Module 4-Unit 2 I was very nervous.-ppt课件-(含教案)-县级公开课-外研版四年级下册（一起）英语(编号：60d58).zip

1M5U1 I was two then 教学设计教学设计一、教材分析一、教材分析本课是外研社版新标准小学英语三起四年级下册的内容，从第五模块孩子们开始接触过去式，并且过去时态始终贯彻五六年级的教学目标，由此可见过去式在小学阶段占有很大的比重，起了决定性的作用。 I was two then一课多以利用照片的形式谈论过去和现在的变化, 重点语句：I was two. They were young. 新单词：was, then, grandparent, me, hair, so 等. 通过本单元的学习使能够用“was/were”谈论过去的事情和情况。二、教法学法二、教法学法教法：在本课的教学中将情景教学法、直观教学法及任务教学法等多种教学法灵活地容入教学中，使学生能够在相对真实的情景中通过直观的感受体验知识的生成与运用，从而较好的理解知识并通过任务的完成运用知识，达到知识的内化。学法：教给学生如何通过细心观察、积极参与、合作交流等方法学会、掌握并运用知识。三、教学目标三、教学目标1、技能和知识目标巩固复习词汇 big, small，tall，short，long，fat，thin，old，young2；能听懂会说，会读，会拼写单词 grandparent, then, hair, was, were；能听懂，会说，会读句型：I was They were Its me.初步掌握词汇 so 及句型 Who is that little girl? 2、能力目标：学生能够运用 was 和 were 来描述过去，介绍自己或他人过去的事情；理解课文的意思，会变换句式。3、情感目标：通过对本课的学习，培养学生通过对比现在和过去的变化了解自然发展的客观规律，培养学生敏锐的观察力。让学生在新旧生活的对比中，更加珍惜现在的美好生活。四、教学重难点四、教学重难点1、教学重点：理解 be 动词和它对应的过去式，正确使用人称和 be 动词，使其搭配正确。2、教学难点：能够正确使用“was/were”谈论过去的事情和情况。五、教学用具五、教学用具照片、课文视频、CAI 课件、学生题卡、单词卡片等。六、教学过程六、教学过程Step1:Step1: WarmerWarmer 热身运动（热身运动（1 1 分钟）分钟）3Greetings：T: Good morning, boys and girls.Ss: Good morning, teacher.T: Im very glad to be here and be with your partner. Nice to meet you.Ss: Nice to meet you, too.【活动目的】虽然与学生仅几句交流，但是仍然可以使学生感受到老师的关爱，培养师生之间的感情，建立一种信任关系。Step2Step2：Lead-inLead-in 导入（导入（3 3 分钟）分钟）T: Hello，girl！Whats your name?S1:My name is XXX.T：How are you?S1:I am ten.T: Oh, you are ten years old.(教师再问两名同学年龄)T：Oh! She is ten years old. He is ten years old. And all of you are ten years old?Ss: Yes!T: OK! You are ten years old. And I am 34 years old. I am your big friend and I have some photos. Please4have a look! Whos this little girl? (出示自己的2 岁照片) T：Yes, its me! I was two then. (再展示自己大一点的照片)T: Its me! I was ten then. (再展示自己长大后的照片)T: Its me. I was 25 then. (再展示现在的照片)T：Its me! I am 34 now. (展示 2 岁照片和 34 岁照片进行比较)T: Now look at these two pictures. It was my childhood then. (板书 then)Now I grow up. (板书 now)I was short then, now I am tall. (板书 was ,is)My hair was short then. Now my hair is long. （板书 was ,is ）【活动目标】通过真实的照片呈现，为学习第一个语言目标 I was 的输出做了铺垫。拉近了师生之间的距离，增加了学生和老师之间的亲密感，学生在强烈好奇心驱使下自然而然地接触到了过去时态，不会产生疑问和困惑。Step3.Step3. PresentionPresention 呈现（呈现（2020 分钟）分钟）T: Now today lets learn Module5 Unit1 I was two 5then. (教授课题中的 was , then )操练方式：学生指读，大小声变化读，男生女生读，齐读。T：Now lets play a game. When I say “yes，yes” ,you say no ,no”.(唱反调游戏)T: Children, you did a very good job! Now I will introduce my good friend for you! Look! Whos that little girl?Ss: Its lingling.T: Yes, its Lingling.