外研版-英语-四年级下册--4B Module6 unit2教学设计
Module 6 Music
Unit 2 Lingling is better than Daming .
Module 6 Music
Unit 2 Lingling is better than Daming .教材分析：
这单元仍然是比较级的巩固学习，它的形式以通过Music来展开教学。
音乐是老少都喜欢的，属于生活中的调味品。
因此这节教学以音乐为主线，让学生从认识乐器单词到使用乐器短语，最后到课文中的乐器表演比赛。
在学生掌握好基础知识后，进行综合水平的练习，展开“我与明星比一比”的活动。
并抓住机会在教学过程中发展学生的情感目标。
学生分析：
音乐是小学生比较喜欢的，他们平时因为文化知识学习时间紧张，少有机会欣赏音乐，教师可以抓住这一点，吸引学生的注意力，激发学生的学习兴趣。
让学生在轻松愉快的气氛中学会这单元的知识，并能够掌握该掌握的基本技能。
教学目标：
知识目标：
1、掌握新单词zither , guitar , drum , pop music 的正确发音。
2、使用句型…can …, …is better than …, …is worse than …完成各个课堂任
务。
能力目标：
1、能够正确熟练的朗读新单词，并能够正确使用新单词完成课堂学习任务。
2、能够使用…can …, …is better than …, …is worse than …与同学合作完
成课堂学习任务。
情感目标：
1、激励学生不断学习，认识到学无止境。
2、培养学生的爱国精神。
教学重点：
继续练习比较级的使用。
教学难点：
综合运用句型…can …, …is better than …, …is worse than ….
教学准备：
录音机、磁带、课件、写好板书的纸条。
教学过程：
Step 1 : Greeting.
The teacher and the students greet each other .
设计意图：用开始的相互问候拉近教师与学生之间的距离，舒缓学生接触新教师的紧张心理。
Step 2 : Listen to music .
Students listen to the music : I am the music man .
Say : I can play the piano . （做相关动作和简单的发出有关的声音）
Ask : Can you play the piano ? （生答或模仿）
Say : I can play the drums . （做相关动作和简单的发出有关的声音）
Ask : Can you play the drums ? （生答或模仿）
附加：鼓励学生并出示名言警句：
A good beginning is half done.（良好的开端是成功的一半。
）
设计意图：用音乐再一次舒缓学生的紧张心理，引起学生的兴趣，自然地引出课文要学习的新知识。
Step 3 : Learn the new words and expressions :
学生看幻灯片学习新单词:
zither guitar drum pop music
学习相关的短语：
play the erhu、play the zither 、play the guitar 、play the drum 、
Chinese music
学习相关的句型：
I can …. I like ….
附加：引发学生爱国情感。
East or west, home is the best. （金窝，银窝，不如自己的草窝。
）
I like China best . (我最爱中国。
)
设计意图：用幻灯片学习新单词能让学生更有兴趣，印象也会更深刻。
借助出现中外两种音乐，适时培养学生的爱国情感。
Step 4 : Learning and reading :
学生看幻灯片，练习使用比较级，对课文产生初步印象。
学生听录音重复课文，练习正确发音。
学生自由朗读。
设计意图：先用幻灯片引起学生的学习兴趣；在学生对课文有了初步印象后跟读可以纠正学生的发音，再让学生读熟，提高学生的朗读能力。
Step 5 : Consolidation and extension :
Have a match : 我与明星比一比。
出示明星图片，给学生提示：
This is ____ .
He / She can ____ .
I can ____ , too.
But he / she is better than me .
I am worse than him / her.
设计意图：综合练习学生对这节课内容的掌握，巩固学生对课文中出现单词和句型的掌握。
还可以在这个环节中认识到学生学习中还存在的问题，便
于课后的补充。
Step 6 : Homework :
Learn a instrument(乐器），then play it to your parents and friends.
附加：用名言警句鼓励学生不断学习，不断进步。
Good ,better ,best .
Never let it rest .
Till good is better .
And better is best.
(好就要更好，更好就要最好。
决不要让这个过程停止。
追求好到更好。
直到最好。
)
板书设计：
Module 6 Music
Unit 2 Lingling is better than Daming
zither guitar drum pop music
I can play the drum .
Lingling is better than Daming .
Amy is worse than Sam .
