Story time公开课教案（教学设计）

6A Unit4 Then and now 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: Guess! S: Did you …? (PPT提示图片，操练短语：readhttp://http//www.xkb1.com 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 Presentation 1. T: Look! These are 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 did a good job. Let’s 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 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

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：

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。