M5U1I was two then.教学设计

外研社小学英语四年级下册

M5U1 I was two then教学设计

一、教材分析

本课是外研社版新标准小学英语三起四年级下册的内容，从第五模块孩子们开始接触过去式，并且过去时态始终贯彻五六年级的教学目标，由此可见过去式在小学阶段占有很大的比重，起了决定性的作用。《I was two then》一课多以利用照片的形式谈论过去和现在的变化, 重点语句：I was two. They were young. 新单词：was, then, grandparent, me, hair, so等.通过本单元的学习使能够用“was/were”谈论过去的事情和情况。

二、教法学法

教法：在本课的教学中将情景教学法、直观教学法及任务教学法等多种教学法灵活地容入教学中，使学生能够在相对真实的情景中通过直观的感受体验知识的生成与运用，从而较好的理解知识并通过任务的完成运用知识，达到知识的内化。

学法：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。

三、教学目标

1、技能和知识目标

①巩固复习词汇big, small，tall，short，long，fat，

thin，old，young；

②能听懂会说，会读，会拼写单词grandparent, then,

hair, was, were；能听懂，会说，会读句型：I was…

They were…It’s me.初步掌握词汇so及句型Who is that little girl?

2、能力目标：学生能够运用was和were来描述过去，介绍自己或他人过去的事情；理解课文的意思，会变换句式。

3、情感目标：通过对本课的学习，培养学生通过对比现在和过去的变化了解自然发展的客观规律，培养学生敏锐的观察力。让学生在新旧生活的对比中，更加珍惜现在的美好生活。

四、教学重难点

1、教学重点：理解be动词和它对应的过去式，正确使用人称和be动词，使其搭配正确。

2、教学难点：能够正确使用“was/were”谈论过去的事情和情况。

五、教学用具

照片、课文视频、CAI课件、学生题卡、单词卡片等。

六、教学过程

Step1: Warmer热身运动（1分钟）

Greetings：

T: Good morning, boys and girls.

Ss: Good morning, teacher.

T: I'm very glad to be here and be with your partner. Nice to meet you.

Ss: Nice to meet you, too.

【活动目的】虽然与学生仅几句交流，但是仍然可以使学生感受到老师的关爱，培养师生之间的感情，建立一种信任关系。

Step2：Lead-in导入（3分钟）

T: Hello，girl！What’s your name?

S1:My name is XXX.

T：How are you?

S1:I am ten.

T: Oh, you are ten years old.

(教师再问两名同学年龄)

T：Oh! She is ten years old. He is ten years old.

And all of you are ten years old?

Ss: Yes!

T: OK! You are ten years old. And I am 34 years old.

I am your big friend and I have some photos. Please

have a look! Who’s this little girl? (出示自己的2岁照片)

T：Yes, it’s me! I was two then.

(再展示自己大一点的照片)

T: It’s me! I was ten then.

(再展示自己长大后的照片)

T: It’s me. I was 25 then.

(再展示现在的照片)

T：It’s me! I am 34 now.

(展示2岁照片和34岁照片进行比较)

T: Now look at these two pictures.

It was my childhood then. (板书then)

Now I grow up. (板书now)

I was short then, now I am tall. (板书was ,is)

My hair was short then. Now my hair is long.

（板书was ,is ）

【活动目标】通过真实的照片呈现，为学习第一个语言目标I was …的输出做了铺垫。拉近了师生之间的距离，增加了学生和老师之间的亲密感，学生在强烈好奇心驱使下自然而然地接触到了过去时态，不会产生疑问和困惑。

Step3. Presention呈现（20分钟）

T: Now today let’s learn Module5 Unit1 I was two then.

(教授课题中的was , then )

操练方式：学生指读，大小声变化读，男生女生读，齐读。T：Now let’s play a game. When I say “yes，yes”,you

say ‘no ,no”.(唱反调游戏)

T: Children, you did a very good job! Now I will introduce my good friend for you! Look! Who’s that little girl?

Ss: It’s lingling.

T: Yes, it’s Lingling.(出示玲玲头像，粘贴在黑板上) Lingling has some photos, too. Today let’s go to Lingling’s house and to see Lingling’ photos.（此处板书：把课题画成房子）

Open your books to 26《I was two then》. Let’s learn the text.

T: First, please take out your papers, listen and answer the questions.

( 教师播放录音，学生回答题卡上的问题)

(1) Who are they? They are Lingling’s grandparents.

(2) Who is that little girl? It is Lingling.

T: This time, please read follow the tape. (跟读课文)

在跟读课文的过程中教授生词was, were, then ,grandparents.

①操练过程中板书were ,are

②操练my hair, your hair, his hair, her hair.(学生边拍手边说，用英语表达老师手指到的位置)