新外研版 四下Module5 Unit1 Iwas two then
外研版四年级英语下册Module5Unit1Iwastwothen教案设计
Module 5 Unit 1 I was two then教案1教学目标知识目标:1.能听懂、会说、认读单词 who、then、hair、 so、 grandparents.2.能理解并使用was ,were来谈论过去的事情和情况。
3.能听懂、会读、理解课文并回答相关的问题。
技能目标:能够运用was和were来描述过去,介绍自己或他人过去的事情。
情感目标:培养学生的观察能力,发现人物和事物过去与现在的变化,保持他们对学习英语的热情。
2学情分析本课的教学对象是四年级学生,他们已经掌握了一定的英语词汇,具有一定的英语学习的积极性,具备一定的英语语言运用能力。
因此,教师应在教学过程中为学生提供适当真实的语言环境,让学生明白本课学习的句型在真实情况下应如何使用。
本节课的语言点对学生的学习有些难度,因此教师要在教学过程中时刻注意学生的接受情况,对学生多加以鼓励,及时调整教学节奏,让学生在听说读写的过程中体验、感知、理解目标语句。
3重点难点重点:词汇:grandparent, then, hair, was, were;句型:I was …… They were ……难点:1、使用“was” “were”描述从过去到现在发生的变化。
2、was与were的区分运用及then 的正确发音。
4教学过程活动1【导入】Step1.Warm up1、Greetings2、Count numbers【设计意图:复习数字,并提问与数字有关的问题,让学生更好的理解和参与到后面的教学活动中。
】Step2:Leading1、Revise some wordsBefore our class, let’s play a game和老师唱反调。
I say “long” and you say “short”. OK?Ss: OK.T:bigSs: smallT: longSs: shortT: tallSs: short2、L ook at the screen, who is that girl? Can you guess? Ss: It’s….Ss: It’s you.T: Ye s. You are right. It’s me.Then(在那时)I was 2. Now I am 26.(then和now)Then my hair(头发)was short. Now my hair is long.(教授hair)3、Show your photos and introduce your character, and say "I was..."4、出示grandparents年轻时与现在的照片。
新外研版四年级英语下册Module 5 Unit 1 I was two then 课件.ppt
Let’s think
what we have learned today?
Homework
Practice the dialogue with your classmates.
Thank you
• 9、春去春又回，新桃换旧符。在那桃花盛开的地方，在这醉人芬芳的季节，愿你生活像春天一样阳光，心情像桃花一样美丽，日子像桃子一样甜蜜。 2021/1/142021/1/14Thursday, January 14, 2021
• 10、人的志向通常和他们的能力成正比例。2021/1/142021/1/142021/1/141/14/2021 6:22:51 PM • 11、夫学须志也，才须学也，非学无以广才，非志无以成学。2021/1/142021/1/142021/1/14Jan-2114-Jan-21 • 12、越是无能的人，越喜欢挑剔别人的错儿。2021/1/142021/1/142021/1/14Thursday, January 14, 2021 • 13、志不立，天下无可成之事。2021/1/142021/1/142021/1/142021/1/141/14/2021
• 14、Thank you very much for taking me with you on that splendid outing to London. It was the first time that I had seen the Tower or any of the other famous sights. If I'd gone alone, I couldn't have seen nearly as much, because I wouldn't have known my way about.
新外研版四年级英语下册Module 5 Unit 1 I was two then 教案.doc
Module 5 Unit 1 I was two then.教案教学目标：使学生能听、说、认识、口头运用单词：was, then, were…能理解并口头运用：Her hair was short then. Now…情感目标：通过本课的学习，激发学生学习兴趣和动力。
教学重点：1、认识新单词三会（会说、会听、会读）：then 那时old老的young 年轻的2、掌握新句子：两会（会听、会说）：Her hair was short then. Now…她的头发以前很短，现在______。
教学难点：理解并口头运用：Her hair was short then. Now…知道如何做简要的介绍。
教学流程：Class opening1、Greeting: Hello!/Hi!New Concepts１、利用图片引出对话，并对其进行介绍：Her …was … then. Now…(说出图片),接着介绍Her … was … then. Now…，教师可以重复这句话，使学生理解它，如果学生不能明白，教师就多举几个例子，例如：在学生理解句子的含义后教师试着让学生造句：Her …was … then. Now …反复进行几组后就要放手让学生自己来练习了。
教授单词和句子同上述方法。
设计意图：根据年龄特点，用创设情景的方法，直观的将所学内容展示给学生，生动活泼，使学生容易接受新知。
激发学生的学习兴趣。
2、Listen to the tape, and read after it.设计意图：让学生在模仿练习进一步熟练课文内容，并同时进行听力训练。
3、Play a game.Memory name。
游戏规则：让几名自告奋勇的学生面对全班站在教室的前面，教师站在这一排学生得一端拿着卡片提问。
设计意图：通过游戏使学生能有亲身体验，并激发他们的学习兴趣，在游戏中轻松愉悦地获得新知。
4、Make a dialogue in groups.设计意图：使学生在活动中发散思维，并培养他们的合作创新精神，能够运用所学知识进行简单的口语交流，培养自主学习能力。
新标准英语(三起)四年级下册Module5Unit1Iwastwothen.
