最新外研版四年级英语下册全部教案与学案Module 5-10
（外研版）四年级英语下册教学案Module 5 SizeUnit 1 Amy’s taller than Lingling.一、学习目标1. 初步认识并掌握单词：old、young、strong、than、older、younger、stronger、taller、shorter。
2. 能正确运用形容词的比较级形式来进行描述两个人的差异。
3. 培养学生感知周围事物差异的能力。
二、预习学案复习第四模块学习的歌谣（与天气有关），并与学生进行一段对话What’s the weather like today? It is sunny/windy/rainy. How are you? How old are you?三、导学案1. Presentation（1）教师说汉语学生说英语并做动作。
long, short, tall, fat, thin, big, small，（活跃课堂气氛，为教学做铺垫）利用课件出示一位老人的图片。
T: Look, this man is old.（板书并领读old）Who is old?S1: My grandma is old.S2: My grandpa is old.T: Are you old?（师面对全体学生，同时引导学生回答No, I’m not.）Ss: No, I’m not.T: Yes, you are young. Look, she is young.（课件出示年轻的小女孩的照片,板书并领读young）Who is young?S4: I’m young.S5: ×××is young.S6: My little sister is young.（2）出示课件显示所有学习过的形容词big, small, old, young, fat, thin, long, short, tall,教师边领读单词边造句。
出示课件由Liu Xiang is tall. Yao Ming is taller.引出句型Yao Ming is taller than Liu Xiang.(讲解than 用于两者之间进行比较。
，领读，男女生读，开火车读)并说出Liu Xiang is shorter than Yao Ming. 教师叫两名学生S1和S2到讲台前面，说：S1 is taller than S2.板书taller，重复几遍。
领读单词。
（3）用同样的方式学习shorter.（4）课件展示一位很强壮的人，教师说：“This is Mr. Zhao. He’s very strong.”出示单词卡片strong重复三遍，并做出很强壮的动作，帮助学生理解意思。
教师领读单词，学生做动作并说I’m strong。
叫两名学生A和B到讲台前做游戏：掰手腕.比完后说：A is stronger than B.(借助肢体语言和比赛，使学生更容易理解单词，印象深刻)（5）教师出示课件，通过taller, shorter, stronger让学生总结出形容词比较级的规律，教师领读。
读时并做出相应的动作（6）教师说原形学生抢答比较级，并做相应的动作。
（7）小组练习。
组长说原形，其余学生抢答做动作。
（通过多种形式的练习，学生能牢固地掌握单词）（8）找个别学生用比较级造句。
（9）游戏击鼓传花：教师放音乐，学生开始传花，音乐停时，花在谁手中，谁就站起说一句子:I’m ... than ..../ ... is ...than....。
（学生在这个游戏中，能轻松快乐地边玩边掌握今天所学的句子）。
2. Learn the text（1）听录音，学生指向相应的图片（2）听录音并跟读，然后回答问题.（3）跟录音读课文，模仿语音语调。
（4）分角色读课文。
3. Extension这节课你学到了什么?学生说教师再总结。
四、课堂检测Survey your family and compare:In my family, my father is _____than my mother.My mother is _____ than my father.And I’m _____ than my_____.（通过这个家庭作业，学生牢固掌握今天所学的内容并加以运用）五、课后作业在家里中和你爸爸妈妈或者选择更多的事物或动物，用比较级描绘。
六、板书设计Module5 unit1 Amy’s taller than LinglingA is taller than B.A is shorter than B.A is younger than B.A is stronger than B.七、课后反思(外研版)四年级英语下册教案Module5Unit 2 Beijing is bigger than TianjinTeaching aims: Beijing is bigger than TianjinTeaching Importance and difficulties:Teaching tools:RecorderTeaching steps:step1: Warm up1)Sing a song2)Introduce some if the new vocabulary by drawing some pictures to represent the different weather patterns.Copy the pictures from the textbook,draw your own or get the students to draw some.3)Write the appropriate'weather'words underneath and place the pictures on thewall of the classroom.4)Look outside and say,'It's[type of weather]today.'Hold up or point to the appropriate weather symbolYou will have to say'raining'or 'snowing' if there is rain or snow. Note that you will also have to teach 'cloudy'as it is in the poem.Then perform mimes to show the students the meaning of the other weather conditions or make a statement and have the students do an appropriate mime.Step 2 : Learning and Pracitising1)Have the students close their books.Call out a city and the students have to say the type of weather in that city.