四年级英语下册 Module 6 Unit 2 Was it a big city then教案1 外研版(三起)
Module 6 Unit 2 Was it a big city then
【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 Revision
1. 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。
Ste p 2 Presentation and Practice
一、Listen, point and s ay.
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。
学生根据录音回答：Yes, he was.
4. 教师讲解 Was he strong then? Yes, he was.的意思。
5. 听录音跟读。
6. 全班齐读对话。
二、Listen and say.
1. 教师呈现课文插图，提问Q1: What can you see in the picture?
学生看图回答：I can see ...
2. （1）教师呈现图片1，提问问题，然后播放动画。
Q1: Who is the man?
A. Lingling’s father.
B. Lingling’s grandpa.
Q2: Where is the man?
A. In Beijing.
B. In Shenzhen.
学生根据动画回答问题：Q1: Lingling’s grandpa. Q2: In Shenzhen.
（2）教师呈现文本，教师讲解Where 的用法。
（3）学生看动画跟读，并以pair work（大组）的形式操练。
3. （1）教师呈现图片2，提问问题，然后播放动画。
Q1: How is Shenzhen?
A. It is big.
B. It is small.
学生根据动画回答问题：It is big. .
（2）教师呈现文本，学生看动画跟读。
（3）学生以pair work（男女生的形式）操练。
4. （1）教师呈现图片3，提问问题，然后播放动画。
Q1: Was it a big city then?
A. Yes, it was.
B. No, it wasn’t.
Q2: How was Shenzhen then?
A. It w as a big village.
B. It was a small village.
学生根据动画回答问题：Q1: No, it wasn’t. Q2: It was a small village.
（2）教师呈现文本，并结合录音，教学vilage，学生以开火车的形式操练新词。
（3）学生看动画跟读，并以pair work（四人小组的形式）操练。
5. 课堂小练笔。
巩固所学知识点。
6. 听录音，跟读。
7. 全班齐读对话。
8. Role paly 学生以小组形式，选择图片操练，小组汇报对话。
教师抽查几组学生，检查学生的掌握情况。
9. 通过一个小游戏，巩固本部分的重点句型。
Step 3 Consolidation and E xtension
一、Point, ask and answer
1. 教师呈现Point, ask and answer部分内容，提问Q1: What can you see in the picture?
学生看图回答：I can see ...
2. 教师呈现文中的描述词，学生判断是否正确，正确的说Yes；不正确的说No，并说出对
应的描述词。
3. 教师提问一名优生做示范：
T: Was it fat? (图一)
S1: No, it wasn’t. It was thin.
T: Was he naughty? (图三)
S1: Yes, he was.
4. Pair work. 学生以两人小组形式，选择图片分角色操练对话。
5. 教师抽查几组学生，检查学生的掌握情况。
二、Ask and answer.
1. 教师呈现Ask and answer部分内容，提问Q1: What can you see in the picture? 学生看图回答：I can see ...
2. 教师呈现文本，学生朗读一次。
3. 教师讲解 Were you …? Yes, I was. No, I wasn’t.的用法。
4. Pair work. 学生以两人小组形式，分角色操练对话。
5. 教师抽查几组学生，检查学生的掌握情况。
三、Talk and say.
1. 教师呈现该部分的图片及文本，学生齐读文本。
2. 教师让学生圈出文本中的反义词。
3. 教师提供不同城市的地标性建筑，让学生选择并开展问答。
A: Is it _______?
B: Yes, it is. /No, it isn’t.
4. Group work. 学生四人小组，描述一座城市过去和现在的变化，包括街道、公园、房子等。
5. 学生小组问答后，选派一名学生到台前汇报小组选定的城市。
The park was _____ then. It is ______ now. The street was ______ then. It is _______ now. …
6. 教师抽查几组学生，检查学生的运用情况。
四、Listen and say. Then chant.
1. 教师呈现chant的文本，让学生自由朗读一次。
2. 教师播放歌谣，学生跟唱。
（根据情况决定播放歌谣的次数。
）
3. 学生集体齐唱一次，再分小组进行chant比赛。
五、巩固练习
设计不同层次的训练题目，巩固本课时所学知识。
Step 4 Summary
总结今天所学的内容：
单词：village, fat, thin, slow, fast, win等。
句型：Was it a big city then?
Was he strong then?
Was it fat?
Yes, it was.
No, it wasn’t.
Step 5 Homework
1.朗读本课时的内容2次。
2.完成配套教辅相应的练习。
板书设计：
Module 6 Unit 2 Was it a big city then?
Was it a big city/village then?
Was he strong then?
Was it fat/thin/slow/fast?
Yes, it was.
