新版苏教版六年级英语上册Unit4教案.docx

1、新版苏教版六年级英语上册Unit4教案六年级上册 第四单元第1课时 教案Teaching contents 教学内容Story time Teaching aims and learning objectives 教学目标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的

2、词汇和日常用语谈论过去和现在会做的事情。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能正确理解并朗读对话内容，在教师的引导和帮助下复述课文内容。教学难点：could/could not 的正确理解和运用。Teaching procedures 教学过程Step 1 Free talk 1. I ask and you answer:T: What did you do yesterday?S: I 2. You ask and I answer: S: What did you do yesterday? T

3、: Guess!S: Did you ? (PPT提示图片，操练短语：readhttp:/http/ newspapers，buy things，do shopping on the Internet，listened to the radio)T: I enjoyed my old photos yesterday. Do you want to have a look?【设计意图：通过我问你答和你问我答两个环节和学生进行对话，在复习过去式的表达的同时将本课的几个短语进行了预设，并为接下来句型的引出做了铺垫。】Step 2 Presentation1. T: Look! These are

4、my photos. Long long ago, I could do many things.(PPT出现would，根据would的读音，引导学生说出could的读音)2. (PPT出现图片和句型) T: Thirty years ago, I could ride a bike. Twenty years ago, I could play basketball. Ten years ago, I could swim. (教师脸上做自豪状)How about you? (引导学生用PPT上的句型来表达) _ years ago, I could _3. T: You really d

5、id a good job. Lets get more challenges. Are you ready?(PPT上句型稍作变换：_ years ago, I could not But now I can.)(学生先操练，然后选择一组学生进行non-stop talking)(为增加趣味性和吸引所有学生的注意，教师也可以用“金手指”随意点击学生快速反应回答)【设计意图：先通过教师炫耀式地自我表达，激发学生的竞争欲望，把本课的难点句型提前解决，并通过抢答、non-stop talking、“金手指”等多样化的方式让学生大面积操练，迅速掌握句型。】4. T: Good job! Pay at

6、tention 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)【设计意图：

7、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】Step 3 Story timePart 11. T: Many changes have happened to Mikes family. What are they? (播放动画)T: Can you say something about Mikes family? (PPT呈现句型)例：Six years ago, Mike was short. Now he is tall.2. T: They have changed a lot. And in this lesson, well know more about

8、 the changes of Mikes family.3. T: This boy is Mike. Now, he is a young boy. And he can do many things now. Lets guess, what can he do? T: Could Mike do all these things six years ago? What could he do? Can you guess? What couldnt he do? T: So, six years ago, Mike could read and draw but he couldnt

9、write. (师生一起读文本)T: Can you describe little Mike six years ago and young Mike now? 4. (1) Listen and tick (学生们选出听到的单词，整体感知课文)(2) Check and read (教师核对答案并领读单词)5. T: What did they do then and what do they do now? Read the text quickly, and try to find out the answer. (PPT呈现)Part 21. T: How about Mr Brow

10、n? How did he keep in touch with his friends twenty years ago? How does he keep in touch with his friends now?2. T: Lets fill in the blanks together. Now, try to describe Mr Brown. (学生复述)T: So the means of contact is changing. Part 3T: How about Mikes grandpa? How did he get news thirty years ago? S

11、: He listened to the radio and read newspapers for news. (提醒学生read作为过去式时的读音)T: How can he get news now? S: On the Internet and from e-books.T: Lets read this paragraph together. Then describe Mikes grandpa. (学生复述)T: So the way of getting news is changing. How do you get news, boys and girls? Part 41

12、. T: Do you remember Mrs Brown? What is she doing in the pictures? T: So maybe she is doing some shopping or chat with her e-friends (解释e-friends) on the Internet.T: And the picture on the left is Mrs Brown twenty years ago. Then she was a schoolgirl. Where did she make friends? And where did she bu

13、y things?2. Read the text with your partners. T: It tells us the way to _ and the way to _. And the ways are changing now.【设计意图：围绕change这个主题根据四个人物今昔对比，按四个段落来消化整篇文章，通过观看动画、自读课文，听录音，看图说话获取信息等方式，让学生逐步了解课文内容，逐步根据图表进行复述。】Step 3 Consolidation1. Read the text together. 2. Retell the text. (4人一组，可选择齐读、齐背、一人

