Unit 5 It Was Here Just Now 单元教案（4个课时）

Unit 5 It Was Here Just Now单元教案
单元总目标
本单元以天气及衣着话题为载体，以一般过去时为主线，通过对话让学生学习和掌握be动词一般过去时的用法以及如何借助句型It was…just now. Oh, it’s… Last night, they were …They are still there. Was / Were there a...? Yes, there was/ were. No, there wasn’t / weren’t.对事物进行过去和现在的对比描述。
本单元的教学设计共分为4个课时。第一课时以Part A中Let’s learn部分的词汇教学为主，教师在这部分教学中要注意将语言融入情境中，从而体现语言的真实性；第二课时以Part A中Let’s talk部分的会话为主要内容，通过对话学习和掌握一般过去时中be动词的肯定形式was和were，同时培养学生生活要有条理的意识；第三课时以Part B中Let’s learn more部分的对话为主，让学生学习和掌握There be句型的一般过去时形式及一般过去时中be动词的否定形式wasn’t和weren’t，并能运用所学知识对事物进行对比性的描述；第四课时在综合复习本单元重难点的基础上，通过相应的练习，针对学生对本单元的重点词汇和重点句型的掌握情况进行全面检测。具体课时分配情况见下表：
Unit5 课时分配
课时数
所包含的内容
第一课时
Part A
Warming-up: Look and choose
Let’s learn
Part B
Ask and answer
第二课时
Part A
Warming-up: Look, choose and write
Let’s talk
Part B
Let’s chant
第三课时
Part B
Let’s learn more
Part C
Choose and fill in the blanks
第四课时
Part B
Look and say
Part C
Listen and math
Order and act
Read and put the things back
单元具体目标
在本单元的教学中，教师应充分借助天气及学生每日的衣着，学习怎样对事物的过去和现在进行对比描述。教学中教师可借助教学挂图、卡片、多媒体和实物， 引导学生学习掌握所学知识并能在实际生活中灵活运用，同时要达到以下知识目标和情感目标：
知识目标
一、能听、说、读、写以下词汇：
scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag, heavy, lost, in front of, just now, yesterday
二、能听懂、会说、会读、会用下列句型：
1. It was here just now. Oh, it’s behind the door.
2. It was in front of the house yesterday, but now it isn’t there.
3. Last night, they were under your bed. Look, they are still there.
4. —Was / Were there...?
—Yes, there was / were. / No, there wasn’t / weren’t.
5. I have to go now.
情感目标
通过本单元的学习使学生意识到生活要有条理性，要培养良好的生活习惯。
Unit5 第1课时教学设计
教学目标
1. 能听、说、读、写词汇：scarf, wallet, sunglasses, gloves, warm jacket, rain boots, school bag。
2. 能在实际生活中灵活运用以上词汇。
教学准备
教师准备：
(1) Let’s learn部分的教学卡片、雨衣图片及一些表示天气的图片。
(2) Let’s learn部分的音频。
(3) 一个书包，书包里装有Let’s learn部分所学词汇对应的实物。
(4) Ask and answer部分的词汇卡片。
教学方法建议
I. 课程导入（Leading In)
1. 课前热身 Part A Warming-up: Look and choose
T: Hello, boys and girls. Nice to see you again. How is the weather today?
S: It’s sunny / cloudy / rainy.
T: Great. Now please open your books and look at the exercise on Page 37.
教师让学生观察每幅图片，通过问答引导学生说出图中所示的天气，并要求学生给图片选出相匹配的单词。以下问答仅供参考：
T: Look at the first picture carefully. What can you see?
Ss: Clouds and rain.
T: What’s the weather like, then?
Ss: It’s rainy.
参考答案：c, b, a, e, d .
2. 新课导入
教师引导学生就天气话题继续讨论：
T: What kind of weather do you like?
Ss: I like...
T: I like sunny days. On sunny days, the weather is fine. The sun is bright. But it’s very hot. Now, look! I’m wearing my T-shirt. Do you feel hot, S1?
S1:…
II. 课程展示活动和过程的设计建议（Presentation）
1. 新课展示Part A Let’s learn
1. 学习单词sunglasses
(1) 教师戴上自己的太阳镜，与学生进行对话：
T: It’s a sunny day. I am wearing my sunglasses. Look! They are dark. I think I am very cool. But do I need to wear them in the classroom?
