课题

学科：英语

年级：六年级

教材简解

本单元是译林版英语6年级第四单元Unit 4 Then and now （Story time），主要的学习内容是借助于Mike, Mr Brown, Mrs Brown 和Mike’s grandpa分别在过去与现在生活进行比较，这个话题很容易激发学生的学习兴趣，并且乐于参与，也让学生对本板块的学习内容有所期待。

目标预设

1.能听懂、会读、会说e-book, mobile phone, newspaper, radio, telephone, e-friend, anywhere, could，并能运用于语句中。

2.能听懂、会读、会说日常用语could/could not …以及动词过去式的表达。

3.能正确地解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。

4.能初步运用本课所学词汇和日常用语谈论过去、现在会做的事情。

重、难点

1. 教学重点：能熟练掌握过去式的表达和用法。

2. 教学难点：⑴能够有理有据有针对的对自己的童年生活与现在的

生活，的不同之处进行介绍，展开学习，且语言精炼，语言表达正

确，语法运用恰当。

⑵能准确无误地使用过去时态语态和一般现在时语态句型，能和老师、同学进行自由正确的交流，熟练展开英语口语的运用能力。

设计理念

针对课题“提高小学生英语阅读能力的实践研究”进行研究教学

设计思路

本单元是结合前面所学习的过去时形态，与一般现在时态比较而形成的学习内容，单元部分内容侧重了学习的情感，让学生比较现在的生活与过去的生活的不同之处，发现时代的进步找到自己在这个社会中的定位，另外又注重学习了英语语法中的过去时语态和一般现在时语态与它的具体用法与区别，并让学生同时学习、区分两种语态的特点，掌握过去时的表达与一般时表达形式的不同之处。

第 1 课时

教学过程

教学活动

备注栏

Step 1

Warming up

1. Free talk

T: What did you do yesterday /last weekend?

T: What do you often do at weekends？

2. Work in pairs

 (在学生两两对话后，教师选择几组同学来呈现对话内容)

设计意图：通过这个小组活动环节，教师可以给出正确的示范，为接下来学生两两合作提供模板，为这节课的语法复习做出铺垫。

Step 1

presentation

1. Lead in

⑴ Then.

T: Look! These are some photos. Who are they?

（出示班里同学小时候的照片，和同学们讨论）

Ss: He was…/She was…

T: How was Zhuqing /Rensen /he /she?

S1: She was short and thin.

S2: He was short and cute.

Ss:…（用学过的形容词进行描述）

T: What could you do five years ago?

(PPT出现would，根据would的读音，引导学生说出could的读音)

Ss: Five years ago, I could ride a bike. I couldn’t…/I could play basketball. I couldn’t… /I could swim…I couldn’t…

 (PPT出现图片和句型)

⑵ Now.

T: Look at these photos. How are they now?

（出示班里同学现在的照片，和同学们讨论）

Ss: He is tall and fat.…/She is tall and beautiful…

Ss:…（用学过的形容词进行描述）

T: What can you do now?

Ss: I can…, I can do many things.

T: Good job! Pay attention to these phrases.

(PPT呈现Thirty years ago/Twenty years ago/Ten years ago，教师边指PPT边领读)

T: When we talk about the time before, we can use this word: then. What does it mean? (PPT只剩下then和now)

  T: Yes, today we are going to learn a new lesson. The topic is Then and now. (点题)

(读题目，学生用自己的理解去翻译题目)

⑶ Think and say

T: What about Mike’s family? Did they change a lot?

(PPT呈现表格，学生根据Story time的内容举手发言填写表格)

3. Presentation

Task1: Listen to the tape, and try to catch the time.

Task2: Read the text , discuss in groups , and fill in the table.

(1)Can you describe little Mike six years ago and young Mike now?

six years ago, Mike could read….. but he …

now, he can ….

(2)Look at Mr Brown. This is Mr Brown twenty years ago. And This is Mr Brown now.

What did he do then and what does he do now?

T: Let’s imagine where he did or does these things. Where did he wrote letters/ use the telephone/ write e-mails/ uses the mobile phone?

Twenty years ago, Mr Brown…..

Now, he ….

T: Let’s read this paragraph together.

(3)T: Then and now, the way to contact people is changing .

T: Look at the pictures, do you remember her? —Mrs Brown Let’s see what changes have happened on her.

①T: What is she doing in the picture?

②T: Are you right? Read it please. So maybe she is doing some shopping or chat with her e-friends on the Internet.

③And this is the picture of her twenty years ago. Then she was a schoolgirl. Where did she make friends? And where did she buy things?

④T: Let’s try to fill in the table , OK?

Twenty years ago, Mrs Brown…..

Now, she ….

(4)T: And besides these, the way to get news is changing now.

T: How did Mike’s grandpa get news thirty years ago, and how about now?

T: First, let’s look at the two pictures. Watch carefully and try to find the difference.

Read the text together, and try to retell it.

Thirty years ago, Mike’s grandpa…..

Now, he ….

Task3: What are the changes in the text? Tick them out.

Task4: Give the table a title

（1）T: Boys and girls, how does science change our lives? Can you describe with one word?

（2）T: Do you like the changes? Why?

T: Technology and time change us a lot. It brings convenience and downsides as well.

Task5 Read the test

T: This time, let’s work in 4. Each one chooses a part to read. Then use the phrases on the blackboard to make a report about your part.

设计意图：利用五年前孩子们入学时的照片，联系生活，激发思维。让孩子们有话可说。

设计意图：通过对时间状语的对比，让学生理解两个时态的差别，并引出本课的主题。

先由学生个人从寻找课文的时间词整体感知课文内容。

设计意图：2人一小组合作学习，找出课文里的重难点词汇、句型并进行信息的采取与归纳。

设计意图：每段都会让学生用一句话进行信息的归纳与总结，达到阅读能力的提升。

设计意图：教师的职责不仅仅是教会学生书本上的知识，同时也要教会学生思考以及做一个更聪明的人，课文巩固之后用两个问题引导学生思考，用两个不同的观点引发学生的辨证的思维能力，同时给学生留下作业，为下节课的复习做好准备。

设计意图：组内读故事并尝试复述故事，教师适时评价，同伴补充，评价。

Step 3

Consolidation

1. Read the text together.

2. Retell the text. (4人一组，可选择齐读、齐背、一人背诵一段等方式)

3. Write and say. (完成38页的练习)

4. Retell the whole text together.

设计意图：通过四人小组合作的方式，简化学生的任务，给学生自主选择表演的形式，课堂有放有收，同时能检测学生的掌握情况，最后看着板书全班复述，帮助学生再次巩固整个语篇。

Step 4

Homework

必做：1. Write down the changes of your family and share it with your classmates.

2. Read the text twice.

选做：1. “17作业”课文朗读测验

  2. 分别找一张自己过去和现在的照片，模仿书40页的句型进行操练。

设计意图：学生的能力各不相同，布置作业时需考虑到不同层次学生的需求，必做题可以保证吸收能力较慢的学生进行力所能及的巩固练习，而选做题则为学有余力的学生提供了更多的提升空间。

板书设计

Unit 4 Then and now

A: What could you do …years ago?

B: I could…, I couldn’t…

A: What can you do now?

B: I can…, I can’t…