Module2-Unit1-She-learnt-English
外研版(三起)五年级英语下册Module2 Unit 1 She learnt English课件
Did he learn English too?
No, he didn’t. But he’s learning
English now!
描述某人现在或现阶段正在做某事
主语+be动词+动词-ing形式(+其他).
Let’s review
play— playing
come— coming swim— swimming lie— lying
I played football with my friends. I went to the zoo with my mum.
Read P4 and answer
Did Lingling’s grandpa learn English too? No, he didn’t. But he’s learning English now.
Amy: Did he learn English too? Lingling: No, he didn’t.
But he’s learning English now!
Retell the story.
They’re Lingling’s _g_r_a_n_d_p_a_r_e_n_t_s_. Her grandma __w_a_s__ a dancer. She _d_a_n_c_e_d_ in lots of Chinese cities. And she __l_e_a_rn_t__ English. Her grandpa _w__a_s_ a driver. He _d_i_d_n_’_t _ learn English. But he’s _le_a_r_n_i_n_g_ English now.
语言
Listen and chant.
Module 2 Unit 1-She learnt English.课件
否定句 ： 主语+ didn’t + 动词原形. I didn’t watch TV last Sunday .
一般疑问句：Did + 主语 + 动词原形 ? Did you watch TV last Sunday ? Yes, I did . No , I didn’t .
Module 2 Unit 1
She learnt English.
am, is do buy go
dance
was eat
did have bought run went meet danced learn
ate had
ran met learnt
1. Who is she?
She's Yang Liping .
English. Her grandpa a driver.
He
learn English. But he’s
English now.
dancer 舞蹈演员 foreign 外国的 language 语言 driver 司机；驾驶员 grandparents 祖父母；外祖父母 learn（学习）---learned / learnt
made a cake
went to the zoo
bought a book
watched TV
ate an ice cream
did her homework
Look and say.
Did he/she ... yesterday? Yes, he/she did. No, he/she didn't.
Module 2 Unit 1 She learnt English教学设计
Module 2 Unit 1 She learnt English教学设计一、教材分析：本单元是Module 2 Unit 1 She learnt English，主要围绕"她学会了英语"这一主题展开，通过故事和练习来帮助学生学习英语。
教材包含了听力、口语、阅读和写作等方面的内容，旨在提高学生的英语综合能力。
二、教学目标：1. 学会用正确的语音和语调朗读故事。
2. 理解故事内容，能够回答与故事相关的问题。
3. 学会运用所学的句型和词汇进行口语表达。
4. 能够阅读并理解简单的英语短文。
5. 能够用所学的词汇和句型写一篇简短的英语作文。
三、教学重点和教学难点：教学重点：故事的理解和口语表达能力的培养。
教学难点：正确运用所学的句型和词汇进行口语表达。
四、学情分析：学生是五年级的小学生，具有一定的英语基础，能够简单的进行日常对话。
但对于较复杂的句型和词汇的运用还存在一定的困难。
需要通过多种教学方法激发学生的学习兴趣，提高学习主动性。
五、教学过程：Step 1: Warm-upa. Greet the students and have a short conversation to create a positive learning atmosphere. For example:Teacher: Good morning, class! How are you today? Students: Good morning, teacher! We're fine, thank you!b. Review the vocabulary related to language learning, such as "learn," "study," "speak," etc. Engage the students in a quick brainstorming activity where they come up with words related to learning languages. Write their suggestions on the board. Teacher: Today, we are going to talk about learning English. Can you think of any words related to learning a language? Students: Study, practice, speak, listen, write, etc.Step 2: Pre-readinga. Show the title of the unit, "She learnt English," and ask students to predict what the story might be about. Encourage them to share their ideas with a partner.Teacher: Look at the title "She learnt English." What do you think the story is about? Discuss with your partner and shareyour ideas.b. Introduce key vocabulary words from the story, such as "English," "learn," "teacher," etc. Write the words on the board and ask students to repeat after you.Teacher: Let's look at some important words from the story. Repeat after me: English, learn, teacher, etc.c. Discuss the importance of learning English and encourage students to share their own experiences of learning a new language.Teacher: Why do you think it's important to learn English? Can you share your own experiences of learning a new language? Step 3: While-readinga. Read the story aloud to the students, emphasizing correct pronunciation and intonation. Pause at certain points to ask comprehension questions and check for understanding. Teacher: Now, I will read the story "She learnt English" to you. Listen carefully and try to understand. (Read the story aloud)b. Ask comprehension questions about the story to check understanding. For example:Teacher: What is the story about? How did the girl learn English? Did she find it easy or difficult?Step 4: Post-readinga. Divide the students into pairs or small groups and ask them to discuss the following questions:Teacher: Now, I want you to work with your partner or in small groups. Discuss these questions: Have you ever learned a new language? How did you feel about it? What difficulties did you encounter when learning a new language?b. Ask a few groups to share their discussions with the whole class.Teacher: Who would like to share their discussion with the class? Raise your hand.Step 5: Speaking Practicea. Provide a list of sentences related to the story and ask students to take turns asking and answering questions using these sentences. For example:Teacher: Now, let's practice speaking using the sentences related to the story. Take turns asking and answering questions. Use these sentences as a guide: Have you ever learned English? How did you learn English? Do you find it easy or difficult to learn English?b. Walk around the classroom and provide feedback and assistance as needed.Step 6: Reading Comprehensiona. Distribute a short passage related to the story and ask students to read it silently.Teacher: Now, I will give each of you a short passage related to the story. Read it silently and try to understand.b. Ask comprehension questions to check their understanding. For example:Teacher: What is the main idea of the passage? Can you find any similarities between the story and the passage?Step 7: Writing Practicea. Ask students to write a short composition about their own language learning experiences, using the vocabulary and sentence structures they have learned.Teacher: Now, I want you to write a short composition about your own language learning experiences. Use the vocabulary and sentence structures we have learned. You can use this writing template with sentence starters to guide your writing process.b. Collect the compositions and provide individual feedback on grammar, vocabulary, and organization.Step 8: Wrap-upa. Review the key points of the lesson and ask students to share their learning reflections.Teacher: Let's review what we have learned today. What are the key points of the lesson? Can you share your learning reflections?b. Assign homework, such as writing a diary entry about their language learning journey.Teacher: Your homework for today is to write a diary entry about your language learning journey. Include your thoughts, feelings, and experiences. Don't forget to use the vocabulary and sentence structures we have learned.六、板书设计：Title: She learnt EnglishKey Vocabulary: English, learn, study, speak, teacherKey Sentences:How did she learn English?She learnt English by studying hard.Learning a new language is not easy, but it's worth it.七、教学反思：本节课通过故事和练习的形式，帮助学生学习了"她学会了英语"这一主题。
Module2 Unit1 She learnt English.
Module2Unit1She learnt English.第一课时一、教学目标：学会本节课的新单词，会人会读会写会运用。
二、教学重难点：学会本节课的新单词，会人会读会写会运用。
三、教学过程：通过情景依次引入单词的学习，learntthesedancerclassstudyhardretired四、学习检测五、作业布置。
六、教学反思：第二课时一、教学目标：1. 目标语句：Did your grandma learn English? Yes,she did.He is learning English now.2 单词：learnt these dancer class study hard retired二、教学重难点：能听懂Did your grandma learn English? 这类语句，并能口头运用He is learning English now.说明自己想要表达的过去和现在的状态。
用英语描述过去和现在的变化。
三、教学用具：Tape recorder, CAI, some card四、教学方法：真实任务教学法、情景教学法、游戏教学法五、教学准备：课前调查班级中的同学的爷爷奶奶过去的工作情况以及他们现在的状态。
六、课时：1课时七、教学过程A: Warm up（热身复习）一、 1.Warming—up二 New teaching1 Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides tolearn by all kinds of methods.B：presentation（任务呈现与课文导入）2 Look,listen and learnStep1. T：We know Lingling is still in England with Sam and Amy. She misses China and she misses her grandmother. Do you know what's her grandmother like.Let's look at the picture.Lingling is looking at some photos.What are they?Now listen and find the answer.Step2.Listen again and answer some questions Now, look at the screen and look at these questions, then answer. (播放CAI，生动直观呈现课文内容，理解后回答以下问题，培养学生分析问题，解决问题的能力，同时渗透学法)1、播放第一遍录音，进行课文的整体呈现。
Module2Unit1ShelearntEnglish(课件)外研版英语五年级下册
Lingling's grandparents
ggrrgaarnnaddnmpdamorteahnetr
ggrraagnnrddapfnaadtrhpeeanrt
Listen and answer.
Watch and imitate.
What questions did Sam and Amy ask? Sam和Amy问了什么问题？
Ten years ago, she was a teacher.
