人教PEP版英語(yǔ)六年級(jí)下冊(cè)Unit 4 Then and now 教案（共7課時(shí)）

第第頁(yè)人教PEP版英語(yǔ)六年級(jí)下冊(cè)Unit4Thenandnow教案（共7課時(shí)）Thefirstperiod(第一課時(shí))PartALet'stry&Let'stalk內(nèi)容分析本課是PEP小學(xué)英語(yǔ)六年級(jí)起點(diǎn)第二冊(cè)Unit4第一課時(shí)，主要學(xué)習(xí)“star,moon,lookup,Internet”及相關(guān)句型“Thereis/are...”“Therewas/were...”來表達(dá)現(xiàn)在與過去。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力通過閱讀Let’stry板塊，能夠理解題目要求并對(duì)將要聽的內(nèi)容進(jìn)行預(yù)測(cè)。通過聽錄音，能夠完成Let’stry板塊的練習(xí)。通過觀察、談?wù)揕et’stalk板塊，在圖片、PPT和教師的幫助下能理解對(duì)話大意，并能回答對(duì)話下面的問題。通過聽錄音，能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色表演。能夠聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用Therebe句型描述某個(gè)地方過去與現(xiàn)在的狀態(tài)和變化。能夠在語(yǔ)境中借助圖片，理解新詞匯“star,moon,lookup,Internet”的意思，并能正確發(fā)音。過程與方法利用簡(jiǎn)短的pairwork操練本課核心單詞、詞組和句型，為下面的教學(xué)活動(dòng)做鋪墊。情感態(tài)度價(jià)值觀創(chuàng)設(shè)真實(shí)語(yǔ)境，讓學(xué)生根據(jù)生活實(shí)際開展對(duì)話，談?wù)撚嘘P(guān)朋友的特征及其興趣愛好，鞏固本課的核心詞匯和句型，提高學(xué)生的語(yǔ)言綜合運(yùn)用能力。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠理解并掌握本課的核心詞匯和句型。教學(xué)難點(diǎn)能夠在情景中恰當(dāng)運(yùn)用Therebe句型描述某個(gè)地方過去與現(xiàn)在的狀態(tài)和變化。教學(xué)準(zhǔn)備PPT課件、課文錄音、視頻等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Warm-up&Lead-in1.Greetings.Dividethemintoseveralgroupsandtellthem,“Ifyoucanbeactive,openmindedandcreativeinclass,yourgroupcangetmorepoints.”Thegroupwhichgetsthemostpointswillbethewinner.2.Revision.Reviewtheverbsofthepastformwe’velearnedbefore.（出示課件）3.Lead-in.Presenttwopicturesofourhometown,oneofthepresentandtheotherofthepast.(出示課件)T:Let’shavealook.What’sthedifference?Ss:...Step2:Presentation1.Let’stry.(1)Presentthepictureofourschool.（課件出示：一張學(xué)校的圖片）T:What’sourschoollike?Ss:It’sbig/clean/beautiful…T:Doyouknowwhattheschoolwaslikemanyyearsago?Isitdifferentnow?(Leadstudentstoguessandpredict.)T:Didtheschoolchangealittleoralot?Ss:Ithinkitchanged…T:Didtheschoolhavecomputersthen?Ss:No,itdidn’t.T:Sostudentscouldn’tusetheInternetthen.Andtheycouldn’tlookthingsupontheInternet.Presentthenewwords“Internet”and“l(fā)ookup”.Learnthenewwords.Readtheminsyllablesaftertheteacher.（課件出示：Internet與lookup的相關(guān)內(nèi)容）(2)T:Didyourparentsgotothesameschoolasyou?Whataboutyourgrandparents?Ss:Yes,my…wenttothesameschool./No,theydidn’t.T:WuBinbin’sgrandpawenttothesameschoolasWuBinbinmanyyearsago.Nowheisaguestvisitingtheschool.Presenttheexerciseof“Let’stry”.（課件出示：Let’stry板塊的練習(xí)）Playtherecording.（出示課件）Letstudentslistenandtickorcross.Listenagain.Checktheanswers.Thenanswerthequestion.T:HowdidWuBinbin’sgrandfatherlearninhisoldschool?Ss:Helistenedtotheteachersandreadlotsofbooks.(3)Letstudentsreadthelisteningmaterialsandlearnthekeysentences.（課件出示：Let’stry板塊的聽力材料）.2.Readandpredict.Presentthepictureof“Let’stalk”.(出示課件)T:GrandpaisvisitingWuBinbin’sschool.WhatcanyouseeinWuBinbin’sschool?Ss:Wecanseeaplayground/alibrary/aclassroom…T:Greatjob!WhatwasGrandpa’sschoollike?Wasthereaplayground/libraryinGrandpa’soldschool?Ss:(Guess.)