?外研社2011課標(biāo)版（一起）三年級下冊
Module 9 Unit 1 They were very young. 教學(xué)設(shè)計(jì)

1. 教材分析
本課They were very young.是外語教學(xué)與研究出版社出版的《英語（新標(biāo)準(zhǔn)一年級起點(diǎn)）》三年級下冊第九模塊第一單元。本模塊的話題是談?wù)撨^去的事情和狀態(tài)，對比過去與現(xiàn)在的不同。本課的課文是Amy到Lingling家做客，看到Lingling家墻上掛的一張黑白照片，于是就問Lingling照片上的人是誰。Lingling告訴Amy，照片上是自己的爺爺奶奶，他們那時(shí)還很年輕。Lingling又給Amy看爺爺奶奶現(xiàn)在的照片，他們已經(jīng)老了。Amy又問旁邊照片上的小女孩是誰，Lingling告訴Amy那是自己兩歲時(shí)的照片，那時(shí)她留著短發(fā)，而現(xiàn)在已經(jīng)是長頭發(fā)了。Amy認(rèn)為那時(shí)的Lingling很可愛，而Lingling回憶說自己那是也很淘氣。本課的學(xué)習(xí)重點(diǎn)是用“was，were”談?wù)撨^去的事情和狀態(tài)。
2. 學(xué)情分析
三年級學(xué)生在本模塊第一次接觸一般過去時(shí)，他們在這一時(shí)態(tài)的理解上可能會有一定的困難，可能不能很好地掌握中英文在談?wù)撨^去的事情和狀態(tài)時(shí)be動詞的變化。在學(xué)習(xí)中，教師要注意引導(dǎo)學(xué)生觀察比較、發(fā)現(xiàn)be動詞在兩種時(shí)態(tài)中的不同，可以采用韻文、游戲活動等多種形式來幫助學(xué)生鞏固和掌握。教師先用白板游戲掃清本科的生詞，讓學(xué)生熱身后，為學(xué)習(xí)本科重點(diǎn)做好準(zhǔn)備。本單元的課文是關(guān)于家人過去和現(xiàn)在樣子的對比，教師結(jié)合學(xué)生們對小動物的喜愛心理，設(shè)計(jì)了對比小動物小時(shí)候和現(xiàn)在樣子對比的運(yùn)用任務(wù)，請學(xué)生們運(yùn)用be動詞的過去式“was，were”和be動詞的現(xiàn)在式“is, are”來談?wù)搫游飩兊倪^去和現(xiàn)在，使他們能夠在運(yùn)用英語的過程中掌握本課的目標(biāo)語句，從而達(dá)到本課的教學(xué)目標(biāo)。
3. 設(shè)計(jì)理念
本節(jié)課我采用的是“以話題為牽動的任務(wù)型教學(xué)模式”，結(jié)合“一起作業(yè)”平臺中的4個(gè)白板游戲（棒球小子、小小弓箭手、小魔女與淘氣貓和花園大作戰(zhàn)）來激發(fā)學(xué)生的學(xué)習(xí)興趣，激起學(xué)生參與課堂活動的欲望，為學(xué)習(xí)新課做好心理和知識點(diǎn)上的準(zhǔn)備。整堂課通過小組競爭的策略，讓組間形成競爭，盡力完成本堂課的核心學(xué)習(xí)任務(wù)——談?wù)搫游锱笥褌冞^去和現(xiàn)在的不同特征，創(chuàng)設(shè)與學(xué)生興趣緊密相扣的任務(wù)情境，通過呈現(xiàn)照片、布置任務(wù)、小組合作、小組呈現(xiàn)的步驟來完成本課的學(xué)習(xí)任務(wù)。讓學(xué)生帶著明確的學(xué)習(xí)目的主動參與到本課的語言學(xué)習(xí)中來，讓學(xué)生在用中學(xué)，培養(yǎng)學(xué)生運(yùn)用英語做事情的能力以及綜合語言運(yùn)用能力。
4. 教學(xué)目標(biāo)
1) 語言知識目標(biāo)：
功能——談?wù)撨^去的事情和狀態(tài)。
語法——全體學(xué)生能夠運(yùn)用They were very young.這一句式。
詞匯——全體學(xué)生能夠理解were, young, beautiful, was, also, then, who, old, grandparent 運(yùn)用was, were。
語音——感知課文的語音語調(diào)。
2) 語言技能目標(biāo)：
全體學(xué)生能夠聽懂、能說They were very young.并認(rèn)讀was, were。
3) 運(yùn) 用：
全體學(xué)生能運(yùn)用“was, were”談?wù)撨^去的事情和狀態(tài)。
4) 學(xué) 習(xí) 策 略：
遇到問題能通過小組合作的方式來解決。
5) 文 化 意 識：
初步注意到中英文在談?wù)撨^去的事情和狀態(tài)時(shí)的異同。
6) 情 感 態(tài) 度：
在小組活動中能與其他同學(xué)積極配合。
7) 任務(wù)：
談?wù)搫游锱笥褌冞^去和現(xiàn)在的不同特征。
5. 重點(diǎn)難點(diǎn):
1) 重點(diǎn):
全體學(xué)生能夠理解運(yùn)用They were very young.
