201X版四年级英语下册Module6Unit2Wasitabigcitythen课堂课件外研版(三起)
四年级下英语教学设计-Module6Unit2Wasitabigcitythen-外研版(三起)
四年级下英语教学设计Module 6 Unit 2 Was it a big city then外研版（三起）教学内容：本节课为外研版（三起）四年级下册英语Module 6 Unit 2的内容。
主要围绕“过去的城市与现在城市的对比”这一主题展开，通过描述过去和现在城市的不同，让学生掌握一般过去时态的用法，同时学习相关的形容词和副词来描述城市的变化。
教学目标：1. 知识与技能：学生能够理解并运用一般过去时态描述过去的事物；能够使用相关形容词和副词描述城市的变化。
2. 过程与方法：通过小组讨论、情境模拟等互动方式，提高学生的英语口语表达能力和合作学习能力。
3. 情感态度价值观：培养学生对城市变迁的关注和思考，激发学生对历史文化的兴趣。
教学难点：1. 一般过去时态的构成和用法。
2. 形容词和副词的正确使用。
3. 对过去城市与现在城市差异的理解和描述。
教具学具准备：1. 多媒体课件：包含城市过去与现在的对比图片和视频。
2. 教学卡片：包含本节课的重点单词和句型。
3. 小组讨论表格：用于学生记录讨论内容和结果。
教学过程：1. 导入：通过展示一张过去城市的照片，引导学生思考并讨论这张照片展示了什么，激发学生对本节课主题的兴趣。
2. 新课呈现：通过多媒体课件展示城市过去与现在的对比图片，引导学生观察并描述图片中的变化，同时教授并练习本节课的重点单词和句型。
3. 小组活动：学生分成小组，根据讨论表格中的提示，讨论并记录过去城市与现在城市的不同之处，然后向全班汇报。
4. 情境模拟：学生模拟一个旅游场景，描述他们所在的城市过去与现在的变化，巩固一般过去时态的用法。
板书设计：1. 课程Module 6 Unit 2 Was it a big city then?2. 重点单词和句型：通过板书展示本节课的重点单词和句型，方便学生跟随教学进度。
3. 过去城市与现在城市的对比：通过板书展示城市过去与现在的对比图片，帮助学生更好地理解和描述城市的变化。
四年级下册英语课件-Module 6 Unit 2 Was it a big city then∣外研版(三起) (共36张PPT)
（B）4. 你要向别人了解“北京当时是一个大城市吗？”，你应
该说：_______ A. Is Beijing a very big village now?
B. Was Beijing a very big city then?
Listen and imitate. (听音模仿)
Read aloud. (大声朗读)
Role play. (角色扮演) 小组选择图片进行操练.
速读下列句子。
He is strong. Was he strong then?
Where is he?
This is my grandpa.
速读下列句子。
He’s in Shenzhen. Shenzhen is a very big city now. Was it a big city then?
Group work
Beijing
Shanghai
Guangzhou
Hangzhou
Guilin
Listen and say. Then chant.
巩固练习 一. 根据图片，选择最佳答案。
This is a village.
二、火眼金睛辨一辨。
（B）1. He is strong.
A. 可爱的
Q1: How is Shenzhen now? A. It is big. B. It is small.
Read and act 朗读文本并分组角色扮演。
Watch and answer
Q1: Was Shenzhen a big city then?
