外研版(三起)-英语-四年级下册-Module5 Unit1__同步教案
Unit1 I was two then 同步教案
一、教学目标：
1.掌握重点单词：was, were, then, young, short, long, grandparents；
2.掌握般过去式中be动词的不规则变化；
3.能用一般过去式简单的描述过去。
二、教学重点：
1.单词was, were, then, young, short, long, grandparents;
2.句子I was...then.
三、教学难点：
1. 一般过去式在日常交流中的运用；
2．过去式中be动词的不规则变化。
四、教学工具：
1．单词卡片，课文相关图片；
2．单词、课文录音，教学课件。
五、教学过程：
Step1: Warming up(热身)
活动一：唱一唱
建议用时：2—3分钟
教师播放歌曲大家一起跟着唱做，可以活跃课堂气氛，调动学生们的学习积极性。
Step2:Review (复习)
活动二：口语练习
建议用时：2—3分钟
教师问学生：What will the weather be today?
学生回答：It will be sunny/ cloudy/ windy…
教师接着问学生：Will it be sunny tomorrow?
学生回答：Yes, it will./ No, it won’t./ I don’t know.
Step3:Presentation（呈现新课）
1.新课导入
建议用时：2—3分钟
(1) 教师接着上面问题继续问What was the weather like yesterday? 学生还会用一般现在时回答。
这时，老师开始纠正学生时态错误，引出一般过去式，并教学生正确的回答应该是It was……
(2) 教师拿出准备好的照片，上面是小时候的自己和父母，让学生猜一猜图片上是几岁时的自己？让学生讨论照片上的人有什么样的特征，如：低、矮、胖、瘦、长发、短发等。
老师进行总结，在黑板上写出：I was two then./ Now I’m thirty./ they were young then./ Now they are old.并在重点单词下面画线。
2. 学习新单词
建议用时：2—3分钟
教师播放单词录音，让学生跟读单词。
并给学生讲述was/ were在过去式中的用法。
活动三：大小声游戏
建议用时：5—6分钟
教师出示单词卡片，让学生读出下面单词，每出示一个单词，老师小声读一遍，学生大声读三遍，然后反过来。
重复练习。
教师把班级学生分成两组（或更多），让一组小声读的时候另一组大声读，然后两组互换，最后老师评出哪一组表现的最好。
以此调动学生积极性。
Step4:Let’s play （趣味操练）
活动四：说一说
参考时间：3—4 分钟
播放课本第一部分和第三部分的录音及教学课件，让学生认真听的同时跟读。
之后教师挑选学生站起来读第一部分的句子（可多选几个同学）。
再让学生两人一组练习第三部分的两句话：I was two then./ You were so cute. 最后让学生自愿站起来进行对话练习。
活动五：做一做
建议用时：3—4分钟
教师继续播放课件和课本第二部分的录音，让学生看课本根据题目要求找出was, were.做完练习之后，教师核对答案并再次播放录音，让学生分句进行跟读。
之后，老师播放PPT上与本部分相对应的照片，让学生分组分别表演第一、二、三个对话。
Step5:Consolidation巩固新知
建议用时：3—4分钟
(1) 让学生看课本第四部分，教师进行讲解例句和练习要求，让学生看图片并根据例句编写小对话。
给学生一定时间自由讨论之后，教师让每一组自由选取一幅图片进行对话表演。
以此让学生熟练掌握本课句型，以及过去式在生活中的的用法。
(2) 教师带领学生回顾一遍PPT，同时总结本课知识点，给学生一个完整的知识体系认识。
最后，给学生留家庭作业。
板书设计：
Unit1 I was two then 单词：was, were, then, young, short, long, grandparents；句子：I was …..then.
Now I’m …..
they were……then.