Ss: No.
T: I have had eyesight. I should wear glasses. I have a pair of glasses. What color are they?
Ss: They are blue/ red.
(2) 小调查：Who is wearing glasses?
教师请学生就班里戴眼镜的同学进行调查，并请学生用长句子回答。表达意思最丰富的同学，有机会戴教师的太阳镜。
T: Who is wearing glasses?
S1: …is wearing glasses.
S2: …is wearing a pair of green glasses.
S3: …is wearing a pair of cool red glasses.
T: Yes. They wear glasses. But they are not sunglasses. Sunglasses are usually dark.
(3) 教师板书、学生分组读单词，教师注意纠正学生的错误读音。
2. 学习词组rain boots
教师出示雨天的图片，与学生进行对话：
T: We can wear our sunglasses on a sunny day. Look. It is raining. What can we take with us?
S: We can take our umbrellas.
T: And we can wear our raincoats.(教师出示雨衣图片) Sometimes, it rains cats and dogs(教师出示倾盆大雨图), and my shoes are wet. So I can wear my rain boots.(教师出示雨靴图片)
教师板书、学生分组读词组，并注意boots中字母组合oo的读音。
教学小贴士
boots中字母组合oo读长音[u:]。在单词boots, school中都有字母组合oo，并且都读长音[u:]。
3. 学习词汇school bag, wallet, scarf, gloves, warm jacket
教师出示所准备的书包，与学生进行对话：
T: Look at this bag. It’s my school bag. I have something in my school bag. Can you guess what’s in it? (教师请一名学生摸包里的物品)
What do I have?
S1: You have a “钱包” and “手套” 。
T: Well. I have a wallet and a pair of gloves. Where are they?
Ss: They are in your school bag.
教师请学生打开钱包，说出钱包中的物品。
T: Open the wallet and tell me what you can see in it?
Ss: I can see some money.
T: Yes. Winter is coming. We should wear our warm clothes. I will buy some new clothes for me with the money. Do you know what I will buy?
T/Ss: A scarf, gloves and a warm jacket. (教师引导学生说出)
教师逐一出示围巾、手套和棉夹克的图卡和词卡，板书并引导学生拼读生词。
2. 巩固活动
教师播放此部分的录音，让学生听录音跟读词汇，教师可在每个词汇后稍作停顿，要求全班同学或随机抽取某个同学拼读出相应的词汇。
III. 操练活动的设计与实施建议（Practice Activities)
1. Part B Ask and answer
1. 教师出示此部分的衣物词汇卡片，学生认读单词。
2. 教师出示不同天气的图标，让学生说出相应的单词，然后按天气状况让学生将衣物单词进行分类。
3. 学生根据表格内容两人一组进行问答练习。如：
S1: What do you wear on a snowy day?
S2: I wear a scarf, a warm jacket and a pair of gloves on a snowy day.
2. 记词大比拼
1. 快速记词：教师可先根据本单元这些词汇的特点，给学生介绍一些记词的技巧，如：在生词中找出已学过的单词，运用已知学习新知。
在单词scarf, wallet, gloves, jacket中有学过的单词car, wall, love Jack，学生可以根据这些已知部分进行联想记忆，快速记住新单词。
2. 教师请学生在规定时间内，记忆本课时所学的词汇。
3. 教师将学生分组进行听写练习。
Unit5 第2课时教学设计
教学目标
1. 能听、说、读、写词汇：heavy, last week, in front of, yesterday, lost。
2. 能听懂和理解Let’s talk部分的对话内容，学习和掌握过去式中be动词was, were的用法。
3. 能运用以下句型谈论物体过去和现在的位置：
It was here just now. Oh, it’s behind the door.
It was in front of the house yesterday, but now it isn’t there.
4. 能正确理解、运用have to do something结构表不“不得不做某事”。
教学准备
教师准备：Let’s talk及Let’s chant部分的音频。
教学方法建议
I. 课程导入（Leading In)
1. 课前复习
教师创编歌谣，带领学生复习上节课所学的词汇。如：
I wear my sunglasses on a sunny day.