14、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 Beyond Story time1. T: Boys and girls, how does science change our lives? Can you describe with one word?2. T: Do you like the changes? Why

15、?T: Technology and time change us a lot. It brings convenience and downsides as well. What should we do? Do you have any changes these years?Think it over. Lets talk about it next class.【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。】Homew

16、ork 家庭作业1. 听录音，跟读故事5遍。（必做）2. 尝试背诵故事。（可选做）3. 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。（必做）4. 根据书40页的语言提示，写一个小短文。（可选做）【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，建议教师在选做作业上多多激励。】Teaching aids 教学准备（含板书设计）教学准备：PPT板书设计： Unit 4 Then and nowthennowMikeMr BrownMikes grandpaMr

17、s Brown can do many things writes emails has a mobile phone can read news and watch news on the Internet/reads e-booksmakes e-friends and does shopping on the Internet6 yrs ago could read and run could not write20 yrs ago wrote letters used the telephone30 yrs ago listened to the radio read newspape

18、rs20 yrs ago made friends at school bought things from shops 说课在本节课导入部分，用“我问你答”和“你问我答”这两个形式的free talk开始课堂教学，既调节了课堂气氛又帮助学生复习了过去式的表达，为接下来的课题做了铺垫，并顺势引出了could 和could not，激起学生和教师竞争的兴趣，从而在进入课文前就解决了新句型。接着引出课题Then and now，用今昔对比的方式，以“change”为主线，根据四个人物特点，分四个段落来消化整篇文章，通过观看动画、自读课文、听录音、看图说话获取信息等方式，让学生逐步了解课文内容，逐步

19、根据图表进行复述。接着通过小组合作的方式，让学生进行当堂反馈，最后教师根据板书引导学生集体复述。在复述的过程中，让学生感受几十年来这个家庭所发生的变化，最后用两个问题激发学生的辨证思维能力，给学生思考的空间，并为下一节的复习做了铺垫。特别分享： 关注学生对课文的整体感知和细节信息的获取 关注学生的过程性体验 关注学生思维能力的培养 多样化的评价方式以及分层作业的布置。六年级上册 第四单元第2课时 教案Teaching contents 教学内容Grammar time & Fun time Teaching aims and learning objectives 教学目标1. 能熟练掌握句型

20、：could 和couldnt，并能运用于语句中。2. 能熟练掌握动词过去式的表达，并能熟练运用到语句中。3. 能根据自己的照片前后对比，进行过去式和现在时态的正确表达。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：能熟练掌握过去式的表达和用法。教学难点：现在时态和过去式的灵活转变运用。Teaching procedures 教学过程Step 1 Free talk 1. Ask and answerT: What did you do yesterday?/What can you do?/What coul

21、d you do years ago?(引导学生问老师)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 2 Revision1. Think and sayT: What about Mikes 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)【设计意图：利用表格来帮助学生区分过去和现在，而动词部分会用红色标识，让学生很直观地看到两种时态的区别】2. T: Wh

22、at about my family? Theres a short passage about my family. According to the pictures I provide, please fill in the blanks. (学生举手抢答)3. T: Good job! Can you tell me what the verbs are in the present tense?(PPT 根据学生的回答圈出一般现在时的动词)4. T: Well done! Can you tell me what the verbs are in the past tense?(PP

23、T 根据学生的回答圈出过去式的动词) 【设计意图：引导学生根据图片提示来完成一篇小的短文填空，让学生自己进一步地感知两种时态在语法使用上的区别】5. Present Grammar time(语法知识分三段来讲解，让学生自己来总结规律，提醒学生注意read作为过去式的读音)6. Play a game: Quick respond(1) 教师带领学生先示范： T: I say “is”.S: I say “was”.(2) Play with your deskmate. (3) Boys and girls have a competition. 【设计意图：语法知识呈现后，用几个简单有趣的

24、游戏提高学生的学习积极性，同时又能让学生轻松地掌握本课的重点语法知识。】Step 3 Consolidation1. T: According to the photos, say something about your past (PPT呈现句型).(学生根据自己带来的图片，用过去式来进行表述；教师可以先选择学习能力较强的学生来做示范；这个环节需要学生表述的句子比较多，建议让学生 先进自我操练，然后再表述)2. T: Is it good to grow up or not? Why? (这里可以允许学生用简单的中文来陈述理由；有了前面语法知识的铺垫，学生敢说并且有话可说；PPT上给出的过