…T:Canyoupredictwhattheyaretalkingabout?Ss:TheyaretalkingaboutGrandpa’soldschool.3.Watchandanswer.(1)Playthevideoof“Let’stalk”.(課件出示：Let’stalk板塊的視頻)Letstudentsgetthemainideaofthedialogueandanswerthequestions.(2)Checktheanswers.(3)CheckthepredictionsofGrandpa’sschool.(4)Presentthejudgingcluesandteachthekeysentences.4.Getmoredetails.Studentsreadagainandfindouttheanswerstothesequestions.Checktheanswers.Showsomepicturesaboutthemoon.LearnsomethingaboutAmerican’sfirstlandingonthemoon.(課件出示：月球及美國(guó)人首次登月的相關(guān)圖片)Presentandteachthewords“moon”and“star”.（課件出示：moon和star的相關(guān)內(nèi)容）Step3:Practice1.Makesentences.T:Whoisgoingtovisitthemoononeday?Ss:Sarah.T:Doyouwanttogotothemoon?Whatareyougoingtodooneday?Trytomakesentencesusing“I’mgoingto…”andthenmakeabriefsummaryoftheusageofthiskeysentencepattern.(出示課件)Ss:I’mgoingto...2.Readandact.(1)Letstudentsreadaftertherecordingandpayattentiontothepronunciationandintonation.（課件出示：Let’stalk板塊的音頻）(2)Letstudentspracticethedialogueinrolesingroups.(3)Actout.3.Fillintheblanks.CompareGrandpa’sschoolwithWuBinbin’sschool.Whatarethedifferencesbetweennowandthen?Letstudentspayattentiontotheformsofverbsthenfillintheblanksandcompletethechart.Step4:Consolidation&Extension1.Makeapresentation.T:Whatwasyourschoollikefiveyearsago?Whatisitlikenow?Drawyourpictures.Thendiscussandmakeapresentation.Showthepicturesyoudrawandtalkaboutthem.Youcanusethesentencepatterns:Fiveyearsago,therewas/were(no/not)…Now,thereis/are…2.Talkaboutthedifferencesinyourlife.T:Howwasyourlifeinthepast?Howisyourlifenow?TherearesomecluesonthePPT.(出示課件)Workingroupsanddiscuss.Youcanusethesesentencepatterns:Therewereno…manyyearsago.Butthereare…now.Askseveralgroupstomakeareport.板書設(shè)計(jì)Unit4Thenandnowstar,moon,lookup,InternetTherewasnolibraryinmyoldschool.Therewasonlyonesmallbuildingonahill.TherewerenocomputersorInternetinmytime.作業(yè)設(shè)計(jì)觀看BBC紀(jì)錄片《宇宙的奇跡》教學(xué)反思結(jié)合學(xué)生生活經(jīng)歷，導(dǎo)入本課。在學(xué)習(xí)和呈現(xiàn)聽力材料之前引導(dǎo)學(xué)生先預(yù)測(cè)，培養(yǎng)良好的聽前預(yù)測(cè)習(xí)慣，注重邏輯思維能力的培養(yǎng)。通過自主學(xué)習(xí)的方式，驗(yàn)證預(yù)測(cè)。以多元化的教學(xué)活動(dòng)設(shè)計(jì)，在教學(xué)內(nèi)容層層遞進(jìn)的過程中幫助學(xué)生突破重點(diǎn)詞匯和句型，檢測(cè)學(xué)生對(duì)對(duì)話細(xì)節(jié)的理解。描述情景的詞匯不局限于課本，而是打開學(xué)生思維，從不同維度展開分類，拓展學(xué)生表達(dá)。創(chuàng)設(shè)真實(shí)語(yǔ)境，讓學(xué)生根據(jù)生活實(shí)際開展對(duì)話，練習(xí)本課的核心詞匯和句型，提高學(xué)生的語(yǔ)言綜合運(yùn)用能力。Thesecondperiod（第二課時(shí)）PartALet’slearn&Findthemistakes內(nèi)容分析本課是PEP小學(xué)英語(yǔ)六年級(jí)起點(diǎn)第一冊(cè)Unit4第二課時(shí)。主要學(xué)習(xí)單詞和詞組：dininghall,grass,gym,ago以及本部分核心的時(shí)間表達(dá)結(jié)構(gòu)“…yearsago,…monthsago,lastyear,lastmonth”談?wù)撆d趣愛好。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力通過圖片、課件展示等方式，能夠聽、說、讀、寫單詞或短語(yǔ)“dininghall,grass,gym,ago”以及表示過去時(shí)間的短語(yǔ)“…yearsago,…monthsago,lastyear,lastmonth”。