外研版（三起）五下Module 2-Unit 2 Mr. Li was a teacher.-ppt课件-(含教案+视频+音频+素材)-公开课-(编号：51130).zip

Module 2Module 2Module 2Module 2 Unit 2 Mr Li was a teacher. By Jolina 重庆市巴南区融汇小学 唐红 娇 was wrote learnt enough studiedtaught hard hadwork lifefuture hope teachstudylearn haveliveseegowork Quickresponse说出单词的过去式 writedance Listen andListen and choose choose 1. Mr Li was twenty years ago. A. a teacher B. a dancer 2. Chen Hai was . A. an English teacher B. a pupil in his class Twenty years ago, Mr Li was a teacher. He taught Chinese. Chen Hai was in his class. He was a good pupil. He studied very hard. Read and answer 2.What did Mr Li teach？ 1.What did Mr Li do twenty years ago? 3.Who was in Mr Lis class? 4.How did Chenhai study? was a teacher taught Chinese Chen Hai studied very hard walkdrinkeatgettalkmeetteachlearn Quickresponse说出单词的现在进行时 takedance Now Mr Li doesnt work. Hes learning English. Chen Hai is an English teacher. Hes teaching Mr Li. Listen and read 1.Does Mr Li work now? 2.What is Mr Li doing now? 3.Who is teaching Mr Li ? doesnt s learning English Chen Hai is teaching Mr Li Read and answer Group workGroup workGroup workGroup work Twenty years ago now was a Chinese teacher taught Chen Hai was a pupil in Mr Lis class studied very hard doesnt work is learning English is teaching Mr Li is an English teacher 1. To finish the learning list. 2. We have 2mins. TipsTipsTipsTips ： She was short . She had_ . She is an English teacher short hair She was a little girl . She is _. She has _. She will become old. 她将变变老。 She will_. She will have a young baby. 她将生二胎宝宝 10 10 years agoyears ago NOWNOW 5years ago5years ago Bright future Pair Pair Pair Pair workworkworkwork 1. To describe one of our classmates. 2. We have 2mins. TipsTipsTipsTips ： A:_year/yearsago,_was_. B:Now,_is_. A/B:Inthefuture,_will_. 1949 2019 Group workGroup workGroup workGroup work 1. To finish the creation list . 2. We have 3mins TipsTipsTipsTips ： Word s bank : V: found、develop Adj: poor、young、old 、 hard 、weak、rich 、strong 、 powerful、 famous 、developed How time flies! 时光荏苒，岁月如梭 Our life travel is on the way. 生命的旅行仍在继续 Cherish Time 1.爱画画的你， Make a mind map about China. 运用思维导图描绘祖国妈妈的过去,现在和将来 2. 爱手工的你， Make a birthday card for China. 为祖国妈妈制作生日卡片，并附上美好赠言 1 一、一、 学情分析：学情分析： 经过两年的英语学习，学生已经具备了运用已有知识表达简单的句 子，过去式的概念清晰。通过第一模块的学习，对于运用过去与现在做 对比这种学习方式比较熟悉。学生有一定的动词过去式的知识储备。 二、二、 教材分析：教材分析： 本课选择外研社版三起五年级下册第二模块第二单元，Mr Li was a teacher.文本内容为 20 年前 Mr Li 和 chenghai 的状态，以及现在两位 主人公的状态，涉及到动词的过去式用法和现在式用法。 三、三、 教学设计总思路：教学设计总思路： 本课教师主要是希望带领学生们进行时间旅行，以做火车的方式贯 穿学习课文“20 年前”到“现在”，又通过选取教师自身老照片，引导 学生用过去式描述教师以前怎么样，用现在式描述教师现在的状态，从 而引导学生思维继续发展，想象教师将来怎么样，并尝试用将来式表达 自己的看法。同时结合新中国成立 70 周年，引导学生学以致用，用过去 式，现在式，将来式的简单用语来表达自己观点。教学内容的选择上除 了本课的过去式和现在式，教师进行了单元整合，整合了模块一中对于 中国以前与现在的不同的学习方式，以及模块七中 will 的用法。 这个教学设计，教师希望通过层层问题的设计，引导学生理解文章 大意，深层次理解课文，然后跳出文本看到周围的同伴，继续再看到我 们的祖国，以此培养学生们的批判性思维。 2 四、 教学设计： Knowledge Objectives 1. Function: Describe the change of sb from the past to the present. 2. Grammar: He learnt English. Hes learning English now. Mr. Li was a teacher. 3. Vocabulary: learnt, taught, studied, learning, teaching. 4. Pronunciation: ed /t/, ed /d/，ing / / Ability Objectives 1. Listening and speaking: ss can understand “_year/years ago,_ was_. Now,_ is_.” 