4.能理解课文的意思，会变换句式。
教学难点：
1.会使用 was\were及其句型描述过去与现在的变化。
2. 新词then的发音。
5．教学过程设计
(中文为主 + 所教学科目标语言）
步骤1：Warming up
1)Free talk
T: Hello, boys and girls.
S: Hello, Ms Chen.
T:How are you today?
S: I’m fine, thank you.
T: Oh,I’m fine too. Do you like playing games?
步骤3：Presentation
1）教学hair\long\short
① 教学hair
T: Well done.Sit down, please.I’m your new English teacher.So letme talk somethingabout myself.I’m Miss Chen.NowI’m 28. NowI’m tall.Now my hair is long. Look, this is my hair.Can you touch your hair?Yes, very good.And look, can you read this word?
设计意图：通过多媒体信息技术，在PPT中呈现教师根据舞台上出现的句子，变高，变矮，变胖，变瘦。然后再请学生模仿着做一遍，并配上动作。首先，以教师自身变魔法，有利于拉近师生距离。其次，魔法除了趣味性之外，通过TPR教学法，还有利于加深学生对tall\short\fat\thin的意思及句型的运用。为接下来的新授做准备。
外研社四年级下册英语教案 Module 5 Unit 1 I was two then (三起)
4.Great! Now let’s repeat the sentences together.
很棒！现在我们来跟读一下这些句子吧！
通过情景展现，学生学说
young, old,hair, short, long, tall, cute, naughty等更多的人物外貌词汇，并一一理解识记。
教学环节/步骤
学生活动
教师活动
设计意图
热身进入
1.看完视频动画，回答He is Sam.
2.回答He was one.
3.回答Iwas short.
NowI’m tall.
学生观察照片中Sam的神态和话语，了解本节课的主题：谈论过去和现在的不同之处。
4.学生练读第一部分的句子。
1.Hello everyone, welcome to our class.Now let’s watch a video and tell me who the baby boy is.
学习目标
1.能够听懂、会说was, were, now, then.Her hair was short then. Now her hair is long.
2.能够在实际情境中灵活运用已学词汇和句型，能够对比过去和现在的不同之处。
重难点
能够听懂、会说was, were, now, then.Her hair was short then. Now her hair is long.
old,hair, short, long, tall, cute, naughty…
2.使用句型“He/She
was…then. Now he/she is…”或者“They were…then. Now they are…”，加上恰当的形容来介绍图片里的人物。
小学英语外研新标准四年级下册Module5四下Iwastwothen教学设计
1.理解并会使用单词：was, then, were, young, old, hair；
初步运用：I was ...then. He/She/It was...then.They were...then.
2.能够正确使用was/were谈论过去的事情和过去与现在的变化；
3.通过小组活动,培养同学间积极配合、乐于合作的精神；
播放中国过去到现在的变化，激发学生的爱国情怀。
Step9 Homework
T：You can choose 2 and finish by yourselves.
the texts third times.
the song.
the changes of your friends to your classmates.
students read by themselves and read in roles.
the video and finish the blanks.
about themselves with the sentences “I was…I 'm…"
the texts by themselves andread in roles.
Step6 Consolidation
Pair work
老师示范小组活动的操作方式。
Look and say. (根据图片和图片上的单词，说句子，以小组为单位并进行汇报展示)
A：Now the tree is big.
B：Then the tree was small.
C：Then the oranges were green.