I wear my scarf on a snowy day.
I wear my warm jacket on a windy day.
I wear my rain boots on a rainy day.
2. 新课导入Part A: Warming-up: Look, choose and write
(1) 教师先引导学生仔细观察图片，然后通过师生对话复习所学的方位介词。以下句型可供参考：
T: Look at the picture carefully. What’s in it?
Where is / are the ...?
Can you find the ...?
(2) 完成问答之后，由学生自主选出合适的介词写下来补全句子。
(3) 教师通过请学生读出句子来带领学生核对答案。
参考答案：1. under 2. beside 3. on 4. behind 5. in
(4) 最后请学生自己看图说句子。
II. 课程展示活动和过程的设计建议（Presentation)
1. 新课展示Part A Let’s talk
T: Hello, everyone. We should wear different kind of clothes according to different weather. It is rainy today. Kevin wants to wear his raincoat. Where is it? Let’s listen carefully.
(1) 教师就本段对话提出问题，然后播放录音，让学生在对话中找答案。
Question 1: Where is Kevin’s raincoat?
Question 2: Where are Kevin’s rain boots?
(2) 教师请学生来回答问题，检测他们对对话的理解。然后引导学生用完整的句子说出问题的答案。
Answer 1: Kevin’s raincoat is behind the door.
Answer 2: Kevin’s rain boots are under the bed.
2. 阅读理解
(1) 教师提出问题，让学生读对话，判断句子正误并改正错误的句子。
Kevin’s bike is in front of the house now.
Kevin will go to school by bike today.
(2) 教师请学生说出正确答案。
改为：Kevin’s bike was in front of the house yesterday.
Kevin will walk to school. / Kevin will go to school on foot.
(3) 教师讲解was, were的用法：
教师用日历呈现今天和昨天，通过星期名称引出yesterday, was以及后面的were。教师与学生进行如下对话.
T: Look at the calendar. What day is it today?
(将日历翻到教学当日，假如学生当天为Tuesday，以此为例)
Ss: It’s Tuesday
T: You are right (然后将日历翻到前一天问)What about yesterday?
Ss: (引导学生说出) Yesterday was Monday.
T: Where are you now?
Ss: I’m in the classroom now.
T: Where were you at six this morning?
Ss: I was at home. (教师引导学生说出句子)
T: We are in the classroom now. And I’m here with you now. But I was not here just now. I was in the teachers’ office just now.
教师板书句子，用红色粉笔标出句中的动词及时间状语。
It’s …today. It’s …yesterday.
I’m in the classroom now. I was in the teachers’ office just now.
You are in the classroom now. You were at home at six this morning.
教学小贴士
一般过去时态描述过去的情况，动词的形式也要变为其过去式。be动词的过去式有两种形式，其中，am和is的过去式是was，are的过去式是were。同动词的现在式一样，应用时要与主语的人称和数保持一致。 一般过去时态往往与表示过去的时间状语连用，这一类短语常见的有：yesterday, yesterday morning / afternoon / evening, just now, last week/ year / month / night..., ...ago, at six this morning (在说话时间之前)等，随着对过去时态更深入的学习，教师可逐步向学生介绍。
(4) 找出Let’s talk部分中含有was，were的句子并板书，朗读：
It was here just now.
Last night, they were under your bed.
It was in front of the house yesterday.
I’m afraid it was lost.
(5) 让学生朗读课文并画出对话中I have to go now. You have to walk to school today.两句话。
教师板书并领读这两个句子，继而做一些讲解使学生理解并会用 have to do something结构说话。
教学小贴士
have to do something用来表达“不得不做某事”，可在日常生活中表示某人因环境或条件所限，不得已而做出的选择。如：
It’s late. We have to go fast.
It’s raining. I have to wear my raincoat.
Rose has to take a bus to the park, because it’s a little far from here.