能夠熟練運(yùn)用上述單詞和短語(yǔ)，并恰當(dāng)運(yùn)用Therebe句型的不同時(shí)態(tài)描述某個(gè)地方過去和現(xiàn)在的狀態(tài)；能夠?qū)W(xué)習(xí)過的各種時(shí)態(tài)中表示時(shí)間的短語(yǔ)進(jìn)行歸類能夠完成Findthemistakes板塊的環(huán)節(jié)，并能夠用本課所學(xué)的核心詞匯和句型結(jié)合圖片信息對(duì)唐朝百姓的生活條件和狀態(tài)進(jìn)行描述。過程與方法在創(chuàng)設(shè)的語(yǔ)境中提高學(xué)生的語(yǔ)言運(yùn)用能力，使學(xué)生能夠熟練運(yùn)用所學(xué)語(yǔ)言談?wù)撨^去和現(xiàn)在的變化。情感態(tài)度價(jià)值觀呈現(xiàn)活動(dòng)有設(shè)計(jì)感和層次感，能有效幫助學(xué)生提升英語(yǔ)核心素養(yǎng)。以學(xué)生為本，多啟發(fā)、多引導(dǎo)學(xué)生思考，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠理解和掌握本課時(shí)的重點(diǎn)詞匯和句型。教學(xué)難點(diǎn)能夠在情境中恰當(dāng)運(yùn)用Therebe句型的不同時(shí)態(tài)描述某個(gè)地方過去和現(xiàn)在的狀態(tài)。教學(xué)準(zhǔn)備PPT課件、課文錄音、視頻等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.T:Hello,boysandgirls.Howareyoutoday?Ss:I’mfine,thankyou.T:Howisourschooltoday?Ss:It’sclean/beautiful/quiet/nice…T:Doyoulikeourschool?Ss:Yes!2.Guessingtime.(出示課件)Playaguessinggame.Guesswhatplaceitisintheschool.①Youcanreadbooksinit.Whatisit?(library)②Thereareteachersinit.Theyoftenworkthere.(teachers’office)③Youoftenusecomputersinit.(computerroom)④Youoftendrawpicturesinit.(artroom)⑤Youoftensingsongsinit.(musicroom)3.Lead-in.PresentthepictureofWuBinbin’sschool.(出示課件)T:NowWuBinbinandhisfatheraretalkingabouttheirschool.WhatisWuBinbin’sschoollike？Ss:It’s…Thereis/are…intheschool.Extendthewords:playground,buildings.Step2:Presentation1.Learntheword“grass”.Pointtotheplaygroundandthegrass.T:Lookatthisgreenpart.Wecanseethe…Ss:Playgroundandthegrass.Presenttheword“grass”andletstudentsreadthewordaftertherecording.(出示課件)T:Grasscanmakeourschoolgreenand…Ss:Nice./Beautiful./…2.Learntheword“gym”.(1)Lookatthisbuildingonthegrass.T:Whatbuildingisit?Ss:(Guess.)T:Great!It’sagym.Presenttheword“gym”andletstudentsreadthewordaftertherecording.(出示課件)(2)Freetalk.Theteachermakesamodelfirst,andstudentsbrainstormtherelevantwords.T:Whatcanwedointhegym?Ss:Wecanplaybasketball/ping-pong/tennis…Conductthefreetalkinpairs.Talkaboutthethingsstudentscandoontheplayground,inthegym,computerroomandteachingbuildings.Thenletstudentsactout.（出示課件）T:Whatcanwedointhe…?Ss:Wecan…3.Learnthephrase“dininghall”.T:Wherecanwehavebreakfastandlunch?Ss:Inthedininghall.T:Welldone!Presentthephrase“dininghall”andletstudentsreadthephraseaftertherecording.(出示課件)Playthevideoofthewordslearnedin“Let’slearn”.(課件出示：Let’slearn板塊的視頻)Listen,readandpointtotherelevantbuildings.4.Learntheword“ago”.(1)T:Watchthevideoof“Let’slearn”.（出示課件）Thinkaboutthesetwoquestions.Ss:No,therewasn’tagymintheschooltwentyyearsago.Butthereisanewoneintheschoolnow.Presenttheword“ago”.(出示課件)Letstudentsreadthewordaftertherecording.Thenteachtheusageoftheword“ago”indetails.(2)Presentthecalendarofyearsinthepasttwodecades.Teachhowtoexpress“…ago”.（出示課件）Presentthecalendaroftherecentyears.Teachhowtoexpress“l(fā)astweek/month/year”.(課件出示：近幾年日歷)(3)Workingroups.Answer:Wecandividethemintothreedifferenttimecategories.