25、去式句型给学生提示，让他们得以充分地练习过去时的表达，不给学生设定答案)3. (PPT呈现生活中四个变化的主要方面：shopping, learning, entertainment, transportation，学生选择一个方面完成填空并讨论)4. 小组之间互相交流，根据PPT上的句型提示来总结四个变化。Homework 家庭作业1. 跟朋友谈论你这几年的变化，注意一般现在时和过去式的区别。（必做题） 2. 填写Fun time的空白处。（必做题）3. 根据你这几年来的变化，模仿Story time写一篇小短文。（选做题）【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

26、，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，建议教师在选做作业上多多激励。】Teaching aids 教学准备（含板书设计）教学准备：PPT、学生准备的小时候和现在的照片各一张板书设计： Unit 4 Then and nowI was I could I couldnt I didnt I _ years ago, 说课作为一节语法课，如果只是简单枯燥地讲解语法是不合适的。用学生照片的前后对比引出话题，引导学生用过去式表达，从而解决本课的重点语法知识：过去式。接着让学生自己来表述以下几年的变化，学生之间互相获取信息，教师可以在此

27、过程中帮助学生进一步巩固过去式句型的使用，然后根据学生这几年发生的变化来总结人们近年来生活上四个方面的变化，通过四人小组合作的方式来完成完型填空和小组口语交流汇报。课堂走到这一步，就为学生课后尝试用过去式写出完整的语篇打下了基础。特别分享： 关注课堂完整的情节的设置 关注学生的知识的自我总结获得 关注学生小组合作能力的培养 多样化的评价方式以及分层作业的布置六年级上册 第四单元第3课时 教案Teaching contents 教学内容Sound time & Culture timeTeaching aims and learning objectives 教学目标1. 复习Story tim

28、e及其过去式的表达，并能熟练用于日常用语或语篇的表达中。2. 了解字母组合er的读音，并能够运用到别的生词的发音中。3. 了解人类的两个重要发明：飞机和火车，并了解中国古代的四大发明。Focus of the lesson and predicted area of difficulty 教学重点和难点1. 复习Story time及其过去式的表达，并能熟练用于日常用语或语篇的表达中。2. 了解字母组合er的读音，并能够运用到别的生词的发音中。 Teaching procedures 教学过程Step 1 Warm-up1. Play a game: (PPT呈现规则)【设计意图：用一个快速反

29、应的游戏，帮助学生迅速复习动词的三单现形式和过去式，既吸引了学生的注意力同时又让学生快速复习重点知识，让课堂气氛迅速活跃起来。】2. Funny sentence-making(PPT呈现规则)举例1：学生A：yesterday 学生B：Mike 学生C：ride a bike 学生D：Mike rode a bike yesterday.建议：教师可以写班级同学的名字和一些比较有趣的动作来增加趣味性，也可以加入一般现在时增加游戏的难度举例2：学生A：every day 学生B：Zhang Lan 学生C：dance on the house 学生D：Zhang Lan dances on t

30、he house every day.【设计意图：四人小组的造句活动，让学生能够注意力很集中地进行快速造句，他们需要把人物时间和动作用正确的语法结构组成一句话，而选择他们熟悉的班级同学，再加上一些滑稽的动作短语，让整个活动特别有趣，学生也会很专注且期待。】3. Lets retell (教师引导全班同学一起复述Mike的变化 男生一起复述Mr Brown的变化女生一起复述Mrs Brown的变化 学生举手回答Grandpa的变化)4. Look and say (PPT呈现过去和现在对比的图片，教师板书句型提示： years ago, I Now 、I ，学生两人一组谈论变化)【设计意图：学生

31、根据表格来复述Story time，接着根据PPT上提供的图片讨论变化，并表述出来，这个过程就是帮助学生复习旧知并在实际生活中运用。】Step 2 Sound time1. T: Look! There are lots of changes in our life, such as transportation, learning, shopping and entertainment. And learning English has become more and more important. Lets read together.2. T: Now pay attention to the red part, can you find out what “er” pronounces?S: Yes, it pronounces / (教师带读)3. T: Can you give me some other examples? (