3. 巩固活动
听录音，让学生跟读Let’s talk部分的对话，教师注意纠正学生发音。
III. 操练活动的设计与实施建议（Practice Activities)
Part B Let’s chant
教师可先让学生试读歌谣并画出句子中的动词及时间状语，引导学生注意歌谣中把are you变成了were you…yesterday.把I am变成了I was，这是在就“我”昨天的情况进行的问答。
2. 学生听录音齐读歌谣。
3. 用男女生一问一答或分组一问一答的方式说唱歌谣，操练be动词的一般过去时态的用法。
Unit5 第3课时教学设计
教学目标
1. 能听懂和理解Let’s learn more部分的两个对话。
2. 学习和掌握be动词过去式的否定形式（wasn’t, weren’t)、疑问形式及一般过去时在there be结构中的应用。
3. 通过对对话的学习，能对事物的今昔进行对比表达。
教学准备
教师准备：Let’s learn more部分的音频。
教学方法建议
I. 课程导入（Leading In）
1. 课前热身
教师让学生说唱Part B Let’s chant部分进行热身，可采用男女生一问一答或分组一问一答的形式进行。
Where were you yesterday?
I was in my house.
Where was your house yesterday?
It was on my back.
2. 新课导入
T: Hello, everyone. Do you love our school?
Ss: Yes.
T: Can you say something about our school?
Ss: Our school is beautiful. There are many students here.
II. 课程展示活动和过程的设计建议（Presentation）
1. 新课展示Part B Let’ s learn more
教师可先让学生通过录音了解对话大意，引出功能句。
T: Well. Liu Zhaoyang’s dad is visiting his old school. Are there any differences? Let’s listen carefully.
1. 教师就本段对话提出问题。
Question 1: When was Liu’s dad at this school?
Question 2: Was there a library?
Question 3: How many students were there at that time?
2. 教师播放录音，学生在对话中找答案。
3. 教师请学生来回答问题，检测他们对对话的理解。教师引导学生用完整的句子说出问题的答案。
Answer 1: Thirty
Answer 2: Yes, there
Answer 3: About six
4. 教师板书上述问题的完整答案：
Liu’s dad was at this school thirty years ago.
Yes. There was a library. But there weren’t so many books.
There were about six hundred students at that time.
5. 可采用问答、讨论的方式进一步讲解以上功能句：
T: Is Liu’s dad at this school now?
Ss: No.
T: When was he here?
T / Ss: Thirty years ago.
要求学生说出更多类似的时间状语，如：two years ago, a week ago, five hours ago ...
教师引导学生继续问答，讲解There be结构的过去式：
T: Is there a library? / Was there a library at that time?
T / Ss: Yes, there was. But there weren’t so many books.
T: How many students were there at that time?
T / Ss: There were about six hundred students at that time.
首先可用Is there ...?导出Was there…?使学生理解表示过去某处有某物时，There be结构中的动词be同样变为过去式was / were。
教学小贴士
there be结构的过去式表示某处过去曾经有某物，be动词后的名词是可数名词单数或不可数名词时，be动词用was，be动词后的名词是可数名词复数时，be动词用were；疑问句需要把was / were提到主语之前，否定句在was/ were后面直接加not，否定形式可缩写为wasn’t/ weren’t。
另外，与人称代词连用的be动词可视情况做个归纳：
I, he, she, it要用was；you, we, they则要用were。
2. 巩固活动
(1) 要求学生听录音并跟读对话。教师可以要求学生分组朗读、男女生读或者同伴间朗读，也可以鼓励学生进行示范朗读。
(2) 学生两人一组分角色朗读对话，教师及时给予评价。
III. 操练活动的设计与实施建议（Practice Activities)
1. 做一做，说一说
(1) 学生读对话，完成表格。
Thirty years ago
Thirty years ago
Now
Now
It was a small school.
It is a big school.
There were six hundred students.
There are about two thousand students
There was a library.
There is a library, too.
There wasn’t a computer room.
There is a computer room.
(2) 要求学生试着根据表格中的信息，描述一下这所学校的过去和现在。
Thirty years ago, it was ... But now, it is...