A. Yes, it was. B. No, it wasn’t.
新外研版小学英语四年级下册module 6Unit 2 Was it a big city then 教案.doc(精品).doc
Module6Unit2 Was it a big city then?教学目标：1.全体学生能理解词汇village。
2.全体学生能运用词汇village。
3.全体学生能运用Was it a big city ?这类语句并介绍自己喜欢的地方过去与现在的不同。
4.感知一般疑问句的语音语调特征。
教学重难点：Words：villageSentences：Was it a big city then?Yes,it was. /No,it wasn’t.教学工具：CAI 、cards of words教学过程：Steo1:Warm up and lead-in1.play the video and make all the students say and act with the video.T:Let’s say a chant and do the actions ,OK?Ss:OK.Contents: Were you at school?Were you at the zoo?Were you at the park yesterday?Yes,I was. Yes,I was.I was out yesterday.2.Work in pairs.one student asks,and the other student answers.T will show a e of Yaoming,and asks“Was he tall then?”.And then T will show another picture of Yaoming who is about 10.T will help Ss answer thequestion”No,he wasn’t.”3. play the video about Activity 1(先让学生整体感知活动1中的对话)T:Do you know “strong”?Ss:Yes.T:Who can act “strong” for us ?××,please.②play the video again (让学生看图，跟读，模仿正确的语音、语调，并播放两遍) T:Now,look at the screen and read after it.T:Now,try again.4.Work in pairs,read the dialogue,then act the dialogue.T:Now,Work in pairs,read the dialogue.T:Now,this time,please act the dialogue.Step2:Task presentation1.T shows a group of pictures to the studentsT: Now,look at these pictures,and guess where it is.S1: Guangyuan?T: No.S2:Chengdu?T:Yes,it is.This is Chengdu .And Chengdu is a beautiful city now.It is clean and modern.But it wasn’t beautiful thirty yea rs ago.It wasn’t modern then.T:Where have you been to ?Do you like it ?你曾经去过什么地方？你喜欢哪里它过去与现在的变化吗？学完今天的内容以后，我们就要请大家介绍一个你喜欢的地方。
四年级下册Module6 Unit2 Was it a big city then 外研版三起(含答案及解析)
四年级下册Module6 Unit2 Was it a big city then 外研版三起（含答案及解析）一、单选题（共10题）1.—Your hair was so short. —.A.Yes, now my hair is long.B.Yes, now my hair is short.C.I don't know.2.—Were your parents young then?—________.A.Yes, they wereB.No, they aren'tC.Yes, they are3.你想表达“他很强壮。
”应该说：________A.He is fat.B.He is strong.4.I want to in the sun.A.playB.playingC.out5.—Was it fat then?—________.A.Yes, it wasB.No, it wasn'tC.Yes, it is6.—Was it windy in Beijing yesterday? —.A.Yes, it was.B.No, it weren't.C.Yes, it wasn't7.—How old are you, grandpa? —.A.I'm nine.B.I'm fine.C.I'm sixty.8.— you at home yesterday? — No, I wasn't.A.WasB.WereC.Are9.你想告诉别人深圳现在是个大城市，你会说：________A.Shenzhen is a big city now.B.Shenzhen was a big city then.10.—How are you, sister? —.A.I'm eight.B.SorryC.Very well, thank you.二、填空题（共5题）11.判断画线部分的读音是否相同：________ thanks take12.判断画线部分的读音是否相同：________ yesterday clever13.判断画线部分的读音是否相同：________ sun cute14.判断画线部分的读音是否相同：________ well lesson15.判断画线部分的读音是否相同：________ village picnic三、阅读理解（共2题）16.阅读短文，给下列图片排序Hello, I'm Amy. These are some photos of my family. Look! They are my grandparents. They were very young then, but now they are old. This is my father. He was thin then. He was a taxi driver. Now he is a worker. This is my mother. She was fat then. Her hair was long. This is me. I was naughty then. I was three years old. My hair was short. Our house wasn't big then. Now it's big. I love my family very much.________________________________________17.阅读短文，回答下面的问题。
Module6Unit2Wasitabigcitythen？(教案)-英语四年级下册
外研版四年级下册英语Module 6《Unit 2 Was it a big city then？》教案一、教材分析：本节课的教材为外研版四年级下册Module 6《Unit 2 Was it a big city then?》。
本单元主要介绍了一个城市的变化，并通过对话活动让学生练习运用Was it...?句型描述城市的变化。
教材内容贴近学生的生活实际，能够引发学生的兴趣和思考，培养学生的口语交际能力。
二、教学目标：知识目标：1. 能够听、说、认读单词"village"。
2. 能够运用句型"Was it...? Yes, it was. No, it wasn't."描述人或物的变化。
能力目标：1. 能够运用句型"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
2. 通过对话活动，提高学生英语口语交际能力。
