? Everybody stand up, please?
6、Follow me. “” Well done! Now sit down, please. In this video, what past tense verbs have you found? I say did. What else? These are the words with ed. These are totally different. How about be-verbs? Lets find out today? Step II Presentation A. WAS and WERE Lets see am. AM:I am a teacher now. I was
7、a baby in 1990. What happened to AM? It changes into WAS!WAS, WAS, WAS. (板书) Can you read this? （读句 冀教版 五年级（下） 子） Look at Dannys photo. If you were Danny, what would you say? And this one? How about IS? IS: The dog is big this year. The dog is small last year. Is also changes into WAS. They are the
8、same one. Look at this photo. Which pair can make a dialogue? ARE: At last, Lets see are. Look, what are these? They are baby chickens. They were eggs. Are changes into WERE.WERE, WERE, WERE.(学生 个人读后写到黑板上) Pick one. Who wants to be little teacher?(学生问 答 Who can answer? Who can ask?) Practice: Now, l
9、ets make some sentences.(PPT) Ill go first. I was tall. I can also be Was can be was and were. Who wants to make the sentences?(比赛环节，加星) I have some more. Can you help me to put this on the blackboard?(巩固 将主语与 be 动词过去式配对，完成思维导图。)（7min） B. Text (3min) Dannys trip was fun. Here are some photos. What d
10、o you want to know? Okay, lets listen. Who were they in photos? Where were they? Step III Practice (7min) A. Pair Work: If you want to know more. Please read the story , then fill in the blanks. 冀教版 五年级（下） You can talk in pairs, okay? Begin. Who can retell the story? B. Follow and Repeat(1min) The s
11、econd time, follow the video as fast as you can. Now listen carefully. Step IV Production A. Photos can keep good memories. But I have a better way to recall more good memories. Deng deng deng deng. Doremons time machine. Do you like him? What do you know about him? We can take this to go back to th
12、e past.(1min) For example, I choose the door No. one You can also pick one door to go through. Then make your own story, understand？ Every one get your task. Ready? Now go! (5min) (10min 小组展示) Step V Homework You did excellent job today. You are wonderful. I think you can not only remember the past
13、but also think about the future. So lets enjoy some beautiful words. Can you read? Wow, It is so beautiful. I hope you can read more after class.okay? 冀教版 五年级（下） And this is your homework for today. a.Talk about your photo with your friends. b.Make up your own photo story like this. I have a wonderful time with you, may I take another photo? Together. Say cheese! Bye-bye! Everyone. 六、板书设计： 七、课后探讨与反思： 本节课在课堂中进行对话练习效果较好， 能有效激发学生的学习 兴趣，且小组对话使每个学生都能参与进来，参与面较广。本节课从 听、说、读、写四个方面围绕过去式，使学生从多方面进行学习与练 习。 不足之处在于本堂课设置奖励竞赛机制， 但未能很好地激发学生 比赛意识，略显多余，对于学生的积极性调动不足，在设计课程时应 反复推敲，寻找更切实有效的评价方法。