（出示課件）Observethesewordsandphrases.Trytomakeabriefsummaryofhowtousetheadverbialexpressionsoftime.Step3:Practice1.Listenandmatch.T:WuBinbin’sschoolchangedalot.Itwasnotthesameasitwasbefore.Howdiditchange?Listentothesupplementarylistening(出示課件)andmatchthebuildingstothetime.（課件出示：建筑物與時(shí)間連線的練習(xí)）2.Practicethedialogue.(1)Askstudenttolistenandreadaftertherecording.(出示課件)(2)Letstudentsreadthedialogueinpairs.(3)Letstudentsreadthedialogueinroles.BoysplaytheroleofFather.GirlsplaytheroleofSon.3.Practicethesentencestructure.Studentstrytomakeabriefsummaryandthentheteachertellsstudentshowtouse“Therebe”sentencestructure.Thenpresenttheusageofit.Payattentiontoitssingularandpluralforms.Atlast,showthetips.（出示課件）Step4:Consolidation&Extension1.Lookandcomplete.Lookatsomepicturesandwords.Use“Therebe”andtheadverbialexpressionsoftimetocompletethesentences.(出示課件)2.Findthemistakes.T:Lookatthepictureinthebook.ItwasintheTangDynasty,aperiodoftheoldtimes,butthereweremanystrangethingsinthepicture.Wecanseethesethingsinourpresentlife,butwecouldn’tseetheminancienttimes.Canyoufindthemistakes?Makeamodel.T:Atthattime,therewerenogyms.Peopledidn’tgobybus.Peoplecouldn’tusetheInternet.Circletherelevantpartsonthepicture.ShowthemonthePPT.(出示課件)Leadstudentstocompletethesentencesandcirclethemistakesonthepicture.Atthattime,there________nomotels(汽車旅館).Atthattime,there________no________.Atthattime,there________no________.Answers:werewere;cinemaswere;postoffices(3)Letstudentsfindoutmoremistakes.Atthattime,there________no________.3.Workingroups.PresentsomepicturesofthelifeinancienttimesonthePPT.(課件出示：多張古代人生活圖片)T:So,therearemanydifferencesbetweenthelifeinthepresentandthelifeinthepast.Doyouknowmoreabouttheancienttimes?Workingroups.Talkandsay.（出示課件）Ss:Atthattime,people…Therewas/were…板書設(shè)計(jì)Unit4Thenandnowdininghall,grass,gym,ago…yearsago,…monthsago,lastyear,lastmonthTherewasnogyminmyschooltwentyyearsago.Nowthere’sanewoneinourschool.作業(yè)設(shè)計(jì)口語(yǔ)交際：與同學(xué)討論，總結(jié)更多的過去時(shí)間的表達(dá)教學(xué)反思1.帶領(lǐng)學(xué)生復(fù)習(xí)，為導(dǎo)入和授新做鋪墊。2.本課時(shí)主要是詞匯教學(xué)，教學(xué)活動(dòng)循序漸進(jìn)，層層遞進(jìn)，呈現(xiàn)和授新做到詞不離句，創(chuàng)設(shè)具體的語(yǔ)言情境，讓學(xué)生在語(yǔ)境中學(xué)習(xí)和掌握詞匯。3.呈現(xiàn)活動(dòng)有設(shè)計(jì)感和層次感，能有效幫助學(xué)生提升英語(yǔ)核心素養(yǎng)。以學(xué)生為本，多啟發(fā)、多引導(dǎo)學(xué)生思考，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。4.對(duì)課文內(nèi)容進(jìn)行整合和調(diào)整，既基于課本知識(shí)，又不局限于課本形式。在興趣愛好的話題基礎(chǔ)上，拓展必要的相關(guān)單詞和詞組，豐富學(xué)生表達(dá)。5.板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。Thethirdperiod（第三課時(shí)）PartBLet’stry&Let’stalk內(nèi)容分析本課是PEP小學(xué)英語(yǔ)六年級(jí)起點(diǎn)第一冊(cè)Unit4第三課時(shí)。主要學(xué)習(xí)：change,different,active,gocycling以及能夠結(jié)合語(yǔ)境，熟練運(yùn)用句型“Before,I/he/shewas…”“Before,I/he/shedidn’t…”“Now,I/he/sheam/is…”進(jìn)行提問并作答。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力通過閱讀Let’stry板塊，能夠?qū)β犃?nèi)容進(jìn)行預(yù)測(cè)。