3. 培养学生在合作中学习英语的能力。
情感目标：1. 通过小组合作，培养学生的合作意识，开展愉快的交际活动。
2. 了解深圳的变化后，增加对祖国的热爱，提升自尊心。
三、教学重难点教学重点：1. 能够运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
教学难点：1. 熟练运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
四、学情分析：学生是四年级的学生，他们已经学习了一些基础的英语知识，能够进行简单的问答和口语表达。
他们对自己的生活环境和城市的变化有一定的观察和认识。
通过本节课的学习，可以增加学生对城市变化的了解，培养他们的口语表达能力和团队合作能力。
五、教学过程：Step 1: Warmup (热身)1. Greet the students and sing a song about cities together.Teacher: Good morning, everyone! I hope you're all excited for today's lesson. Let's start by warming up with a fun song about cities. (The teacher sings a song like "Big City Life" or "Empire State of Mind," encouraging students to join in and sing along.)2. Show pictures of different cities and ask the students if they know the names of the cities.Teacher: Now, let's take a look at some pictures ofdifferent cities from around the world. Raise your hand if you can identify any of these cities. (The teacher shows pictures of famous cities such as New York City, Paris, Tokyo, and Beijing.)Student 1: I know that one! It's New York City!Teacher: That's correct! Great job, Student 1. Can anyone identify the others?Step 2: Presentation (呈现)1. Introduce the new word "village" and teach its pronunciation and meaning.Teacher: Today, we're going to learn a new word: "village." Repeat after me: "village."Students: Village.Teacher: Excellent! A village is a small munity or settlement in a rural area. It's usually smaller than a city and has fewer buildings and people. Can you think of any examples of a village?Student 2: My grandparents live in a village. It's called Green Valley.Teacher: That's a great example, Student 2! Green Valley sounds like a lovely village.2. Show pictures of a village and a city, and ask thestudents to describe the differences between them.Teacher: Now, let's pare a village and a city. Take a look at these pictures. What differences do you notice between them?Student 3: In the village picture, I see lots of trees and fields, but in the city picture, there are tall buildings and busy streets.Teacher: That's correct, Student 3! Villages are often surrounded by nature, with more open spaces, while cities have more buildings and a busier atmosphere. Well done!Step 3: Practice (练习)1. Teach the sentence pattern "Was it a big city then?" and model the pronunciation and intonation.Teacher: Now, let's learn a sentence pattern we can use to talk about changes in places. Repeat after me: "Was it a big city then?"Students: "Was it a big city then?"Teacher: Great! Pay attention to the rising intonation at the end of the sentence. Let's practice saying it together a few times.2. Divide the students into pairs. One student asks the question, and the other answers using "Yes, it was." or "No, it wasn't." based on the picture shown.Teacher: Now, I'll pair you up. Student A, you will ask the question, and Student B, you will respond based on the picture I show you. Let's begin!(Student A and B practice asking and answering questions using the sentence pattern and the pictures provided by the teacher.)3. Conduct roleplay activities in pairs. Students take turns asking and answering questions about the changes in different places.Teacher: Now, let's take the roleplay activity a step further. I want you to imagine that you're talking to someone who has lived in a certain place for a long time. Ask questions about how that place has changed over the years. Practice with your partner and try to use the sentence pattern we just learned.