教学反思：
课堂教学中出现的亮点：
课堂教学中存在的不足：
今后我该如何改善：。
四年级下英语教学设计-Module6Unit2Wasitabigcitythen-外研版(三起)
四年级下英语教学设计Module 6 Unit 2 Was it a big city then外研版（三起）教学内容：本节课为外研版（三起）四年级下册英语Module 6 Unit 2的内容。
主要围绕“过去的城市与现在城市的对比”这一主题展开，通过描述过去和现在城市的不同，让学生掌握一般过去时态的用法，同时学习相关的形容词和副词来描述城市的变化。
教学目标：1. 知识与技能：学生能够理解并运用一般过去时态描述过去的事物；能够使用相关形容词和副词描述城市的变化。
2. 过程与方法：通过小组讨论、情境模拟等互动方式，提高学生的英语口语表达能力和合作学习能力。
3. 情感态度价值观：培养学生对城市变迁的关注和思考，激发学生对历史文化的兴趣。
教学难点：1. 一般过去时态的构成和用法。
2. 形容词和副词的正确使用。
3. 对过去城市与现在城市差异的理解和描述。
教具学具准备：1. 多媒体课件：包含城市过去与现在的对比图片和视频。
2. 教学卡片：包含本节课的重点单词和句型。
3. 小组讨论表格：用于学生记录讨论内容和结果。
教学过程：1. 导入：通过展示一张过去城市的照片，引导学生思考并讨论这张照片展示了什么，激发学生对本节课主题的兴趣。
2. 新课呈现：通过多媒体课件展示城市过去与现在的对比图片，引导学生观察并描述图片中的变化，同时教授并练习本节课的重点单词和句型。
3. 小组活动：学生分成小组，根据讨论表格中的提示，讨论并记录过去城市与现在城市的不同之处，然后向全班汇报。
4. 情境模拟：学生模拟一个旅游场景，描述他们所在的城市过去与现在的变化，巩固一般过去时态的用法。
板书设计：1. 课程Module 6 Unit 2 Was it a big city then?2. 重点单词和句型：通过板书展示本节课的重点单词和句型，方便学生跟随教学进度。
3. 过去城市与现在城市的对比：通过板书展示城市过去与现在的对比图片，帮助学生更好地理解和描述城市的变化。
Module6Unit2Wasitabigcitythen？(教学设计)外研版(三起)英语四年级下册
Module 6 Unit 2 Was it a big city then? 教学设计教学目标知识目标1. 学生能够听懂、会说、会读本课核心词汇和句型。
2. 学生能够运用一般过去时描述过去和现在的城市变化。
能力目标1. 学生能够通过图片和文字资料，运用一般过去时描述过去和现在的城市变化。
2. 学生能够通过合作学习，提高自己的交际能力和团队协作能力。
情感目标1. 学生能够培养对英语学习的兴趣。
2. 学生能够培养爱家乡、爱祖国的情怀。
教学内容本课主要讲述一般过去时，通过描述过去和现在的城市变化，让学生学会运用一般过去时进行描述。
教学重点与难点重点1. 一般过去时的运用。
2. 核心词汇和句型的学习。
难点1. 一般过去时的运用。
2. 描述过去和现在的城市变化。
教具与学具准备1. 教学课件2. 图片资料3. 练习册4. 录音机和磁带教学过程Step 1: Leadin (5分钟)1. 教师通过问答方式引导学生谈论过去和现在的城市变化。
2. 学生分享自己的感受和经历。
Step 2: Presentation (10分钟)1. 教师出示图片资料，引导学生用一般过去时描述过去和现在的城市变化。
2. 教师呈现核心词汇和句型，让学生跟读并模仿。
Step 3: Practice (10分钟)1. 学生分角色朗读对话，注意一般过去时的运用。
2. 学生进行小组活动，用一般过去时描述过去和现在的城市变化。
Step 4: Consolidation (10分钟)1. 教师组织学生进行角色扮演，运用一般过去时描述过去和现在的城市变化。
2. 学生展示自己的角色扮演，互相评价。
Step 5: Summary (5分钟)2. 学生分享自己的学习收获。
Step 6: Homework (5分钟)1. 学生完成练习册的相关题目。
2. 学生选择一张自己喜欢的城市变化的图片，用一般过去时写一段话描述。
板书设计板书设计要清晰、简洁，突出一般过去时的运用和核心词汇。
四年级下册英语教学设计 Module 6 Unit 2 Was it a big city then
四年级下册英语教学设计 Module 6 Unit 2 Was it a big citythen 外研社（三起）设计背景本教学设计是为了四年级下册英语教学中 Module 6 Unit 2 设计的。
该单元的主题为“城市的变化”，旨在引导学生了解城市发展的历史变迁，并探究城市建设对人类社会带来的影响和意义，同时培养学生的听、说、读、写能力。
教学目标1.能够听懂并理解有关城市的历史和变化的对话。
2.能够表达旧城市和新城市的异同点。
3.能够运用所学语言知识描述城市的特点和变化。
4.能够理解并说出句式“Was it a big city then? Yes, it was. / No, it wasn’t.”的用法。
教学内容及过程教学内容1.词汇：anyway, lake, river, ancient, modern, pollution2.语言结构：Was it a big city then? Yes, it was. / No, it wasn’t.3.听说读写：听懂、理解，会话、口语表达，阅读理解、写作。
4.语言功能：描述城市的特点和变化。
教学过程Step 1 自我介绍在课程开始前，教师首先进行自我介绍，让学生认识自己。
Step 2 词汇学习1.授课教师为学生依次介绍新词汇anyway，lake，river，ancient，modern及pollution，并解释其含义。
2.让学生跟读单词，口头测试。
Step 3 听力训练1.让学生听录音，了解和学习句型“Was it a big city then? Yes, it was. / No, it wasn’t.”的用法。
2.让学生进行听力练习，回答有关城市变化的问题。
Step 4 城市变迁的讨论1.教师向学生介绍古代与现代城市的不同，并展示图片。
2.让学生进行交流，探讨古代城市和现代城市的异同点，并进行口头表达。
Step 5 阅读练习1.学生阅读相关文章，了解城市变化的历史与现状。
新外研版小学英语四年级下册module 6Unit 2 Was it a big city then 教案.doc(精品).doc
Module6Unit2 Was it a big city then?教学目标：1.全体学生能理解词汇village。
2.全体学生能运用词汇village。
3.全体学生能运用Was it a big city ?这类语句并介绍自己喜欢的地方过去与现在的不同。
4.感知一般疑问句的语音语调特征。
教学重难点：Words：villageSentences：Was it a big city then?Yes,it was. /No,it wasn’t.教学工具：CAI 、cards of words教学过程：Steo1:Warm up and lead-in1.play the video and make all the students say and act with the video.T:Let’s say a chant and do the actions ,OK?Ss:OK.Contents: Were you at school?Were you at the zoo?Were you at the park yesterday?Yes,I was. Yes,I was.I was out yesterday.2.Work in pairs.one student asks,and the other student answers.T will show a e of Yaoming,and asks“Was he tall then?”