全體學(xué)生能運(yùn)用“was, were”談?wù)撨^去的事情和狀態(tài)
2) 難點(diǎn):
發(fā)現(xiàn)中英文在談?wù)撨^去的事情和狀態(tài)時(shí)的異同。
理解“was, were, is, are”的不同之處并嘗試運(yùn)用。
6. 教學(xué)過程
I. Warm-up and lead-in
1. Warm-up
Watch a video：Look at the screen, and try to find out different species of insects. Watch the changing process from a worm to a butterfly.
【設(shè)計(jì)意圖：通過看視頻的過程讓學(xué)生了解蝴蝶不同時(shí)期的鮮明區(qū)別，讓學(xué)生迅速集中注意力的同時(shí)，引入本課談?wù)摰脑掝}：changes（變化），為學(xué)習(xí)書上活動1做好充分的物理知識背景的準(zhǔn)備?！?br /> 2. Lead-in (Activity 1)
1) Learn to read the pictures and learn the new word “then”.
Let the kids understand the whole sentence and learn about the blanks. Then watch the CD-ROM together. Emphasize the new word “then”, “beautiful”.
T: Look at the two pictures. Kitty and Bob are also talking about the butterfly. Let’s watch the CD-ROM and fill in the blanks. Oh, look! It’s _________. And it was _____________ then.
Click and show the pronunciation of “then”. Let the students imitate reading the word.
T: Now let’s watch the CD-ROM together.
Watch and fill in the blanks
Oh look! It’s _____________.
And it was _____________ then.
【設(shè)計(jì)意圖：先讓學(xué)生看圖片，讓學(xué)生們養(yǎng)成做聽力題的時(shí)候，先讀圖的好習(xí)慣。此外，在第一遍感知課文之前，先教授核心詞匯then，部分掃清學(xué)生的學(xué)習(xí)障礙。讓學(xué)生帶著問題聽課文，提高注意力，有助于抓住要點(diǎn)?！?br /> 2) fill in the blanks and learn the new word “beautiful”.
T：Now, let’s fill in the first blank.
S1: Oh look! It’s beautiful.
Give one sticker for the team of the student.
T: Great. It’s beautiful. Here it’s means it is. So, we can also say “It is beautiful.”
Click and show the pronunciation of “beautiful”. Let the students imitate reading the word.
T: The next blank, who can answer it?
S2: And it was also beautiful then.
T: Yeah, that’s right!
(Give one sticker for the team of the student.)
【設(shè)計(jì)意圖：通過課文填空的形式，讓學(xué)生注意聽要點(diǎn)，集中注意力的同時(shí)，解決課文中的生詞。運(yùn)用音頻的形式進(jìn)行領(lǐng)讀，優(yōu)于教師領(lǐng)讀，更加標(biāo)準(zhǔn)?！?br /> 3) Listen and imitate.