What subject did she te__a__c__h? She ta__u__g__h__t _E__n__g__l_i_s__h.
Watch, listen and answer.
Who are they talking about? 他们正在谈论谁？
√
He did homework yesterday.
√
He watched TV yesterday.
×
He didn’t go to the zoo yesterday.
Homework 家庭作业
Choose and say. 选一选，说一说 dancer driver was cities learnt danced grandparents was didn’t learning
They are Lingling’s
. Her
grandma a
. She
in lots of
Chinese . And she
What did he do? He watched TV.
Guessing game.
Did she .d..r?aw a picture? No, she didn't.
五年级下册英语Module 2Unit 1 She learnt English
轻
开
轻
开
松
心
松
心
读
3
赢
一
大
读
奖
My grandpa is a driver.
开心草莓奖
轻
开
轻
开
松
心
松
心
读
4
赢
一
大
读
奖
Did she learn any foreign languages? Yes, she learnt English.
开心苹果奖
轻
开
轻
开
松
心
松
心
读
5
赢
一
大
读
奖
Did he learn English too? No, he didn't.
Module 2 Unit 1
She learnt English
Words Revision
learn dancer grandma foreign driver
learnt danced
grandpa language learning
warming up
What did you do yesterday?
开心葡萄奖
轻
开
轻
开
松
心
松
心
读
6
赢
一
大
读
奖
He's learning English now.
开心文具奖
Homework:
课后跟我们的爷爷奶奶进 行交流并写一段有关他们以 前生活和学习的小文章。题 目：My Grandparents
What did, what did, what did she do? She made a cake, ate an ice cream, What did, what did, what did he do? He went to the zoo, went to the zoo. He went to the zoo, went to the zoo. What did, what did, what did he do? He watched TV and did homework. What did, what did, what did she do? She bought a book, bought a book. She learnt English, learnt English.
外研社三年级起点第六册Module2_Unit1_She_learnt_English
全国中小学“教学中的互联网搜索”优秀教学案例评选教案设计Step1.Warming upGreeting:Good morning,boys and girls.3 years ago I was a student. I learnt English in School of Foreigh Language.Butnow I am a teacher.这个就是过去就现在作对比。
接龙游戏：I ask a question,you answer one by one .T:What did you do yesterday?S1:I watched TV. S2:I played football. S3:I cooked.Ss:And so on.播放ppt，看看图片中的人物昨天都做什么了，以组为单位商讨答案。
各组展示答案，老师讲解。
百度图片/tag/%C3%E6%CA%B3（人物吃东西的图片，强调时间：yesterday）/so?fm=QH360&ie=utf-8&q=%E7%9C%8B%E7%94%B5%E8%A7%86%E7%9A%84%E5%9B%BE%E7%89%87(人们看电视的图片)/so?fm=QH360&ie=utf-8&q=%E8%B8%A2%E8%B6%B3%E7%90%83%E7%9A%84%E5%9B%BE%E7%89%87（踢足球图片）/so?q=%E8%B4%AD%E7%89%A9%E7%9A%84%E5%9B%BE%E7%89%87&fm=QH360（购物的图片）Step2. presentation（一）复习上一模块出现的过去式。
live----lived We lived in a small house.is -----was How was it different?are---were There weren’t any buses.talk—talked An old lady talked about her life.cook-cooked She cooked on a fire.do---did She didn’t have a telephone.work-worked She worked in the fields.（二）单词学习本节课出现的动词过去式：dance –danced learn- learntthese (this) those(that)构词法：dance–dancer drive- driver teach-teacherwork-worker sing-singer farm- farmerpolice-policeman fire-fireman ( 特殊：doctor nurse)（三）课文学习：1、播放第一遍录音，进行课文的整体呈现。
Module-2-unit-1-She-learnt-English-许娜
全国中小学“教学中的互联网搜索”优秀教学案例评选
外研版小学英语五年级上册
《Module 2 Grandparents unit 1 She learnt English.》教案设计
活动3：
Did she learn any foreign languages? Yes, she did. She learnt English.
Did he learn English? No, he didn’t.
注意将句子按照意群划分，通过使用PPT闪现，让学生快速认读出来，帮助学生理解认读句子的同时，能够掌握这一句式结构。
活动4：Listen and repeat
Please sounding like gringo.
让学生进行跟读与朗读训练，Sounding like a gringo，锻炼学生形成正确的语音语调。
活动5：Read and answer the questions
1.Did lingling’s grandma learn any English?