通過聽錄音，能夠聽懂、解答Let’stry板塊的問題，選出正確的答案。通過觀察、談?wù)揕et’stalk板塊，在圖片、PPT和教師的幫助下理解對(duì)話大意，并能回答對(duì)話下面的問題。通過模仿錄音音頻，能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色表演。能夠聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用句型“Before,I/he/shewas…”“Before,I/he/shedidn’t…”“Now,I/he/sheam/is…”等描述自己與他人的變化。能夠在語(yǔ)境中借助圖片、情境等理解“change,different,active,gocycling”等新詞的意思，并能正確發(fā)音。過程與方法通過閱讀和小組活動(dòng)，讓學(xué)生在朗讀的過程中學(xué)會(huì)本課時(shí)內(nèi)容，并且在活動(dòng)中進(jìn)行討論和運(yùn)用，加深理解。情感態(tài)度價(jià)值觀詞組的授新和呈現(xiàn)注重情境創(chuàng)設(shè)，在情境中幫助學(xué)生更好地理解掌握相關(guān)詞匯以及更好地理解本課課文。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠聽懂Let’stalk板塊的對(duì)話，掌握本節(jié)課的重點(diǎn)句型并能在實(shí)際情景中交流。教學(xué)難點(diǎn)能夠談?wù)撟约号c他人在性格、愛好、行為等方面的變化，提高語(yǔ)篇輸出能力。教學(xué)準(zhǔn)備PPT課件、課文錄音、視頻等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.T：Goodmorning,boysandgirls.Inthisclass,ifyoucanreadthewordsloudly,correctlyandclearly,youcangetmorepointsforyourgroups.Thegroupwhichgetsthemostpointswillbethewinner.2.Enjoyavideo.Writedownthetopic“Unit4Thenandnow”ontheblackboardandenjoyavideoaboutthegreatchangesthathavetakenplaceinourmotherlandintherecent70years.(課件出示：中國(guó)近70年變化的視頻)T:Doyouwanttosaysomethingaboutthevideo?Ss:Ourmotherlandchangedalot!T:Yes,you’reright.Wecanseegreatchangesinourmotherlandfortherecent70yearsinthisvideo.(Writedowntheword“change”ontheblackboard.)3.Lead-in.Theteachershowsanoldphoto.(出示課件)T:Guess!Whoisit?Ss:Yoursister./…T:Haha…It’sme.Ichangedalot.I’mdifferentfromwhatIwasbefore.Theteachershowsatableontheblackboard.DifferencesBeforeNowT:Lookatthefollowingphotos!（出示課件）OK.Ifyouwereme,pleasetalkaboutthechangesintheoldphotos.S1:Before,Iwasshort.Now,Iamtall.S2:Before,Iwasfat.Now,Iamthin.T:Yes,youareright.And“Before,Iwasquiet.Now,Iamactive.”Showapictureofabike.（課件出示：一幅自行車圖片）T:What’sthis?Ss:It’sabike.T:Right.Canyourideyourbike?(Writedown“ridethebike”inthetable.)S1:Yes,Ican.S2:No,Ican’t.(Writedown“couldn’t”infrontof“ridethebike”inthetable.)T:Nevermind.Becauseyou’reshortnow.Iwasshortbefore.Icouldn’tridemybikethen.ButIamtallnow.Igocyclingeveryday.(出示課件)“Gocycling”means“ridemybike”.(Writedown“gocyclingeveryday”inthetable)Lookatthetableontheblackboard.DifferencesBeforeNowshorttallquietactivecouldn’tridethebikegocyclingeverydayT:Thisismychangetable.I’mverydifferentnow.HowaboutMikeandhisfriends?Whataretheytalkingabout?Step2:Presentation1.Let’stry.(1)Showthequestionsof“Let’stry”onthePPT.(出示課件)Letstudentspredictandguesstheanswers.(2)Playtherecordingof“Let’stry”.(出示課件)Letstudentstrytochoosetherightanswers.(3)Letstudentsreadthedialogueandchecktheanswerstogetherwiththeteacher.T:Good!TheyaretalkingaboutMike’soldphotos.MikewasinGrade1.2.Readandpredict.(1)HowdidMikechange?Presentthepicturesof“Let’stalk”.(課件出示：Let’stalk板塊的圖片)T:ComeandlookatMike’sphoto!（Pointtothefirstpicture.）Isitoldornew?Ss:Old.T:Good!Afterfiveyears,Mikehaschangedalot.