.And then T will show another picture of Yaoming who is about 10.T will help Ss answer thequestion”No,he wasn’t.”3. play the video about Activity 1(先让学生整体感知活动1中的对话)T:Do you know “strong”?Ss:Yes.T:Who can act “strong” for us ?××,please.②play the video again (让学生看图，跟读，模仿正确的语音、语调，并播放两遍) T:Now,look at the screen and read after it.T:Now,try again.4.Work in pairs,read the dialogue,then act the dialogue.T:Now,Work in pairs,read the dialogue.T:Now,this time,please act the dialogue.Step2:Task presentation1.T shows a group of pictures to the studentsT: Now,look at these pictures,and guess where it is.S1: Guangyuan?T: No.S2:Chengdu?T:Yes,it is.This is Chengdu .And Chengdu is a beautiful city now.It is clean and modern.But it wasn’t beautiful thirty yea rs ago.It wasn’t modern then.T:Where have you been to ?Do you like it ?你曾经去过什么地方？你喜欢哪里它过去与现在的变化吗？学完今天的内容以后，我们就要请大家介绍一个你喜欢的地方。
四级英语下册 Module6 unit2教案 外研版
Module 6 HolidayUnit 2 China is the biggest country in Asia.教学目标：Language: Using the superlative from of adjectivesFrom: the + superlative; the most +superlative教学重难点：Example: Shanghai is the biggest city in China.Vocabulary: country, Asia, island教学过程：一 Warmer:1.On the board write the following words: city, country and river.2.Tell the students that you are going to call out the names of cities, rivers and countriesand they have to tell you the correct category.ExampleT: Mississippi S: riverT: Daqing S: city3.Now call out the place names and see if the students can tell you the correct category. ExampleT: Beijing S: cityT: China S: country4.Have the students continue the activity in pairs.二（1）Listen and point.1.Get the students to look at the four pictures and identify what is in each one (Samand a map of China, Amy pointing to Shanghai on a map, Lingling pointing to Taiwan, Daming pointing to London on a map of England).2.Play the tape and get the students to point to the appropriate pictures as they listen.3.Draw a circle on the board and draw waves in the ocean around it. Point to the circleand say, “This is an island”. Point to Taiwan in the passage and say,“Taiwan is an island”. Write the structure“…is an island.” Have the students tell you the names of other islands e.g. Hainan,Hong Kong. Say that an island is a landmass that is completely surrounded by water.4.Ask the students, “Is China in Asia?” Point to the map in the passage and nod yourhead. They should res pond,” Yes, it is.” Then say, “Is America in Asia?” Shank your head and have the students look at the map in Unit 1. the students should respond, “No, it isn’t.”★Additional ActivityAsk and answerWhat is the capital of the USA? (Washington D.C.)What is the biggest city in China? (Shanghai)What is the biggest country in Asia? (China)What is the biggest city in the USA? (New Your)What is the most beautiful city in the USA? (San Francisco)What is the biggest island in China? (Taiwan)（2）Point and say.Have the students work in pairs. Read them one by one.（3）Act it out.Say something about the pictures. Ask and answer the questions. And do the excises.三 Do the Activity Book1.Listen, point and repeat.Get the students to look at the pictures and identify the objects and animals( three books, three snakes, three cares). Explain that you are going to play the tape and they have to point to the correct pictures. The second time you play the tape, they have to repeat the words.Tapescript1. a big book2. a bigger book3.the biggest book4. a long snake5. a longer snake6.the longest snake7.an expensive car8. a more expensive car9.the most expensive car2.Now listen and point. Then continue in pairs. (Point to …)3.Look and write. Then compare with a friend.Have the students work with a partner. Get them to look at the lines. They have to work out which is the long line, the longer one and the longest line. In order to do this they can use a ruler or guess. They should write the appropriate word under each line.Now get the students to compare their answers with a partner. They should use the structures, “This line is long. This line is longer than that one. This line is the longest.”