(Do a lot of examples. Then have the students continue the activity in pairs.After three turns,they should swap roles.)2)Have the students look at the books and say what they think the chant will be about(the weather),and ask the students what is their favourite time of year and why, Find out if they prefer being hot or cold.3)Play the spoken version of the chant and get the students to repeat.4)Play the tape and have the class say the chant as they listen.5)Divide the class into three groups.Explain that each group will say one stanza of the chant.6)Explain to the students that they can do some actions as they say the chant.They can move their bodies slightly as they say'windy'to indicate that they are being blown about by the wind .They can fan themselves with their hands as they say the word'hot'. When they say 'cloudy',they should look upwards as though they are looking at the sky.They can shiver as they say'snow'.When they say 'play'in the last stanza, they should give a big smile.7)Play the tape again and have each group say the appropriate stanza and do the assigned actions.Step 3 : Homework(外研版)四年级英语下册教案Module6Module 6 Music 单元分析本模块由Unit 1 This girl is good.和Unit 2 Lingling is better than Daming.两部分组成，它的目的是向我们介绍进行评价和比较，同时讲解了一些与音乐相关的背景知识，例如：‘Pop music’中的‘pop’是‘popular’的缩写，意思是‘流行的’；‘Chinese music’在这里指的是‘Chinese traditional music’，演奏这类音乐常用的乐器有二胡、古筝等；‘classical music’比较严肃而正统；‘jazz music’是爵士乐，发源于美国南部，节奏感强，含有大量即兴成分。
外研版(三起点)四年级下册英语模块五备课M5
小学英语基于标准的教学案例单位名称: 适用年级：四年级设计者：模块备课课题名称：外研版（三起点）四年级上册M5一、目标确定依据1.相关课程标准论述（1）能够看图识词，能在图片和情境的帮助下，认读所学单词。
（2）能在教师的帮助和图片的提示下，听懂、读懂简单的小故事。
（3）能根据录音模仿说话，正确朗读和复述课文。
（4）能模根据图片、词语或例句的提示，写出简短的语句。
（5）在学习中乐于模仿、敢于表达。
乐于感知并积极尝试使用英语。
2.教材分析本模块是外研社新标准小学英语（三起点）四年级下册第五模块。
本模块的话题是变化changes,功能是用过去时态描述过去发生的事情，以及区别now与then正确使用时态。
课文Unit1的情境是通过Lingling 和Amy谈论Lingling家的照片介绍过去的事情和情况以及过去和现在的对比。
课文Unit2的情境是三幅过去的图片与现在情况的对比，突出变化。
本模块强调用be动词am/is/are及其对应过去时态was/were及其否定形式的语用功能。
作为四年级下册教材的重要章节，和本册教材的核心训练点一般过去时的情境运用巧妙融合。
四下Module5为初次学习一般过去时，将在四下Module6、Module7、Module8、Module9、Module10，五上Module1、Module3、Module4，五下Module1、Module3、Module4、Module6、Module9，六下Module7继续深入学习。
3.学情分析（1）生理、心理特点：四年级学生经过一年半的学习，已有一定的英语基础，且仍对英语保持着相当大的兴趣和积极性，但本年龄段的孩子注意力不稳定，容易被刺激的事物所吸引，所以课堂可多运用游戏的方式寓教于乐。
（2）认知基础：四年级学生已积累了一定的学习方法，并具备初步的英语听、说、读、写能力，能基本了解并运用相关语法知识。
（3）生活经验：四年级学生已经具备较强的观察和表述能力，乐于发现和表达。
外研版四年级下册英语第五模块第一单元教案
