m8u1I was two..doc

学科：（新标准三年级起始）英语 课题：Module 8 Unit 1 I was two.一、本节课的设计理念英语课程标准指出：在小学英语教学中，教师应充分利用各种直观教具为学生创设直观、有趣的学习情景，并引导学生积极参与进来，大胆实践、大胆交际，充分调动学生的学习积极性和学习兴趣，以达到快乐学习，学以致用的教学目的。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、教材分析1、教学内容：本课的教学内容是新标准英语（三年级起始用）第四册第八模块第一单元： I was two.本课通过Lingling的爷爷奶奶以及Lingling的照片，来描述过去发生的事情，出现了过去与现在进行对比的句型。2、教学目标：知识目标：基本能听懂会说，会读， grandparents, then, hair, was, were, so, then等，会读句型：I was. They were.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情况。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，并在交流中增进感情。3、教学难点帮助学生理解then的意义以及运用。四、设计流程课题Module 8 Changes Unit 1 I was two.学科英语课时1课型新授年级四教师曲建凤学习目标知识目标：基本能听懂会说，会读， grandparents, then, hair, was, were,so, then等，会读句型：I was. They were.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情况。德育目标：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，并在交流中增进感情。德育渗透让学生更加珍惜现在的美好生活，并在交流中增进感情。学习重难点1、词汇：grandparent, then, hair, was, were及其句型：I was They were2、能正确使用“was/were”谈论过去的事情和情况。教学辅助手段录音机、磁带、照片、单词卡片和PPT课件等。导 学 过 程问题情景导入Step 1 Warmup . （ 热身活动）1、Greetings T: Good morning, boys and girls.Ss: Good morning, Miss Qu.2、Do the actionT: Lets say and do some actions. Are you ready? Now ,together! Follow me. tall, tall. Im tall.( 全体同学起立，并且跟着老师的指令做动作。)T&Ss: Tall, tall. I am tall. Short, short. Youre short. Fat, fat. I am fat. Thin, thin. Youre thin.Cute, cute. I am cute. Naughty, naughty. Youre naughty. Old, old. Hes old. Young, young. Shes young.设计意图一是活跃课堂气氛，活泼优美的旋律，给同学带来了乐趣，很快把同学带到学英语的气氛中来。二是让孩子复习了“tall, short, fat, thin, old, young”等形容词，为下面的学习打好基础。Step 2 Leading in ( 导入) T: Look at the screen. Who is that little girl? Can you guess? S1:? S2:? S3: Its you.T: Yes, you are right. Its me. (教授单词me) In this photo, I was 2, then. I was short and fat then. Now, I am 28.Im tall and thin. (板书)I was 2, then. Now, I am 28.(教师教授单词was, then,并强调“then”的发音。（舌位）设计意图用一张照片直接导入新课，让孩子在猜测中体会到了快乐，同时解决句子“Its me.”，并且引入单词was, then。问题导学设计Step 3 情景创设一、讨论小时候的我T: Its me. How about you? Please take out your photos. Talk about your childhood with your parner. Lets begin. (学生两人一组拿着照片描述小时候的自己。)（教师将可能用到的词语tall, short, young, fat, thin, cute, naughty-都展示在大屏幕上，目的是让孩子可以有词可说。）(学生两人一组在课堂上描述小时候的自己。)二、谈论grandparent(s)T: Look at the screen. This is grandpa, and this is grandma. They are my grandparents.T: Grand, grand ,grandparents(拍手说)Look! ( In this picture)They were young ,then. (And another picture)Now , they are old. P.S.教授单词grandparent(s)、were.板书：They were young ,then.Now, they are old.设计意图 在情景中自然创设问题，实现了重点单词的突破，通过对小时候的自己和对年轻时祖父母的描述，让孩子进一步的学习重难点。Step4: Consolidation and Extension -Guess who is he/she?1) Hi, children! Hes 33 now. Hes a great basketball player. Hes good at playing basketball. Who is he? Can you guess? S4: You are Yao Ming.T: You are so clever. You know Yao Ming is very popular in USA. Could you want to known little Yao Ming?SS: Yes.T: Can you say something about little Yao Ming?