2. Reading: Read the text . 3. Writing: Ss can write the sentences of the text. Teaching Objectives Moral education 1. Learning Strategies: Ss are able to describe the change of sb from the past to the present. 2. Emotional Attitude: Express their own thoughts bravely and can realize that “How time flies!” and “Cherish time” . Key PointsThe past tense of verb Difficult Points Know the different of the past tense and present tense. Teaching Tools Book,video,PPT, learning list，creation list Students preparation book and pen. Teaching Progress Teachers activities Students activities Teaching self- evaluation and correction 1. Warming-up 1.Greetings. T：Good morning, boys and girls. How are you today? Whats the weather like today? 2.Divide into 3 teams. T: Today, Id like to cut you into 3 teams, T: You are green team, you are red team, you are blue team. T: Lets find which team goes ahead？ 3.Play a game T: Guys,do you like playing games? T: Lets have fun.If you can read,just stand up Ss: Good morning, Jolina. ImHow are you? Ss: 小火车在时间轨道 上前行，行进到最 前面者获胜，紧扣 本课主题 玩打地鼠 (地鼠附带的内容选 自 M1，整合单元知 识点与语法点)。 同时以孩子们喜欢 的暖身方式引导学 生身体，思维上切 3 and read loudly.换到英语课频道 2. Lead-in 1. Entry situation of time travel T:You do a good job. Look. A short movie to show the time line and lead students to have a time travel from the past to the future. T：Wow, today well travel from the past to the future. Lets get on the train. Review the v+ed T shows the words one by one ,ss say the past tense of the words. Ss watch the movie and try to understand the main topic Ss: go, go, go(出拳) Stand up to say the verbs past tense one by one in line. 用短视频形式带学 生进入时间旅行的 情境；（激趣）（激趣） 以开火车的形式复 习相应的动词过去 式； 贯穿整个情境，带 我们穿越过去到现 在再到未来 3. Presentation 2. In the “past”: T: Who are they? T: Listen and try to choose. Task1: Listen and choose 1. Mr Li was_ twenty years ago. A. a teacher B. a dancer T: So we get “Mr Li was a teacher” 2. Chen Hai was_ . A. an English teacher B. a pupil in his class Task 2: Read and answer T: Lets read together and find the answers 1. What did Mr Li do twenty years ago? 2. What did Mr Li teach？ 3. Who was in Mr Lis class? 4. How did Chenhai study? T shows the blackboard writing and finish the mind map. 3. “now”: T: Now, How about them? T: You can guess. T: Lets get on the train. Ss: They are Ss listen the audio and choose . Boys: Ss read togethet Girls: Ss read and answer S1:S2: S3:S4: Ss finish the mind map with teacher Ss: go, go, go(出拳) Stand up to 看图引导学生猜想， 引导其为接下来的 课文学习做好铺垫。 （生疑）（生疑） 听课文并选择，即 可以引导学生集中 精力抓取课文大意， 以指向性问题为主， 训练学生批判性思 维第一层面，理解 大意，抓取文本主 线人物: Mr Li 和 chenhai. 以理解性问题进行 批判性思维低阶思 维的训练。 以指向性问题为主， 训练学生批判性思 维第一层面，进一 步理解文章深层意 思，真正读懂文本 4 Review the v+ing T shows the words one by one ,ss say the present progressive tense of the words Task 3: Listen and read silently Task 4: Read loudly and answer 1.Does Mr Li work now? 2.What is Mr Li doing now? 3.Who is teaching Mr Li ? T shows the blackboard writing and finish the mind map. T: Lets watch the video T: Now, look and say ,who can have a try. say the verbs present progressive tense one by one in line. Ss read and answer S5: S6: Ss finish the mind map with teacher S7: One student try to retell 读后回答问题，引 导学生深入了解文 章，并同老师一起 完成思维导图。 