外研版四年级下册英语第五模块第⼀单元教案四年级下册英语第五模块第⼀单元教案Module 5 Unit1 I was two then.教学⽬标：知识与技能：The Ss can describe the past.Using the simple past tense. They were young then. I was two then. The Ss can grasp the new wo rds and phrases.Using the simple past tense of the irregular verb ―be‖ to talk about the past. Cultivate the Ss’ cooperation.过程与⽅法：讲授、接触过去时情感、态度和价值观：看图回忆过去德育⽬标：有个家真好重点：The Ss can grasp the new words and phrases.难点：Using the simple past tense of the irregular verb “be” to talk about the past. 教学⽅法：讲授、接触过去时教学过程：（⼀）导⼊：Sing the song“OH, we love holidays.”( 调动学⽣的学习兴趣，营造英语教学⽓氛 ) Review some adjectives.E.g. tall, short; fat, thin; big, small etc. Have the Ss make the sentences with the pictures.( 为后⾯的课⽂教学做铺垫)3. Free talkHave the Ss talk about countries and their capitals (the USA an d China)（⼆）探究新知LeadingTake 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 a re 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. ( 教师可以通过肢体语⾔及神情让学⽣领会这段英语的意思。
外研版四年级下Module 5最新
Module 5Unit 1 Pleased to meet you！教学目标:1．技能与知识目标：四会掌握词汇：pen friend; address和句子：Pleased to meetyou!能听懂Can you speak English ?”的语言结构，并能回答.Yes, I can / No, I can’t; I can speak some English.2.能力目标：（1）通过学习本课内容使学生能用英语表达自己的能力。
（2）让学生在活动中体会英语学习的乐趣，使他们在小组中积极与他人合作，相互帮助，培养他们合作学习的能力。
教学重点:1.词汇：pen friend ,please , meet , address dance2.句型：Pleased to meet you.Can you be my Chinese friend?教学难点：Can I write to your friend ?I have got two friends from the UK.教学过程Ⅰ、课前展示，热身激趣1.T and Ss Greetings.2. Ask five different groups to show their dialogues.3.T and Ss: Hands up Hands downI can jump. I can run.Can you jump? Can you run?Yes, I can. Yes, I can.I can read. I can skate.Can you read? Can you skate?No, I can’t. No, I can’t.T: Let’s read it together again, OK ? Some music, please. one two three go…T: Once more, one two three go…【设计意图:紧凑激烈的乐曲调动了学生的情绪，使学生迅速进入到学习状态，用这种有趣的形式引入了学生已经学过的内容，又为学习新知识作铺垫】Ⅱ、导入新知,呈现任务T: Boys and girls:Do you have a pen friend? you talk Can he play basketball? Can he sing song? Can she play violin?S s: Yes, he can. ( No, he can’t)T: I want a pen friend. I can speak English. I can write emails and sing songs.Can you be my Chinese friend? This is my address.【PPT展示】教学单词address等，并板书教读Laura wants Daming to be her friend.Now listen and answer the questions.【放录音】1.How many people are talking？2.Can Laura speak English?3. How many friends does Damming have?【设计意图：通过学生听和回答问题，在真实的语境中帮助学生初步理解和感知对话，从而使学生在完成问题的过程中把握故事的主要信息。
外研版四下备课Module5
情感
目标
注意到中英文在谈论过去的事情和情况的异同。
教学重点
New words: was,then,were,young,old,hair.
New drills :I was ...then.He/She/It was...They were...then.
教学难点
NowI’m tall. Now I’m tall.
师生齐唱。
Step 2. Presentation and practice.
1.PPT出示一张自己现在的照片，Look，Who is it？S:Miss Meng!T:Yes,It’s me .Now,I am 30.I am tall.My hair is long.(此处板书这些句子，出示hair单词，教师触摸自己头发，教学生理解，并hair=h+air）What about you? Can you introduce yourself?（学生仿照老师的句式，进行练习,2-3个就可以）
3.T：Can you talk about yourself again? About then?让学生根据句子，介绍一下过去的自己。学生介绍自己，教师顺势用You were...引出are---were.为接下来的活动做准备。然后指导学生利用Now I am...But I was...then.仿写句子，知道学生注意书写习惯。
Fat,fat,fat,He is fat.
Thin,thin,thin,She is thin.
