小学英语_Unit 1 I was two then.教学设计学情分析教材分析课后反思.doc

Module 5 Unit 1 I was two then. 教学设计 一、教学目标： 1.知识目标：基本能听懂会说，会读， grandparents, then, hair, was, were, so, 等，会说句型：I was…. They were…. 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情况。 3.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。 二、教学难点 帮助学生理解‘was\were’的意义以及运用。 三．教学准备：学生小时的照片、单词卡片、课件、教学光盘 四、设计流程 Step 1 Warm—up . （ 热身活动） 1、Greetings T: Good morning, boys and girls. Ss: Good morning, Miss Song. 2. 复习所学过的反义词 3、Do the action T: Let’s say and do some actions. Are you ready? Now ,together! Follow me. tall, tall. I’m tall.( 全体同学起立，并且跟着老师的指令做动作。) TSs: Tall, tall. I am tall. Short, short. You’re short. Fat, fat. I am fat. Thin, thin. You’re thin. Cute, cute. I am cute. Naughty, naughty. You’re naughty. Old, old. He’s old. Young, young. She’s young. Step 2 Leading in ( 导入) T: Look at the screen. Who is that little girl? Can you guess? S1:…? S2:…? S3: It’s you. T: Yes, you are right. It’s me. In this photo, I was 4, then. Now, I am 30. (板书)I was 4, then. Now, I am 30. (教师教授单词—was, then,并强调“then”的发音。（舌位） 学习活动1：Listen, point and say. Step 3 presetation 1、仿照活动1的形式，讨论小时候的自己。 (学生两人一组拿着照片描述小时候的自己。) 2、课件出示几组明星过去和现在的照片，引导学生用was进行描述。 3. 小组讨论用 was/ is 说句子 4、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. 5. 小组讨论用 were/ are 说句子。 6. 引导学生通过观察板书，总结was-am,is/were-are的用法。 Step4: Text- learning(课文学习) 1. T: Amy and Lingling is talking about lingling’s childhood. Let’s listen. 2. Listen again and do the Exercise 1 (听录音，做配套练习册题1） 3. 听音，读出含有“was, were”的句 子。 4. 听音跟读。 5. Read in group. 6. Read in roles. Step5: Practise work in group. This is me. I was… then. I am… now.(年龄） I was…then. I am…(fat/ thin/ short/ cute/ naughty…) (外貌或性格特征） Step6 Summary Step 7 Homework 1.Listen to the tape and read after it. 2.Talk about your family’s pictures