(Pointtothesecondpicture.)CanyoufindthechangesinMike?S1:Before,hewasshort.T:Wonderful!Before,hewasshort.Butnowheistall.JustlookathisT-shirtinthefirstpicture.Whatcolourisit?Ss:Pink.T:Yes.MikewaswearingapinkT-shirtinthisphoto.Didhelikepinkbefore?Ss:Yes,helikedpinkbefore.(Writedown“l(fā)ikedpink”inthetableontheblackboard.)DifferencesBeforeNowMikelikedpinkT:Mikelikedpinkfiveyearsago.Howaboutnow?Pleaselistenandfillinthetable.Playtherecordingandaskstudentstoanswer.Writedownthephrase“doesn’tlikepink”inthetable.T:Whatelse?HowdidMikechange?Listenandunderlinehischangesinyourbooks.Askstudentstoanswerthequestionsandfillinthetable.DifferencesBeforeNowMikelikedpink;quietdoesn’tlikepink;activeinclass(2)HowdidJohnchange?PresentthepictureofJohn.(出示課件)T:OK,boysandgirls,youhavechangedalot.Youaredifferentnow.HowaboutJohn?Readandunderlinehischangesinyourbooks.Askstudentstoanswerthequestionandfillinthetable.DifferencesBeforeNowMikelikedpink;quietdoesn’tlikepink;activeinclassJohncouldn’tridehisbikewellgoescyclingeverydayLeadstudentstoretell:Before,Johncouldn’tridehisbikewell.Nowhegoescyclingeveryday.T:Excellent!NowJohngoescyclingeveryday.That’sgoodexercise.Doyoulikeit?OK!Greentravel,startfromme!Step3:Practice1.Listenandimitate.T:Nowlistentotherecordingandimitatethedialogue.Whilereading,pleasepayattentiontothepronunciationandtheintonation.Letstudentslistentotherecordingandimitate.(課件出示：Let’stalk板塊的音頻)2.Readthedialoguebyyourselves.3.Thinkandcompletethedialogue.PresenttheincompletedialogueonthePPT.(出示課件)Askstudentstofillinit.4.Readinrolesandactout.(1)T:Nowlet’sreadinroles.OneisChenJie,oneisJohn,andanotheroneisMike.Practiceingroupsofthree.Studentspracticeingroups.(2)Showtime.(3)Retellthedialogue.Step4:Consolidation&Extension1.Howdidyourclassmateschange?T:Lookatyourclassmates’oldphotosandtalkabouttheirchanges.Youcanusethesesentencestructures.（出示課件）Askseveralstudentstomakesentences.2.Createadialogue.T:Takeoutyouroldphotosnow.Howdidyouchange?Howdidyourfamilymembersorfriendschange?Talkaboutthemwithyourpartners.Thencreateadialogue.Practiceingroupsandactitoutinclass.（課件出示：一段創(chuàng)編的對(duì)話）板書設(shè)計(jì)Unit4Thenandnowchange,different,active,gocyclingBefore,I/he/shewas…Before,I/he/shedidn’t…Now,I/he/sheam/is…Before,Iwasquiet.Now,I’mveryactiveinclass.Iwasshort,soIcouldn’tridemybikewell.Now,Igocyclingeveryday.作業(yè)設(shè)計(jì)描述自己成長(zhǎng)過程中性格的變化教學(xué)反思注重情境創(chuàng)設(shè)，引導(dǎo)學(xué)生理解本課時(shí)的主要句型。以學(xué)生為主體，注重對(duì)學(xué)生的引導(dǎo)，啟發(fā)思維。創(chuàng)設(shè)不同形式的操練活動(dòng)幫助學(xué)生鞏固本課核心語(yǔ)言，保持學(xué)生課堂學(xué)習(xí)的興趣和激情，教學(xué)重難點(diǎn)得到了有效的突破。板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的總結(jié)作用。Thethirdperiod（第三課時(shí)）PartBLet’stry&Let’stalk內(nèi)容分析本課是PEP小學(xué)英語(yǔ)六年級(jí)起點(diǎn)第一冊(cè)Unit4第三課時(shí)。主要學(xué)習(xí)：change,different,active,gocycling以及能夠結(jié)合語(yǔ)境，熟練運(yùn)用句型“Before,I/he/shewas…”“Before,I/he/shedidn’t…”“Now,I/he/sheam/is…”進(jìn)行提問并作答。