Old,old,They are old.
Young,young,young,young,We are young。
【设计意图：1.课前问候，拉近师生关系，齐说学过chant,活跃
Module5(教案)外研版(三起)英语四年级下册
4.教学手段：小组合作、角色扮演、游戏教学、情景模拟等。
教学流程
（一）课前准备（预计用时：5分钟）
学生预习：
发放预习材料，引导学生提前了解本节课的学习内容，标记出有疑问或不懂的地方。
设计预习问题，激发学生思考，为课堂学习新内容做好准备。
教师备课：
深入研究教材，明确本节课的教学目标和重难点。
3.对话：学生已经能够进行简单的日常交流，本节课将进一步提供一些对话，让学生能够运用所学进行交流。
核心素养目标
本节课的核心素养目标主要包括语言能力、学习能力、思维品质和文化意识四个方面。
1.语言能力：通过本节课的学习，学生能够运用所学词汇和语法进行简单的日常交流，提高英语听说读写的能力。
2.学习能力：学生能够通过观察、思考、实践等方式，自主学习和运用新知识，培养良好的学习习惯和自主学习能力。
2.知识、能力、素质方面：学生在词汇和语法知识方面有一定的基础，但是在实际应用方面还存在一定的困难，需要通过课堂教学进行进一步的培养。学生在学习能力方面也存在一定的不足，需要通过课堂教学进行进一步的培养和提高。学生在思维品质和文化意识方面也存在一定的不足，需要通过课堂教学进行进一步的培养和提高。
3.行为习惯：学生在课堂上的行为习惯总体上是好的，能够遵守课堂纪律，积极参与课堂活动。但是，部分学生在课堂上容易分心，需要教师进行及时的引导和提醒。
-数字：one, two, three, four, five, six, seven, eight, nine, ten等。
2.语法：
-一般现在时：主语+动词原形（+其他成分）。例如：I like apples.
-一般疑问句：询问某人是否喜欢某物。例如：Do you like apples? Yes, I do./No, I don't.
小学英语外研新标准四年级下册Module5四下Iwastwothen教学设计
1.理解并会使用单词：was, then, were, young, old, hair；
初步运用：I was ...then. He/She/It was...then.They were...then.
2.能够正确使用was/were谈论过去的事情和过去与现在的变化；
3.通过小组活动,培养同学间积极配合、乐于合作的精神；
播放中国过去到现在的变化，激发学生的爱国情怀。
Step9 Homework
T：You can choose 2 and finish by yourselves.
the texts third times.
the song.
the changes of your friends to your classmates.
students read by themselves and read in roles.
the video and finish the blanks.
about themselves with the sentences “I was…I 'm…"
the texts by themselves andread in roles.
Step6 Consolidation
Pair work
老师示范小组活动的操作方式。
Look and say. (根据图片和图片上的单词，说句子，以小组为单位并进行汇报展示)
A：Now the tree is big.
B：Then the tree was small.
C：Then the oranges were green.