(学生用short, fat, small, weak, cute等形容词来描述小姚明。)2)T: Ok, the next one. Shes 33 now. She is a great actress. Im the best actor is little swallow-“Xiaoyanzi”. Who is she? Can you guess? S4: Zhao Wei.T: You are so clever. T: Could you say something about little Zhao Wei?S5: She was S6: (学生用short, fat, small, nice, cute等形容词来描述小燕子。)Step4: Consolidation and Extension -Guess who is he/she?1) Hi, children! Hes 33 now. Hes a great basketball player. Hes good at playing basketball. Who is he? Can you guess? S4: You are Yao Ming.T: You are so clever. You know Yao Ming is very popular in USA. Could you want to known little Yao Ming?SS: Yes.T: Can you say something about little Yao Ming?(学生用short, fat, small, weak, cute等形容词来描述小姚明。)2)T: Ok, the next one. Shes 33 now. She is a great actress. Im the best actor is little swallow-“Xiaoyanzi”. Who is she? Can you guess? S4: Zhao Wei.T: You are so clever. T: Could you say something about little Zhao Wei?S5: She was S6: (学生用short, fat, small, nice, cute等形容词来描述小燕子。)设计意图这一环节，通过学生猜测“明星是谁”，不仅让提高了学生的兴致，活跃了课堂气氛，而且在学生的积极地猜测中，进一步的巩固了重难点I was-.同时又复习了描述人的形容词。Step5: Text book(课文内容)T: Amy and Lingling is talking about linglings childhood. Lets listen.Xiao lingling. Please open your books and turn to page30. Lets read it by yourselves.Ss: OK!设计意图引导学生养成预习的习惯，培养孩子主动发现问题，解决问题。同时教师要在来回的巡视中，帮助孩子解决难懂的单词及其句子。T: Listen and answer the following the questions.1, Were they old or young?2, Who was the little girl?3,How old was Lingling?4,Was linglings hair long or short?设计意图在学习对话的时候，老师让学生先听，并指图，是让学生对课文内容有一个初步的感知，然后让学生带着问题听录音，这样既培养了学生的听力能力，又培养了学生对课文的理解能力，接下来的跟读是培养学生正确的语音语调。T: Practice in groups.Ask someone to read it first. Then read it in groups.Play it in class.Play it in role in groups.设计意图小组内进行课文的阅读练习，老师巡视各组的表现，并对表现好的小组及时的表扬。同时全班展示环节中，进一步的解决孩子的疑难问题。问题导学设计问题导学设计拓展升华Step6 Consolidation.（巩固）Describe the ugly duck由孩子熟知的A ugly duck becomes a beautiful swan丑小鸭变白天鹅的童话故事入手，让孩子描述小鸭子的变化。设计意图让学生将自己学的知识运用到实际生活中来，达到学以致用的目的。达标检测Talk about the changes such as our school, your friends, your family.设计意图结合学习内容，开展操练活动，既能强化重点，又能避免操练形式的程序化和机械化，使学生保持有意注意和乐学状态。板书设计Moduel8 ChangesUnit 1 I was two.(then) (now)I was 6,then. Now, I am 24. They were young,then. Now, they are old.五、教学反思及重建：这是一节新授课。本课的主要内容是通过Lingling的爷爷奶奶以及Lingling的照片，来描述过去发生的事情，并通过本课的学习使学生能够学会使用“was”和“were”谈论过去。由于学生第一次接触一般过去时，对课文内容及“was”和“were”的使用难以理解，因此教学中我充分运用照片、挂图、多媒体等直观教学手段创设情景，使学生在情景中较容易的感受、理解知识。在Warm up环节，我运用学过的形容词变成一首chant,一是活跃课堂气氛，活泼优美的旋律，给同学带来了乐趣，很快把同学带到学英语的气氛中来。二是让孩子复习了“tall, short, fat, thin, old, young”等形容词，为下面的学习打好基础。如在帮助学生理解then的含义及was和were的使用时，我通过出示自己小时候的照片并逐步引导学生进行讨论，使学生在交流中