No, it wasn’t.。
四年级下册英语教案 Module 6 Unit 2 Was it a big city then 外研社(三起)
3.逐句听原音，找出问题的答案，分别是：
Shenzhen is a big city now.
No. it was a very small village then.
4.跟读句子。
1.Now please look at this picture. They areour friendsLinglingandAmy. What are they doing?
同学们，还记得可以使用哪些词描述人物或者动物的外貌特征吗？比如说fat, thin, tall, short, young, old, cute and naughty.现在请你看看这些图片里的人物或者动物，他们都长什么样子呢。
2.Great! Everybody,now make new dialogues with your partner according to the pictures.
通过情景展现，学生学说city, village等词汇；学着提问事物过去的性质和状态“Was it a big city then?”，并学会回答。
分步训练
1.练习本课第三部分，学生能够根据图片所提示的信息，说出对应的外貌描述词：
thin, short, naughty, young.
2.两两一组，创编对话。
请看图片认真听。深圳现在什么样子？
Whatwas Shenzhen likethen?Was it a big city? Please listen.
深圳过去什么样子？也是一个大城市吗？请听录音。
4.Great! Now let’s repeat the sentences together.
很棒！现在我们来跟读一下这些句子吧！
四年级下册英语教案-Module6 Unit2 Was it a big city then｜外研社
四年级下册英语教案-Module6 Unit2 Was it a big city then|外研社(三起)一、教学目标1.掌握新单词和短语：cooking, shop, shopping center, market2.掌握句型：Was it a big city then?3.能够听懂、会说、会读本单元对话中的句子，并能模仿语音语调，基本表达要求。
4.了解并学会使用过去时态。
二、教学重点和难点1.掌握新单词和短语，掌握句型：Was it a big city then?2.能够听懂、会说、会读本单元对话中的句子，并能模仿语音语调，基本表达要求。
3.学会使用过去时态。
三、教学准备录音机、幻灯片、教材、字卡片四、教学流程1.热身1.打招呼并出示单词图片，让学生复习进入英语学习状态。
2.出示单词图片，让学生说出单词名字，并帮助学生记住。
2.新词学习1.出示幻灯片，让学生听读跟读新单词和短语：cooking, shop, shopping center, market2.让学生在白板上写下这些新单词和短语，并尝试使用它们。
3.实践应用1.出示幻灯片，让学生听东方明珠的介绍，并回答问题。
(1)Is it acooking school? (2)Is it a shopping center? (3)Is it a market?2.教师使用图片出示新词出现的情景，鼓励学生尝试用英语描述图片。
4. 语言信息视频出示能让学生了解过去生活的视频，这让学生更好的掌握过去时态。
5. 教师指导学生进行对话练习学生分组，进行对话练习，使用新词和短语以及新句型Was it a big city then?。
教师在一旁指导和辅助学生。
6. 语言知识输入1.出示幻灯片，介绍过去时态的用法和构成方式，以及何时使用过去时态。
2.通过教师表演，造出一个有关过去的故事，利用过去时态。
3.其他教师和学生可以做相关问题的提问，来检查学生对过去时态的掌握。
四年级下册英语教案Module 6 Unit 2 Was it a big city then∣外研版(三起)
Module 6 Unit 2 Was it a big city then? (教案)其实，任何一门学科都离不开死记硬背，关键是记忆有技巧，“死记”之后会“活用”。
不记住那些基础知识，怎么会向高层次进军?尤其是语文学科涉猎的范围很广，要真正提高学生的写作水平，单靠分析文章的写作技巧是远远不够的，必须从基础知识抓起，每天挤一点时间让学生“死记”名篇佳句、名言警句，以及丰富的词语、新颖的材料等。
这样，就会在有限的时间、空间里给学生的脑海里注入无限的内容。
日积月累，积少成多，从而收到水滴石穿，绳锯木断的功效。
外研社(三起)-四年级英语下册要练说，先练胆。
说话胆小是幼儿语言发展的障碍。
不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。
总之，说话时外部表现不自然。
我抓住练胆这个关键，面向全体，偏向差生。
一是和幼儿建立和谐的语言交流关系。