(Students engage in roleplay activities, asking and answering questions about the changes in different places.) Step 4: Consolidation (巩固)1. Play a game called "Guess the Place." Show pictures of different places and describe them using the sentence pattern. Students guess the name of the place.Teacher: It's time for a fun game called "Guess the Place."I will describe a place using the sentence pattern we learned. Your task is to guess the name of the place. Are you ready?(The teacher shows pictures of various places and describes them using the sentence pattern. Students take turns guessing the names of the places.)2. Have a class discussion about the changes in their own city or town. Encourage students to share their observations and opinions.Teacher: Now, let's shift our focus to our own city or town. Raise your hand if you've noticed any changes in your hometown. What are some of the changes you've observed?(Student 4 raises hand.)Student 4: In my town, they built a new shopping mall last year. It used to be an empty field before.Teacher: That's an interesting change, Student 4. Anyone else?(Encourage students to share their observations and opinions about the changes in their own city or town.) Step 5: Group Activity (小组活动)1. Divide the class into small groups andgive each groupa picture of a city at different times. Students discuss and describe the changes in the city using the sentence pattern.Teacher: Now, let's work in small groups. I will give each group a picture of a city at different times. Take a few minutes to discuss and describe the changes you notice in the city using the sentence pattern we learned. Be ready to share your findings with the class.(Students form groups, receive the pictures, and discuss the changes in the city depicted in the images.)2. Each group presents their picture and descriptions to the class.Teacher: It's time for each group to present their findings. Group 1, please start and share your picture and describe the changes you observed in the city.(Group 1 presents their picture and descriptions, followed by other groups.)Step 6: Summary and Closure (总结和结束)1. Review the sentence pattern "Was it...? Yes, it was. No, it wasn't." with the whole class.Teacher: Before we conclude today's lesson, let's review the sentence pattern we learned. Repeat after me: "Was it...?"Students: "Was it...?"Teacher: Excellent! Now, let's practice using it. I will say a statement, and you respond with either "Yes, it was" or"No, it wasn't."(The teacher provides statements, and students respond using the sentence pattern.)2. Review the new word "village" and its meaning.Teacher: We also learned a new word today. What was that word?Students: Village.Teacher: Great! And what does it mean?Students: A small munity or settlement in a rural area.Teacher: Well done, everyone!3. Summarize the main points of the lesson and encourage students to share their feelings about the topic.Teacher: Today, we explored the differences between villages and cities, learned how to talk about changes in places using the sentence pattern "Was it...?", and discussed the changes in our own city or town. Now, I'd like to hear from each of you. How do you feel about the topic of changes in cities and villages?(Encourage students to share their feelings and reflections on the topic.)Teacher: Thank you all for your active participation today.I hope you enjoyed the lesson and gained a better understandingof cities, villages, and the changes that occur in different places. See you next time!六、板书设计：Title: Was it a big city then?Sentence pattern:Was it...? Yes, it was. No, it wasn't.Words:village七、教学反思：本节课通过引导学生描述城市的变化，培养了他们的口语交际能力和团队合作能力。