四 Homework: Review the names of rivers and the words.BoardCity River CountryDaqing Mississippi ChinaBeijing The Changjiang River EnglandWhat is the capital of the USA? (Washington D.C.)What is the biggest city in China? (Shanghai)What is the biggest country in Asia? (China)What is the biggest city in the USA? (New Your)What is the most beautiful city in the USA? (San Francisco)What is the biggest island in China? (Taiwan)。
(外研版)四年级英语下册教案Module6Unit2(1)
（外研版）四年级英语下册说课稿Module6 MusicUnit 2 Lingling is better than Daming.一、说教材：本课是第四册第六模块的第二单元，根据教学目标的要求，这个单元主要操练一些单词和句型，进一步巩固不规则形容词的比较级“…better than…, …worse than…”，并在此基础上巩固复习动词like和情态动词can的用法，学习一些乐器的名称和一首歌曲。
通过使用多媒体课件及创设真实情景的方法，有效地操练句型，做到句型操练与情境相结合。
本课在本模块中起着承上启下的作用。
二、说教学目标（根据英语课程标准的总体教学目标和一级的目标要求以及本课在本模块中的地位和作用，本节课我确立了以下三方面的教学目标：）1. 知识目标a. Lingling is better /worse than Daming.b. Sam and Amy like the guitar.c. They can play the erhu.2. 能力目标能运用“…better /worse than…”对事物进行比较。
能运用“like”表达喜爱的乐器。
能运用“can”表达有能力弹奏某一乐器。
培养学生在真实环境下综合运用英语的能力。
3. 情感目标a. 培养学生学习英语的兴趣和爱好。
b. 培养学生欣赏美、评价美的能力。
c. 通过创设情境，培养学生大胆开口说英语的能力。
d. 通过小组合作，培养学生的团结协作能力和团队精神。
（根据以上教学目标，本教学内容对于四年级学生来说，重点难点是：）三、说教学重点和难点1. 重点：能听懂会说4种乐器的英语名称并能用熟练的语言来比较事物的好与坏。
2. 难点：能综合运用所学单词和句子熟练地比较事物的好与坏。
四、说教法和学法1. 依据新课标“采用活动途径，倡导体验参与”和“关注学生情感，营造宽松、民主、和谐的教学氛围”的原则，根据小学生的年龄、心理、生理等特点，本课中，我主要采用了直观教学、听说教学、游戏、TRP教学、任务型教学以及小组合作探究等多种教学方法，让学生通过视、听、说、演、唱等多种渠道来感知语言，理解语言，从而达到运用语言的目的。
外研版-英语-四年级下册-4B Module6 Unit2 Lingling is better than Daming教案及反思
Module 6 MusicUnit 2 Lingling is better than Daming教学目标：1、句型：Lingling is better than DamingAmy is worse than Sam2、认识乐器:erhu, zither,guitar, drums.3、了解”the”在乐器中的用法.4、让学生保持浓厚的学习兴趣，了解Chinse Music和pop Music.教学重点:能根据图片的提示,用英语来表述.教学难点:自由使用英语句子来表达自己的喜好.教学准备：1、录音2、课文挂图教学过程：一、warm up1、Greeting2、Chant:Tall, tall, taller.Short, short, shorter.Fat, fat, fatter.Thin, thin, thinner.Big, big, bigger.Small, small, smaller.3、抽2-3人用比较级说话。
4、Talk about yourself.T :what does she like? who is her friend?...5、Do you like play football? (相机板书：football, basketball, table tennis, chess)二、Learning and PrictisingT :jast now ,we talked about ourself hobbies.and then, Let’s look our good friends,Amy/Sam/Lingling and Daming. What’s hobbies about th em.1、Show picture(挂图):What are they? What are they doing? (板书：erhu, zither, guitar, drums)2、描述挂图，讲解“the ”的用法。
四年级英语下册 MODULE6 unit2教案 外研版
(外研版)四年级英语下册教案Module6Unit 2 Lingling is better than DamingTeaching aims:Lingling is better than Daming.Amy is worse than Sam.Teaching Importance and difficulties:Teaching tools:RecorderTeaching steps:step1: Warm up1)Sing a song2)On the board write the following words:pop music Chinese music jazz3) If you have a tape with examples of the different music,play it for the students. Say,'This is [adjective] music \jazz.'Have the students repeat the sentence. If the students can't listen to these types of music,you will have to explain in Chinese what theyare ,i.e.pop music(short for 'popular',modern), Chinese music(it means'traditional Chinese music' here, serious and traditional,played by traditional Chinese instruments),jazz(music which originated in