2.复述板书，对本节课的重点知识再一次做个总结，检测学习效果、学习目标是否完成。
(外研版)四年级英语下册教案Module5
Module 5 Size本模块由Unit 1 Amy's taller than Lingling.和Unit 2 Beijing is bigger than Tianjin两个单元组成。
分别向我们介绍了怎样比较和描述两个人的差异和怎样比较和描述两个事物。
同时介绍了中国的文化：北京长城、黄河、长江、颐和园、天津等等。
复习上学期学过的形容词，并学习它的比较级形式。
Unit 1 Amy's taller than Lingling.Teaching aims: Amy's taller than Lingling.Teaching Importance and difficulties:Teaching tools:RecorderTeaching steps:step1: Warm up1)Sing a song2)Revise instructions. Tell the students that you are going to give them some instructions and they have to do what you say. Write the following structures on the board:Sit down,Stand up,Point to... Touch your...Look at...Open your... Say...and so on.3) Do many examples with the class and use the gameto reviwe vocabulary . Make sure that the students canfollow the instructions while seated;they shouldn't move around the classroom.4)Now have the students continue the activity in pairs.Step 2 : Learning and practising1)Before listening to the tape,have two students come to the front of the class.Stand them next to each other and say who is taller. During this activity, be carefrl not to embarrass anyone who is sensitive about his\her height.2)Do more examples with other pairs of students to give them plenty of exposure to the '[adjective]+-er +than...'structure.3)Now have another pair come to the front of the class.Choose a competent student and have him\her make the comparison. You may need to write '...is[adjective]+-er+than...'on the board.4) Find out the ages of the students who are out in the front. If they are the same age, you will need tofind out which month they were born.Then say who is older.e.g.Hu Wei is older than Li Qing.Do more examples with other pairs of students.5)Listen and sayTell the students to close their books. Say that you are going to play the tape again. However,this time when you pause it ,they have to say what the next sentence is. Then start the tape and they can check if they are correct.6)Point and sayDraw some stick figures on the board. Name them or label them'A','B','C'and 'D'respectively.Write the age of each character underneath the drawings.Now divide the class into two groups.Explain thateach group must take turns to make statementsabout the figures on the board. The other groupmust respond.Step 3 : HomeworkUnit 2 Beijing is bigger than TianjinTeaching aims: Beijing is bigger than TianjinTeaching Importance and difficulties:Teaching tools:RecorderTeaching steps:step1: Warm up1)Sing a song2)Introduce some if the new vocabulary by drawing some pictures to represent the different weatherpatterns.Copy the pictures from the textbook,draw your own or get the students to draw some.3)Write the appropriate'weather'words underneath and place the pictures on the wall of the classroom.4)Look outside and say,'It's[type of weather]today.'Hold up or point to the appropriate weather symbol You will have to say'raining'or 'snowing' if there is rain or snow. Note that you will also have to teach'cloudy'as it is in the poem.Then perform mimes to show the students the meaning of the other weather conditions or make a statement and have the students do an appropriate mime.Step 2 : Learning and Pracitising1)Have the students close their books.Call out a city and the students have to say the type of weather in that city.(Do a lot of examples. Then have the students continue the activity in pairs.After three turns,they should swap roles.)2)Have the students look at the books and say what they think the chant will be about(the weather),and ask the students what is their favourite time of year and why, Find out if they prefer being hot or cold.3)Play the spoken version of the chant and get the students to repeat.4)Play the tape and have the class say the chant as they listen.5)Divide the class into three groups.Explain that each group will say one stanza of the chant.6)Explain to the students that they can do some actions as they say the chant.They can move their bodies slightly as they say'windy'to indicate that they are being blown about by the wind .They can fan themselves with their hands as they say the word'hot'.When they say 'cloudy',they should look upwards as though they are looking at the sky.They can shiver as they say'snow'.When they say 'play'in the last stanza, they should give a big smile.7)Play the tape again and have each group say the appropriate stanza and do the assigned actions.Step 3 : Homework。