每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。
二是注重培养幼儿敢于当众说话的习惯。
或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言的约束，多采取自由讨论和谈话的形式，给每个幼儿较多的当众说话的机会，培养幼儿爱说话敢说话的兴趣，对一些说话有困难的幼儿，我总是认真地耐心地听，热情地帮助和鼓励他把话说完、说好，增强其说话的勇气和把话说好的信心。
三是要提明确的说话要求，在说话训练中不断提高，我要求每个幼儿在说话时要仪态大方，口齿清楚，声音响亮，学会用眼神。
对说得好的幼儿，即使是某一方面，我都抓住教育，提出表扬，并要其他幼儿模仿。
长期坚持，不断训练，幼儿说话胆量也在不断提高。
【教学目标】“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。
只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。
四年级下英语教学设计-Module 6 Unit 2 Was it a big city then-
四年级下英语教学设计-Module 6 Unit 2 Was it a big citythen-外研版（三起）教学目标1.引导学生学习新单词和词组，并能够表达有关城市的变化；2.提高学生听、说、读、写的能力，培养学生的口语交际能力，使学生能够用英语描述历史和文化；3.促进学生的跨学科学习，了解一个城市的历史、文化、经济等方面。
教学重点1.新单词的学习和掌握；2.引导学生运用所学知识描述城市的变化；3.培养学生的口语表达能力。
教学难点1.学生能 actively involve themselves into the theme 将所学知识运用到真实场景；2.学生能开口表达自己的看法和感受。
教学准备1.课件、多媒体设备；2.单词卡片、图片；3.教师/学生 PPT。
教学过程Step 1. Introduction (5 minutes)教师简单介绍本节课的主题 Was it a big city then? 并预告语言技能目标：我们要学习许多单词和短语，掌握形容词比较级和一些重要的语法知识。
然后引导学生回答本单元主题问题“怎样了解一个城市的变化？”。
Step 2. Presentation (10 minutes)1.教师通过图片和实物来介绍新单词，如：population, skyscraper, transportation, and fashion；2.然后介绍 word order 和比较级，并通过一些例句来帮助学生掌握这些语法。
Step 3. Listening (10 minutes)1.教师播放 Unit 2 中的 Listening 部分内容，要求学生听一听关于伦敦的历史变迁的介绍；2.学生在听的过程中记下他们所知道的单词或关键词；3.听完后，教师播放录音并回答有关问题，要求学生调整他们已有的知识以给出正确的答案。
Step 4. Speaking and Writing (15 minutes)1.教师要求学生围绕伦敦的历史变迁写一篇短文，学生可以运用他们在听力中学到的单词和语法知识；2.学生分组进行写作，教师给予指导和提示；3.学生在写之后互相交换并互相修改彼此的作文。
Module6Unit2Wasitabigcitythen？(教学设计)英语四年级下册
教师姓名
任教年级（班级）
四年级
所教册次
下册
课型
听说课
课题
Module 6 Unit 2 Was it a big city then?
一、整体设计思路
话题内容:通过谈论昨天在某处和过去的身体情况，询问过去的事情和情况。
主要功能：用过去时态描述过去发生的事情。
语法结构：学习过去时态，即过去某个时间发生的事情，was were.的一般疑问句及答语。
2.能朗读课文，注意模仿语音、语调。
3.能运用was, were描述人物或事物过去的特征和状态。
情感态度
学习英语的兴趣。
学习策略
在情境中体验感知。
文化意识
四、教学重点、难点分析
教学重点：
运用was, were描述人物或事物过去的特征和状态。
教学难点：
运用was, were描述人物或事物过去的特征和状态。
(复习was…?句型)
3.Listen and repeat.
复习be动词的过去式
二、whilelistening
1.
T: Who is he ? Where is he?
Ss: He’s in Shenzhen.
2. Please listen again and answer.
T: Was Shenzhen a big city then?
(观看深圳图片)
3.Please listen and follow.
4.Please read in roles.
1.Watch,listen and answer.
Q:Where’s he?
He’s in Shenzhen.