2.Did lingling’s grandpa learn English?
考察学生是否理解了本课的功能句型。
外研版英语五下Module 2 Unit 1 She learnt English课件
Grammar
But he’s learning English now！但是他现在正在学英语！ “正在做某事”的表达 句型结构：主语+be+动词的现在分词（+其他）. 例句：She is dancing. 她正在跳舞。 知识拓展：now意为“现在”，它和放在句首的listen（听），look（看） 是现在进行时的标志。 Listen! Who is sing? 听！谁在唱歌？
Amy: Is this your grandpa? Lingling: Yes, it is. He was a driver. Amy: Did he learn English too? Lingling: No, he didn’t. But he’s learning English n 埃米：他也学过英语吗？ 玲玲：不，他没学过。但是他现在正在学英语！
Grammar
Who are they, Lingling? 玲玲，他们是谁？ 用法：who是特殊疑问词，意思是“谁”，用来引导提问“人” 的特殊疑问句。 例句：Who is going to Beijing? 谁将要去北京？ Who cooked fish? 谁做鱼肉了？
Module 2
Unit 1 She learnt English.
课前导入
Who are they?
grandma grandpa father mother
What is he doing? He is driving. He is a driver.
单词
learnt /lɜːnt/（动词）（learn的过去式）学习 短语：learn from… 向……学习 形近词：earn 赚得 例句：I learnt English yesterday. 我昨天学英语了。
Module2-Unit1-She-learnt-English
教材处理设计
师生活动设计
修改创新
Step3.
Listen to the tape and answer the questions
Step4.practice
Step5.Production
Step6.Summury
（1) Let students look at the pictures of the text and show their opinion.
让学生在真实情境中运用过去式，开火车读出单词。
（教学评析：通过杨丽萍的跳舞图片让学生练习dancer并很自然的学习了danced让学生上去表演，提问并让学生思考如何回答，这样能把学到的过去式运用到具体的语言环境中去。）
（ 教学评析：通过我五年前学生时的照片，创设真实的情景，让学生感知learnt 和foreign language）
What isLingling’sgrandpa doing now?
(3)first listen,and underline the new words
Let’s have a practice.
1. look and say
talk about in pairs and show the answers.
教案、学案一体化设计
课题
课时
1
教学
目标
设计
1．学习目标语句：Did your grandma learn English？
Yes，she did。No，she didn’t。
2．词汇these dancer lots of clothes
教学
方法
设计
情境教学法
游戏教学法
多媒体课件
Module2-Unit1-She-learnt-English.
Module2Unit1She learnt English.第一课时一、教学目标：学会本节课的新单词，会人会读会写会运用。
二、教学重难点：学会本节课的新单词，会人会读会写会运用。
三、教学过程：通过情景依次引入单词的学习，learntthesedancerclassstudyhardretired四、学习检测五、作业布置。
六、教学反思：第二课时一、教学目标：1. 目标语句：Did your grandma learn English? Yes,she did.He is learning English now.2 单词：learnt these dancer class study hard retired二、教学重难点：能听懂Did your grandma learn English? 这类语句，并能口头运用He is learning English now.说明自己想要表达的过去和现在的状态。
用英语描述过去和现在的变化。
三、教学用具：Tape recorder, CAI, some card四、教学方法：真实任务教学法、情景教学法、游戏教学法五、教学准备：课前调查班级中的同学的爷爷奶奶过去的工作情况以及他们现在的状态。
六、课时：1课时七、教学过程A: Warm up（热身复习）一、 1.Warming—up二 New teaching1 Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases. Teacher guides tolearn by all kinds of methods.B：presentation（任务呈现与课文导入）2 Look,listen and learnStep1. T：We know Lingling is still in England with Sam and Amy. She misses China and she misses her grandmother. Do you know what's her grandmother like.Let's look at the picture.Lingling is looking at some photos.What are they?Now listen and find the answer.Step2.Listen again and answer some questions Now, look at the screen and look at these questions, then answer. (播放CAI，生动直观呈现课文内容，理解后回答以下问题，培养学生分析问题，解决问题的能力，同时渗透学法)1、播放第一遍录音，进行课文的整体呈现。
Module2Unit1ShelearntEnglish(课件)-英语五年级下册2
Unit 1 She learnt English.