Now they are old.。
四年级下册英语教案 Module 5 Uniit 1 外研版(三起)
MODULE5Unit1 I was two then教案一、教学目标：1.语言知识目标：能够听、说、认读本课的重点单词:was , then, grandparent,were, young,old, hair, so ,short,long.2.语言技能目标：能初步理解并运用was ,were来谈论过去的事情。
能听懂、会读、理解课文大意。
3.情感态度目标：能发现人物和事物过去与现在的变化,培养学生善于观察的能力。
二、教学重点：1.听、说、认读单词：was , then, grandparent,were, young,old, hair, so ,short,long.2.能听懂、会读、理解课文大意。
三、教学难点：1.能够运用“was”“were”描述从过去到现在发生的变化。
2.then的发音。
四、教具准备：多媒体课件、单词卡。
五、教学过程：Step1:Warming up:电脑播放歌曲《Do some exercise with me》学生跟唱并做动作T:Good morning,boys and girls.Ss:Good morning,Miss Li.T:How are you?Ss:Fine,thank you,and you?T:I’m fine too.Now,Let’s say the chant and do the actions.Tall, tall,tall. I am tall.Short, short ,short. You are short.Fat, fat ,fat. He is fat.Thin, thin ,thin. She is thin.big, big,big. big.It’s bigsmall, small, small. They are small!【设计意图】动画与音乐可激发学生的活动欲望,活泼欢快的节奏可消除学生的紧张感和疲乏感；同时通过让学生和老师一起一边夸张的做动作,一边说chant,复习了学过的形容词,同时营造了一种欢快愉悦的课堂氛围。
外研版四年级英语下册M5U1教学设计
外研版四年级英语下册Module5Unit1 I was two then.教学设计教学目标：（一）技能与知识目标：1．基本能听懂会说、会写grandparent ,then , hair , was , were 2．基本能听懂会说，会读句型：I was……they were……3．初步掌握词汇：so4．巩固复习词汇：big , small , tall , short , long , fat , thin , old , young , 及句型I’m…… Who was that little girl?（二）能力目标：学生能够运用was 和were来描述过去介绍自己或他人的过去的事情。
（三）情感目标：通过对本课的学习，让学生在新旧生活中的对比中，更加珍惜现在的美好生活。
教学重点：1．词汇：grandparent , then , hair , was , were2．句型：I was…… They were……教学难点：then的发音。
教学用具：录音机，磁带，ppt，单词卡片等Teaching steps:Step1:Warmer1. Greeting.2. 看图片描述图片内容。
3.游戏：跟老师唱反调，根据教师发出的指令做动作4.讲授am/is---was are---were的用法。
讲解：在讲述过去的状况使用was , 在讲述现在的状况使用am / is让学生继续描述图片内容。
Step2: Presention1、认真听课文,并回答问题。
a.Who is that little girl?b.How old was she then?2、认真跟读模仿课文。
3 、分角色朗读课文。
Step3:PractiseChoice(选择正确的序号）1.Then they___young.A.wereB.areC.is2.Now they___old.A.wereB.areC.is3.Then he___short.A.wasB.isC.am4.Now I___tall.A.wasB.isC.amHomework1.Listen and read the text.2.Copy the new words.3.办一张英语小海报，贴上自己或家人的照片，并使用was和were 描述从过去到现在发生的变化。
小学英语外研版(三起)四年级下册Module5+Unit1+教案及反思
小学英语外研版（三起）四年级下册Module5 Unit1 It’s big and light.1．教学内容新课标小学英语第六册Module5 Unit1 It’s big and light.2教学目标1 ）语言知识目标：学会heavy, light，broken， pocket等单词，并会使用。
学会用英语描述事物的特征。
初步感知句型It’s big and light. 2）.语言技能目标;运用所学过的形容词，能用 It’s big and light.等句型来描述事物的特征。
3）情感态度目标;有兴趣听说英语，做游戏，乐于开口，敢于模仿4）学习策略目标;积极与他人合作，共同完成学习任务，积极运用It’s big and light.等句型进行对话交流，能根据录音模仿听说英语。
3教学重点难点1.掌握单词：light broken heavy pocket2.新授句型：It’s big and light. It’s got two pockets.3 难点：学会用英语描述事物的特征。
4教学准备：教师单词教学卡片，课件，包（2个），彩色卡片, 破洞的纸，断的尺子, 字典5教材分析;本课要解决的主要知识点是“It’s big and light”和“It’s be easy for you”两个句型。
并通过一系列的课堂活动，创设语境巩固、运用着两个句型。