T: Let’s try to imitate the whole text. Pay attention to the intonation and stress. （Play the CD-ROM of Activity One.）
Play the CD-ROM again, sentence by sentence. Let the kids imitate. Then dub.
【設(shè)計(jì)意圖：通過跟讀、配音活動，引導(dǎo)學(xué)生模仿語音語調(diào)，形成地道的發(fā)音基礎(chǔ)，形成語感?！?br /> II. Task Presentation
T: Kitty and Bob are talking about the butterfly’s then and now. (貼then和now的卡片) Let’s look at our learning task for our lesson. Today, we’re going to describe animals’ then and now.
【設(shè)計(jì)意圖：學(xué)生明確本課學(xué)習(xí)目標(biāo)和運(yùn)用任務(wù)后，帶著目的主動學(xué)習(xí)新知，將大大提升學(xué)習(xí)效果?！?br /> III. Text learning (Activity 2)
1. Play word-games..
T: Before we start to learn our text. Let’s first play some word-games and see whether you have well prepared for this lesson.
(Show the games of 棒球小子, 小小弓箭手and 小魔女與淘氣貓. Let the students come to the front and play the games one by one. If any of them make a mistake. Try to encourage him and correct his mistakes.)
【設(shè)計(jì)意圖：讓學(xué)生在學(xué)習(xí)新課文之前，掃清課文中的生詞困難。借用一起作業(yè)平臺中的互動白板游戲，讓學(xué)生在玩中，鍛煉專心聽力、利用多感官的復(fù)習(xí)方式，交互性更強(qiáng)地提升學(xué)生課前預(yù)習(xí)單詞的動力和興致?！?br /> 2. Listen and get the general ideas.
1) Listen and answer. Then learn the main ideas.
T: First let’s watch the CD-ROM for the first time. During this time, try to get the general idea of this dialogue and find out who are Lingling and Amy talking about.
(Put the word card “who” on the blackboard. Play the cartoon for the first time.)
T: Who are they?
(Show pictures for students to remind them of the answers. )
S3: grandparents
(Give one sticker for the team of the student.)
T: “Grandparents” means grandma and grandpa.
(Read it one by one. Then put the word card of “grandparent” on the blackboard.)
T: Who is this little girl?
(Show pictures for students to remind them of the answers. )
S4: Lingling.
(Give one sticker for the team of the student.)
T: Yes, Lingling and Amy are talking about pictures of Lingling’s grandparents and Lingling.
(Put the picture of Lingling on the blackboard.)
2) Listen and fill in the blanks. Try to get some details.
T: Then Let’s watch the CD-ROM for the second time and try to find out some details. Then fill in the blanks. First, let’s look the first part. (Show the sentences for the first part.)
Watch and fill in the blanks
They were _____________ then.
But they are ____________ now.

Play the CD-ROM of the first part.
T：Now, let’s fill in the first blank.
S5: They were very young then.
T: Yeah, that’s right!
Give one sticker for the team of the student.
T: Great. Look at the picture. “Young” means 年輕的. Let’s read it together.
Click and show the pronunciation of “young”. Let the students imitate reading the word.
(Read the whole sentence in rows or in lines.)
T: The next blank, who can answer it?
S6: They are very old now.
T: Yeah, that’s right!
Give one sticker for the team of the student.
T: Great. Look at the picture. “old” means 年老的. Let’s read it together.
Click and show the pronunciation of “old”. Let the students imitate reading the word.
(Read the whole sentence in rows or in lines.)
(Give one sticker for the team of the student.)
T: Now, let’s continue looking at the second part. (Show the sentences for the second part.)
Watch and fill in the blanks
Your hair was _____________ then.
Yes, it’s ____________ now.

Play the CD-ROM of the second part.
T：Now, let’s fill in the first blank.
S7: Your hair was very short then.
T: Yeah, that’s right!
Give one sticker for the team of the student.
(Read the whole sentence in rows or in lines.)
T: Next one. Who can answer it?
S8: Yes, it’s long now.
T: Great!
Give one sticker for the team of the student.
(Read the whole sentence in rows or in lines.)
T: Here, it’s long. We can also say “It is long”.
(Read the whole sentence together.)
