最新外研版英语小学四年级下册Module 5 Unit 1 I was two then优质课课件.pptx

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外研版四年级下册英语第五模块第一单元教案

外研版四年级下册英语第五模块第⼀单元教案四年级下册英语第五模块第⼀单元教案Module 5 Unit1 I was two then.教学⽬标：知识与技能：The Ss can describe the past.Using the simple past tense. They were young then. I was two then. The Ss can grasp the new wo rds and phrases.Using the simple past tense of the irregular verb ―be‖ to talk about the past. Cultivate the Ss’ cooperation.过程与⽅法：讲授、接触过去时情感、态度和价值观：看图回忆过去德育⽬标：有个家真好重点：The Ss can grasp the new words and phrases.难点：Using the simple past tense of the irregular verb “be” to talk about the past. 教学⽅法：讲授、接触过去时教学过程：（⼀）导⼊：Sing the song“OH, we love holidays.”( 调动学⽣的学习兴趣，营造英语教学⽓氛 ) Review some adjectives.E.g. tall, short; fat, thin; big, small etc. Have the Ss make the sentences with the pictures.( 为后⾯的课⽂教学做铺垫)3. Free talkHave the Ss talk about countries and their capitals (the USA an d China)（⼆）探究新知LeadingTake out a photo of my family. Then introduce it. ―It’s old. Because I was four then. Look, there are my parents. They were young then. But now they a re old.‖ Point to me and say ―I was fat and short then. Now you can look at me.‖ Then get the Ss to look at today’s story. ( 教师可以通过肢体语⾔及神情让学⽣领会这段英语的意思。

外研版小学英语四年级下册Module5 Unit1

young 年轻的
•the 头发
so
这么，那么
short 短的 long 长的
grandparent
祖父，祖母
•clean 干净的 dirty
脏的
• Amy : Your hair was so short.
你的头发那么短。
• Lingling: Yes, now my hair is long.
是的，现在我的头发很长。
• Amy : Aah . You were so cute !
啊。你那么可爱。
• Lingling: Yes , but I was very
是的，但是那时我也很淘气。 naughty, too. • Amy : Ha ha......
• Amy: Who are they,Lingling ?
Module 5
Unit 1 I was two then.
• This is me. • I was one. • I was short. • Now I'm tall.
• was ( am , is 的过去式）是 • wasn't = was not 不是 were （ are 的过去式）是 weren't= were not 不是
是我！那时我两岁。
描述某人过去的年龄的句型
• 课文应用：I was two then.(那时我两岁）
• 句型结构：主语+was/were+数词+其他 • 重点解析：am和is的过去式是was,are的
过去式是were。
知识详解重难点
• 如何描述某人过去的特征
• 课文应用：They were young then.(那时他们

外研社四年级下册英语教案 Module 5 Unit 1 I was two then (三起)

完全正确！用恰当的单词描述图片里的人物过去和现在的不同特征。
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。

英语外研新标准(三起)四年级下册- Module5 Unit 1 I was two then教学设

英语外研新标准（三起）四年级下册- Module5 Unit 1 I wastwo then教学设计教学目标1.通过听、说、读、写四个方面的语言技能训练，能够掌握表示年龄的数字词的基本用法。

2.通过听、说、读、写四个方面的语言技能训练，能够听懂并简单复述Unit 1中的单词和短语。

3.通过听、说、读、写四个方面的语言技能训练，能够理解并简单复述Unit 1中的对话和text A。

4.通过听、说、读、写四个方面的语言技能训练，培养学生的阅读理解能力和口语表达能力。

教学重点1.表示年龄的数字词的基本用法。

2.对话和text A的阅读理解和口语表达能力。

教学难点1.能够听懂并简单复述Unit 1中的单词和短语。

2.能够理解并简单复述Unit 1中的对话和text A。

教学准备1.PPT2.人物Q卡片3.真实生活图片教学过程Step 1 导入新课1.与学生交流Unit 1的话题：时间和年龄。

2.展示真实生活图片，通过问答的方式使学生了解图片中人物不同的年龄。

3.引出“I was two then”这句话，学习表示年龄的数字词。

Step 2 观看视频1.展示视频，让学生跟读和模仿。

2.引导学生理解视频中的内容。

3.回答视频中的相关问题以检查学生是否理解了视频中的内容。

Step 3 单词和短语练习1.展示新单词和短语，让学生跟读和模仿。

2.分组进行口语表达练习，通过卡片的形式展示人物的年龄和信息，让学生进行描述和表达。

Step 4 文本理解和口语练习1.通过播放录音或角色扮演的形式，让学生听、说、读text A中的内容。

2.回答text A中的相关问题以检查学生是否理解了文本的内容。

3.继续分组进行口语练习，通过卡片的形式展示人物的年龄和信息，让学生进行描述和表达。

Step 5 语法讲解和练习1.介绍表示年龄的数字词的基本用法。

2.通过练习题让学生加强对数字词的掌握和应用能力。

Step 6 课后作业1.完成课本上的练习题，巩固所学知识。

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。

外研版四年级下册英语教案：Module 5 Unit 1 I was two then

外研版四年级下册英语教案：Module 5 Unit 1 I was two then 教学目标•学习并掌握单词 thirteen、fourteen、fifteen。