2.复述板书，对本节课的重点知识再一次做个总结，检测学习效果、学习目标是否完成。
新外研版-四下Module5--Unit1-Iwas-two-then
fat
thin
She was fat then short
Now She is thin.
tall tall
He was
shortthen
Now
is tall.
grandma grandpa grandparents
then
now
They were young then.
Now they are old.
They were young then.
Now they are old.
Theywere short then. Now they
tall . long Her hair was then. is short
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are
.
Choose.
1. We (was\were) young then. 2. The cat is big now. But it (was\were) small then. 3.Lingling was short then. Now she is (tall\long) . 4. Her hair is long now. But it was (short\old) then. 5. I (am\was) thin now. I (am\was) fat then.
then
now
He was short then.
Now he is tall.
then
now
She was cute then.
Now she is beautiful.
then
now
His hair was short then.
Now his hair is long.
外研版四年级下册英语Module 5《Unit 1 I was two then.》教案
外研版四年级下册英语Module 5《Unit 1 I was two then.》教案【教材分析】本节课是外研版四年级下册Module 5的第一单元，主题为"I was two then."，教材主要内容是学习描述过去和现在发生的变化。
通过学习单词和句型，学生将能够谈论自己和他人的过去，并对比过去与现在的不同之处。
【教学目标】1. 学生能够识别并拼写单词: was, then, grandparent, were, young, old, hair, so, short, long，以及个人选择的2-3个单词。
2. 学生能够运用句型"I was two..."和"They were young, then."描述过去的情况。
3. 学生能够对比过去和现在的不同之处，运用所学知识描述过去和现在发生的变化。
【教学重点和教学难点】教学重点：1. 能够运用所学知识描述过去和现在发生的变化。
2. 能够区分was-is/am和were-are的用法。
教学难点：1. 区分was-is/am和were-are的用法。
【学情分析】学生是四年级学生，已经学过一定的英语基础知识，包括基本的动词变化和句型结构。
他们对于过去时态的使用可能还不够熟练，需要通过本节课的学习来加强对过去时态的理解和运用。
【教学过程】Step 1: Lead-in1. Greet the students and briefly review the previous lesson by asking questions related to the topic of changes and the past.Example: "Good morning, class! In our last lesson, we talked about changes. Can anyone tell me something that has changed in their life recently?"2. Show some pictures of yourself at different ages and ask the students to guess how old you were in each picture. Encourage them to use the sentence pattern "I was ___ then" to make guesses.Example: "Now, let's look at these pictures. How old do you think I was in this picture? Can you complete the sentence using 'I was ___ then'?"Step 2: Vocabulary1. Introduce the target vocabulary: was, then, grandparent, were, young, old, hair, so, short, long.Example: "Now, let's learn some new words. Repeat after me: was, then, grandparent, were, young, old, hair, so, short,long."2. Use real objects, flashcards, or pictures to help students understand and remember the meanings of the words.Example: Show a picture of a grandparent and ask students to identify the word. Provide real objects or pictures to help students understand the words young, old, hair, short, and long.3. Practice pronunciation and spelling of the words together as a class.Example: Say each word aloud and have the students repeat after you. Then, ask individual students to spell the words on the board or in their notebooks.Step 3: Grammar1. Introduce the sentence pattern "I was two..." and "They were young, then." Explain that "was" is used to talk about the past, while "were" is used to talk about a group of people in the past.Example: "Now, let's talk about the past. When we talk about ourselves in the past, we use 'was,' like 'I was two.' When we talk about a group of people in the past, we use 'were,' like 'They were young, then.'"2. Give examples and ask students to repeat after you.Example: Say a sentence using the