Story time优秀教学设计内容

Unit 4 Then and now(江苏译林版小学英语六年级上) 教学内容

Story time第一课时

课型

新授课

学情分析： 本课的教学对象是六年级学生。通过三年的英语学习，他们的听说读写能力已经初步形成，已掌握了丰富的英语知识。新教材六上Unit4 Then and now，是讲的过去与现在的变化。在学习了三个单元的过去时句型之后，我们逐步对过去式有了一定的了解和意识，能够初步运用并进行描述了。学生可能遇到的问题就是一般过去时与五年级学的一般现在时这两种时态的混淆。基于此，我将第一课时设计如下。

教学目标：

1．听说读单词e-book, mobile phone, newspaper, radio, telephone, e-friend, anywhere, could，并能运用于语句中。

2．掌握动词过去式的发音及用法，会说…could/ could not…

3 能正确理解和朗读日常对话内容，在教师的引导下可以正确复述课文内容

4 能正确使用一般过去式和一般现在时候表达过去和现在的事情

5．通过过去和现在的对比，感受个人的成长和社会的进步。

教学重点：

1 能了解并说出不规则动词的过去式。

2 能发现生活中的点滴变化，并正确使用英语表达。

教学难点：

1.句型：一般过去时与一般现在时的比较和运用

2.词汇：mobile phone等词的读音及动词过去式

教学准备：

PPT 教学设计：

Step1 free talk

T: Hello, boys and girls, S :Hello ,Miss pan T:I’ m your English teacher. We know each other well . Can you say something about me ? S: You /Miss Pan. T: Look at this picture. Who’s that? Guess. S: Is she…? T: OK.I tell you. That’s me. That’s your English teacher thirty years ago.

Do you want to know what could Miss Pan do thirty years ago?

T: Now let’s look at the pictures.(播放图片，教师介绍

I could… thirty years ago.)

Step2 Do an

exercise：true or false T: Now look, there are several sentences, if it’s wrong, correct it! 学生看图判断并改正句子。(呈现句型：I could … .教学单词could。通过学生判断引出句型I couldn’t ,教学单词couldn’t.)

Step3 leading-in T: Thirty years ago, I couldn’t speak English ,but now I can .I couldn’t …., but now I can….So I have changed a lot.

How about you? Look at these pictures, Could you do these things ten years ago? Please tell to your partner: I couldn’t … But I can now…

Step4 Story time

1.Watch, match and say T: We have a lot of change .Look ,what about these people? Who are they? C: They’re Mike and his family. T: Who were they? Watch the cartoon and try to match the pictures. Then tell me how many years ago? Check.

T& Ss: He/She was ×××

years ago. T: Twenty years ago/thirty years ago/…,we can call then..(教学then) So today’s topic is then and now.

2.read and write

T: The appearance of Mike’s family has changed. Are there any other changes in his family? Open your books ,read the passage, underline the verb phrases, finish P38 . work in pairs, one acts Yang Ling ,One acts Su Hai.

3.talk and say 1).Paragraph1 T: What could he do six years ago? C: He could read and draw, but he couldn’t write. T: What can he do now? C: Now he can do many things. T: Guess ,what can he do?

C: He can write, read English, ride a bike and play the football. (2) Read after the computer. 总结

T: This is the change of ability. 2) Paragraph2 T：let’s talk about Mr Brown. S1:Twenty years ago, Mr Brown.. S2:

Now, …. Learn：write---wrote

a mobile phone （实物）

anywhere（动作演示）

Read the phrases after T T: Which one do you like? A mobile phone or telephone? S: I like … . T: Why? S: Because …. Read after the tape. 总结T: This part is the change of communications. 3) Paragraph 3

T: Look ,this par is about Mike’s grandpa. Can you tell us his change. C:…

Learn :read—read/e/

news

e-book T:Where can we read e-book. C: We can read e-book on the internet. We can use a computer to read e-books…. T: T Read after the tape. his is the change of getting news. 4) Paragraph 4

T: Mike’s grandpa has some changes in his life. How bout his mother? Change the answer. Learn：buy — bought

has e-friends from all over the world图片T: Maybe she chats with her e-friends on the QQ. Maybe she writes emails to her e-friends. (以选择的形式理解all over the world)

does shopping on the Internet

(图T: In China, people does shopping on Tao bao) T: Mr Brown write e-mails. Mrs Brown has e-friends Grandpa reads e-books. They’re on the internet.(教学

on the internet) T: This part is bout the change of making friends and the change of doing shopping. Read Paragraph4 after the computer.

Step5

Consolidation and production 1. think and say T:What do you think of their life now?

Why?

C: Their life is …(fashion, cool, modern, happy… ), because…

2.Read in groups (1) Read after one. (2) Read together (3) Read one by one Read together 3.Try to retell T: There are different kinds of changes in Mike’s family. Can you choose one to describe it according to the phrases on the blackboard? Talk with the partner. 4.talk show T: Welcome to LXTV talk show. Which group would like to have a show ? S1...教师根据情况做出引导

S2... S3... 5. Consolidation. T: Our families have many changes. Our city has many changes, too. Let’s enjoy some pictures. We change the world. The world changes us.

Step6. Homework Read Story time Retell Story time Five in group to act the talk show 七、

板书设计

教学反思：

本堂课的教学重点突出，在整个教学中给学生提供了大量开口说英语的机会。应该说是达到了突破学生掌握单词和句型的目的，活动也层层递进和深入，并且照顾到了全体学生。在新单词的教授上，作为高年级的学生，我试着用英语解释英语，让学生很自然地联系到自己的与生活。在教学中通过读、听、视、说多种形式的训练组合，声像结合、图文并茂地培养学生的口语表达意识，避免了枯燥单调的操练。最后老师拓展的内容是TV talk show，目的是让学生由书中的介绍模式改成自己的采访。旨在通过教师有序的指导，在学习好课文的基础上，自己组织语言，加深巩固。

不过，在这堂课上也有些遗憾之处：最后的TV talk show原本是个很好的活动，但由于时间安排上的关系，没有很好地实施展示,只能作为课后作业完成。