the American south;it has stong rhythm and a lot of improvisation).4)Tell the students that you are going to call out the names of different types of music . If they like that music,they should stand up.5)If you have extracts of music on tape,play them and let the students identify the type of music.Step 2 : Learning and Practising1)You may want to remind the students of the different kinds of music.e.g.pop music,Chinese music,jazz,dance music,rap music. You can extend this by teaching'rock music' (modern popular music with a strong beat;often played loudly) and 'folk music'(traditional style).2)Put the students into groups of three and get them to look at the book. Have them read the example dialogue in their groups.3)Do an example. Choose two competent students and say to the first one,'What musicdo you like?'Prompt the students to answer,'I like [type of music].'The second students should either agree or say which type of music he\she prefers.(now have the students continue the activity in their groups.)4)Tell the students that you are going to play the tape so they can listen to the melody.Now have the students look at the words of the song.Play the tape of the words and have the students repeat.5)Explain to the students that they should mime playing the instruments as they sing the names of those instruments.6)Play the tape again and have the students sing and also mime playing each instrument.7)Have the students work in pairs.Student A mimes playing an instrument and says,'Whaat am I playing ?'Student B has to respond by saying the name of the instrument.Then the students should swap roles.They can mime playing all the instruments they know.8)Game: Bring in different pictures of objects,animals or places.Then write the following structure on the board:This\That...is better\worse.Hold up pictures of two similar objects,e.g.two rooms . Ask individual studentsto talk about the rooms using the structure on the board.(do more examples with other pictures.) Step: Homework。
Module6Unit2Wasitabigcitythen？(教案)-英语四年级下册
外研版四年级下册英语Module 6《Unit 2 Was it a big city then？》教案一、教材分析：本节课的教材为外研版四年级下册Module 6《Unit 2 Was it a big city then?》。
本单元主要介绍了一个城市的变化，并通过对话活动让学生练习运用Was it...?句型描述城市的变化。
教材内容贴近学生的生活实际，能够引发学生的兴趣和思考，培养学生的口语交际能力。
二、教学目标：知识目标：1. 能够听、说、认读单词"village"。
2. 能够运用句型"Was it...? Yes, it was. No, it wasn't."描述人或物的变化。
能力目标：1. 能够运用句型"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
2. 通过对话活动，提高学生英语口语交际能力。
3. 培养学生在合作中学习英语的能力。
情感目标：1. 通过小组合作，培养学生的合作意识，开展愉快的交际活动。
2. 了解深圳的变化后，增加对祖国的热爱，提升自尊心。
三、教学重难点教学重点：1. 能够运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
教学难点：1. 熟练运用"Was it...? Yes, it was. No, it wasn't."句型描绘人或物的变化。
四、学情分析：学生是四年级的学生，他们已经学习了一些基础的英语知识，能够进行简单的问答和口语表达。
他们对自己的生活环境和城市的变化有一定的观察和认识。
通过本节课的学习，可以增加学生对城市变化的了解，培养他们的口语表达能力和团队合作能力。
五、教学过程：Step 1: Warmup (热身)1. Greet the students and sing a song about cities together.Teacher: Good morning, everyone! I hope you're all excited for today's lesson. Let's start by warming up with a fun song about cities. (The teacher sings a song like "Big City Life" or "Empire State of Mind," encouraging students to join in and sing along.)2. Show pictures of different cities and ask the students if they know the names of the cities.Teacher: Now, let's take a look at some pictures ofdifferent cities from around the world. Raise your hand if you can identify any of these cities. (The teacher shows pictures of famous cities such as New York City, Paris, Tokyo, and Beijing.)Student 1: I know that one! It's New York City!Teacher: That's