sentence pattern and have the students repeat after you. For example, say "I was three then" and ask the students to repeat.3. Provide more examples and ask students to complete sentences using the correct form of "was" or "were."Example: Give students a worksheet with incomplete sentences and ask them to fill in the blanks with the correct form of "was" or "were." For example, "We ___ happy, then" or "She ___ tall, then."Step 4: Practice1. Divide the class into pairs or small groups.2. Give each group a set of picture cards depicting different scenes or situations.Example: Provide each group with picture cards showing different stages of a person's life or different places at different times.3. Students take turns describing the pictures using the sentence pattern "I was ___ then" or "They were ___ then."Example: One student describes a picture while the other student listens and completes the sentence. For example, "In this picture, I was five years old. My friends were playing with me."4. Monitor the students' practice and provide assistance when needed.Example: Circulate around the classroom, listen to the students' conversations, and provide feedback or assistance as necessary.Step 5: Consolidation1. Review the main points of the lesson by asking questions and eliciting responses from the students.Example: "Can someone tell me when we use 'was' and 'were'? How do we describe ourselves in the past? How do we describea group of people in the past?"2. Have a class discussion about the changes that have happened in their own lives or the lives of their family members.Example: "Now, let's talk about changes. Can you think of a change that has happened in your life or your family? How would you describe it using the sentence patterns we learned today?"3. Encourage students to use the target vocabulary and sentence patterns to describe the changes.Example: Provide sentence starters for students to complete, such as "Before, my hair was ___, but now it is ___" or "When I was younger, I ___ but now I ___."Step 6: Wrap-up1. Summarize the key points of the lesson and reinforce the use of the target vocabulary and sentence patterns.Example: "Today, we learned how to talk about the past and changes. We practiced using 'was' and 'were' to describe ourselves and groups of people. We also learned new words to help us talk about the past."2. Assign homework, which could be writing a short paragraph about a change thathas happened in their lives or creating a dialogue using the target language.Example: "For homework, I would like you to write a short paragraph about a change that has happened in your life. Use the vocabulary and sentence patterns we learned today. You can also create a dialogue between two people discussing a change. Be creative!"【板书设计】Title: Unit 1 - I was two then.Vocabulary:- was, then, grandparent, were, young, old, hair, so, short, longSentence Patterns:- I was ___ then.- They were ___ then.【教学反思】本节课通过引导学生运用句型描述过去和现在的变化，培养了学生对过去时态的理解和运用能力。
外研版(三起)小学英语四年级下册Module5Unit1Iwastwothen.教案(5).docx
Module 5 Unit 1 I was two then.教学设计一、教材分析本的教学内容是外研版新准英（三年起始用）第四册第五模第一元 I was two then. 本通引学生察 Lingling ‘‘ s grandparents以及Lingling的照片，引学生用一般去去的事情和情况，比去与在的不同。
1.技能和知目(1) 基本能听懂、会、会、会写新grandparents、then、hair、 was、were、so、 old、 young.(2)基本能听懂、会、会句型“ I was ⋯ . They were ⋯ . ”(3)巩固复“ tall、short、fat、thin、old、young、 cute、naughty、 cool ”及句型“I was two then. You were so cute”.2.能力目学生能运用 was 和 were 来描述去，介自己或他人去的事情。
3.情感目通本的学,培养学生心察、于的学度。
三、教学重、点1.教学重点(1) 教学： grandparents、 then、hair、 was、were、so、old、young.(2) 句型操：⋯ was/were⋯,thenNow.⋯ am/is/are⋯.2.教学点“then”的正确音,帮助学生理解“ then的”意以及运用。
四、教学方法（一）教学准1.教学用具：教本、音机、磁、教及教儿与近期照片、学生自己及学生家人朋友儿与近期照片、卡片和多媒体件、小画、各色粉笔。
2.学具准：学生用、笔。
（二）教法与学法在本的教学中我将任教学法、直教学法、情景教学法、运用教手段学生听感官、教唱英歌曲等多种教学法灵活地融入教学中，激学生学趣，分散教学重点，加深学生言的理解，帮助学生在言与表达象之建立起系，使学生能在相真的情景中通直的感受，体知的生成与运用，从而更自、更有趣地行英交活，达到知的内化。
同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、掌握并运用知识的方法。
外研版四年级下册英语教案：Module5Unit1Iwastwothen
外研版四年级下册英语教案：Module 5 Unit 1 I was two then 教学内容：本课是外研版四年级下册英语Module 5 Unit 1的内容，主题是描述过去的事情。
教学内容包括学习过去时态，描述过去的经历，以及询问和回答关于过去的问题。
教学目标：1. 学生能够理解并运用过去时态描述过去的经历。
2. 学生能够听懂并回答关于过去的问题。
3. 学生能够通过图片和情境创设，运用英语进行简单的交流。
教学难点：1. 学生能够正确运用过去时态描述过去的经历。
2. 学生能够理解并运用过去时的疑问句和回答句。
教具学具准备：1. 教材、图片、PPT等教学资源。
2. 录音机、音响等音频设备。
3. 学生自备笔记本、笔等学习用品。
教学过程：1. 导入：通过展示一张自己小时候的照片，引导学生谈论自己的过去。
2. 新课内容展示：通过PPT展示Module 5 Unit 1的内容，引导学生学习过去时态，描述过去的经历。
3. 情境创设：创设一个情境，让学生运用英语进行交流，描述自己的过去经历。
4. 小组活动：学生分成小组，相互询问和回答关于过去的问题，巩固所学知识。
板书设计：1. Module 5 Unit 1 I was two then2. 过去时态的构成：was/were + 主语 + 过去的时间3. 描述过去的经历的句子：I was two then. I could walk and talk.4. 询问和回答关于过去的问题：How old were you then? I was three years old.作业设计：1. 完成教材P49的练习题。
2. 写一篇短文，描述自己过去的经历。
3. 与同学互相询问和回答关于过去的问题。
课后反思：本节课通过图片、情境创设和小组活动，让学生在轻松愉快的氛围中学习英语，提高了学生的学习兴趣。
在教学过程中，教师要注意引导学生正确运用过去时态，注意语法和句型的正确性。
四年级下册英语教案Module5Unit1Iwastwothen
四年级下册英语教案Module 5 Unit 1 I was two then. 外研版（三起）教学内容本课为外研版（三起）四年级下册英语模块五单元一的教学内容。
主要围绕“过去的我”这一主题，通过对比现在与过去的差异，教授学生如何用英语描述过去的经历和状态。
课程内容包括过去时态的运用，特别是 "I was" 与 "I am" 的区别，以及相关的形容词和副词的使用。
教学目标1. 让学生掌握过去时态 "I was" 的用法，并能够正确运用于句子中。
2. 培养学生运用英语描述过去与现在的差异的能力。
3. 通过图片、故事等情境教学，提高学生的听说技能。
4. 增强学生对英语学习的兴趣，培养积极的学习态度。
教学难点1. 过去时态 "I was" 与现在时态 "I am" 的区别与应用。
2. 形容词和副词在描述过去与现在差异时的准确运用。
3. 学生对过去经历的回忆与表达。
教具学具准备1. 教学课件或黑板，用于展示关键单词和句型。
2. 学生用的教材和练习册。
3. 彩色图片或卡片，用于辅助教学和活动。
4. 录音机或音响设备，用于播放英语录音。
教学过程1. 导入：通过展示一些“现在与过去”的对比图片，引起学生对主题的兴趣，激活学生的背景知识。
2. 新授：介绍新单词和句型，通过示例和练习，让学生理解并掌握 "I was" 和 "I am" 的用法。
3. 实践：进行小组活动，让学生用英语描述自己的过去和现在，练习使用新学的句型和词汇。
4. 巩固：通过听录音、跟读和角色扮演等活动，加深学生对新学知识的理解和记忆。
板书设计关键单词：then, two, old, young, etc.重点句型：I was two then. I am four now.作业设计1. 完成练习册中与本课相关的练习题。
英语外研新标准(三起)四年级下册-Module5Unit1Iwastwothen教案
英语外研新标准（三起）四年级下册Module5 Unit 1 I was twothen教案教学内容：本课为英语外研新标准（三起）四年级下册 Module5 Unit 1 I was two then。
教学内容主要围绕过去时态的运用，以及描述过去发生的事情。
通过学习本课，学生能够理解并运用过去时态，描述自己或他人的过去经历。
教学目标：1. 知识与技能：学生能够理解并运用过去时态，描述自己或他人的过去经历。
2. 过程与方法：通过图片、故事、游戏等教学活动，让学生在轻松愉快的氛围中学习英语，提高学生的英语听说能力。
3. 情感态度与价值观：培养学生对英语学习的兴趣，激发学生主动参与课堂活动的积极性，增强学生的合作意识。
教学难点：1. 过去时态的运用：学生需要掌握过去时态的构成和用法，能够正确运用过去时态描述过去发生的事情。
2. 描述过去经历的表达：学生需要学会用英语描述自己或他人的过去经历，包括时间、地点、人物、事件等要素。
教具学具准备：1. 教具：多媒体设备、图片、故事书、游戏道具等。
2. 学具：学生用书、练习册、文具等。
教学过程：1. 导入：通过图片或故事引入本课主题，激发学生的学习兴趣。
2. 新课内容展示：利用多媒体设备展示新课内容，让学生跟读并模仿，掌握新词汇和句型。
3. 情境创设：创设情境，让学生运用所学知识进行角色扮演，提高学生的英语听说能力。
4. 小组活动：分组进行讨论和交流，让学生互相分享自己的过去经历，巩固所学知识。
5. 游戏环节：设计趣味性强的游戏，让学生在游戏中练习过去时态，提高学生的学习积极性。
板书设计：1. Module5 Unit 1 I was two then2. 重点词汇：then, two, old, years, ago等。
3. 重点句型：I was two then. I was three years old then.等。
作业设计：1. 课后练习：完成练习册中的相关练习，巩固所学知识。
【新】外研版四年级英语下册Module5Unit1Iwastwothen教学课件.ppt
now
1was/were/is/are
2short/fat/tall/thin
She w_a_s _fa_tthen. She _is_ _th_innow.