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力通過閱讀Let’stry板塊，能夠?qū)β犃?nèi)容進(jìn)行預(yù)測(cè)。通過聽錄音，能夠聽懂、解答Let’stry板塊的問題，選出正確的答案。通過觀察、談?wù)揕et’stalk板塊，在圖片、PPT和教師的幫助下理解對(duì)話大意，并能回答對(duì)話下面的問題。通過模仿錄音音頻，能夠按照正確的語(yǔ)音、語(yǔ)調(diào)及意群朗讀對(duì)話，并能在小組中進(jìn)行角色表演。能夠聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用句型“Before,I/he/shewas…”“Before,I/he/shedidn’t…”“Now,I/he/sheam/is…”等描述自己與他人的變化。能夠在語(yǔ)境中借助圖片、情境等理解“change,different,active,gocycling”等新詞的意思，并能正確發(fā)音。過程與方法通過閱讀和小組活動(dòng)，讓學(xué)生在朗讀的過程中學(xué)會(huì)本課時(shí)內(nèi)容，并且在活動(dòng)中進(jìn)行討論和運(yùn)用，加深理解。情感態(tài)度價(jià)值觀詞組的授新和呈現(xiàn)注重情境創(chuàng)設(shè)，在情境中幫助學(xué)生更好地理解掌握相關(guān)詞匯以及更好地理解本課課文。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠聽懂Let’stalk板塊的對(duì)話，掌握本節(jié)課的重點(diǎn)句型并能在實(shí)際情景中交流。教學(xué)難點(diǎn)能夠談?wù)撟约号c他人在性格、愛好、行為等方面的變化，提高語(yǔ)篇輸出能力。教學(xué)準(zhǔn)備PPT課件、課文錄音、視頻等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.T：Goodmorning,boysandgirls.Inthisclass,ifyoucanreadthewordsloudly,correctlyandclearly,youcangetmorepointsforyourgroups.Thegroupwhichgetsthemostpointswillbethewinner.2.Enjoyavideo.Writedownthetopic“Unit4Thenandnow”ontheblackboardandenjoyavideoaboutthegreatchangesthathavetakenplaceinourmotherlandintherecent70years.(課件出示：中國(guó)近70年變化的視頻)T:Doyouwanttosaysomethingaboutthevideo?Ss:Ourmotherlandchangedalot!T:Yes,you’reright.Wecanseegreatchangesinourmotherlandfortherecent70yearsinthisvideo.(Writedowntheword“change”ontheblackboard.)3.Lead-in.Theteachershowsanoldphoto.(出示課件)T:Guess!Whoisit?Ss:Yoursister./…T:Haha…It’sme.Ichangedalot.I’mdifferentfromwhatIwasbefore.Theteachershowsatableontheblackboard.DifferencesBeforeNowT:Lookatthefollowingphotos!（出示課件）OK.Ifyouwereme,pleasetalkaboutthechangesintheoldphotos.S1:Before,Iwasshort.Now,Iamtall.S2:Before,Iwasfat.Now,Iamthin.T:Yes,youareright.And“Before,Iwasquiet.Now,Iamactive.”Showapictureofabike.（課件出示：一幅自行車圖片）T:What’sthis?Ss:It’sabike.T:Right.Canyourideyourbike?(Writedown“ridethebike”inthetable.)S1:Yes,Ican.S2:No,Ican’t.(Writedown“couldn’t”infrontof“ridethebike”inthetable.)T:Nevermind.Becauseyou’reshortnow.Iwasshortbefore.Icouldn’tridemybikethen.ButIamtallnow.Igocyclingeveryday.(出示課件)“Gocycling”means“ridemybike”.(Writedown“gocyclingeveryday”inthetable)Lookatthetableontheblackboard.DifferencesBeforeNowshorttallquietactivecouldn’tridethebikegocyclingeverydayT:Thisismychangetable.I’mverydifferentnow.HowaboutMikeandhisfriends?Whataretheytalkingabout?Step2:Presentation1.Let’stry.(1)Showthequestionsof“Let’stry”onthePPT.(出示課件)Letstudentspredictandguesstheanswers.(2)Playtherecordingof“Let’stry”.(出示課件)Letstudentstrytochoosetherightanswers.(3)Letstudentsreadthedialogueandchecktheanswerstogetherwiththeteacher.T:Good!TheyaretalkingaboutMike’soldphotos.MikewasinGrade1.2.Readandpredict.(1)HowdidMikechange?Presentthepicturesof“Let’stalk”.(課件出示：Let’stalk板塊的圖片)T:ComeandlookatMike’sphoto!