外研版小学四年级英语下册教案
外研版小学四年级英语下册教案外研版小学四年级英语下册教案 1一、指导思想激发学生学习英语的兴趣，培养他们学习英语的积极态度，使他们建立初步的学习英语的自信心；培养学生一定的语感和良好的语音、语调基础，使他们形成初步运用英语进行简单日常交流和书写，为进一步学习打下基础。
二、学情分析我所教的四年级二班的学生共30人，通过一年的学习，大部分学生已经入门，开始进入状态，对英语的学习产生了浓厚的兴趣。
但也有个别学生由于平时没有养成良好的学习习惯，课堂学习效果较差，对于他们要因材施教，注重差异，找出优缺点，本学期及时改进，共同进步。
三、教学目的、任务1、提升学生学习英语的兴趣，养成良好的朗读书写的习惯；2、发音准确、朗读流利，准确掌握书中的重点内容；3、能够进行简单的日常用语的交流；4、能够用简单的句子进行写作；5、熟练掌握所学歌曲、chant等6、了解西方文化，初步知道课文的文化背景。
四、教学重点难点1．重点：（1）提高课堂效率。
（2）养成良好的听英语、读英语、说英语的习惯。
（3）发音清楚，语调正确，书写工整。
2．难点：使英语基础差的学生提高听、说、读、写的能力，全面提高英语成绩。
五、方法措施1、认真备课，钻研《新标准英语》教材，进行课堂的有效教学，提高课堂效率，做到当堂内容当堂掌握。
2、创新运用各种不同英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些有趣的活动、游戏让学生在轻松的氛围中学习英语。
3、创设英语情景和环境，使学生们在一定的英语语言环境里习得“第二语言”。
做到“生活中有英语，英语中有生活”。
4、鼓励学生大胆说英语，肯定他们的进步（尤其是英语基础不好的学生），树立学生的信心，培养学生朗读和书写的习惯。
5、注重教材的灵活性和可操作性，以满足不同层次的学生的需求。
帮助英语基础不好的学生，提升英语基础好的学生。
6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。
外研版四年级下册英语Module 5《Unit 1 I was two then.》教案
外研版四年级下册英语Module 5《Unit 1 I was two then.》教案【教材分析】本节课是外研版四年级下册Module 5的第一单元，主题为"I was two then."，教材主要内容是学习描述过去和现在发生的变化。
通过学习单词和句型，学生将能够谈论自己和他人的过去，并对比过去与现在的不同之处。
【教学目标】1. 学生能够识别并拼写单词: was, then, grandparent, were, young, old, hair, so, short, long，以及个人选择的2-3个单词。
2. 学生能够运用句型"I was two..."和"They were young, then."描述过去的情况。
3. 学生能够对比过去和现在的不同之处，运用所学知识描述过去和现在发生的变化。
【教学重点和教学难点】教学重点：1. 能够运用所学知识描述过去和现在发生的变化。
2. 能够区分was-is/am和were-are的用法。
教学难点：1. 区分was-is/am和were-are的用法。
【学情分析】学生是四年级学生，已经学过一定的英语基础知识，包括基本的动词变化和句型结构。
他们对于过去时态的使用可能还不够熟练，需要通过本节课的学习来加强对过去时态的理解和运用。
【教学过程】Step 1: Lead-in1. Greet the students and briefly review the previous lesson by asking questions related to the topic of changes and the past.Example: "Good morning, class! In our last lesson, we talked about changes. Can anyone tell me something that has changed in their life recently?"2. Show some pictures of yourself at different ages and ask the students to guess how old you were in each picture. Encourage them to use the sentence pattern "I was ___ then" to make guesses.Example: "Now, let's look at these pictures. How old do you think I was in this picture? Can you complete the sentence using 'I was ___ then'?"Step 2: Vocabulary1. Introduce the target vocabulary: was, then, grandparent, were, young, old, hair, so, short, long.Example: "Now, let's learn some new words. Repeat after me: was, then, grandparent, were, young, old, hair, so, short,long."2. Use real objects, flashcards, or pictures to help students understand and remember the meanings of the words.Example: Show a picture of a grandparent and ask students to identify the word. Provide real objects or pictures to help students understand the words young, old, hair, short, and long.3. Practice pronunciation and spelling of the words together as a class.Example: Say each word aloud and have the students repeat after you. Then, ask individual students to spell the words on the board or in their notebooks.Step 3: Grammar1. Introduce the sentence pattern "I was two..." and "They were young, then." Explain that "was" is used to talk about the past, while "were" is used to talk about a group of people in the past.Example: "Now, let's talk about the past. When we talk about ourselves in the past, we use 'was,' like 'I was two.' When we talk about a group of people in the past, we use 'were,' like 'They were young, then.'"2. Give examples and ask students to repeat after you.Example: Say a sentence using the sentence