correct! Great job, Student 1. Can anyone identify the others?Step 2: Presentation (呈现)1. Introduce the new word "village" and teach its pronunciation and meaning.Teacher: Today, we're going to learn a new word: "village." Repeat after me: "village."Students: Village.Teacher: Excellent! A village is a small munity or settlement in a rural area. It's usually smaller than a city and has fewer buildings and people. Can you think of any examples of a village?Student 2: My grandparents live in a village. It's called Green Valley.Teacher: That's a great example, Student 2! Green Valley sounds like a lovely village.2. Show pictures of a village and a city, and ask thestudents to describe the differences between them.Teacher: Now, let's pare a village and a city. Take a look at these pictures. What differences do you notice between them?Student 3: In the village picture, I see lots of trees and fields, but in the city picture, there are tall buildings and busy streets.Teacher: That's correct, Student 3! Villages are often surrounded by nature, with more open spaces, while cities have more buildings and a busier atmosphere. Well done!Step 3: Practice (练习)1. Teach the sentence pattern "Was it a big city then?" and model the pronunciation and intonation.Teacher: Now, let's learn a sentence pattern we can use to talk about changes in places. Repeat after me: "Was it a big city then?"Students: "Was it a big city then?"Teacher: Great! Pay attention to the rising intonation at the end of the sentence. Let's practice saying it together a few times.2. Divide the students into pairs. One student asks the question, and the other answers using "Yes, it was." or "No, it wasn't." based on the picture shown.Teacher: Now, I'll pair you up. Student A, you will ask the question, and Student B, you will respond based on the picture I show you. Let's begin!(Student A and B practice asking and answering questions using the sentence pattern and the pictures provided by the teacher.)3. Conduct roleplay activities in pairs. Students take turns asking and answering questions about the changes in different places.Teacher: Now, let's take the roleplay activity a step further. I want you to imagine that you're talking to someone who has lived in a certain place for a long time. Ask questions about how that place has changed over the years. Practice with your partner and try to use the sentence pattern we just learned.(Students engage in roleplay activities, asking and answering questions about the changes in different places.) Step 4: Consolidation (巩固)1. Play a game called "Guess the Place." Show pictures of different places and describe them using the sentence pattern. Students guess the name of the place.Teacher: It's time for a fun game called "Guess the Place."I will describe a place using the sentence pattern we learned. Your task is to guess the name of the place. Are you ready?(The teacher shows pictures of various places and describes them using the sentence pattern. Students take turns guessing the names of the places.)2. Have a class discussion about the changes in their own city or town. Encourage students to share their observations and opinions.Teacher: Now, let's shift our focus to our own city or town. Raise your hand if you've noticed any changes in your hometown. What are some of the changes you've observed?(Student 4 raises hand.)Student 4: In my town, they built a new shopping mall last year. It used to be an empty field before.Teacher: That's an interesting change, Student 4. Anyone else?