通过识记，理解以 指向性问题，判断 性问题，训练学生 批判性思维第一层 面，理解大意 4. Practice T:We have 2 mins to finish the blanks. Tips: 1. Finish the learning list 2. We have 2mins Group work: T: Time is up, whod like to share your idea. Let 4 groups to show their answers, then check together. Ss discus in groups and finish the learning list Group1: Group2: Group3 Group4 小组合作将课文内 容重新按时态以人 物为主线排列。进 行批判性思维高阶 思维的训练，培养 其定义，对比，阐 述的相关能力。 5. Expand Knowledge, Enhance Transfer Free talk: Teacher shows the photos of herself, some are the old ones ,some are the new, let ss to image. T: Good job, Id like to show some old photos to you. T: Guess, who was she? T: 20 years ago ,She was a little girl. She was short. Ss: She was 通过类似的人物过 去的老照片与现在 照片的对比，引导 学生能跳出文本， 结合自己的经验和 知识自由阐述观点， 训练学生批判性思 维第二层面。问题 设计多以以判断性、 5 She had short hair. T: Now, She is a teacher. She is_. She has _. T: Lets fly our imagination, In the future,(blackboard design, will) She will become old. She will have a young baby. and. Show sss old and new pictures . T: Who was she? Yes, now , she is a big girl. Now, she is beautiful. She is. How about, in the future, she will Who was he? Yes, now , he is a big boy. Now, he is cool. He is. How about, in the future, he will Let ss practice in pairs: _year/years ago,_ was_. Now,_ is_. In the future,_ will_. 4. “In the future”: T: Wow, your thinking is so active. Look! Our motherland, China.(play a video) T: This year is her 70th birthday, we should say “Happy birthday to you!” T: Lets fly your imagination Tips: 1. Finish the creation list 2. We have 3mins Group work: T prepares some pictures for ss and let them write the sentences. S8: She will S9: She will S10:. Ss: clever/ tall/ fat S11:. Ss: clever/ strong Ss: Ss describe classmates in pairs Ss: Watch the video . Ss discus in groups and finish the creation S12 S13 S14 针对性问题为主。 通过学生对于照片 中人物过去，现在 的自由描述，自然 过渡到对于将来的 看法，训练学生发 散性思维，以此寻 来你学生批判性思 维中思维的延展性 与发散性 引导学生由人物的 过去，现在发散至 将来情况概述。训 练批判性思维的高 阶思维，培养学生 阐述自己观点的能 力。 通过人物的老照片， 运用拟人引导孩子 们的思维从人物到 祖国妈妈，关注时 政以建国 70 周年宣 传片以祖国妈妈 70 6 T: Time is up. Which group would like to share your idea, chose a leader to show . 4. Emotional sublimation: T: How time flies! Our time travel is over! Lets see which team goes ahead. Big hands, after class you can get the stamps. But our life travel is on the way, please cherish time! Ss: Look at the pics. 岁生日为契机，引 导学生用英语表达 祖国过去，现在和 将来。多以开放性 问题为主训练学生 批判性思维的第三 层面，分析与评价。 就着时间旅行很快 就结束了，点题时 间飞逝，提醒孩子 们珍惜时间 6. Assess Performance Choose the team who goes ahead. T: Lets see which team goes ahead. Big hands, after class you can get the stamps. 7. Homework 1.爱画画的你， Make a mind map about China. 运用思维导图描绘中国的过去,现在和将来 2.爱手工的你， Make a birthday card for China 为祖国妈妈制作生日卡片，并附上美好赠言 尊重学生个性，关 注学生能力差异， 布置分层作业让学 生都能展示或者表 达自己本课学习之 后的想法 Blackboard Design 教学后记教学后记 有一定闪光点：有一定闪光点： 1， 细节中很好的体现了学生为主的思想，在学生操练上，教师用于都是 “we have.mins”而不是“I give you mins”. “Whod like to share your idear” 而不是 “who can answer ” 2， 教学环节清晰，环环相扣，有明显的课堂生成 3， 教师在努力引导学生从课文文本掌握的知识，学以致用来表达自己对于 7 熟悉的人的看法，以及对于时事的关注，引导学生畅谈对于新中国成立 70 周年，其以前，现在的看法以及其将来的设想。 4， 作业布置上充分考虑了学生的英语能力层次，进行了分层作业设计。 5， 板书设计，运用到了时间轴，很好的契合了文章大情境。 需改进的地方：需改进的地方： 1，本课选取的有两个视频中文痕迹太大，教师应该提升信息技术能力，对 选去的视频进行一定的英语处理，给学生们带来更加丰富的英语语料。 2，给与学生搭建的支架需处理得更加的简明直接，便于操作。 5/6 2019