英语外研新标准(三起)四年级下册-Module6 Unit 2 Was it a big city
英语外研新标准（三起）四年级下册-Module6 Unit 2 Was it abig city then教案教学目标1.学习并掌握本课时中所涉及的重点单词和短语：first, then, theater, museum, post office等；2.能够听懂、理解并运用四会词汇进行表达，并能够描述画面；3.尝试使用一般过去时谈论过去的事情；4.提高学生们的听说能力，鼓励他们进行交际，并且能够与他人进行简单的交流。
教学重点1.学生们能够熟练使用一般过去时谈论过去的事情；2.提高学生们的听说能力；3.能够描述画面。
教学难点1.让学生们能够熟练地使用一般过去时，描述过去的画面；2.增加学生们的表述能力。
教学过程Step 1 Revision1.让学生观看一个小动画片，让他们回忆五幅图片的故事情节；2.让学生结合上课的内容，使用英语描述动画片的故事情节。
Step 2 Lead-in1.让学生回忆自己去过哪些城市；2.让学生结合自己的经历，说出城市的特点和魅力。
Step 3 Presentation1.教师出示几幅图片，让学生们仔细观察；2.教师播放一小段视频片段，呈现出过去与现在的城市；3.教师向学生们介绍过去城市中出现的建筑和设施并解释其含义。
Step 4 Explanation1.让学生了解一般过去时的用法和特点；2.帮助学生们掌握一般过去时的构成和变化；3.让学生们更深入地理解一般过去时的使用范围。
Step 5 Practice1.让学生们小组讨论视频片段中的画面；2.让学生使用一般过去时描述画面；3.让学生互相交流，讨论他们对所描述的画面的理解。
Step 6 Summary1.让学生进行小结，掌握学习内容；2.教师进行学习总结。
Step 7 Homework1.让学生们写一篇关于他们所在城市的文章，并使用一般过去时描述其历史变迁。
课后反思本课时的教学目标主要是培养学生们的听说能力，让他们尝试使用一般过去时谈论过去的事情，并提高他们的表述能力。
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。
外研英语四年级下优质教案：Module6 Unit2 Was it a big city then(1)
Unit2 Was it a big city then? 教学目标：1、掌握重点词汇：village2、学习重点句型：Was it a big city then?Yes, it was. /No, it wasn’t.3、能够运用由Was 引导的一般疑问句及其回答。
教学重点：1、掌握重点词汇：village2、学习重点句型：Was it a big city then?Yes, it was. /No, it wasn’t.教学难点：能够运用由Was 引导的一般疑问句及其回答。
教学准备：多媒体、图片、单词卡教学过程：1. Greeting2. ReviewStep 2: Presentation1. New wordShow a picture of my hometown.T: Look! It’s a small village.(讲授village)2. New sentencesLook at this picture about Shenzhen.T: Is it a big city?S: Yes, it is.T: Now let me guess, was it a big city then? Look at another picture about Shenzhen. (展示出一张过去深圳的照片）S: No, it wasn’t.询问第三人称单数过去怎么样句型：Was +第三人称单数(it/he/she...)+形容词？回答：Yes, it/he/she... was.No, it/he/she... wasn’t.Step 3: Teacher-student interaction1、设计一个游戏环节，Let me guess.可以让学生互相猜一猜自己过去拥有的物品或者家里曾经养过的动物。
2、学唱歌曲<I was fat>。
Step 4: Homework1、将本课重点句型抄写三遍。
Module6Unit2Wasitabigcitythen(教案)外研版(三起)英语四年级下册
教案：外研版（三起）英语四年级下册 Module 6 Unit 2 Was ita big city then?教学目标：1. 能够听懂、会说、会读本课的生词和句子。
2. 能够运用一般过去时描述过去和现在的区别。
3. 能够通过图片和文字理解故事内容，培养学生的阅读能力。
4. 培养学生的团队合作能力和表达能力。
教学内容：1. 生词：big, small, city, then, village, farm, river, near, school, hospital2. 句子：Was it a big city then? No, it wasn't. It was a small village. There was a farm near the village. There was a river near the farm. There was a school near the river. There was a hospital near the school.3. 故事：故事讲述了一个城市的发展变化，通过对比过去和现在，让学生了解城市的发展和变化。
教学重点与难点：1. 重点：能够听懂、会说、会读本课的生词和句子，能够运用一般过去时描述过去和现在的区别。
2. 难点：一般过去时的运用，能够通过图片和文字理解故事内容。
教具与学具准备：1. 教具：PPT，图片，卡片2. 学具：课本，练习册，文具教学过程：Step 1: 热身（5分钟）1. 教师与学生问候，询问学生上周的学习情况。
2. 学生自由交谈，分享自己上周的所见所闻。
Step 2: 引入（10分钟）1. 教师出示图片，引导学生观察并描述图片中的城市景象。
2. 学生发表自己的看法，教师引导学生思考城市的发展和变化。
Step 3: 新课呈现（15分钟）1. 教师播放课文录音，学生跟读并模仿语音语调。
2. 教师逐句讲解课文，学生理解并回答问题。
外研版四年级下册英语Module-6-Unit-2-Was-it-a-big-city
3. ____ you at school now?
a. Is b. Are c. Were
Buckingham Palace
Where is it?
They are in London. London is a big city.
Shenzhen Do you know this city?
It’s a big city now. but was it a big city 30 years ago?
is 4.She was ____short then. Now she ____tall.
5. Theywere ____naughty then. Now they_____cute. are
Matching The queen was beautiful.
Shenzhen is a big city.
Listen and read after the tape. Then retell the text.
pairwork
Were you at home yesterday? Yes, I was. No, I wasn’t.
Point, ask and answer.
Was it fat?
Module 6
Unit 2 Was it a big city then?
Read the text and talk about the answers in your groups.
Who was he in the picture? Where is he? How about Shenzhen now? How about Shenzhen then?
They were naughty.