2. Part C Choose and fill in the blanks
(1) 教师先引导学生讨论、复习、归纳be动词的现在式和过去式及其用法。
(2) 教师带领学生读题干，重点关注过去时的时间状语just now, last night, last year。
(3) 学生独立完成填空之后，由学生两人一组在班上读一读对话，其他同学检测他们的选词是否正确。
参考答案：1. Are, were 2. Were, was 3. Is, was 4. Are, am
Unit5 第4课时教学设计
教学目标
1. 复习和巩固一般过去时中be动词was，were的用法。
2. 复习和巩固物品过去和现在的位置的表达。
教学准备
教师准备：Listen and match部分的音频。
教学方法建议
I. 课程导入（Leading In）
1. 课前热身
根据上节课所学的对话，课前热身建议如下:
T: From the dialogue, we know Liu Zhaoyang’s father was at the same school thirty years ago. At that time, the school was small. There was a small library. And there were about six hundred students in the school. But now, there are about two thousand. It is a big school. How many students are there in our school, do you know?
2. 新课导入
根据本单元内容，教师可设计一些类似下面这样的会话作为导入活动：
T: Where is your English book?
S1: It is on my desk.
T: Was it on the desk an hour ago?
S1: No.
T: Where was it?
S1: It was in my school bag.
T: Was there a Chinese book in your school bag, too?
S1: Yes, there was.(教师引导学生说) And there were many other books in it.
T: I see. Now please open your books. What shall we do today? We have many things to do.
II. 课程展示活动和过程的设计建议（Presentation）
1. Part C Listen and match
1. 教师引导学生观察上面一排的图片，以What’s this / that? What is it? 提问，让学生说出场所名称。然后让学生观看下面的人物头像，通过提问 Who is he / she? Can you tell me his / her name? 让学生熟记对话里将出现的人物。
2. 教师播放录音，学生听录音独立完成练习。
3. 教师呈现正确答案，学生核对答案。
4. 本部分录音内容如下：
Mr. Zhao: Hello, boys and girls! Were you at home yesterday?
Students: No, we weren’t.
Mr. Zhao: Where were you, Kitty?
Kitty: I was at the cinema. There was a great film yesterday.
Mr. Zhao: How about you, Colin? Where were you?
Mr. Zhao: And you Alice? Where were you?
Alice: I was in the park. There were many beautiful flowers there.
Mr. Zhao: Great! What about you, Kevin? Where were you?
Kevin: I was on my uncle’s farm.
5. 参考答案：Kitty—电影院，Colin—图书馆，Alice—公园，Kevin—农场
6. 让学生根据连线结果试着说句子，如：
Kitty was at the cinema yesterday.
Colin was in the library.
2. Part C Order and act
1. 教师先向学生介绍此类题的答题技巧，即：先找出问句，再为每个问句找到对应的答语；然后再根据情境决定每一个问答过程的顺序。
2. 请学生独立完成练习之后，自己找搭档进行对话，教师还可以请几组同学表演对话。
3. 参考答案：2，5，4，1，3, 6, 7
3. Part C Read and put the things back
1. 教师请学生仔细观察图片，说出物品的名称。
2. 学生读短文，并把物品的序号写在图中的相应位置。
3. 教师让学生根据短文内容，做对话练习。
对话1:
A: Was there a kite on the wall?
B: Yes, there was.
A: Were there any books on the desk?
B: Yes, there were.
对话2:
A: Where was the kite?
B: It was on the wall.
A: Where were the books?
B: They were on the desk.
III. 操练活动的设计与实施建议（Practice Activities)
1. Hide and seek
教师将学生分为两人一组，一个同学将自己的文具藏起来，另一个同学找。比如一个同学把桌子上的尺子藏在书包里。对话可以照这样设计：
S1: Where is my ruler?
S2: Is it on the desk?
S1: No, it isn’t.
S2: But it was on the desk just now. Oh, there it is. It’s in your bag.
2. Part B Look and say
1. 教师引导学生观察第一图片，以问题What can you see in the picture?引导学生说出图中的花草、树木、房子、人物：a little girl, a dog and a cat, a small beautiful house, a clean river, fish, green trees and nice flowers0
2. 以同样的方式让学生观察熟悉第二幅图，引导学生先说出图中的高楼大厦、垃圾满地：tall buildings, the cars make the air dirty, the rubbish makes the river dirty。从而推出环境不好、空气不新鲜。
3. 让学生参照课本中Look and say部分的形式进行描述。教师引导学生熟悉句型结构，可以示范其中的一部分。
Thirty years ago, my mother was young. ...
Now, my mother is tall....