6 教学过程：StepⅠ Warming up1. GreetingT: hello! Boys and girls!S: hello! Mrs Guo.T: look at the screen, what a beautiful picture! There is a rainbow. There are some colors of a rainbow. Ok. Let’s say something about colors.(利用颜色卡片复习颜色单词)(评价)2. ChantT: OK! Wonderful! The rainbow is long. (带领学生说一遍)The tree is tall. (带领学生说一遍)let’s say a chant and do the actions with the music. For example, I say big, you say small. Ok? Let’s go.课件背景音乐T: I say big. big. big. I say small. Small. small.I say long.long.long. I say short. short. shortI say easy.esay.easy. I say hard.hard.hard.I say light.light.light. I say heavy.heavy.heavy. （评价）设计意图：活跃课堂气氛为学生创设英语学习的情景，把学生带入热烈的学习氛围中，让学生在课一开始就动起来，有效地复习了形容词和颜色单词，同时有意地渗透用形容词来描述事物，让学生对于本课学习的重点初步感知，为下面的学习做铺垫，学习单词easy, light.StepⅡ Leading in (guessing game)T: OK. Stop! You all did a good job. I am very happy too. Look at the screen. What’s this? Can you guess? (先猜yellow desk , 再猜green pencil.)T: The last one. What’s this?S: It’s a bag.T: that’s right! What color is it? It’s a red bag.T: Very good. Look carefully, what’s the matter with the bag? S:T: It’s broken. (音标教学法教学broken,单词卡片先读四遍，请一排学生朗读，{评价})T:点击课件出示 It is broken .(课件)齐读T: 出现实物（一张破洞的纸，一把断的尺子）it’s broken.(要求学生一起说出来)T: 板书 broken (要求学生进行拼读，写完后齐读一遍)设计意图：创设英语学习情景，通过图片学习新单词，形象易懂，直接导入，简单明了切入本课的对话背景。
四年级下册英语教案-Module5 Unit 1 We're having a party 外研版
四年级下册英语教案-Module5 Unit 1 We’re having a party一、教学目标1.学生能够听、说、读、写本节课的词汇和句型。
2.学生能够描述聚会的场景和食物。
3.学生能够运用所学知识，创意性地组织一场聚会。
4.学生能够培养合作意识、沟通能力、创新意识和团队协作能力。
二、教学重点1.能够听、说、读、写本节课的词汇和句型。
2.能够描述聚会的场景和食物。
三、教学难点1.能够运用所学知识，创意性地组织一场聚会。
2.能够培养合作意识、沟通能力、创新意识和团队协作能力。
四、教学内容1.Warming-up: Show and Tell在本节课的开始，让每个学生带一个小玩具或一个小盒子，让他们用英语介绍他们的物品，并描述其特征。
这有助于激发学生们的热情，使他们更容易进入下一个话题。
2.New wordsIntroduce the new words: party, cake, balloon, present, invitation, decorate, snacks, juice.3.PracticePlay the “What’s missing” game: Spread out the flashcards on the table, and have the students take turns closing their eyes while you remove one card. The other students have to guess which card is missing.4.Role-playDivide the class into small groups and pretend that they are having a party. One student can be the host, and the others can be the guests. Have them practice asking and answering questions like “What snacks do you want?” and “Where’s the cake?”5.Reading and comprehensionRead the text “We’re having a party” together with the students, and help them understand the main ideas of the story.6.WritingAsk the students to write a short paragraph about a party they have attended or want to attend. Have them include details about the location, decorations, food, and games.7.Group projectDivide the class into small groups and have them plan a party. Each group can choose a theme, such as a sports party, a movie night, or a picnic. Have them create invitations, plan decorations and food, and assign roles for each member.