Story time国家优质课一等奖

六年级上册

第四单元

第1课时

陈卫清

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 Warming up

1. T: Look! We know well each other, can you say sth about your techer. 2.呈现一张小时候照片

，让学生说说小时候会做的事。

How about you? (引导学生用PPT上的句型来表达) ________ years ago, I could ________ Step 2 Presentation 1. 出现故事中的人物

2. 时间，人物配对。

3.

出示课题

T: 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) 【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】

Step 3 Story time Part 1 1. T: Many changes have happened to Mike’s family. What are they? (播放动画) T: Can you say something about Mike’s 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, we’ll know more about the changes of Mike’s family.

3. T: This boy is Mike. Now, he is a young boy. And he can do many things now. Let’s guess, what can he do?

T: Could Mike do all these things six years ago? What could he do? Can you guess? What couldn’t he do?

T: So, six years ago, Mike could read and draw but he couldn’t 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 2 1. T: How about Mr Brown? How did he keep in touch with his friends twenty years ago? How does he keep in touch with his friends now? 2. T: Let’s fill in the blanks together. Now, try to describe Mr Brown. (学生复述) T: So the means of contact is changing.

Part 3 T: How about Mike’s grandpa? How did he get news thirty years ago?

S: 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: Let’s read this paragraph together. Then describe Mike’s grandpa. (学生复述) T: So the way of getting news is changing. How do you get news, boys and girls?

Part 4 1. 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 buy 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 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 Beyond Story time 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. What should we do? Do you have any changes these years? Think it over. Let’s 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。】

Homework

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 now

Mike 6 yrs ago

could read and run

could

not write Mr Brown 20 yrs ago

wrote letters

used the telephone 30 yrs ago

listened to the radio

Mike’s grandpa

read newspapers

Mrs Brown 20 yrs ago

made friends at school

bought things from shops

can do many things

writes emails

has a mobile phone

can

read news and watch news on the Internet/reads e-books makes

e-friends and does

shopping on the Internet then now

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：

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关注学生对课文的整体感知和细节信息的获取

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关注学生的过程性体验

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关注学生思维能力的培养

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多样化的评价方式以及分层作业的布置。