(Encourage students to share their observations and opinions about the changes in their own city or town.) Step 5: Group Activity (小组活动)1. Divide the class into small groups andgive each groupa picture of a city at different times. Students discuss and describe the changes in the city using the sentence pattern.Teacher: Now, let's work in small groups. I will give each group a picture of a city at different times. Take a few minutes to discuss and describe the changes you notice in the city using the sentence pattern we learned. Be ready to share your findings with the class.(Students form groups, receive the pictures, and discuss the changes in the city depicted in the images.)2. Each group presents their picture and descriptions to the class.Teacher: It's time for each group to present their findings. Group 1, please start and share your picture and describe the changes you observed in the city.(Group 1 presents their picture and descriptions, followed by other groups.)Step 6: Summary and Closure (总结和结束)1. Review the sentence pattern "Was it...? Yes, it was. No, it wasn't." with the whole class.Teacher: Before we conclude today's lesson, let's review the sentence pattern we learned. Repeat after me: "Was it...?"Students: "Was it...?"Teacher: Excellent! Now, let's practice using it. I will say a statement, and you respond with either "Yes, it was" or"No, it wasn't."(The teacher provides statements, and students respond using the sentence pattern.)2. Review the new word "village" and its meaning.Teacher: We also learned a new word today. What was that word?Students: Village.Teacher: Great! And what does it mean?Students: A small munity or settlement in a rural area.Teacher: Well done, everyone!3. Summarize the main points of the lesson and encourage students to share their feelings about the topic.Teacher: Today, we explored the differences between villages and cities, learned how to talk about changes in places using the sentence pattern "Was it...?", and discussed the changes in our own city or town. Now, I'd like to hear from each of you. How do you feel about the topic of changes in cities and villages?(Encourage students to share their feelings and reflections on the topic.)Teacher: Thank you all for your active participation today.I hope you enjoyed the lesson and gained a better understandingof cities, villages, and the changes that occur in different places. See you next time!六、板书设计：Title: Was it a big city then?Sentence pattern:Was it...? Yes, it was. No, it wasn't.Words:village七、教学反思：本节课通过引导学生描述城市的变化，培养了他们的口语交际能力和团队合作能力。
外研版小学英语四年级下册教学设计-Module 6 Unit 2 Was it a big city then(三起教案)
外研版小学英语四年级下册教学设计Module 6 Unit 2 Was it a big city then? (教案)【教学目标】1. 语言目标：（1）学生能听、说、认读词汇：village, fat, thin, slow, fast, win等。
（2）学生能运用句型：Was it a big city then? Was he strong then? Was it fat? Yes, it was. No, it wasn’t.等。
2. 技能目标：（1）学生能在插图的帮助下理解故事的主要内容，朗读人物的对话。
（2）学生能根据实际情况运用本课时的句型描述过去的事情与现在的事情。
3. 情感目标：培养学生根据事情的特征进行合理判断的能力。
【教学重点】1. 学生能听、说、认读本单元的重点词汇。
2. 学生能运用本课时的句型描述过去的事情与现在的事情。
【教学难点】学生能在情境中正确区分一般过去时和一般现在时。
【教学准备】PPT、图片、卡片、人物头饰等。
【教学流程】Step 1 Warming up and Revision1. Greetings. （师生间进行简单的问候。
）T: Good morning, boys and girls!Ss: Good morning, Teacher!T: How are you today?S1: I am fine.用同样的方式问候几个学生。
2. Revision教师利用PPT呈现文本，学生齐读文本，复习上一节课学习的内容。
Step 2 Presentation and Practice一、Listen, point and say.1. 教师出示该部分图片，提问Q1: What can you see in the picture?学生看图回答：I can see ...2. 教师让学生猜猜：What is the man like? 然后播放录音。
学生根据录音回答：He is strong.3. 教师提问：Was he strong then? 然后播放录音。