外研版四年级英语下册Module6Unit2Wasitabigcitythen教案设计.doc
Module 6 Unit 2 Was it a big city then?【教学目标】1. 语言目标：（1）学生能听、说、认读词汇：village, fat, thin, slow, fast, win等。
（2）学生能运用句型：Was it a big city then? Was he strong then? Was it fat? Yes, it was. No, it wasn’t.等。
2. 技能目标：（1）学生能在插图的帮助下理解故事的主要内容，朗读人物的对话。
（2）学生能根据实际情况运用本课时的句型描述过去的事情与现在的事情。
3. 情感目标：培养学生根据事情的特征进行合理判断的能力。
【教学重点】1. 学生能听、说、认读本单元的重点词汇。
2. 学生能运用本课时的句型描述过去的事情与现在的事情。
【教学难点】学生能在情境中正确区分一般过去时和一般现在时。
【教学准备】PPT、图片、卡片、人物头饰等。
【教学流程】Step 1 Warming up and Revision1. Greetings. （师生间进行简单的问候。
）T: Good morning, boys and girls!Ss: Good morning, Teacher!T: How are you today?S1: I am fine.用同样的方式问候几个学生。
2. Revision教师利用PPT呈现文本，学生齐读文本，复习上一节课学习的内容。
Ste p 2 Presentation and Practice一、Listen, point and say.1. 教师出示该部分图片，提问Q1: What can you see in the picture?学生看图回答：I can see ...2. 教师让学生猜猜：What is the man like? 然后播放录音。
学生根据录音回答：He is strong.3. 教师提问：Was he strong then? 然后播放录音。
外研版英语四年级下册Module 6 Unit 2 Was it a big city then教案
最新外研版英语四年级下册Module 6Unit 2《Was it a big city then》精美教学设计一、学习目标1）基本能够听懂，会说，会读词汇：village2）学会用“Was +主语+…then?””及相应答语。
3）复习词汇：big, small, old, young2技能目标：学会用一般过去式描述发生过的事情。
3情感目标：培养孩子们主动帮助家人、朋友和需要帮助的人，助人为乐的美德。
二、教学重点：能够对过去发生的事情进行提问并回答。
三、教学难点：灵活、正确运用本课的句子。
四、教学准备：教学卡片、磁带、录音机，挂图。
五、教学方法：直观教学法、游戏法、听说法。
Teaching StepsStep1. Warmer1.GreetingsT: Good morning , boys and girls.Ss: Good morning .T: How are you today?Ss: I’m fine, thank you. And you?T: I’m great. Thanks a lot. Are you happy today?Ss: Yes.T: Sounds good. Let’s chant, ok?Ss: OK!T&Ss: Fat, fat, fat. I was fat.Thin, thin, thin. Now I’m thin.Short, short, short. I was short.Tall, tall, tall. Now I’m tall.T: Wow. You are singing very well. Look these words. Read loud.2.（出示图片）T: Look, were you…?复习上节课内容。
3.（出示图片）Look, this is Shenzhen. It is a big city now. 引出课题Module 6 Unit 1 Was it a big city then?Step2: Presentation1.呈现新单词：T: Look, this is Shenzhen. It is Shenzhen. It was a small village then.2. 活动：认识深圳，并进行描述。
四年级下册英语教案Module6Unit2Wasitabigcitythen外研社(三起)
教案Module 6 Unit 2 Was it a big city then 外研社（三起）教学内容：本节课为四年级下册英语Module 6 Unit 2，主题为“Was it a big city then”。
教学内容主要围绕过去时态的疑问句，询问过去某个时间点的城市规模，以及与之相关的回答。
本节课的重点是让学生掌握过去时态的疑问句结构，并能运用所学句型进行询问和回答。
教学目标：1. 让学生掌握过去时态的疑问句结构，并能运用所学句型进行询问和回答。
2. 培养学生的听说能力和合作能力，提高学生的英语交流水平。
3. 培养学生对历史文化的兴趣，拓宽学生的国际视野。
教学难点：1. 过去时态的疑问句结构及其用法。
2. 询问和回答关于过去城市规模的问题。
教具学具准备：1. 多媒体设备，用于播放课件和视频。
2. 教学卡片，用于展示句型和关键词。
3. 学生用书和练习册，用于课堂练习和课后作业。
教学过程：1. 导入a. 老师出示一张现代城市的图片，引导学生描述现代城市的特征。
b. 老师出示一张过去城市的图片，引导学生描述过去城市的特征。
2. 新课展示a. 老师出示句型卡片，引导学生学习过去时态的疑问句结构。
b. 老师播放课件，展示句型的运用实例，引导学生理解句型的用法。
3. 操练a. 学生分组，进行角色扮演，运用所学句型进行询问和回答。
b. 老师巡回指导，纠正学生的发音和语法错误。
4. 巩固a. 老师出示练习题，学生独立完成。
b. 老师公布答案，学生核对并改正错误。
5. 作业布置a. 学生完成练习册上的相关练习。
b. 学生预习下一节课的内容。
板书设计：1. Module 6 Unit 2 Was it a big city then2. 句型：Was it a big city then? Yes, it was./ No, it wasn't.3. 重点词汇：big city, then, was, weren't作业设计：1. 完成练习册上的相关练习。
四年级英语下册Module6Unit2Wasitabigcitythen教案1外研版(三起)完美版
Module 6 Unit 2 Was it a big city then【教学目标】1. 语言目标：（1）学生能听、说、认读词汇：village, fat, thin, slow, fast, win 等。
（2）学生能运用句型：Was it a big city then? Was he strong then? Was it fat? Yes, it was. No, it wasn ’t. 等。
2. 技能目标：（1）学生能在插图的帮助下理解故事的主要内容，朗读人物的对话。
（2）学生能根据实际情况运用本课时的句型描述过去的事情与现在的事情。
3. 情感目标：培养学生根据事情的特征进行合理判断的能力。
【教学重点】1. 学生能听、说、认读本单元的重点词汇。
2. 学生能运用本课时的句型描述过去的事情与现在的事情。
【教学难点】学生能在情境中正确区分一般过去时和一般现在时。
【教学准备】PPT、图片、卡片、人物头饰等。
【教学流程】Step 1 Warming up and Revision1. Greetings. （师生间进行简单的问候。
）T: Good morning, boys and girls!Ss: Good morning, Teacher!T: How are you today?S1: I am fine.用同样的方式问候几个学生。
2. Revision教师利用PPT呈现文本，学生齐读文本，复习上一节课学习的内容。
