C教案2

PEP Book8 Unit4 Part C 浙江省桐乡市石门镇羔羊中心小学

徐联谊

Content: Unit4 Then and now

Part C (Story time) Teaching aims: 1. 学生可以正确使用动词一般过去时、现在时和将来时描述自己、他人的变化；

2. 学生能够能够读懂Story time，并能在整体性的语言环境中运用所学，能将过去和现在的生活情况作对比，并能够预测未来的生活环境；

3. 学生能通过所学提高生活意识，懂得保护环境和资源的迫切性。

Focus points: 学生能够能够读懂Story time，并能在整体性的语言环境中运用所学，可以正确使用动词一般过去时、现在时和将来时描述变化。

Difficult points:

学生能将过去和现在的生活情况作对比，并能够预测未来的生活环境，通过学习提高其环境和资源的保护意识。

Teaching aids: PPT, e-textbook

Teaching procedures: Instructions: 1. Warming up

(1) 教师播放关于家乡三十年变化的视频，学生

整体感知，了解家乡从过去到现在的变化情况。

活跃课堂气氛。以自由对话形式(2) Free talk 复习三种时态：一般过去时，一T: What day is it today? 般现在时，一般将来时。并且在Ss: It’s ……..(日期) 对话过程中，教师不断进行追T: What day was yesterday? 问，培养学生的思维应变能力。

Ss: Yesterday was ……. (星期)

T: What did you do yesterday? (Where did you

go? Did you watch TV......yesterday?)

Ss: I had classes at school. / I went to …….

T: What/where will you do/go tomorrow?

Ss: I will go shopping. / I am going to the

bookstore…….

T: What will you buy? …….

2. Presentation

(1) 讨论自己过去、现在和将来的变化。

引出本课①

T呈现一张照片，随后提问: Can you guess 教师从自身实际出发，教学重点。首先用自己小时候的who she is in the photo? 照片进行一般过去时的呈现，让

Ss: Is this Miss Xu? 学生了解如何描述自己的过去。

T: Yes, it’s me. At that time, I had short hair. I

was only 6 years old. Do you think I was lovely? I liked drawing pictures and playing “hide and seek”. I

also loved candies but I didn’t like green beans. What

about you?

S1拿出自己的照片，进行描述：This is me. I was a little boy. At that time, I liked playing balls. I also liked eating candies. But I didn’t like ………

②

Pair work

同桌两人说一说各自过去小时候的情况。. ③

教师向学生展示自己现在的照片: Look. Now I am an English teacher. I am glad to see all my students every day. Now I like taking trips and reading books. I also like doing exercises after school. But I don’t like swimming at all. What about you?

S2 拿出自己现在的照片，进行描述: Now I am a pupil. I come to school every day. I like listening to music and playing sports. But I don’t like ……

④

Pair work

Ss相互描述自己现在的情况。.

⑤

教师通过课件呈现自己的一幅画：When I am 35 years old. I will have a lovely daughter. I will drive a red car and go hiking with my family.

教师呈现一些其他反映将来情况的照片，供学生参考，学生也可根据自己的喜好进行描述。.

S3: When I was …... I will ……

⑥

Pair work

学生相互说一说各自将来的生活。

(2)

讨论自己的家人、家和家乡的变化。

①

教师通过课件呈现在导入环节的视频图片：

Look! These are the pictures of the changes of our hometown. Can you describe the changes?

教师给出一些表达供学生参考:

In the past: There was/were no... People didn’t.... They couldn’t....

Now: There is/are....People can....

In the future: .... will be; People will……

S1: In the past, there were not many tall buildings in our hometown. There was no computer in my home. But there were many trees....

S2: Now there are not many green trees, but there are many tall buildings and factories in our hometown. The sky is not clear....

S3: In the future, maybe our hometown will be.... There will be many robots in our life....

②学生四人一组，自由讨论自己的家、家人或者家乡从过去到现在的变化，以及预测未来的变化。

找几个学生进行简单描述。

此过程教师呈现自己现在的照片，从现在的情况出发，进行一般现在时的运用。学生仔细听教师的表述，之后简单介绍现在的自己，也是在整句中对一般现在时进行知识输出。接着继续让学生pair work，巩固知识。

这个过程是对将来时的知识复现。与上述步骤一样，也是从实际出发，教师讲述自己理想的生活，让学生再度感受一般将来时在这里的运用。然后学生介绍。

从这里开始进入本课知识重点的学习，既然之前已经做好了知识输出的铺垫，那么此过程教师可直接导入教学重点，给出个别关键表达，让学生主动进行知识输出，将所学再自行整合，以达到学生对知识的巩固，也是教师用以测试学生是否已经掌握知识的方法。

(3)

Story time ①

教师呈现故事中的三幅表示过去的图片，学生看图描述内容：

Before, people didn’t cook their food. There were many trees and rivers on the earth. Whales lived in the sea. ②

教师再呈现表示现在的三幅图，学生看图进行描述。

③

教师呈现表将来的三幅图，学生用一般将来时对图片内容进行描述。

④

教师播放故事动画，学生整体感知。

教师对每一部分都提出相关问题，如：What did people eat long long ago? What about nowadays? In 2050, who will cook the food? 学生自行阅读故事，划出关键词句，之后回答问题。

⑤

教师分三部分逐句播放录音，学生逐句跟读，读后完成表格，并汇报：

在这个过程中，教师利用图片发散学生思维，激活学生认知。

教师利用提问作为语言支架，让学生能够有目的性地进行阅读操练，掌握本课关键词句。

教师利用表格使学生巩固所学，让学生对故事有一个整体性梳理，在输出时注意培养学生的整句输出意识。

⑥

教师聚焦两幅表示现在的图片，提问：What

教师通过让学生自行提出建议，should we do now? 培养了学生的生活意识和环境学生提出自己的看法和建议：Protect the earth; 保护意识，引起学生在情感上的Help the animals... 共鸣。

⑦

教师呈现思维导图，学生看图进行复述。

利用思维导图，充分实现新知和旧知的有效融合，提高学生的综合语言运用能力，培养学生的整体性思维能力。

3.

Practice

教师再呈现一些过去、现在及将来的图片，学

生参照故事内容，进行创编描述，进一步实现情感

升华。

4. Homework 作业设计实现语言的巩固和延

(1) Describe the changes of your life again.

(2) Give some suggestions about how to make our 伸，进一步将德育延伸至课外。

world a better place.

Blackboard design:

The changes

In the past now In the future Food

Forest/River/Buildings

Humans/Whales