then
now
1.was/were /is/are 2.cute/short/tall/cool
He _w_as_ _sh_o_rtthen. He _is__ _ta_ll_ now.
有用的形容词
tall---short fat---thin old---young long---short
big---small Beautiful cute cool naughty
grandma grandpa grandparents
Then
Now
They were young,then. Now,they are old.
• 9、春去春又回，新桃换旧符。在那桃花盛开的地方，在这醉人芬芳的季节，愿你生活像春天一样阳光，心情像桃花一样美丽，日子像桃子一样甜蜜。 2021/1/112021/1/11Monday, January 11, 2021
• 10、人的志向通常和他们的能力成正比例。2021/1/112021/1/112021/1/111/11/2021 9:55:36 AM • 11、夫学须志也，才须学也，非学无以广才，非志无以成学。2021/1/112021/1/112021/1/11Jan-2111-Jan-21 • 12、越是无能的人，越喜欢挑剔别人的错儿。2021/1/112021/1/112021/1/11Monday, January 11, 2021 • 13、志不立，天下无可成之事。2021/1/112021/1/112021/1/112021/1/111/11/2021
四年级下英语教案-Module5Unit1Iwastwothen-外研社(三起)
四年级下英语教案Module 5 Unit 1 I was two then 外研社（三起）教学内容本节课将教授外研社（三起）四年级下册英语第5模块第1单元《I was two then》。
教学内容主要包括过去进行时态的运用，以及描述过去某个时刻正在进行的动作。
课程将围绕家庭成员的过去照片展开，通过讨论家庭成员过去的样子和活动，让学生掌握并运用过去进行时态。
教学目标1. 知识与技能：学生能够理解并运用过去进行时态描述过去某个时刻正在进行的动作。
2. 过程与方法：通过小组讨论、图片描述等活动，培养学生观察、表达和合作的能力。
3. 情感态度价值观：激发学生对英语学习的兴趣，增强他们对家庭历史的关注和尊重。
教学难点1. 过去进行时态的构成与运用：理解并正确运用was/were + 动词ing结构。
2. 时间状语的正确使用：如when I was two, at that moment 等。
教具学具准备1. 家庭成员的旧照片：用于激发学生兴趣和提供讨论素材。
2. 单词卡片：包括与过去进行时态相关的动词和常用词。
3. 多媒体设备：用于展示教学内容和活动指导。
教学过程1. 课堂导入：展示一张家庭成员的旧照片，引导学生讨论并提问：“What was I doing then?”2. 新知呈现：通过多媒体展示更多家庭成员的旧照片，教授并练习过去进行时态。
3. 小组活动：学生分组，每组选择一张家庭成员的旧照片，用过去进行时态描述照片中的情景。
4. 全班分享：每组向全班展示并描述他们的照片，其他学生进行听力和理解练习。
5. 巩固练习：通过填空、改写句子等方式，巩固过去进行时态的运用。
板书设计1. Module 5 Unit 1 I was two then2. 关键词：过去进行时态的关键词和例句。
3. 时间状语：常用的过去时间状语，如when I was two, atthat moment等。
4. 活动指导：小组活动的步骤和目标。
Module_5_Unit_1I was two then 外研版英语四年级下册
Module 5 Unit 1设计科目版本小学英语（三年级起点）外研版四年级下册章节Module 5课名Module 5 Unit 1 I was two then.学习目标学习重难点1. 能够听懂、会说was, were, now, then. Her hair was short then. Now her hair is long.2. 能够使用be动词过去和现在时，简单描述过去和现在的不同状态。
具体环节设计教学环节内容多媒体素材素材使用意图制作要求1. 教师上课1.1热身导入1. 热身导入(1) Listen, point and say.Hello everyone, welcome to our class.Today Sam will show us a picture. Who is inthe picture? Let’s find out.图片：jpg001.jpgjpg002.jpgjpg003.jpgflash001.jpg动画：flash001.swf通过展示图片并观看动画，引导学生回答照片上是Sam，为下面学习如何描述过去的情况做铺垫。
