1、新标准英语一起三年级新标准英语一起三年级下下册册Module 9 Unit 1They were very young.教学设计教学设计新标准英语一起三年级上册新标准英语一起三年级上册Module9 Unit 1They were very young.教学设计教学设计学校学校一一教材分析教材分析本课是外研社版小学新标准英语一起三年级下册 Module9 Unit 1 They werevery young.本课是第一课时属于新授课课型。课文情境是 Amy 到 Lingling 家做客， 看到 Lingling 家墙上挂的一张黑白照片， 于是就问 Lingling 照片上的人是谁。Lingli
2、ng 告诉 Amy，照片上是自己的爷爷奶奶，他们那时还很年轻。Lingling 又给 Amy 看爷爷奶奶现在的照片，他们已经老了。接下来她们又谈论了 Lingling的照片。本课的学习重点是用“was, were”谈论过去的事情和状态。二二学情分析学情分析三年级的学生思维活跃，语言已有一定的积累，并且他们喜欢贴近自己生活的游戏活动，乐于与他人合作，表达自己的想法，展示自己的特长。虽然本课过去和现在的概念十分清晰，学生能够通过学习课文理解过去与现在的时间变化，但这是学生第一次接触一般过去时，他们在这一时态的理解上可能有一定困难。三三教学目标：教学目标：1. 语言技能语言技能（1）听：全体学生能听
3、懂：They were very young then. But they are very old now.（2）说: 全体学生能说: They were very young then. But they are very old now.（3）读: 全体学生能认读：were, young, beautiful, was, also, then, who, old部分学生能认读：grandparent（4）写：全体学生能拼写 3-4 个自选单词2. 语言知识语言知识（1）功能：谈论过去的事情和状态，对比过去与现在的不同（2）语法：全体学生能运用：They were very young t
4、hen. But they are very old now.（3）词汇：全体学生能理解：were, young, beautiful, was, also, then, who, old，grandparent全体学生能运用：were, young, beautiful, was, also, then, who, old，grandparent部分学生能运用：grandparent（4）语音：感知课文与歌曲的语音语调3. 情感态度情感态度在小组活动中能与其他同学积极配合4. 学习策略学习策略在学习新的语言结构时，遇到问题主动向老师或同学请教5. 文化意识文化意识在学习和日常交际中，能初步注
5、意到中英文在谈论过去的事情和状态时的异同四教学四教学重点：重点：1.词汇：grandparent ,then ,hair ,was ,were2.句型：I was They were五教学五教学难点：难点：grandparents, then 的发音六六教学准备教学准备: CAI、单词卡片、照片七七教学流程：教学流程：I. Warm-up and lead in1.Greeting: Hello! Boys and girls.2.竞争机制： Today, well have a competition. Boys group and girls group! If you doa good
6、job, you can get one leaf. Lets see which group can get the beautiful flower.（教授 beautiful）3.Review some adjectives:At first, try to describe the pictures as quickly as possible. For example, hes fat.(Youre so clever!)4.Lead in：1) 猜照片：There are three babies here. Whose baby?Yes, its pandas baby! Its
7、 swans baby!Whose baby is it? Really? Lets see the video. Yes, its butterflys baby!2) 活动一：The cat and the dog are talking about the butterfly. Lets see!Ask and answer:What does the cat say? Oh look! Its beautiful.What does the dog say? And it was also beautiful then. （教授 was, also, then）Listen and r
8、epeat.设计意图设计意图：通过描述图片内容，吸引学生开课之后的注意力，并且复习几个相关形容词，为本课的学习做准备。活动一有趣的小故事，让学生初步感知 was的用法，教授几个新授单词，分散本课的难点。II. Task presentation1. 出示题目Who are they? （教授 who） They are Linglings grandparents. （教授 grandparents）In this photo, they were very young.Today, we will learn Module9 Unit 1 They were very young .（教授
9、were 和 young,领读题目, 板书）But they are very old now.（教授 old）各种形式读两个句型2. Task: Amy is very interested in Linglings photos. What are they talking about?Lets see. After learning, well show and talk about the photos of you and yourfamily.设计意图设计意图： 运用与课文相关的内容自然导入， 让学生们明确本课的学习任务，带着任务有目的学习。III. Text learning1.
10、 听课文，圈词Now, lets listen and circle “was”and “were”2. 带着问题听课文Listen to the CD once again. This time, please try to answer these questions.1) Were Linglings grandparents young then?2) How old was Lingling then?3) Was Linglings hair short or (或者）long then?4) What was Lingling like?3学生回答问题，反馈4总结 was 和 w
11、ere 的用法： 英语中陈述过去的事情和状态时通常把在一般现在时中使用的“am, is, are”变成“was, were”5说 chantIve got a lovely chant about was and were. Lets chant, ok?Was, was, was, I was, she was, he was cute.Were, were, were, we were, you were, they were young.( 师领读一遍，学生齐读一遍，女生一遍，男生一遍)6跟读课文Children, you are so great!设计意图设计意图：以问题引领学生进行课
12、文学习，在情境、图片等帮助下，让学生体会“was”和“were”的用法，通过各种不同形式，加深学生对课文的理解，组内合作，发现语言规律，明确本课语言功能。IV. Practice1.完成课文相关习题：Have you got the general idea of the text? Lets do someexercise.2.猜谜游戏, 男女生竞赛：Now, Lets play a guessing game. Ive got some childrens photos， and they are allstars now. Guess and talk about their chang
13、es.设计意图：设计意图：课文相关习题的训练，让孩子们进一步区分“was”和“were”的使用方法，巩固这两个单词的学习，之后的猜谜游戏更让学生进一步练习含有“was”和“were”的相关句子，巩固学习成果。V. Task completionNow, please take out your photos of you and your family, and show them in yourgroups. Then, you introduce their different characteristics of the past and present.1.举例：谈论老师First,
14、Ill introduce a little girl to you. Who is she? Everybody here knows her.S: Its you.T: Yes, you are right. Its me.T: I was a little girl then.In this photo，I was short and fat then. Now Im tall and thin.领读与看老师手势读、跑火车读相结合，让学生多读.继续边做动作边描述：I was short then. I am tall now. My hair was short then. Nowmy
15、hair is long.2.谈论自己和家人T: Please talk about your photos, and write down on papers.You can choose one according to your photos.3.学生反馈，老师和同学复述Who wants to describe your photos? 学生交流 So we can say “He/She was then.Now he/She is ”.学生转述。设计意图设计意图：在真实的学习生活中帮助学生理解语言，并对语言进行丰富和再创造，通过谈论真实的照片，让学生达到学以致用的目的。VI. Su
16、mmary and homework1.Summary: Today, we have learned if we want to say something in the past, weshould use “was”and “were”.(Lets count how many leaves.)2. Homework：必做：Recite the new words and dialogue of Module 9 Unit1.背诵 M9U1 的新授单词和对话选做：Talk about the photos with your parents or grandparents, and say something inthe past.与你的父母或祖父母谈论照片，并谈一谈过去的事情。八八板书设计：板书设计：Module 9 Unit 1 They were very young.thennowLinglings grandparentsThey were young.They are old.Linglings hairIt was short.It is long.LinglingShe was naughty and cute.