【設(shè)計(jì)意圖：讓學(xué)生帶著問題聽錄音，有利于學(xué)生注意力的提高。通過學(xué)生回答問題，理解并集中操練本課重點(diǎn)句?！?br /> 3) Summarize the whole text and emphasize the difficult points “were” and “was”.
(Take out the key sentences and read together with students. Then stick them on the blackboard)
T: When we talk about then, we should change “are” into “were”. We should change “is” into “was”.
【設(shè)計(jì)意圖：通過板書的總結(jié)讓學(xué)生對課文有一個(gè)整體概念，并且強(qiáng)調(diào)was, were 讓學(xué)生印象更加深刻。】
2. Listen and repeat.
1) Follow the cartoon sentence by sentence.
2) After that, practice in pairs （1 minute）.
3) Then have a group reading show. Compete with other groups.
(Show the reading standard: 發(fā)音標(biāo)準(zhǔn)，聲音洪亮+1分；發(fā)音標(biāo)準(zhǔn)、聲音洪亮、語調(diào)優(yōu)美+2分）
【設(shè)計(jì)意圖：在課文跟讀、兩人小組朗讀練習(xí)（齊讀、分角色任選）的過程中，使學(xué)生對本單元的目標(biāo)詞匯及語句有較好的把握，培養(yǎng)學(xué)生的語感，為下一步的任務(wù)完成做準(zhǔn)備。同時(shí)，小組合作以“兵”教“兵”，能夠更好地利用學(xué)生間的能力水平差異，有利于提高學(xué)生的課堂學(xué)習(xí)效果。小組練習(xí)的時(shí)候，利用屏幕倒計(jì)時(shí)，可以督促學(xué)生抓緊時(shí)間，提高自己練習(xí)的效率。】
IV. Practice
Play the sentence-game.
T: Well-done, boys and girls. Let’s have a rest and play the sentence-game. First, let’s read all the four sentences together.
1. They are my grandparents.
2. They were very young then!
3. How old were you?
4. You were very cute!
(Show the game of 花園大作戰(zhàn). and instruct students to read the sentences together. Let the students come to the front and play the games one by one. If any of them make a mistake. Try to encourage him and correct his mistakes.)
【設(shè)計(jì)意圖：讓學(xué)生在學(xué)習(xí)新課文之前，掃清課文中的生詞困難。借用一起作業(yè)平臺中的互動白板游戲，鍛煉連詞成句的能力、利用多感官的復(fù)習(xí)方式，交互性更強(qiáng)地提升學(xué)生課上記憶句子的動力和興致，進(jìn)一步對于英語句子的語序加深印象?！?br /> V. Task completion
1. Show pictures and some helpful words.
T: Now, it’s time to finish our task. Please look at the screen and see some animals.
(Show pictures of a panda, a chicken, two swans, two frogs, a tiger and a butterfly. Give some adjectives for students to complete the task.)
【設(shè)計(jì)意圖：布置任務(wù)的時(shí)候，首先和學(xué)生一起認(rèn)識這些動物，學(xué)會它們的英文發(fā)音，再通過學(xué)生們學(xué)過的形容詞呈現(xiàn)，讓學(xué)生們溫故知新，在任務(wù)完成前，為學(xué)生完成任務(wù)構(gòu)建基礎(chǔ)內(nèi)容和單詞，降低了任務(wù)的難度。學(xué)生們在用中學(xué)、學(xué)后用，真正做到“運(yùn)用英語做事情”，培養(yǎng)了學(xué)生們的綜合語用能力。】
2. Show how to complete the task.
T: Now, let’s see how to complete our task.
