Module 5 Unit 1 I was two then. 教案

外研版四年级下册英语Module 5
《Unit 1 I was two then.》教案
【教材分析】
本节课是外研版四年级下册Module 5的第一单元，主题为"I was two then."，教材主要内容是学习描述过去和现在发生的变化。通过学习单词和句型，学生将能够谈论自己和他人的过去，并对比过去与现在的不同之处。
【教学目标】
1. 学生能够识别并拼写单词: was, then, grandparent, were, young, old, hair, so, short, long，以及个人选择的2-3个单词。
2. 学生能够运用句型"I was two..."和"They were young, then."描述过去的情况。
3. 学生能够对比过去和现在的不同之处，运用所学知识描述过去和现在发生的变化。
【教学重点和教学难点】
教学重点：
1. 能够运用所学知识描述过去和现在发生的变化。
2. 能够区分was-is/am和were-are的用法。
教学难点：
1. 区分was-is/am和were-are的用法。
【学情分析】
学生是四年级学生，已经学过一定的英语基础知识，包括基本的动词变化和句型结构。他们对于过去时态的使用可能还不够熟练，需要通过本节课的学习来加强对过去时态的理解和运用。
【教学过程】
Step 1: Lead-in
1. Greet the students and briefly review the previous lesson by asking questions related to the topic of changes and the past.
Example: "Good morning, class! In our last lesson, we talked about changes. Can anyone tell me something that has changed in their life recently "
2. Show some pictures of yourself at different ages and ask the students to guess how old you were in each picture. Encourage them to use the sentence pattern "I was ___ then" to make guesses.
Example: "Now, let's look at these pictures. How old do you think I was in this picture Can you complete the sentence using 'I was ___ then' "
Step 2: Vocabulary
1. Introduce the target vocabulary: was, then, grandparent, were, young, old, hair, so, short, long.
Example: "Now, let's learn some new words. Repeat after me: was, then, grandparent, were, young, old, hair, so, short, long."
2. Use real objects, flashcards, or pictures to help students understand and remember the meanings of the words.
Example: Show a picture of a grandparent and ask students to identify the word. Provide real objects or pictures to help students understand the words young, old, hair, short, and long.
3. Practice pronunciation and spelling of the words together as a class.
Example: Say each word aloud and have the students repeat after you. Then, ask individual students to spell the words on the board or in their notebooks.
Step 3: Grammar
1. Introduce the sentence pattern "I was two..." and "They were young, then." Explain that "was" is used to talk about the past, while "were" is used to talk about a group of people in the past.
Example: "Now, let's talk about the past. When we talk about ourselves in the past, we use 'was,' like 'I was two.' When we talk about a group of people in the past, we use 'were,' like 'They were young, then.'"
2. Give examples and ask students to repeat after you.
Example: Say a sentence using the sentence pattern and have the students repeat after you. For example, say "I was three then" and ask the students to repeat.
3. Provide more examples and ask students to complete sentences using the correct form of "was" or "were."
Example: Give students a worksheet with incomplete sentences and ask them to fill in the blanks with the correct form of "was" or "were." For example, "We ___ happy, then" or "She ___ tall, then."
Step 4: Practice
1. Divide the class into pairs or small groups.
2. Give each group a set of picture cards depicting different scenes or situations.
Example: Provide each group with picture cards showing different stages of a person's life or different places at different times.
3. Students take turns describing the pictures using the sentence pattern "I was ___ then" or "They were ___ then."
Example: One student describes a picture while the other student listens and completes the sentence. For example, "In this picture, I was five years old. My friends were playing with me."
4. Monitor the students' practice and provide assistance when needed.
Example: Circulate around the classroom, listen to the students' conversations, and provide feedback or assistance as necessary.
Step 5: Consolidation
1. Review the main points of the lesson by asking questions and eliciting responses from the students.
Example: "Can someone tell me when we use 'was' and 'were' How do we describe ourselves in the past How do we describe a group of people in the past "
2. Have a class discussion about the changes that have happened in their own lives or the lives of their family members.
Example: "Now, let's talk about changes. Can you think of a change that has happened in your life or your family How would you describe it using the sentence patterns we learned today "
3. Encourage students to use the target vocabulary and sentence patterns to describe the changes.
Example: Provide sentence starters for students to complete, such as "Before, my hair was ___, but now it is ___" or "When I was younger, I ___ but now I ___."
Step 6: Wrap-up
1. Summarize the key points of the lesson and reinforce the use of the target vocabulary and sentence patterns.
Example: "Today, we learned how to talk about the past and changes. We practiced using 'was' and 'were' to describe ourselves and groups of people. We also learned new words to help us talk about the past."
2. Assign homework, which could be writing a short paragraph about a change thathas happened in their lives or creating a dialogue using the target language.
Example: "For homework, I would like you to write a short paragraph about a change that has happened in your life. Use the vocabulary and sentence patterns we learned today. You can also create a dialogue between two people discussing a change. Be creative!"
【板书设计】
Title: Unit 1 - I was two then.
Vocabulary:
- was, then, grandparent, were, young, old, hair, so, short, long
Sentence Patterns:
- I was ___ then.
- They were ___ then.
【教学反思】
本节课通过引导学生运用句型描述过去和现在的变化，培养了学生对过去时态的理解和运用能力。学生在小组活动中有机会进行口语交流，提高了他们的语言表达能力。同时，针对was-is/am和were-are的用法进行了重点讲解和练习，帮助学生区分并正确运用这两种动词形式。通过课堂讨论和个人作业，学生也有机会应用所学知识描述自己或家人的变化情况。在教学过程中，教师可以适时给予学生反馈和帮助，确保他们正确掌握所学内容。教学反思的部分可以根据实际教学情况进行补充和完善。