新标准英语三起第四册 砂子塘泰禹小学 段佳
Put the students in groups of four and get them to make small cards with pictures of different weather conditions introduced in this module. Put all the cards in an envelope and get one student to take out a card. The other students have to ask questions to find out which card the student is holding. Have them use the structure ?Will it … ?? The student who guess the weather correctly takes another card from the envelope and the game continues. Step 4: Listen and match Tell the students in advance to watch the weather forecast on TV or read a weather report in the newspaper or on the Internet. They should try and find out what the weather will be like tomorrow in the area where they live. In calss, get the students to draw a picture of tomorrow?s weather and write an appropriate sentence under it. Blackboard writing: Teaching Notes: Module 5 Unit 1 I was two then. Period 1,2 （总第13课时） Teaching Aims: 知识: 1、能听、说、读、写并正确使用单词：who, me , then, hair, so , grandparents. 2、能理解并使用was ,were来谈论过去的事情和情况。 3、能听懂、会读、理解课文并回答相关的问题。 能力：培养学生的观察能力，发现人物和事物过去与现在的变化， 保持他们对学习英语的热情。 情感：培养学生积极与他人合作，积极运用英语进行交流，在交流中发展运用语言的能力。 Importance and Difficulties: 1、使用was, were描述从过去到现在发生的变化。 2、听、说、读、写并正确使用单词：who, me ,then, hair, so, grandparents. 3、使学生在活动中完成对课文的理解，以及听、说、读、写的训练。
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新标准英语三起第四册 砂子塘泰禹小学 段佳
Teaching Procedures: Step 1: Warming up 1、Greetings 让学生以小组的形式进行。 2、自我展示学生拿出事先准备好的人物照片向其他同学进行介绍。 3、Let’s chant Tall, tall, tall. I am tall. Short, short, short. You are short. Fat, fat, fat. He is fat. Thin, thin, thin. She is thin. Naughty, naughty, naughty. It is naughty. Old, old, old, They are old. Young, young, young. We are young. 教师加手势与动作进行示范后学生进行展示，做到有声有色。 Step 2: presentation and drill 1、新课呈现 教师让学生拿自己的照片作介绍。 2.、new words: ①教师拿出自己现在的照片，自问自答。 Who is she? She is me. 学习单词who和me ②教师出示自己小时候的照片，与现在的照片作对比。 Then（在那时） I was 2. Now I am 34. Then my hair（头发）was short. Now my hair is long. 学习新单词then和hair。 ③教师课件出示易建联小时候现在的照片继续训练新知。 Then he was fat. Now he is thin. Then he was short. Now he is tall. ④出示grandparents年轻时与现在的照片。 T: They are my grandparents. Then they were young. Now they are old. Step 3: Practice. Let?s chant. Then, then, then. I was 2. Now, now, now, I am 10. Then, then, then, He was short. Now, now, now, He is tall. Step 4: Extention 1、细听录音，跟读课文。 2、听录音回答问题: Who is that little girl? How old was she then ? 3、Choise: （1）Then they young. A.were B.are C.is （2）Now they old. A.were B,are C.is （3）Then he short. A.was B.is C.am （4）Now h tall A.was B.am C.is 4、学生就上一环节练习进行反馈。 5、小记者采访 学生在班内自由走动，看其他同学小时候的照片
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新标准英语三起第四册 砂子塘泰禹小学 段佳
与现在的照片，将其对比情况大胆地表达出来。 6、总结点评，激励进步 7、学生代表总结本节课的知识点，教师加以补充。 8、就学生本节课的表现进行评价，鼓励进步。 Step 5: Homework Blackboard writing: Teaching note: Module 5 Unit 2 They were young. Period 2（总第14课时） Teaching Aims: 知识：1、复习词汇:young ,old, short, cute , thin , fat, tall,naught. 2、复习句型：I was… They were… 3、基本能听懂、会说、会读句型:He/She wasn?t ___then. He/She was__.It wasn?t__then.It was___. 能力：学生能够运用was和were,wasn?t和weren?t 来描述过去，介绍自己或他人过去的情况。 情感：同过对过去式的学习，提高学生听、说和交流能力、小组合作精神和学生的自学能力。让学生懂得孝敬父母，多与家人沟通的思想。 