準(zhǔn)備：2 分鐘
1. 選擇4種動物進(jìn)行匯報(bào)，并打?qū)μ枺?br /> 2. 用恰當(dāng)?shù)男稳菰~修飾動物，并寫在橫線上；
3. 組內(nèi)練習(xí)描述動物的過去和現(xiàn)在的特點(diǎn)。
匯報(bào)：以小組為單位
1. 組長匯報(bào)動物名字；
2. 組員齊讀句子。
(Show the rules of finishing the task. Let students know how to finish the task before they begin)
【設(shè)計(jì)意圖：任務(wù)完成前，通過屏幕呈現(xiàn)任務(wù)準(zhǔn)備的步驟和任務(wù)完成的方式，使學(xué)生明確任務(wù)中每個(gè)人的分工，讓學(xué)生學(xué)會在規(guī)則中進(jìn)行語言的運(yùn)用，使任務(wù)的準(zhǔn)備過程和呈現(xiàn)過程井然有序?！?br /> 2. Practice in groups.
T: Got it? Now take out your paper and talk in groups. Two minutes for you and later we’ll choose all of you to show in groups.
【設(shè)計(jì)意圖：給學(xué)生時(shí)間進(jìn)行練習(xí)，并鼓勵學(xué)生之間互相糾錯(cuò)完善自己的介紹，有利于學(xué)生更好地掌握學(xué)習(xí)內(nèi)容，并使學(xué)生在合作中提高溝通與合作的能力。同時(shí)在任務(wù)準(zhǔn)備的2分鐘內(nèi)，屏幕中呈現(xiàn)倒計(jì)時(shí)工具，讓學(xué)生學(xué)會抓緊時(shí)間?！?br /> 3. Show in groups.
Choose each teams to show their discussion results. Use “希沃傳屏軟件” to present each team’s paper on the screen so that everyone in the class can see their discussion results.
【設(shè)計(jì)意圖：通過希沃傳屏軟件，讓每組學(xué)生的作品都能呈現(xiàn)到大屏幕上，一方面讓各組學(xué)生重視自己的書寫，另一方面，可以讓全班學(xué)生在其他小組展示的時(shí)候，一邊看一邊聽，有助于學(xué)生集中注意力?！?br /> 4. Task summary.
T: Boys and girls, you’ve done amazing jobs in the task. Here are two sentences for you. Don’t judge a book by its cover. Don’t judge a person by his appearance. According to the Chinese meaning. We can say in Chinese: 不要以貌取人. I hope you can try to do that.
【設(shè)計(jì)意圖：通過任務(wù)完成，學(xué)生們可以發(fā)現(xiàn)動物不同時(shí)期的特點(diǎn)，感受不同時(shí)期的美感，教師進(jìn)行主題的升華，讓學(xué)生不要以貌取人，完成情感態(tài)度價(jià)值觀的教育目標(biāo)?！?br /> VI . Exercise
T: Please take out your exercise paper and do the two exercises by yourselves. Pay attention to your handwriting.
【設(shè)計(jì)意圖：通過書寫課堂練習(xí)，讓學(xué)生把一堂課所學(xué)的重點(diǎn)內(nèi)容呈現(xiàn)到書寫上，自我總結(jié)同時(shí)，培養(yǎng)學(xué)生語言的運(yùn)用能力，提高學(xué)生的書寫能力。通過隨堂檢測，及時(shí)了解學(xué)生對本節(jié)課知識的理解和掌握情況，為下一步的教學(xué)提供參考?！?br /> VII .Summary and Homework
1. Summary
T: Today we have learnt about Lingling’s grandparents’ and Lingling’s now and then. Let’s read all the key sentences together.
T: Look, today’s winner is Team 2 and Team 4. Congratulations.
【設(shè)計(jì)意圖：總結(jié)歸納本課主要內(nèi)容，評選最棒小隊(duì)，及時(shí)反饋學(xué)生的表現(xiàn)，鼓舞學(xué)生學(xué)習(xí)的熱情。】
2. Homework
T:Today’s homework:
A. Finish the exercises after class. 完成小練筆。
B. Introduce to your friends about your and your family’s “then”and “now”.向朋友介紹自己或家人過去與現(xiàn)在的不同特征。
【設(shè)計(jì)意圖：及時(shí)地復(fù)習(xí)本節(jié)課的目標(biāo)語句并加以運(yùn)用，使學(xué)生在自己的水平基礎(chǔ)上知識得到鞏固、能力得到提升?！?br />
板書設(shè)計(jì)：



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Unit 1 They were very young.

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