(出示玲玲头像，粘贴在黑板上) Lingling has some photos, too. Today lets go to Linglings house and to see Lingling photos.（此处板书：把课题画成房子）Open your books to 26 I was two then. Lets learn the text.T: First, please take out your papers, listen and answer the questions. ( 教师播放录音，学生回答题卡上的问题)(1) Who are they? They are Linglings grandparentsgrandparents.(2) Who is that little girl? It is LinglingLingling.T: This time, please read follow the tape. (跟读课6文)在跟读课文的过程中教授生词 was, were, then ,grandparents.操练过程中板书 were ,are 操练 my hair, your hair, his hair, her hair.(学生边拍手边说，用英语表达老师手指到的位置)T: The third time, Lets act Lingling and Amy. Group1 and 2 act Lingling. Group3 and 4 act Amy. (分组扮演)T: Now you can find your good friends to act. Ill give you 3 minuters to practice.（找自己的好朋友扮演）Step4Step4：practicepractice 操练（操练（5 5 分钟）分钟）T: Very good, thank you!I know you like games. Now lets play games.am, is, are 填空游戏，转盘指到的哪里，就用那个单词搭配 am, is, are.was, were 填空游戏，转盘指到的哪里，就用那个单词搭配使用 am, is, are.T：Now talk about this pictures.7 【活动目的】在孩子们可能要学累了的时候，放慢脚步，停下来小憩。利用固定的语境学习运用现在进行时，进而转化为发散思维。Step5Step5：ExtensionExtension 拓展提升（拓展提升（6 6 分钟）分钟）T: Children, you did a good job! Just now you looked so many photos. Now take out your photos and share with us. (拿出自己的照片说一说)T: A short video for you! Its about Jia Ling. We know she is very fat and cute now. But we dont know she was thin then. Look! Lets say something about Jia Ling.【活动目的】学习的目的是不让孩子成为课文的复制品，走出课文，走进生活。孩子在对自己的照片进行解说的同时，可以说不仅是让孩子与自己的心灵对话，更重要的是让孩子敢于正视自己。不仅学着用眼睛看，还在用心听，不仅在聆听别人，也是在聆听自己。Step6Step6：SummarySummary 小结（小结（4 4 分钟）分钟）T: How time flies! When we grow up, our parents are 8old. Where did time go? Now lets share a song with some photos. Maybe its the memory of your childhood.（播放歌曲，感受时光流逝）T: Children, please enjoy your life, value our time, love our parents.（此处板书：在房子里画心形） Today we learnt “ I was two then.” Pay attention to here. If “now” please use “ am, is , are ”,if “were” please use “was,were”.【活动目的】这里是情感的升华部分，播放一首耳熟能详的歌曲时间都去哪儿了勾起大家儿时的回忆，向往中略带忧伤。时光荏苒，一去不返。这节课在照片中开始，在照片中收尾，前后呼应。让孩子明白“儿行千里母担忧” ，成长路上感恩有父母陪伴左右。懂得珍惜时间，爱护家人，这就是幸福！七七. . HomeworkHomework 家庭作业（家庭作业（1 1 分钟）分钟）T：OK! Todays homework .Find out some changes in our daily life, then talk about with your classmates.（找一些我们日常生活中关于现在和过去的变化，并和同学互相讨论一下）【活动目的】这个作业的设计目的在于让孩子善于观察，9善于发现，观察万物的变化，发现大自然中的美。T: OK! So much for today! Our class is stop here! Thank you! Bye-bye, boys and girls!Ss: Bye-bye, teacher!八八WritingWriting designdesign 板书设计板书设计Module 5 Unit 1I was two then. then now was am was is were are