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2019-2020年四年級英語下冊 MODULE8 unit1(1)教案 外研版 Topic Module 8 Changes Unit1 I was two. Type New Time Two Idea Design 1. 面向全體學生并讓孩子們帶著興趣性去學習英語。 2. 培養(yǎng)學生的綜合語言運用能力并形成良好的英語語感。 3. 利用課件教學強化現(xiàn)在與過去的對比，組織學生小組合作，共同進步。 Teaching Aims 1. The Ss can grasp the new words and phrases. 2. Using the simple past tense of the irregular verb “be” to talk about the past. 3. Cultivate the Ss’ cooperation. Key point Using the simple past tense. They were young then. I was two then. Difficult point The Ss can describe the past. Methods 1. Audio –visual Approach. 2. Interesting teaching. Tools 1. The tape recorder. 2. Multi –media. 3. The pictures. Teaching procedures Step I Warmer 1. Sing the song ”O(jiān)H, we love holidays.”( 調(diào)動學生的學習興趣，營造英語教學氣氛 ) 2. Review some adjectives. E.g. tall, short; fat, thin; big, small etc. Have the Ss make the sentences with the pictures.( 為后面的課文教學做鋪墊) 3. Free talk Have the Ss talk about countries and their capitals (the USA an d China) Step II Presentation 1. Leading Take out a photo of my family. Then introduce it. “It’s old. Because I was four then. Look, there are my parents. They were young then. But now they are old.” Point to me and say “I was fat and short then. Now you can look at me.” Then get the Ss to look at today’s story. ( 教師可以通過肢體語言及神情讓學生領會這段英語的意思。) 2. Write the sentences on the board. And mark “were, are, was, is” ╱They were young then. ╱ I was four then. ╲They are old now. ╲ Now I am thirty. Explain to the Ss. We usually use “were, was” when it’s the past. And using “are, is” when we describe the present. (板書明確，再通過句式操練，學生更容易理解，并加深印象。) 3. Teach the words with the pictures. Then have the Ss say the sentences with the wards. “Grandparents are grandma and grandpa.” e.g. “Who are they? They are my grandparents.” pare “now” and “then”. Then say the sentences. Teach “hair” with pointing to Ss’ hair. Explain “Cute means very lovely” Step III Drill 1. Listen to the tape. Then repeat. 2. Have the Ss act out the story in groups. (讓學生成小組式操練，不僅關(guān)注每一個學生的發(fā)展，同時還能增進學生間的友誼。) Step IV Practice 1. Point and say. Using the multi-media. Have the Ss look at the pictures. Then say the sentences with the present and the past tense. ( 教師運用多媒體課件教學，讓學生感知語言內(nèi)容，調(diào)動學生的視、聽覺，參與學習中來。 ) 2. Do the Activity Book. Step V Game Tell the Ss to bring a photo of themselves or their relatives to class. The photo should show them or their relatives when they were young. Then have the Ss e to the front to show and talk about their photos. Step VI Summary 1. Read and write the new words and sentences. 2. Do Activity III. Step VII Homework 1. Do Activity IV. Then next class I will check it up. 2. Read and retell the story. Step VIII Designs Module8 Changes Unit1 I was two. grandparents ╱ ╲ grandpa grandma hair then so who/hu:/ me/ mi: / Now Then Grandparents are old. Grandparents were young. Lingling’s hair is long. Lingling’s hair was short. Lingling isn’t two. Lingling was two. 附送： 2019-2020年四年級英語下冊 MODULE8 unit1教案 外研版 Teaching aims:They were young. I was two. Teaching importance: How to usewas\were? Teaching difficulities:Talk about the past Teaching Tools:Recorder Teaching Steps: Step one : Warm up sing a song. Bring magazine pictures of people to class.Hold up individual pictures and have the students use adjectives to describe their physical appearance. Put the students into small groups.Give one or two pictures to each group and have the students describe the people. Step two:Listen and point Have the student look at the pictures in the Students Book. Ask questions in Chinese,e.g. What are Amy and Lingling looking at in Picture1?What is Amy pointing to in Picture3? What is Linglings mother showing the girls in the last picture? Step three:Listen and say Write the nowand then informations on the board. Tell the students that you are going to say,Nowor then and then individual students will have to make an appropriate statement about Lingling . They should use the above table as a guide. Step four:Point and say Tell the students to bring a photo of themselves or their relatives to class.The photo should show them or their relatives when they were young.If they dont have any photos,they should draw a picture. Tell the students to write three or four sentences about the photo. In class,invite some of the students to the front to show their pictures and to read out their sentences. Put the students into pairs and get them read their sentences to one another. Step five: Homework