jpg001.jpg，jpg002.jpg，jpg003.jpg不用点击放大。
图片放置在英文下方，点击图片flash001.jpg链接动画。
动画既能在网页中小屏播放，也能扩大至全屏播放。
1同学们好，欢迎来到我们的英语课。
观看视频，Sam拿出来一张照片，那照片里的小孩子是谁呢？1. 热身导入(2) Listen and say.Who is it in the picture? Right! He is little Sam. How old was he? Please listen. 图片：jpg001.jpgjpg003.jpgjpg006.jpg音频：mp3001.mp3出示图片，引发思考，导入新课。
jpg001.jpg, jpg003.jpg不用点击放大。
Module5Unit1Iwastwothen(教案)外研版(三起)英语四年级下册
教案：Module 5 Unit 1 I was two then（外研版三起英语四年级下册）教学目标：1. 能够听懂、会说、会读本节课的重点词汇和句型。
2. 能够运用所学知识进行简单的日常交流，如描述自己的年龄和过去的事情。
3. 培养学生的观察能力和表达能力，提高他们的英语学习兴趣。
教学内容：1. 词汇：draw, write, listen, look, find, had, then, two2. 句型： How old are you? I amI wasthen.3. 重点句型结构：主系表结构（be动词+形容词）和一般过去时态（主语+动词过去式+其他）。
教学重点与难点：1. 重点：词汇的掌握和运用，句型的理解和运用。
2. 难点：一般过去时态的运用，词汇的准确理解。
教具与学具准备：1. 教具：PPT，图片，卡片。
2. 学具：课本，练习册，铅笔，橡皮。
教学过程：Step 1: 热身（5分钟）1. 教师与学生用中文进行简单的交流，询问学生的年龄和过去的事情。
2. 学生自由交谈，热身气氛，引入英语学习主题。
Step 2: 引入（10分钟）1. 教师展示PPT，呈现本节课的重点词汇和句型。
2. 教师用中文解释词汇和句型的意思，让学生初步理解。
Step 3: 讲解与练习（10分钟）1. 教师用英文解释词汇和句型的意思，引导学生跟读。
2. 教师举例说明一般过去时态的运用，让学生模仿和练习。
3. 学生进行小组练习，用所学生词和句型进行交流。
Step 4: 课堂活动（10分钟）1. 教师组织学生进行角色扮演，运用所学知识进行日常交流。
2. 学生分组进行活动，锻炼口语表达能力和交际能力。
Step 5: 巩固与拓展（10分钟）1. 教师给出一些图片，让学生用所学的词汇和句型进行描述。
2. 学生自由发挥，用所学知识进行创作和表达。
2. 布置作业：让学生运用所学知识写一篇小作文，描述自己的年龄和过去的事情。
板书设计：1. 板书重点词汇：draw, write, listen, look, find, had, then, two2. 板书句型： How old are you? I amI wasthen.作业设计：1. 抄写本节课的重点词汇和句型。
新外研版四年级英语下册Module 5 Unit 1 I was two then 课件
Nok
what we have learned today?
Homework
Practice the dialogue with your classmates.
Thank you
• 在教师手里操着幼年人的命运，便操着民族和人类的命运。2022/5/82022/5/8May 8, 2022 人自身有一种力量，用许多方式按照本人意愿控制和影响这种力量，一旦他这样做，就会影响到对他的教育和对他发生作用的环境。
2022/5/82022/5/8 • 16、好奇是儿童的原始本性，感知会使儿童心灵升华，为其为了探究事物藏下本源。2022年5月2022/5/82022/5/82022/5/85/8/2022 17、一个人所受的教育超过了自己的智力，这样的人才有学问。
You made my day!
我们，还在路上……
Unit 1 I was two then.
short
tall
young
old
cute
naughty
Her hair was short then.
Now her hair is long.
He was short then.
Now he is tall.
They were young then.
