鲁科版 (五四制)五年级上册Lesson 2 He was young then.教案设计

这是一份鲁科版 (五四制)五年级上册Lesson 2 He was young then.教案设计，共5页。教案主要包含了Presentatin，Practice，Prductin，Hmewrk等内容，欢迎下载使用。

课 题
Unit 1 Teacher’s Day Lessn 2 He was yung then.
课时
1
备课教师

单位

教学目标
1、知识目标：能听懂、会说、认读并规范书写单词：his, little, thin, interesting; 能听懂、会说、认读句子：He was yung then. He was strng.
2、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。
3、情感目标：培养学生尊敬师长，爱戴老师的品质。
教学重点
1、能听懂、会说、认读并规范书写单词：his, little, thin, interesting。Zxxk.Cm]
2、能听懂、会说、认读句子：He was yung then. He was strng.
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。
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。
教学准备
课件、头饰和相关的VCD。
教 学 过 程
复 备
一、Warm-up & Revisin：
1、Check the hmewrk: invite sme t shw and try t say smething abut their favurite teacher. Praise and crrect them in time.
Wrk in grups. Take ut their drawings and try t describe. Teacher walks arund and helps them.
T: Can yu say smething abut Danny’s favurite teacher Miss Zhang?(She’s yung. She’s tall. She has lng 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。
二、Presentatin：
T: Please pen yur bks, turn t page 6. Tday we will learn Lessn 2 He was yung then.
T: (Pint t picture 2) Lk, what’s Miss Zhang ding?
S1: She’s making a card.
T: Yes, she’s making a card fr her teacher.
Task1: T: Wh’s her teacher? Let’s listen and find. (Students listen t the tape and try t find.)
T: Wh’d like t share yur answers? (Invite individual t answer: It’s Mr Wang.)
T: Yes, it’s Mr Wang. Lk, this is Mr Wang. Hw is he nw?
S2: He is ld. S3: His hair is white. T: (Shw the pht) Lk, wh is he? (Mr Wang) Wh 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?
Task2: T: Please listen again and try t find: What was Mr Wang then? What was Miss Zhang then? (learn: was, then)
(Students listen carefully and try t find the answers.)
Check: T: What was Mr Wang then? (He was yung then. He was strng. His hair was black.) (learn: his)
T: What abut Miss Zhang? Hw ld 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 shrt and thin. (learn: thin)
Practice the sentences: read after the teacher, invite individual t read t check, pint and read, read ne by ne r grup by grup.
[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。
三、Practice：
1. Play the tape, have students listen carefully and try t pint and fllw. Learn: interesting.
2. Listen again, pause and try t fllw. Pay attentin t the prnunciatin and intnatin.
3. Practice in grups. Teacher walks arund and helps them.
4. Invite sme t shw, praise them in time.
5.(Let’s talk.)
T: Wh are they? (Miss Liu, Miss Wang, Mr Li, Mr Black) What were they then? Nw let’s talk.
1. Discuss in grups. Teacher walks arund and takes part in them.
2. Invite sme t shw. Pay attentin t the wrd “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。
四、Prductin：
Let’s d.
T: Yu can talk abut the teachers well. What abut yu? What were yu then? What are yu nw?
Have students lk at the example in the text. Then let them take ut their phts and try t say. Then invite sme grups t shw.
[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。
五、Hmewrk：
Talk abut their phts.
[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
Lessn 2 He was yung then.
He was yung then. I was nine then.
He was strng. I was shrt and thin.
His hair was black.
教
学
反
思
读一读，写一写。
（ yung, kind, tall, thin, ld ）
1.He was shrt then.
Nw he’s _________.
2.My aunt was yung then.
Nw, she’s a grandma. She’s ___________.
3.They were __________thirty years ag.
They are ld nw.
4.Miss Zhang is ___________.She has lng hair.
二、连词成句，注意大小写以及标点符号。
1. then，was, He, yung ( . )
2. His , was , hair , black ( . )
3. favurite , Wh, is , yur，teacher ( ? )
4. shrt , and , thin, I， was , then ( . )