•学会表达自己的年龄及他人的年龄。

•能够听懂并理解在音频中谈论年龄的对话。

•能够进行年龄的简单交流。

教学重点•学习年龄的表达方式。

•掌握表达自己和他人年龄的常用句型。

教学难点•理解口语交流中的年龄表达方式。

•掌握年龄表达方式后如何加以运用。

教学准备•课件软件。

•MP3音频文件。

教学过程步骤一：热身1.老师介绍本课教学内容，放映一段英语视频热身。

2.师生对话，询问学生最近的生日及自己的生日。

步骤二：学习重点词汇1.老师呈现数字13、14、15，引导学生学习单词 thirteen、fourteen、fifteen。

2.老师与学生一起朗读并练习拼写这些单词。

步骤三：学习年龄的表达方式1.老师与学生一起学习年龄的表达方式，学习句型“I am ___ years old.”和“How old are you?”。

2.学生们听音频，在教师的指导下跟读、模仿。

步骤四：加深学习1.老师发放会话卡片，让学生两两配对，模仿音频中人物询问年龄的对话。

2.学生们听音频，在教师指导下，在同桌之间进行年龄对话，并与其他学生分享。

步骤五：巩固练习1.学生们分组进行角色扮演，在组员之间进行年龄交流。

2.每组做好表演准备，与其他小组分享自己的表演。

步骤六：作业1.课后完成相关练习册上的练习。

2.记录一下亲人或朋友的生日并分享。

总结本节课主要围绕学习年龄的表达方式展开。

学生通过听音频、模仿、互动交流和角色扮演等方式，掌握了关于年龄的基本英语表达，为以后的英语学习打下了良好的基础。

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。

新外研版四年级下册英语 Moudle 5 Unit 1 教学课件

old lady老妇人；老太太例句:The old lady takes a walk in the park every
day. 这位老太太每天在公园里散步。
第七页，共二十四页。
单词卡
hair /heə(r)/（名词）头发
形近词:pair一对；一双短语:long hair长发
black hair黑发
Grammar
1. —Who are they, Lingling?他们是谁,玲玲？ —They are my grandparents.他们是我的（外）祖父母。
句型结构：Who is/are+主语（+其他）？
答语：主语（He/She/They/I）+be动词（am/is/are）+名词.
分析：该句型是特殊疑问词who引导的特殊疑问句,通常用来询问某人的姓名或身份。它不能用yes或no来回答,而要根据实际情况来回答。
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。
第十五页，共二十四页。
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！
B.where
B.there B.hair B.young
B.south
C.what
C.then C.help
C.old C.so
第二十二页，共二十四页。
Exercise
二、根据汉语意思完成句子。
第二十三页，共二十四页。

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。

新外研版四年级英语下册Module 5 Unit 1 I was two then 课件

what we have learned today?
Homework
Practice the dialogue with your classmates.
Thank youFra bibliotekUnit 1 I was two then.
short
tall
young
old
•11、即使是普通孩子，只要教育得法，也会成为不平凡的人。 •12、首先是教师品格的陶冶，行为的教育，然后才是专门知识和技能的训练。 •13、儿童是中心，教育的措施便围绕他们而组织起来。 •14、孩子在快乐的时候，他学习任何东西都比较容易。 •15、生活即教育，社会即学校，教学做合一。 •16、当在学校所学的一切全都忘记之后，还剩下来的才是教育。2021年10月21日星期四2021/10/212021/10/212021/10/21 •17、播种行为，可以收获习惯；播种习惯，可以收获性格；播种性格，可以收获命运。2021年10月 2021/10/212021/10/212021/10/2110/21/2021 •18、我们发现了儿童有创造力，认识了儿童有创造力，就须进一步把儿童的创造力解放出来2021/10/212021/10/21October 21, 2021 •19、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。 2021/10/212021/10/212021/10/212021/10/21
•
cute
naughty
Her hair was short then.
Now her hair is long.
He was short then.
Now he is tall.

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。

外研版(三起)英语四年级下册Module 5 Unit 1 I was two then 课件

(2) They were _____ then. A young B old
(3) Who is that little girl? She is _____. A Amy B Lingling
then
I was two then. I was short then.My hair was short then.
Now I am 26.
Now I am tall.
Now my hair is long.
(4) Lingling's hair were _____ then. A long B short
A
B
B
B
1 2 3 4 5
listen, point and Nhomakorabeacircle “was , were”
They were young then.
I was two then.
Your hair were so short.
You were so cute.
I was very naughty too.
角色扮演
play in roles
Amy...Lingling...
This is Amy's mather.
They are Amy's .
parents
['peərənts]
This is Amy's grandma.
This is Amy's grandpa.
They are Amy's .
grandparents
['grændpeərənts]
then
now
They were young then.