英语五年级上鲁科版Unit 1Teachers’ Day Lesson 2 He was young then.教案

Lesson 2 He was young then.
课型：新授课
一 教材分析：
《英语》第五册Unit1的主题是Teachers’Day.Lesson 2 He was young then.其语言功能是用一般过去时描述人物外貌及性格特征。
二 学情分析：
本单元的教学对象是五年级学生，他们经过三年的英语学习，已掌握了初步的英语知识，在听、说读写方面有了一定的基础，并且在课外知识上也有了一些积累。但他们的英语实际应用能力有限，渴望能用英语进行日常交际，在实践中提高自己的英语水平。因此教师要通过丰富多彩的教学活动吸引学生，激发他们的兴趣，将枯燥的语言变得生动而又容易记忆，让学生在感知、体验和参与中获取知识，形成能力。
三 教学目标：
（一）知识目标：
1.能听懂、会说、认读并规范书写单词：his, little, thin, interesting
2. 能听懂、会说、认读句子：He was young then. He was strong.
（二）能力目标：
能运用所学句型描述自己或他人过去和现在的外貌特征。
（三）情感目标：
培养学生尊敬师长，爱戴老师的品质。
四 教学要点分析：
(一) 教学重点：
1.能听懂、会说、认读并规范书写单词：his, little, thin, interesting
2 能听懂、会说、认读句子：He was young then. He was strong.
3.能用一般现在时及一般过去时描述人物外貌及性格特征。
（二）教学难点：
能在真实语境中用一般现在时及一般过去时描述人物外貌及性格特征，并做比较。
五、教学准备
图片、单词卡片、磁带等
六、教学方法：情境教学法、任务教学法
七、教学过程　　
　　Step 1 Warm-up:
Check the homework: invite some to show and try to say something about their favourite teacher. Praise and correct them in time.
Work in groups. Take out their drawings and try to describe. Teacher walks around and helps them.
T: Can you say something about Danny’s favourite teacher Miss Zhang?
(She’s young. She’s tall. She has long hair. She’s very kind. She’s strict.)
[设计意图]：通过对作业的检查，既对上节课的知识做了复习与巩固，又为新知的学习做了铺垫。
Step 2 Presentation:
T: Please open your books, turn to page 6. Today we will learn Lesson 2 He was young then.
T: (Point to picture 2) Look, what’s Miss Zhang doing?
S1: She’s making a card.
T: Yes, she’s making a card for her teacher.
T: Who’s her teacher? Let’s listen and find.
Task 1:T: Please listen to the tape once and try to find.
(Students listen to the tape and try to find.)
T: Who’d like to share your answers? (Invite individual to answer: It’s Mr Wang.)
T: Yes, it’s Mr Wang. Look, this is Mr Wang. How is he now?
S2: He is old. S3: His hair is white.
T: (Show the photo) Look, who is he? (Mr Wang) Who is this little girl? (learn: little) (Miss Zhang)
[设计意图]：整体感知课文，让学生根据图片带着问题听录音，既练习了听力，又助于对课文的理解。
What was Mr Wang then? What was Miss Zhang then?
Task 2: T: Please listen again and try to find: What was Mr Wang then? What was Miss Zhang then? (learn: was, then)
(Students listen carefully and try to find the answers.)
Check: T: What was Mr Wang then? (He was young then. He was strong. His hair was black.) (learn: his)
T: What about Miss Zhang? How old was she then? (She was nine then.)
T: She says: I was nine then.
What was she then? (She was)
T: She says: I was short and thin. (learn: thin)
Practice the sentences: read after the teacher, invite individual to read to check, point and read, read one by one or group by group.
[设计意图]：带着问题再次听录音，有助于学生加深对课文的理解。此处讲解一般过去时，让学生对一般现在时与一般过去时进行比较。
Step 3 Practice:
1. Play the tape, have students listen carefully and try to point and follow. Learn: interesting.
2. Listen again, pause and try to follow. Pay attention to the pronunciation and intonation.
3. Practice in groups. Teacher walks around and helps them.
4. Invite some to show, praise them in time.
5.Let’s talk.)
T: Who are they? (Miss Liu, Miss Wang, Mr Li, Mr Black) What were they then? Now let’s talk.
1. Discuss in groups. Teacher walks around and takes part in them.
2. Invite some to show. Pay attention to the word “was”.
[设计意图]：让每个学生都能在轻松愉快的氛围中操练语句，调动学生口、眼、耳、脑的参与，激发兴趣，加深印象。
Step 4 Production:
Let’s do.
T: You can talk about the teachers well. What about you? What were you then? What are you now?
Have students look at the example in the text. Then let them take out their photos and try to say. Then invite some groups to show.
[设计意图]: 让学生描述自己过去是外貌，有效拉近了所学语言与真实生活的关系，有效的实现了知识的拓展运用。
Step 5 Summary:
1. What do you learn this period?
2. Read the sentences on the board.
[设计意图]：节课的重点知识进行再现，留下总体的、深刻的、持久的印象。
Step 6 Homework:
1. Must do: Listen to the tape and read the text after it.
2. Choose to do: Talk about their photos.
[设计意图]: 为使课堂内外形成一个完整的体系，作业的设计可以进一步提高学生运用语言的能力，使学生学以致用，感受成功的喜悦。
板书设计
Lesson 2 He was young then.
He was young then. I was nine then.
He was strong. I was short and thin.
His hair was black.
七 教学反思
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