外研版四下Module 5 Unit 1 I was two then
知识精讲
/wə（r）/ v.（动词）是［四会］ 例句：They were naughty then. 他们那时淘气。 考向：were 是are 的过去式。用于一般过去时中，其主语应该
是复数人称或第二人称单数。 /jʌŋ/ adj.（形容词）年轻的［四会］
例句：John is a young man. 约翰是个年轻人。 加法记忆法：you（你）+ng=young 年轻的
知识精讲
发音：字母组合or 发/ɔː/ 音。 反义词： long 长的 形近词： shirt 衬衫 一词多义： short 矮的
魔法记忆： The short man’s shorts are short. 这个矮个子男人的短裤很短。
知识精讲
知识点 5
/ lɒŋ/ adj.（形容词） 长的［四会］
知识精讲
/wəz/ v.（动词）是［四会］ 例句：He was a student ten years ago. 十年前他是一名学生。 考向：was 是am, is 的过去式。用在过去时态的句子中。
魔法记忆：am, is 过去was。
02
课文学习
知识精讲
知识点 2 They were young then. 那时他们年轻。
去时，am的过去式是was，故选A。
4. You __C___ so cute then, but now you ______ naughty.
A. are, are B. were, were C. were, are
点拨：then 那时，用于一般过去时中，you是第二人称， 用are。are的过去式是were，故第一空填were； now现在，用在一般现在时中，故第二空填are。
当堂检测
外研版英语四下Module 5 Unit 1 I was two then课件
课文讲解 2 Listen, point and find “was, were”.
Who are they, Lingling? 玲玲，他们是谁？
They were young then. 他们那时很年轻。
They are my grandparents. 他们是我的祖父母。
Yes, now they
long /lɒŋ/（形容词）长的 发音:字母组合ng在单词long中发/ɒ/音。 反义词：short 短的 例句:She has long dark hair.她有长长的黑发 。
课文讲解 1 Listen, point and say.
This is me. 这是我。 I was one. 我（当时）一岁。 I was short. 我（当时）矮。 Now I'm tall. 现在我高。
课文讲解 3 Listen and say.
I was two then. 我那时两岁。
You were so cute! 你是如此可爱！
课文讲解
4 Practise.
根据图片将过去 和现在进行对比 描述。
课文讲解
4 Practise.
A: Her hair was short then. B: Now her hair is long.
Yes, now my
hair is long. 是的，现在我的 头发很长。
课文讲解 2 Listen, point and find “was, were”.
Aah. You were so cute! 哈哈，你是那么可爱！
Ha ha… 哈哈……
Yes, but I was very naughty too. 是的，但是我也很淘气。
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was are
then
were
I am …now. I was …then. He is …now. He was …then. They are ……now. They were ……then.
I was…
You were…
Her hair was Now her hair short then. is long.
He was short Now he is then. tall.
They were small then.
Now they are big.
She was two then. Now she is ten.
They were young then.
Now they are old.
Hewas youngthen. Now he
Choose .
Choose .
4.They young then, but they old now. A. was, were B. were, are
5. You two then. I two ,too. A. were, was B. was, was
连词成句。
I , short, was, then.
I was short then . young, they , then, were.
They were young then.
Read
was were hair so then young grandparent old long
Read
You were two then, you were so cute. Her hair was short then. Now it is long.
is old . It was small then. Now it is big .
Theywere shortthen. Now they
tall . Her hair was long then. Now it is short.
are
Choose.
1. We (was\were) young then. 2. The cat is big now. But it (was\were) small then. 3.Lingling was short then. Now she is (tall\long) . 4. Her hair is long now. But it was (short\old) then. 5. I (am\was) thin now. I (am\was) fat then.
Module 5
Unit 1
I was two then.
Bishan School Lily
young
old
young 年轻的
old
老的， 年老的
thin
fat
long
short
tall
short
small
big
new
old
This is me. I was one. I was short. Now I am tall.
Your hair was so short.
Yes, now my
hair头发
so short 那么短
long hair 长发
short hair 短发
Aah. You were very cute. Yes, but I was very naughty too.
now
am/is
then now
Who are they, Linling?
They are my grandparents.
grandpa grandpa
grandparents
They were young then.
Yes ,now
then过去
now现在
Who’s that little girl?
It’s me .I was two then.
Match.
1.
A.It was small then . It’s big now.
2.
B. They were young then, but now they are old.
3.
C. They were long then, but they are short now.
1. I two then. But I ten now. A. am, was B. was, am 2.you short then? – Yes, I was. A. Were B. Are 3. My hair was short then , but it’s now. A. tall B. long