C含PPT的教学设计及点评

小学英语六年级下册Unit 4 Then and now C Story Time教学设计

兴山县外国语小学 胡兆会

一、教材分析

本课是整个小学阶段最后一篇Story time .故事的语境是zoom和zip在看杂志，边看边进行交流。教材通过9幅图、分三个部分呈现了人类烹调方式、地球环境以及鲸鱼三方面事物古今未来的变化。与整个小学阶段所有的Story time一样，本课承载了本单元所学的核心语言的巩固复习，即用There be 句型描述上述三方面事物在过去、现在以及未来的状况。另外，本课拓展了学生历史、地理、生物学科知识，让学生感受周围及世界环境的变化的同时，激发学生对美好生活的向往，激起学生保护环境，拯救地球、爱护动物的情感。与以往Story time中Zoom and Zip 之间展开的或有趣、或温暖、或发人深省的故事所不同的是，本篇故事生词更多、内容更深、理解更难。

二、学情分析

六年级的学生经过小学阶段近四年的英语学习，掌握了一定的英语知识，获取了借助图片、老师及同伴的帮助理解文段的经验，具备了一定的英语听、说、读、写能力，养成了良好的英语预习、复习、听课的好习惯。从知识储备上来看，学生经过六年级下册二、三单元一般过去时的学习、五年级一般将来时态的学习及第四单元then and now 话题的讨论，对本课的核心语言并不陌生。但本课生词较多，给学生认读、理解带来一定难度，并且本课把一般现在时与一般过去时和一般将来时三种时态放在一起对比呈现，让学生正确运用这三种时态表达是本课的一个教学难点。在教学中，教师要启发学生通过观察、对比等方式，进一步理解三种时态的用法，并尝试在特定语境中正确使用。另外，因学生积累的生活经验及英语语言有限，要达成本课时的情感目标也是一个难点。

三、教学设计

Teaching aims: Knowledge aims: Revise the key useful expressions: Before, there was / were ….Now, there is /are…. In the future, there will be …

Help the students, make them can listen, read and understand these words and phrases: cavemen，raw meat ，house robots，wash the dishes，earth，more and more，human，whale，bright future，Heal the world！Make it a better place！

Ability aims: 1． Ss are able to listen, read and understand the story with the help of the teachers and the pictures. 2． Ss are able to read the story clearly and correctly.

3． Ss are able to retell the story with the help of the pictures. Emotion aims: 1． Develop students’ ability of reading comprehension. 2． Develop students’ interest in reading stories

and learning English. 3． Develop students’ awareness of healing the earth. Teaching key points: 1． Ss are able to read the story fluently and correctly. 2． Ss are able to retell the story with the help of the pictures or the key words. Teaching difficult points: 1． Ss are able to read the whole story correctly and fluently. 2． Ss are able to retell the story or describe the changes of the cooking, the earth and the whales in their own words. Teaching methods : Task based language teaching, the situational teaching method, the communicative approach. Teaching procedures: Step 1: Warm-up 1.Greetings：

Hello， boys and girls！Nice to see you! Today, we’ll learn about Unit 4 C story time. Then and now .Shout the slogan :Cherish now! Striving for the future ! 2. In this Unit, we talked about the changes. We talked about the dif ferences between before and now. Then let students talk about the changes about themselves and changes around us according to the pictures of Zhaojun village and some pictures of our hometown. （设计意图：开课点题，突出本课探讨重点changes ,通过谈论change in me and changes around us 复习本单元重点内容Before, I … Now, I … Before , there was/ were… Now, there is / there are …复习的同时为新课的学习作铺垫。呈现学生研学旅行的图片及家乡的标志性图片，在实际情景中练习运用所学语言。

Step 2. Pre-reading

1.

Lead-in T: Just now, we talked about the changes. Our friend Zoom and Zip are reading magazines about changes, too. Let’s read it with Zoom and Zip. （设计意图：紧扣复习环节，围绕本课核心changes 导入新课。）

2.

Presentation

Watch the cartoon, then answer: what change? 播放故事视频。

(设计意图：学生课前预习，对本课时内容有了初步了解，呈现环节播放视频，学生进一步整体感知文本内容。回答What changes? 引导学生大胆猜测故事情节。) Step 3 While-reading 1.

Reading and comprehension Read and understand the story partly. （设计意图：放慢阅读速度、变换阅读方式，让学生通过自主、合作、探究学习获取更多的细节信息。通过师生、生生互动，扩大学生语言输入。）

Part 1 Watch the cartoon again, listen then try to look at the pictures carefully .Next， listen ,repeat , then try to retell this part with the help of the pictures or key words. （设计意图：本部分新单词cavemen , raw meat ,many things , house robots给学生朗读文本带来了难度，但借助图片理解文段并不难，本部分旨在引导学生仔细看图，培养学生借助图片理解文本能力。帮助学生总结本部分是谈论的烹饪方式的变化。突破There were … There are … There will be …学会借助图片、关键词复述文段。重点渗透学习方法。）

Part 2 Read together, then talk about the changes of the earth with the help of the pictures and the PPT . (设计意图：第二部分认读、理解最简单。让学生自读、集中描述地球的变化，让学生获得文本信息的同时，增强学生学习的信心，体验学习的快乐。）

Part 3 Read in groups, discuss the difficult words or sentences. Communicate each other and help each other. Then , let the students listen and repeat the difficult words, finally, try to read and understand this part. (设计意图：本部分生词最多，通过小组互学方式交流预习心得与困惑，通过同伴互助解决部分难点，教师在此基础上加以引导，激发学生主动学习、主动思

考。）

2. Practice Listen to the whole story again. Then listen and repeat. (设计意图：听音阅读，再次整体把握文本，借助视频让学生模仿正确的语音、语调及正确的意群朗读方法。）

Read the story by themselves. Then differ the statements True or False. (设计意图：自读文本，通过判断对错进一步把握关键信息，为学生朗读或复述文本内容作铺垫。) Step 4.Post-reading 1. Group work Show the pictures with no words, and have Ss choose the pictures they are interested in to talk about. Have each student talk about any item of the three in groups or invite any groups to talk about the magazine in front of the screen. (设计意图：巩固核心语言，检查本课时目标达成情况。学生根据图片及关键句型自己组织语言，复述本课内容，加深对本课知识的理解，训练学生核心语言的表达。让学生在一个比较真实的情景里面学习和说英语，提高英语表达能力。) 2.

Sing a song Share them an English song –Heal the world. (设计意图：

保护环境，人人有责。出示歌曲视频《Heal the world》,让学生真实感受环保的重要性。) 3.

Extension In fact, China had done a lot to heal the world. Let students watch the video . How to heal the world? Share your opinion with the whole class. Have Ss enjoy the pictures with the music and get to know how to heal our earth. （设计意图：观看记录片《厉害了，我的国！》当中有关环保的片段，让学生感受中国智慧、中国力量、了解中国近些年在环保方面做出的努力，增强民族自豪感，明确保护环境、拯救地球的重要性。）

4.Homework. Make a poster. T: Make a poster to show what we can do to heal the world. You can cooperate with your friends or by yourselves. (设计意图：《英语课程标准》提出要“倡导学生体验参与”，“重视通过做事学习知识。”设计个性化作业，激发学生作业兴趣,学生可以根据自己的能力选择作业的形式，体现了分层次布置作业的特点。增强学生保护环境的意识。将语言的学习与生活的实际紧密结合起来，学生可以进行语言的深入学习，将思维的培养和语言的发展在语境中有机地结合起来，同时更好地落实本课的情感目标。) (板书设计)Board design: