五年级上册英语教案Module 1 Unit 2 There are tall trees now 1外研社.doc

1、Module 1Unit 2 There are tall trees now. 教材分析通过两张操场的对比图引出本课内容，学习big和small，little和tall的对比，继续让孩子们巩固There be 句型在过去时态的用法， 教学目标【知识目标】1、复习unit 1中的单词和词组；2、能熟练掌握单词 before now playground；3、There was There were There is There are句型的理解和运用。【能力目标】能初步运用句型There was There were There is There are描述事物或场景的变化，在图文或场景中灵活

2、运用本课内容。【情感目标】通过对本课的学习，让学生懂得使用本课重点句式与同学进行交流，教会学生用不同语境时态来描述环境变化的。培养同学们对环境变化的观察力，使同学养成注重观察细节、观察生活的情感态度。同时培养同学们小组合作意识，爱校爱家的美好情感。鼓励学生仔细观察，积极动脑。 教学重难点【教学重点】运用句型there was, there were, there is, there are描述事物或场景的变化。【教学难点】there was, there were, there is, there are句型结构的理解和运用。 课前准备 Tape recorder, Multimedia 教学

3、过程Step 1. Warm-up出示五张图片，学生认读记忆图片(图片内容以单数形式出现)。再出示十张图片，其中包含刚才学生读过的五张图，学生根据自己的记忆用There was a before. There wasnt a before.来说。同样方法出示内容为复数形式的图片，There were before. There werent before.Step 2. Presentation 1. Before Listening:（出示挂图）T: Look at the pictures of the school.Does it look different now?S: Yes, i

4、t does.2. While listening:1) 听CD-ROM，每一遍解决一个问题。Q1: How about the trees? There were lots of little trees here. Now there are tall trees.Q2: How about the playground?playground 操场， 教读。 There was a small playground here.Now there is a big playground.2) Listen and repeat. Then practice. Step 3. After li

5、stening方式：跟读，自读，分角色朗读等。1) How about our school?trees, playground, classroom, school gate There were . Now there are There was . Now there is Example:There was a small school gate.Now there is a big school gate.2) Look and say.a) What can you see in Picture 1?A small blackboard, small desks, small ch

6、airs What can you see in Picture 2?A computer, a big blackboard, big desks, big chairs b) Find the differences.Example:There were small desks in the classroom before.There are big desks in the classroom now.c) Practice in pairs.Example:(Student A closes his/her book.)B: There were small desks in the

7、 classroom before.A: There are big desks in the classroom now.After three turns, the students should swap roles.Step 4. Homework A. Listen and repeat.B. Try to sing the song.C. Write something about our school.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章

8、解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。 教学反思宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。

9、明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。宋以后，京师所设小学馆和武学堂中的教师称谓皆称之为“教谕”。至元明清之县学一律循之不变。明朝入选翰林院的进士之师称“教习”。到清末，学堂兴起，各科教师仍沿用“教习”一称。其实“教谕”在明清时还有学官一意，即主管县一级的教育生员。而相应府和州掌管教育生员者则谓“教授”和“学正”。“教授”“学正”和“教谕”的副手一律称“训导”。于民间，特别是汉代以后，对于在“校”或“学”中传授经学者也称为“经师”。在一些特定的讲学场合，比如书院、皇室，也称教师为“院长、西席、讲席”等。略。