五、教学设计1. Warm-up activity (10 minutes)Ask students to bring a small toy or box to class. Have them introduce their items to the class and describe the characteristics.2. Introduce new words (10 minutes)Use flashcards, pictures, and gestures to introduce the new words. Have students repeat after you and make sentences with the new words.3. Practice activity (10 minutes)Play the。
Module5Unit1Iwastwothen(教学设计)外研版(三起)英语四年级下册
Module 5 Unit 1 I was two then（教学设计）外研版（三起）英语四年级下册教学目标知识目标1. 学生能够听懂、会说、会读本课的生词和重点句子。
2. 学生能够通过图片和情景理解过去时态的概念。
能力目标1. 学生能够运用所学知识进行简单的日常交流。
2. 学生能够描述自己的过去经历。
情感目标1. 学生能够培养对英语的兴趣，增强自信心。
2. 学生能够通过小组活动，培养合作精神。
教学内容本课的主要内容是让学生掌握一般过去时态的基本结构"was/were + 表语"，并能够运用过去时态描述自己的过去经历。
通过听、说、读、写的练习，使学生能够熟练运用本课的生词和句子。
教学重点与难点重点1. 一般过去时态的基本结构 "was/were + 表语"。
2. 本课的生词和重点句子。
难点1. 一般过去时态的运用。
2. 如何正确使用生词和句子进行描述。
教具与学具准备教具1. 与本课相关的图片。
2. 与本课相关的视频或录音资料。
学具1. 课本。
2. 练习本。
3. 彩色笔。
教学过程引入（5分钟）1. 利用图片或视频引入本课的主题，激发学生的兴趣。
2. 通过简单的提问，引导学生思考并回顾过去经历。
讲解（10分钟）1. 讲解一般过去时态的基本结构 "was/were + 表语"。
2. 通过例子和练习，让学生理解和掌握一般过去时态的运用。
练习（10分钟）1. 利用课本中的练习，让学生进行听力、口语和书写的练习。
2. 分组活动，让学生互相练习，巩固所学知识。
应用（10分钟）1. 利用情景或图片，让学生运用一般过去时态进行描述。
2. 让学生进行小组活动，通过角色扮演或故事分享，运用所学知识。
2. 鼓励学生在家中尝试运用所学知识，进行亲子活动或与朋友交流。
板书设计板书设计应简洁明了，突出一般过去时态的基本结构 "was/were+ 表语"，并用关键词和图示来帮助学生理解和记忆。
外研社(三起)四年级下册英语 Module 5 Unit 1 I was two then教案
科目版本章节课名学习目标重难点Module5Unit1I was two then.教学设计小学英语（三年级起点）外研版四年级下册Module5Module5Unit1I was two then.1.能够听懂、会说was,were,now,then. Her hair was short then.Now her hair is long.2.能够在实际情境中灵活运用已学词汇和句型，能够对比过去和现在的不同之处。
能够听懂、会说was, were,now,then.Her hair was short then.Now her hair is long.教学环节/步骤学生活动教师活动设计意图1.看完视频动画，回答He is 1.Hello everyone,welcome to our class.Now let’sSam.watch a video and tell me who the baby boy is.同学们好，欢迎来到我们的英语课。
观看视频，Sam拿出来一张照片，那照片里的小孩子是谁呢？Who is it in the picture?Right!He is little Sam.通过观看视频动画，热身进入 2. 回答He was one.3. 回答I was short.Now I’m tall.学生观察照片中Sam的神态和话语，了解本节课的2.How old was he?视频看完了，请问，小Sam当时几岁呢？Well done!He was one.3.Look at picture1,what’s the difference betweenSam and little Sam?请看第一幅图片，Sam和小Sam相比，有什么导入谈论过去和现在不同之处的话题。
新知呈现主题：谈论过去和现在的不同之处。
4.学生练读第一部分的句子。
1. 学生观看Part2的动画，仔细观察Amy都看到了谁的照片。
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。
外研版(三起)小学英语四年级下册Module5Unit1Iwastwothen.教案
Module5 Unit1 I was two then. 授课方案Huang Dongying教材解析：本单元多数以用照片的形式议论过去和现在的变化,重点语句有： I was two. They were young.新单词有： was, then, grandparent, me, hair, so 等. 经过本单元的学习使学生能够用“was/were谈”论过去的事情和情况。
授课目的：1.认识单词 was 和 were 以及它们对应的原型。
2.学会使用 was 和 were 议论过去的事情和情况。
3.理解课文的意思，会变换句式。
4.培养学生敏锐的观察力，促进人与人之间的交流，增进相互的感情。
授课重点：1.理解 be 动词和它对应的过去式，正确使用人称和 be 动词，使其搭配正确。
2.句型的正确变换“I was two---We were two. 等”。