pattern and have the students repeat after you. For example, say "I was three then" and ask the students to repeat.3. Provide more examples and ask students to complete sentences using the correct form of "was" or "were."Example: Give students a worksheet with incomplete sentences and ask them to fill in the blanks with the correct form of "was" or "were." For example, "We ___ happy, then" or "She ___ tall, then."Step 4: Practice1. Divide the class into pairs or small groups.2. Give each group a set of picture cards depicting different scenes or situations.Example: Provide each group with picture cards showing different stages of a person's life or different places at different times.3. Students take turns describing the pictures using the sentence pattern "I was ___ then" or "They were ___ then."Example: One student describes a picture while the other student listens and completes the sentence. For example, "In this picture, I was five years old. My friends were playing with me."4. Monitor the students' practice and provide assistance when needed.Example: Circulate around the classroom, listen to the students' conversations, and provide feedback or assistance as necessary.Step 5: Consolidation1. Review the main points of the lesson by asking questions and eliciting responses from the students.Example: "Can someone tell me when we use 'was' and 'were'? How do we describe ourselves in the past? How do we describea group of people in the past?"2. Have a class discussion about the changes that have happened in their own lives or the lives of their family members.Example: "Now, let's talk about changes. Can you think of a change that has happened in your life or your family? How would you describe it using the sentence patterns we learned today?"3. Encourage students to use the target vocabulary and sentence patterns to describe the changes.Example: Provide sentence starters for students to complete, such as "Before, my hair was ___, but now it is ___" or "When I was younger, I ___ but now I ___."Step 6: Wrap-up1. Summarize the key points of the lesson and reinforce the use of the target vocabulary and sentence patterns.Example: "Today, we learned how to talk about the past and changes. We practiced using 'was' and 'were' to describe ourselves and groups of people. We also learned new words to help us talk about the past."2. Assign homework, which could be writing a short paragraph about a change thathas happened in their lives or creating a dialogue using the target language.Example: "For homework, I would like you to write a short paragraph about a change that has happened in your life. Use the vocabulary and sentence patterns we learned today. You can also create a dialogue between two people discussing a change. Be creative!"【板书设计】Title: Unit 1 - I was two then.Vocabulary:- was, then, grandparent, were, young, old, hair, so, short, longSentence Patterns:- I was ___ then.- They were ___ then.【教学反思】本节课通过引导学生运用句型描述过去和现在的变化，培养了学生对过去时态的理解和运用能力。
四年级下册英语教案-Module5《Unit2Theywereyoung》｜外研社(三起)
四年级下册英语教案－Module 5《Unit 2 They were young》｜外研社（三起）教学内容本节课为外研社（三起）四年级下册英语的Module 5《Unit 2 They were young》。
教学内容主要包括一般过去时态的运用，通过描述人物的外貌和活动来练习过去时态。
同时，学生将学习如何使用过去时态描述过去发生的事情。
教学目标1. 学生能够理解并运用一般过去时态描述人物的外貌和活动。
2. 学生能够听懂并准确朗读课文，理解课文内容。
3. 学生能够运用所学知识进行简单的过去时态描述。
教学难点1. 学生能够正确运用一般过去时态描述人物的外貌和活动。
2. 学生能够准确区分并使用动词的过去式。
3. 学生能够理解并运用过去时态描述过去发生的事情。
教具学具准备1. 多媒体设备，用于播放课件和音频。
2. 课文挂图，用于展示课文内容。
3. 学生课本，用于学生阅读和学习。
4. 作业纸，用于学生完成作业。
教学过程1. 导入：教师通过图片或视频引导学生回顾过去时态的相关知识，激发学生的学习兴趣。
2. 新课展示：教师通过课件展示课文内容，引导学生学习新知识，理解课文内容。
3. 课堂练习：教师组织学生进行课堂练习，巩固所学知识，提高学生的实际运用能力。
板书设计1. Module 5《Unit 2 They were young》2. 课文重点：一般过去时态的运用，动词的过去式。
3. 课堂练习：描述人物的外貌和活动，运用过去时态。
作业设计1. 完成课后练习题，巩固所学知识。
2. 运用过去时态，描述自己或家人的过去外貌和活动，写一篇短文。
课后反思通过本节课的学习，学生能够理解并运用一般过去时态描述人物的外貌和活动。
在教学过程中，教师应注重学生的实际运用能力，鼓励学生积极参与课堂练习，提高学生的英语口语表达能力。
同时，教师还应关注学生的学习情况，及时进行课后反思，调整教学策略，提高教学效果。
在教学过程中，教师应注重激发学生的学习兴趣，通过图片、视频等多媒体手段，引导学生积极参与课堂学习。