/lɜnː /学习
/lɜnː t/过 去式
English
/lɜnː /
+动词原形
dance
sing
Chinese
draw
cook
/ti:tʃ/ 教授
/tɔtː/
teacher
/ti:tʃə/
/'fɔrɪn/
/læŋgwɪdʒ/
Guangzhou
dБайду номын сангаасnce
Beijing
她以前在中国许多城市跳舞。
She dance
Guilin
Did_s_h_e___ __le_a_r_n__ any foreign_la_n_g__u_a_g_e_s_？
她之前学过一些外语吗？
Yes, _s_h_e___ __le__a_rn__t _ _E_n_g_li_s_h___.
他们是谁？ 玲玲。
They_a_re__ my_g_r_a_n_d_p_a_re_n_t_s.
他们是我的祖父母
_W__h_o_'s_ this? 这是谁？
It's my _g_r_an_d_m_a_. 这是我的祖母。
_S_h_e_ _w_a_s a_d_a_n_ce_r.
她之前是一名舞蹈演员。
Shanghai
nguage['læŋgwɪdʒ] 2.dancer['dɑːnsə] 3.learnt [lɜːnt] 4.foreign ['fɔrɪn] 5.hard [ha:d] 6.wrote [rəʊt] 7.taught [tɔtː] 8.studied ['stʌdɪd]
Module2Unit1ShelearntEnglish(课件)外研版英语五年级下册
wrote (write的过去式) 写 例： She wrote a book about animals. 她写过一本关于动物的书。
taught (teach的过去式) 教 teach sb sth 教某人某事 例： My parents taught me never to tell lies. 我父母教我千万不要说谎。
learn 学习 过去式：learnt learn to do sth 学习做某事 例：
She learnt to dance. 她学习去跳舞。
Did she learn any foreign languages? 她学习过任何外语吗？ 例： some在否定句和疑问句中 要变 跳舞 派生词：dancer 舞蹈家 例： I love dancing,I want to be
a dancer. 我热爱跳舞，我想成为一名 舞蹈家。
cook v.做饭 n.厨师 派生词：cooker 厨具 例： Where did you learn to cook? 你在哪学会的做饭？
回归课文
练一练
1.My mother _C__ the clothes now.
C.is washing
作业
1.熟记本单元的单词、短语、 句型，会听说读写。 2.熟读课文。 3.用今天学过的单词用法造两 个句子。
Unit 1
She learnt English.
or 或者 在否定句中被否定的两个部分要用or 连接，or常用在否定句和疑问句中， and用在肯定句中。 hope (that) +句子 hope to do sth 希望做某事
television电视 telephone电话 radio收音机 talked about sth 讨论某事 worked (work的过去式) 工作 in the fields 在田野中
Module2Unit1ShelearntEnglish(课件)英语五年级上册【01】
Summary
What have you learned today?
Summary
Respecting parents is the traditional virtue of the Chinese nation. 孝敬父母是中华民族的传统美德。
Homework
1. Read the dialogue fluently. (学困生完成) 2. Write down what you did yesterday. (中等生 和
Module 2
第1课时
Unit 1 She learnt English.
1. Listen and chant. 2. Listen, read and act out.
Warming up
Greetings
…
…
Leading in
看图片猜职业。
Have a guessing game
a teacher
Production
Show and retell
Some students show your results, and the others listen carefully. Then retell what you’ve heard.
Summary
What have you learned today?
Summary
It is never too old to learn. 活到老，学到老。
Homework
1. 爱听录音的你，请积极模仿录音，把自己最 满意的录音录下来。
2. 爱诵读的你，请大声朗读课文给你的朋友或 家长听。
3. 善于归纳的你，采访自己身边的长辈，请他 们谈谈自己的过去和现在(包括工作、喜好、 习惯等)。请你以表格的形式汇总， 然后交 流。(选做)
Module2Unit1ShelearntEnglish(课件)-英语五年级下册
No, she didn’t.
Yes, he did.
watch TV
She didn’t make a He watched TV yesterday. cake yesterday.
do homework
go to the zoo
She did her homework He didn’t go to the
She learnt to talk last night.
The boy learnt to ride a bike yesterday.
learn-learnt
learn sth.
Grandma and grandpa learnt English. languages
The kids learnt Chinese.
Let’s listen.
dancer danced in lots of Chinese cities
driver
—Did grandma learn any foreign languages?
—Yes, she learnt English.
—Did grandpa learn English?fornins
—No, he didn't learn English. But he's learning English now.
foreign
foreign city
foreign holiday
foreign drinks
foreign food
Listen and read.