授课难点：能够正确使用“was/were谈”论过去的事情和情况。
授课过程：一． Warm up.1．Greeting.2.(1) 出示 3 张单词卡“am” “is ”，“让are学生”认读后，告诉学生，这三个单词又称作 be 动词。
（ 2）回忆并齐唱过去自编的 chant：I 用 am， you 用 are， is 跟着 he, she, it；所有复数人称都用are。
3. 活动：“Do as I say, not as I do.”教师说句子并故意做一个与句子内容不符的动作，学生要依照教师所说的句子或发出的指令做动作。
如：T:I am tall. 同时弯腰把手放在距离地面不高的地址，以此表示“short，”而学生要把手高高举起，放在头的上方，以此表示“tall。
在”此环节要多操练“tall，short， long，young，old，fat，thin ，big，small ”形容词，为后边授课做铺垫。
等二．表现与导入。
1.（1）教师出示一张自己小时的“全家福”照片向学生介绍 This is a photo of my family. Look, these are my parents. They were very young, then. But now they are old. And look at this little baby. It/I was very short and fat then. But now, look at me（指着自己说） .I am tall and thin.（教师边说边板书重点句子， be 动词用彩笔书写）（2）教师比较教读板书的句子，并引导学生比较其不同样之处，尔后教师总结：我们在表达过去的情况时，平时用“were和”“was，”而在表达现在情况时平时使用“are ” “is ” “am是”的过去式，was 是 am 和 is 的过去式。
四年级下册英语教学设计 Module 5 Unit 1 I was two then. 外研版(三起
四年级下册英语教学设计 Module 5 Unit 1 I was two then. 外研版（三起）教学目标：1.能听、说、读、写数字2-12；2.能运用What were you doing？进行基础对话；3.掌握并运用描绘过去状态的句型。
教学重、难点：1.numbers2-12的读音和表达；2.运用What were you doing？进行问答的基本句型；3.能正确运用过去式和描述过去状态的句型。
教学准备：1.PPT2.小艾同学或其他道具人物3.数字卡牌教学过程：Step 1: 导入新知1.自我介绍：“Good morning, boys and girls. I am your new English teacher. My name is Ms. Smith. What’s your name?”2.学生自我介绍：“My name is… How old are you?” “I’m… years old.”3.引出本课新单元，教师一边放本单元图片、PPT,一边说：“Today we are going to learn Module 5 Unit 1 I was two then. 我们要学习的内容是We are going to learn numbers 2-12, ask and answer questions using What were you doing?, and describe what happened in the past”Step 2: 关注语音语调1.教学2-12的数字发音，让学生准确模仿；2.小组竞赛，分小组一一报数，哪个小组速度快，代表小组的学生可以射入篮球，赢的组可获得奖励。
Step 3: 数字游戏1.打乱分类的数字卡片，教师分派学生去寻找同组的数字卡片，在时间内完成任务者获得奖励。
Step 4: What were you doing?1.引导学生运用“What were you doing at this time yesterday/this morning/this afternoon/this evening” 这些问答句型回答问题。
外研版(三起)小学英语四年级下册Module5Unit1Iwastwothen.教案(5).docx
Module 5 Unit 1 I was two then.教学设计一、教材分析本的教学内容是外研版新准英（三年起始用）第四册第五模第一元 I was two then. 本通引学生察 Lingling ‘‘ s grandparents以及Lingling的照片，引学生用一般去去的事情和情况，比去与在的不同。
1.技能和知目(1) 基本能听懂、会、会、会写新grandparents、then、hair、 was、were、so、 old、 young.(2)基本能听懂、会、会句型“ I was ⋯ . They were ⋯ . ”(3)巩固复“ tall、short、fat、thin、old、young、 cute、naughty、 cool ”及句型“I was two then. You were so cute”.2.能力目学生能运用 was 和 were 来描述去，介自己或他人去的事情。
3.情感目通本的学,培养学生心察、于的学度。
三、教学重、点1.教学重点(1) 教学： grandparents、 then、hair、 was、were、so、old、young.(2) 句型操：⋯ was/were⋯,thenNow.⋯ am/is/are⋯.2.教学点“then”的正确音,帮助学生理解“ then的”意以及运用。
四、教学方法（一）教学准1.教学用具：教本、音机、磁、教及教儿与近期照片、学生自己及学生家人朋友儿与近期照片、卡片和多媒体件、小画、各色粉笔。
2.学具准：学生用、笔。
（二）教法与学法在本的教学中我将任教学法、直教学法、情景教学法、运用教手段学生听感官、教唱英歌曲等多种教学法灵活地融入教学中，激学生学趣，分散教学重点，加深学生言的理解，帮助学生在言与表达象之建立起系，使学生能在相真的情景中通直的感受，体知的生成与运用，从而更自、更有趣地行英交活，达到知的内化。
同教给学生如何通过细心观察、积极参与、合作交流等方法学会、掌握并运用知识的方法。