教育教学设计：Unit1 Lesson 2.docVIP

PAGE PAGE 1 Unit 1 lesson 2: He was young then. 一、教学目标： 1.能听懂、会说并认读句型: He was young then. His hair was black.I was short and thin. 并能运用句型He was…描述他人过去的状态。 2. 能听懂、会说并认读单词was, then, his, little, thin, interesting.. 二、教学重难点 1.教学重点：能熟练运用句型He was…描述他人过去的状态。 2.教学难点：is 与was的区别与用法。 三、教学过程 Step 1. Warm up Free talk Who’s your favourite teacher? Can you talk about him/her. (设计意图：在与学生交流的过程中复习了第一节课所学句型，He’s/She’s…及形容词，为本课新句型的学习作好准备。) Step 2. Presentation 出示图片一 Ms Zhang is very happy today, why? 在学生答出It’s Teachers’ Day.后， 老师肯定回答：Yes, it’s September the 10th. Look, she’s got a card and flowers from Danny and Jenny. 出示图片二并提问：what’s Ms Zhang doing?引导学生回答： She’s making a card. 然后，老师补充：Yes, She’s making a card for her teacher too. (这时，课件出示王老师的头像) This is her teacher. Who’s he? 让学生带着问题观看课文动画, 得到答案：He’s Mr Wang. 师指着王老师问：Is he young or old? 在学生回答后，师板书：He’s old. But 20 years ago, he was young.(出示20年前的老照片)板书：He was young then.学习单词was then.强调：was是is的过去式，（PPT）当描述过去的事情要用was. Chant: then, then, he was young then. Mr Wang was young then. 通过肢体语言，引导学生说出：He was stong.并板书。指着他的头发说：Look, his hair was black.(板书句子，出示单词卡学习his,之后领读句子，让学生观察这三个句子：he was young then，He was stong，his hair was black) 并归纳：谈论过去的事情时，要将动词is变成它的过去式was. 出示第三幅图片Who’ s this little girl? Little是个生词，.通过做手势让学生明白little girl, little boy的意思，之后播放课文光盘，让学生回答：It’s Ms Zhang. 教师指着照片问：How old was she? 让学生快速读课文，找到答案，师板书：She was nine then. 师指着照片说：She was only nine. Can you talk about her?鼓励学生来描述张老师以前的照片，教师可以做肢体语言，引导学生说出：She was short. She was lovely./等，教师补充：and she was thin . 学单词thin, 先让学生读出后面的in, 再告诉学生th的发音，让学生自己来读出单词，通过单词卡区分thin then, 最后学习单词interesting:教师可以指着照片说：看到张老师小时侯的照片，Danny和Jenny觉得:It’s interesting.出示单词卡学习interesting，.注意重音在第一音节，不能读在第二音节。 (设计意图：通过出示王老师和张老师以前的照片，很自然地引出句型：he was young then.能帮助学生更好的理解过去时。) 跟读课文 4.分角色朗读对话 Step 3. Practise. Read and choose. Happy __________ Day, Ms Zhang. A. Teachers’ B. Children’s I’m making a _________ for my teacher too. A. cake B. card He was young _______.