Practise.
Did she make a cake yesterday?
Yesterday Ms Smart...
Module2-Unit-1-She-learnt-English
1.说说爷爷奶奶退休前的工作及语言学习情况；
2.谈论昨天一家人的活动。
教学过程
一、Warming—up
Greeting:
T: Hello, Good morning, class. S: Good morning, teacher.
T: How are you today? S: We are well.
学习策略
看图或照片描叙人物，猜测人物的职业，建立词语与事物间的联系；
注意观察图片及生活中他人的变化，主动运用所学语言进行表达和交流，锻炼语言表达能力。
文化意识
初步了解英语是一门世界语言及学习英语的普遍性和重要性。
情感态度
主动观察生活及他人的变化，积极参与各种英语实践活动，活动中乐于与他人合作与交流，进一步增强学习英语的兴趣和自信心。
语言
知识
目标
功能
谈论人物的职业、语言的学习及昨天做过的事情。
语法
（结构、
句子）
学习is, dance, learn的过去式was, danced, learnt。
谈论过去：She was a dancer. She learnt English.
Hale Waihona Puke 词汇听能在听录音的过程中从语句中辨别出单词：learnt, these, dancer, class, study, hard, retired
3.Listen and repeat
4.Act out the test. (Give Ss some minutes to practise.)
三、Practice and consolidate.
1.Show two pictures and have Ss describe (use the important sentences)
五年级下册英语教案-Module2Unit1《ShelearntEnglish》｜外研社(三起)
五年级下册英语教案－Module 2 Unit 1《She learntEnglish》｜外研社（三起）教学内容本节课为外研社（三起）五年级下册英语第二模块第一单元《She learnt English》。
课程围绕过去时态展开，主要介绍了动词过去式及其用法。
通过学习，学生能够理解并运用过去时态描述过去发生的事情。
教学目标1. 知识与技能：学生能够听懂、会说、会读本节课的单词和句子；能够运用过去时态描述过去发生的事情。
2. 过程与方法：通过小组合作、情境创设等活动，提高学生的英语口语表达能力和团队合作能力。
3. 情感态度价值观：培养学生对英语学习的兴趣，增强学生自信心，提高跨文化交际意识。
教学难点1. 动词过去式的变化规则及不规则动词的识记。
2. 过去时态的构成及其在句子中的运用。
教具学具准备1. 教具：PPT、黑板、录音机、教学卡片等。
2. 学具：英语课本、练习册、文具等。
教学过程1. 导入：通过图片或故事引入本节课的主题，激发学生的学习兴趣。
2. 新课内容呈现：讲解单词和句子的含义、用法，并通过示例句子展示过去时态的构成。
3. 操练：学生分组进行角色扮演、对话练习等活动，巩固所学知识。
4. 巩固提高：进行课堂练习，检测学生对本节课内容的掌握程度。
6. 作业布置：布置课后作业，要求学生复习本节课所学内容，并完成相关练习。
板书设计1. 五年级下册英语教案－Module 2 Unit 1《She learnt English》2. 主要内容：单词、句子、过去时态的构成及用法3. 重点：动词过去式的变化规则、过去时态在句子中的运用4. 难点：不规则动词的识记、过去时态的构成作业设计1. 听力练习：听懂并模仿本节课的单词和句子。
2. 口语练习：运用过去时态描述过去发生的事情。
3. 写作练习：根据所给情景，用过去时态编写小短文。
课后反思本节课结束后，教师应认真反思教学效果，针对学生的掌握情况，调整教学方法和策略。
Module2Unit1ShelearntEnglish教案
Module 2 GrandparentsUnit1 She learnt English.教学目标:技术与知识目标A．大体要求大体能听懂、会说辞汇：be的过去式was， were的用法 learnt(learn 的过去式) these dancer foreign language大体能听懂、会问：“Did you/he/she +verb-ed….?” 的语言结构，并会做答“Yes, I/He/She did. No, I/He/She didn’t.”B．初步要求初步感知特殊疑问句的提问与回答。
初步感知语音元音音标的正确发音。
C．温习巩固Talking about things with past tense.Ask things with past tense，beginning with “Did….?”运用能力目标运用所学语言结构询问与描述过去的情形并能与此刻的事作比较。
素养教育目标通过比较人们的过去和此刻，培育学生踊跃向上的学习态度和价值观，教育小孩们珍爱此刻宝贵的学习机遇。
3、教学重点辞汇： be的过去式was， were的用法 learnt(learn 的过去式) these dancer foreign language句式“ Subject+Verb-ed…”“Did you/he/she +verb-ed….?”“Yes, I/He/She did. No, I/He/She didn’t.”4、教学难点be的过去式was，were的用法 foreign language的读法“Did you/he/she +verb-ed….?”“Yes, I/He/She did. No, I/He/She didn’t.”5、任务设计1：SB Unit1活动32：AB Unit 1练习 1Unit 1练习24AB Unit 1练习 35.小采访：采访自己身旁的长辈，请他们谈谈自己的过去和此刻（包括工作，喜好，适应等）然后依照采访得来的信息写一篇小短文，与其他同窗进行交流。
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Now,Let’s sing a song .