Ste p 2 Presentation and Practice一、Listen, point and s ay.4. 教师出示该部分图片，提问Q1: What can you see in the picture?学生看图回答：I can see ...5. 教师让学生猜猜：What is the man like? 然后播放录音。
学生根据录音回答：He is strong.6. 教师提问：Was he strong then? 然后播放录音。
[K12学习]四年级英语下册 Module 6 Unit 2 Was it a big city t
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Module 6 Unit 2 Was it a big city then【教学目标】1. 语言目标：（1）学生能听、说、认读词汇：village, fat, thin, slow, fast, win等。
（2）学生能运用句型：Was it a big city then? Was he strong then? Was it fat? Yes, it was. No, it wasn’t.等。
2. 技能目标：（1）学生能在插图的帮助下理解故事的主要内容，朗读人物的对话。
（2）学生能根据实际情况运用本课时的句型描述过去的事情与现在的事情。
3. 情感目标：培养学生根据事情的特征进行合理判断的能力。
【教学重点】1. 学生能听、说、认读本单元的重点词汇。
2. 学生能运用本课时的句型描述过去的事情与现在的事情。
【教学难点】学生能在情境中正确区分一般过去时和一般现在时。
【教学准备】PPT、图片、卡片、人物头饰等。
【教学流程】Step 1 Warming up and Revision1. Greetings. （师生间进行简单的问候。
）T: Good morning, boys and girls!Ss: Good morning, Teacher!T: How are you today?S1: I am fine.用同样的方式问候几个学生。
2. Revision教师利用PPT呈现文本，学生齐读文本，复习上一节课学习的内容。
Ste p 2 Presentation and Practice一、Listen, point and s ay.1. 教师出示该部分图片，提问Q1: What can you see in the picture?学生看图回答：I can see ...2. 教师让学生猜猜：What is the man like? 然后播放录音。
学生根据录音回答：He is strong.3. 教师提问：Was he strong then? 然后播放录音。
四年级英语下册Module6Unit2Wasitabigcitythen教案3外研版(三起)(20
四年级英语下册Module 6 Unit 2 Was it a big city then教案3 外研版（三起）编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（四年级英语下册Module 6 Unit 2 Was it a big city then教案3 外研版（三起））的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为四年级英语下册Module 6 Unit 2 Was it a big city then教案3 外研版（三起）的全部内容。
Module6 Unite2 Was it a big city then备课人使用人学科英语课题Module6 Unite2 Was it a big city then?课时教学目标1、增进学生之间的交流’培养学生在课堂上的默契，形成团结互助,共同进步,共同提高的课2、培养学生积极乐观的心态，以及对生活充满热情和期待的生活态度.教学重难点掌握单词:villa ge巩固句型Was/Were。
..？以及相应的回答教学准备1、与教材内容相关的课件、声音、图片等多媒体素材.2、—张老成都的照片X k B 1 。
c o m教学过程个性化设计一、热身（Warming up)师生之间进行自由对话，使学生快速尽速进入上课的状态，在对话中运用上一单元学过的单词和句型，巩固知识的运用，如:T：Good morning/afternoon， everyone!S：Good moming/aftemocm， teacher.T:I hop e you have a nice day today。
S：Thanks!教师带领学生复习上一单元的单词及句型,进行造句练习,巩固学生对知识的掌握。
四年级英语下册Module6Unit2Wasitabigcitythen教案1外研版(三起)(20
四年级英语下册Module 6 Unit 2 Was it a big city then教案1 外研版（三起）编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（四年级英语下册Module 6 Unit 2 Was it a big city then教案1 外研版（三起））的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为四年级英语下册Module 6 Unit 2 Was it a big city then教案1 外研版（三起）的全部内容。
Module 6 Unit 2 Was it a big city then【教学目标】1. 语言目标:（1）学生能听、说、认读词汇：village， fat， thin, slow, fast, win等。
(2）学生能运用句型：Was it a big city then? Was he strong then？ Was it fat？ Yes, it was。
No, it wasn’t。
等。
2. 技能目标：（1）学生能在插图的帮助下理解故事的主要内容，朗读人物的对话。
（2)学生能根据实际情况运用本课时的句型描述过去的事情与现在的事情。
3. 情感目标：培养学生根据事情的特征进行合理判断的能力。
【教学重点】1。
学生能听、说、认读本单元的重点词汇。
2。
学生能运用本课时的句型描述过去的事情与现在的事情。
【教学难点】学生能在情境中正确区分一般过去时和一般现在时。
【教学准备】PPT、图片、卡片、人物头饰等。
【教学流程】Step 1 Warming up and Revision1. Greetings。
四年级下册英语教案Module 6 Unit 2 Was it a big city then∣外研版(三起)
Module 6 Unit 2 Was it a big city then? (教案)其实，任何一门学科都离不开死记硬背，关键是记忆有技巧，“死记”之后会“活用”。
不记住那些基础知识，怎么会向高层次进军?尤其是语文学科涉猎的范围很广，要真正提高学生的写作水平，单靠分析文章的写作技巧是远远不够的，必须从基础知识抓起，每天挤一点时间让学生“死记”名篇佳句、名言警句，以及丰富的词语、新颖的材料等。
这样，就会在有限的时间、空间里给学生的脑海里注入无限的内容。
日积月累，积少成多，从而收到水滴石穿，绳锯木断的功效。
外研社(三起)-四年级英语下册要练说，先练胆。
说话胆小是幼儿语言发展的障碍。
不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。
总之，说话时外部表现不自然。
我抓住练胆这个关键，面向全体，偏向差生。
一是和幼儿建立和谐的语言交流关系。
每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。
二是注重培养幼儿敢于当众说话的习惯。
或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。
三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。
对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。
长期坚持，不断训练，幼儿说话胆量也在不断提高。
【教学目标】“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。
只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。