Module5-I-was-Two-then--教案.docx

Module 5一 教学目标 （一） 语言知识目标1. 功能谈论过去的事情和情况，对比过去与现在的不同之处2. 语法全体学生能运用：I was two then. They were young.3. 词汇全体学生能理解：was, then, grandparent, were, young, old, hair, so, short, long, wasnt=was not, werent= were not, clean, dirty全体学生能运用：was, then, were, young, old, hair, short, long, wasnt=was not, werent= were not, clean, dirty部分学生能运用：grandparent, so4. 语音:感知单词的重音和句子的重读（二） 语言技能目标1. 听：全体学生能听懂： I was two then. They were young.2. 说：全体学生能说：I was two then. They were young.3. 读：全体学生能认读：was, then, were, young, old, hair, short, long, wasnt=was not, werent= were not, clean, dirty4. 写:全体学生能拼写2-3个自选词语（三） 运用：全体学生能运用“was, were”谈论过去的事情和情况。（四） 学习策略：在学习新的语言结构时，遇到问题主动向老师或同学请教（五） 文化意识：在学习和日常交际中，初步注意到中英文在谈论过去的事情和情况时的异同（六） 情感态度：在小组活动中能与其他同学积极配合和合作二 教材分析1. 本模块的教学内容是谈论过去的事情和情况。2. Unit1的课文情景是Amy到Lingling家作客。3. Unit2的课文情景是对比过去与现在的不同。4. 重点学习“was, were”谈论过去的事情和情况。5. 掌握关于天气的名词及符号。三 本单元教学内容（一） 重点学习“was, were”谈论过去的事情和情况（二） 掌握重点单词was, then, were, young, old, hair, short, long, wasnt=was not, werent= were not, clean, dirty（三） 掌握重点句子I was two then. They were young.四、本单元教学重难点 1.掌握“was, were”谈论过去的事情和情况2.掌握并能灵活运用重点单词: was, then, were, young, old, hair, short, long, wasnt=was not, werent= were not, clean, dirty3.掌握重点句子：I was two then. They were young.五、本单元在全册的地位分析重点学习了“was, were”谈论过去的事情和情况，帮助学生建立用动词变化表示时间变化的语言意识。 六、教学进度安排总计4个课时。Unit1 I was two then. 2课时Unit2 They were young. 2课时七教学方法 情景教学 Unit1 I was two then.一、教学目标：(一）技能和知识目标1、1基本能听懂会说会读会写，who,grandparents, me,then, hair, was, were.1、2基本能听懂，会说，会读句型：I was. They were.1、3初步掌握词汇so1、4巩固复习词汇tall，short，fat，thin，cute，cool, old, young及句型Im.Who is that little girl? Its.(二) 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。（三）情感目标：通过对本课的学习，让学生在新旧生活的对比中，更加珍惜现在的美好生活。二、教学重点：1、词汇：who, grandparents, then, hair, was, were2、句型：I was They were三、教学难点：then 的发音。四、教学方法：真实运用任务教学法 做游戏五、教学用具：录音机、磁带、ppt课件等。第一课时Teaching Steps：Step 1 ： GreetingStep 2: Warm up and Chant1. 出示一些图片，让学生进行描述；并教授新单词,分组朗读；板书设计1：short tallthin fatyoung old2. 所有的学生一起念chantTall,tall. Im tall.Short,short. Youre short.Fat,fat. Im fat.Thin,thin. Youre thin.Cute,cute. Im cute.Cool,cool. Youre naughty.Old,old. Im old.Young, young. Youre young.Step 3: Lead in1. 出示图片，T：Who is he?Ss: He is Sam.T:How Old is he?2.教授新单词 was板书设计 2：Module 5 Unit 1 I was two then.was am is Then NowI was old. I am tall. He is tall.2. 播放录音，学生跟读。Step 4: Presentation1. 出示图片8,9和10， 导入新词grandparent，were,then， 同时依据图片帮助学生理解now和then板书设计3：grandpa grandparentgrandma thenwere areThey were young. They are old.2. 出示图片11和12，进一步帮助学生理解now和then；导入新词so 板书设计4：so 3. 播放课文录音，回答问题; 请学生回答。T：look at your book, listen to the tape and answer my Questions.4. 播放动画，学生跟读。5. 分组朗读Boy：AmyGirl：LinglingStep 5: Summary朗读板书Step 6:Homework1.根据例句，用英语描述活动4的5幅图片；2.听写今日所学单词，抄写所听写错的单词，每词10次。教学反思：高效环节：1、学生对教师出示的照片很感兴趣，师生互动效果良好。 2、绝大多数同学都能够积极参与学习，课堂气氛热烈。 3、课堂活动 操练新知环节中，学生对课文内容把握较好，题目做的很不错。 低效环节：小部分基础较差的学生在巩固训练部分做的不够好，他们不能够正确的表达图画内容。第二课时Teaching Steps：Step 1 ： GreetingStep 2: Warm up and Chant朗读课文及单词；出示一些图片，让学生进行描述板书设计 ：Module 5 Unit 1 I was two then.Step 4: Presentation1.导入活动4，出示图片板书设计3：Her hair was short then.Now her hair is long.He was short then.Now he is tall.They were small then.They are big now.I was four then.I am 10 now.We were young then.We are old now. 学生朗读板书3. 播放课文录音，学生跟读4. 讲解同