《where did you go》sing together with the students.
What is Lingling’sgrandpa doing now?
(3)first listen, and underline the new words
Let’s have a practice.
1. look and say
talk about in pairs and show the answers.
2. look and say
Make a dialogue.
A: Many years ago , what did your grandma /grandpa do ?
B: She/ He was a _____ .
A: Did your grandma /grandpa learn English?
板书设计
(2)T: Do you know Lingling’s grandparents.Did they learn English ?
Listen and answer the questions:
Did lingling’s grandma learn English?
Did Lingling’s grandpa learn English?
B: Yes, she /he did ./ No ,……
A: What is she / he doing now ?
B: She / He is learning English / Taijiquan /……
Today we learnt some new words and sentences.
Pay attention to the words of past tense.
1. T: Have a guessing game.
Look at the picture, what is she? Can you guess?
teacher,driver,farmer,dance
2.课件出示Show the picture of Yang Liping,ask:
教学程序设计
教材处理设计
师生活动设计
修改创新
Step3.
Listen to the tape and answer the questions
Step4.practice
Step5.Production
Step6.Summury
（1) Let students look at the pictures of the text and show their opinion.
T: what is she ?
she is a dancer.
She danced in lots of lots of chinese cities.（板书dance-danced-dancer）
3. T:. who can dance?（找同学上去跳舞）then ask:what did she do?
（课本第三部分，在做练习之前让学生认读单词卡片，复习所用到的词组,这样操练起来比较有效。）
教学评析：看图填单词，主要是训练过去式和现在式的对比运用。练习课本第三部分，充分练习了过去式的用法。）
（教学评析：通过拓展活动，使学生根据自己的实际，操练运用所学知识，让学生在真实的情景中运用过去式，巩固了本课重点。）
让学生在真实情境中运用过去式，开火车读出单词。
（教学评析：通过杨丽萍的跳舞图片让学生练习dancer并很自然的学习了danced让学生上去表演，提问并让学生思考如何回答，这样能把学到的过去式运用到具体的语言环境中去。）
（教学评析：通过我五年前学生时的照片，创设真实的情景，让学生感知learnt和foreign language）
4.Show my photo. Introduce :five years ago,I was a student. I learnt English.(用卡片教授learnt并练习)
5.T: English is a foreign language.(学习foreign language，同时介Japanese, French, Russian等外国语。
Did your grandma learn English？
Yes，she did。No，she didn’t。
教学程序
设计
教材处理设计
师生活动设计
修改创新
Step1.Warming up
Step2.Presentation
T: Today,We’ll learn Module2Unit1 She learnt English
（教学评析：开始上课，给学生一个轻松的环境，师生同唱一个关于动词过去式的歌曲，学生能够复习过去式，并为这节课的学习做铺垫，复习已经学过的知识。）
（教学评析：依次复习职业一个guessing game激起学生的兴趣，能很快融入到课堂，并复习了职业为学习dancer做了铺垫。）
（教学评析：注意/t/的发音,通过卡片让学生充分练习）
教案、学案一体化设计
课题
课时
1
教学
目标
设计
1．学习目标语句：Did your grandma learn English？
Yes，she did。No，she didn’t。
2．词汇these dancer lots of clothes
教学
方法
设计
情境教学法
游戏教学法
多三分钟
Do you remember? What did you learn?
Listen again and read
Read in pairs and talk about the questions.
(教学评析：高年级课文教学应体现以学生为本，全体同学参与，师要尽可能的利用教材资源，结合学生实际，把新知知识和原有的知识技能紧密联系，从而真正内化为自己的语言。)