Importance and Difficulties: 1、基本能听懂、会说、会读句型: He/She wasn?t ___then. He/She was__.It wasn?t__then.It was __. 2、学生能够运用was和were,wasn?t和weren?t 来描述过去，介绍自己或他人过去的情况。 Teaching Procedures: Step 1: Warming up 1. Greeting. 2. TPR Do as I say, not as I do.教师说句子，然后故意做一个与句子内容不符的动作，学生要根据教师所说的句子或发出的指令做动作，而不能简单地模仿教师的动作。教师在这一环节要有意识地多操练“tall, short, long, young, old, fat, thin, big, smll”等形容词，为后面的教学做铺垫。 Step 2: presentation and drill 1、热身活动之后，教师拿出一张自己小时候的“全家福”照片向学生介绍。 T: This is a photo of my family. Look, these are my prarents. They
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新标准英语三起第四册 砂子塘泰禹小学 段佳
were very young then. But now they are old. And look at this little baby. It was very short and fat then. But now, look at me, I am tall and thin. 2、教师板书句子“They were very young then.But now they are old. It”标注出其中的“were, are, was, is”，向学生说明：我们在讲述过去的状况时通常使用“were”和“was”，而在讲述现在的状况时通常使用“are”和“is”。 3、教师告诉学生“Amy到Lingling家做客时，对Lingling家的几张老照片产生了兴趣。让我们一起来看看照片上有哪些人，他们与现在相比有些什么变化。看过Lingling家的照片，让我们一起来看一看同学们自己时候的照片，比较一下过去和现在吧！” Step 3: Practice 1、Listen and point. 请学生看挂图听录音，听一听Amy和Lingling之间的对话，再放录音，请学生边听边看书，勾出课文中的生词和词组，根据上下文和插图猜猜生词和词组的意思。 2、Learn the new words.who, grandparent, then, me, hair, so 教师出示单词卡片，为学生示范发音，并要求学生一起拼读。 使用单词“grandpa”和“grandma”解释“grandparent”；通过比较“now”和“then”帮助学生理解“then”的含义等。 3、针对课文中的一般过去时向学生继续讲解：“They were young then.”表示的是过去的状态。我们讲述过去的状态时通常把在一般现在时中使用的“am/is, are”变成“was, were”。再给学生举几个离子，鼓励学生使用一般过去时造句，表扬和鼓励造句正确的学生。 Step 4 Extension 1、Read after the tape and practice the dialogue in different role. 学生理解了课文内容后，教师播放录音，请学生跟读课文。然后把全班分成三组，分别扮演 Lingling, Amy和Lingling的妈妈，表演对话。 2、Ask and answer. 教师根据课文内容对学生进行提问: Were theyLingling?s parents or grandparents? Were they old or young ? Who was the little girl in the photo,Amy or Lingling? How old was Lingling in the photo, two or four? Was Lingling?s hair long or short? When Lingling was two, was she good or naughty? 3、Fill in the blanks. 用“was”和“were”填空。 Lingling?s grandparents______ young, then. The little girl in the photo_________ Lingling. Lingling?s hair _______ short. Lingling _________ two. Lingling _________ cute and naughty.
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新标准英语三起第四册 砂子塘泰禹小学 段佳
Step 5: Homework Blackboard writing: Teaching note: Module 5 Exercise Lesson Period 1（总第15课时） Teaching Aims: 知识: 1、能听、说、读、写并正确使用单词：who, me , then, hair, so , grandparents. 2、能理解并使用was ,were来谈论过去的事情和情况。 3、能听懂、会读、理解课文并回答相关的问题。 能力：培养学生的观察能力，发现人物和事物过去与现在的变化， 保持他们对学习英语的热情。 情感：培养学生积极与他人合作，积极运用英语进行交流，在交流中发展运用语言的能力。 Importance and Difficulties: 1、使用was, were描述从过去到现在发生的变化。 2、听、说、读、写并正确使用单词：who, me ,then, hair, so, grandparents. 3、使学生在活动中完成对课文的理解，以及听、说、读、写的训练。 Teaching Procedures: Step 1: Warming up 1. Review the words and phrases in Module 5. 2. Act the dialogue in this module. Step 2: Look, choose and write. Tell the students to say some sentences about people and they have to say whether the sentences describe something in the present or past by saying ?now? or ?then?. Talk about other subjects as well, such as the weather. Step 3: Read and choosef Tell the students to call out some adjectives and they have to say the antonyms. Explain to the students that an antonym is a word which
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