（Pointtothefirstpicture.）Isitoldornew?Ss:Old.T:Good!Afterfiveyears,Mikehaschangedalot.(Pointtothesecondpicture.)CanyoufindthechangesinMike?S1:Before,hewasshort.T:Wonderful!Before,hewasshort.Butnowheistall.JustlookathisT-shirtinthefirstpicture.Whatcolourisit?Ss:Pink.T:Yes.MikewaswearingapinkT-shirtinthisphoto.Didhelikepinkbefore?Ss:Yes,helikedpinkbefore.(Writedown“l(fā)ikedpink”inthetableontheblackboard.)DifferencesBeforeNowMikelikedpinkT:Mikelikedpinkfiveyearsago.Howaboutnow?Pleaselistenandfillinthetable.Playtherecordingandaskstudentstoanswer.Writedownthephrase“doesn’tlikepink”inthetable.T:Whatelse?HowdidMikechange?Listenandunderlinehischangesinyourbooks.Askstudentstoanswerthequestionsandfillinthetable.DifferencesBeforeNowMikelikedpink;quietdoesn’tlikepink;activeinclass(2)HowdidJohnchange?PresentthepictureofJohn.(出示課件)T:OK,boysandgirls,youhavechangedalot.Youaredifferentnow.HowaboutJohn?Readandunderlinehischangesinyourbooks.Askstudentstoanswerthequestionandfillinthetable.DifferencesBeforeNowMikelikedpink;quietdoesn’tlikepink;activeinclassJohncouldn’tridehisbikewellgoescyclingeverydayLeadstudentstoretell:Before,Johncouldn’tridehisbikewell.Nowhegoescyclingeveryday.T:Excellent!NowJohngoescyclingeveryday.That’sgoodexercise.Doyoulikeit?OK!Greentravel,startfromme!Step3:Practice1.Listenandimitate.T:Nowlistentotherecordingandimitatethedialogue.Whilereading,pleasepayattentiontothepronunciationandtheintonation.Letstudentslistentotherecordingandimitate.(課件出示：Let’stalk板塊的音頻)2.Readthedialoguebyyourselves.3.Thinkandcompletethedialogue.PresenttheincompletedialogueonthePPT.(出示課件)Askstudentstofillinit.4.Readinrolesandactout.(1)T:Nowlet’sreadinroles.OneisChenJie,oneisJohn,andanotheroneisMike.Practiceingroupsofthree.Studentspracticeingroups.(2)Showtime.(3)Retellthedialogue.Step4:Consolidation&Extension1.Howdidyourclassmateschange?T:Lookatyourclassmates’oldphotosandtalkabouttheirchanges.Youcanusethesesentencestructures.（出示課件）Askseveralstudentstomakesentences.2.Createadialogue.T:Takeoutyouroldphotosnow.Howdidyouchange?Howdidyourfamilymembersorfriendschange?Talkaboutthemwithyourpartners.Thencreateadialogue.Practiceingroupsandactitoutinclass.（課件出示：一段創(chuàng)編的對(duì)話）板書設(shè)計(jì)Unit4Thenandnowchange,different,active,gocyclingBefore,I/he/shewas…Before,I/he/shedidn’t…Now,I/he/sheam/is…Before,Iwasquiet.Now,I’mveryactiveinclass.Iwasshort,soIcouldn’tridemybikewell.Now,Igocyclingeveryday.作業(yè)設(shè)計(jì)描述自己成長(zhǎng)過程中性格的變化教學(xué)反思注重情境創(chuàng)設(shè)，引導(dǎo)學(xué)生理解本課時(shí)的主要句型。以學(xué)生為主體，注重對(duì)學(xué)生的引導(dǎo)，啟發(fā)思維。創(chuàng)設(shè)不同形式的操練活動(dòng)幫助學(xué)生鞏固本課核心語(yǔ)言，保持學(xué)生課堂學(xué)習(xí)的興趣和激情，教學(xué)重難點(diǎn)得到了有效的突破。板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的總結(jié)作用。Thefifthperiod（第五課時(shí)）PartBReadandwrite內(nèi)容分析本課是PEP小學(xué)英語(yǔ)六年級(jí)起點(diǎn)第二冊(cè)Unit4第五課時(shí)。主要學(xué)習(xí)單詞:race,nothing,thought,felt,cheetah,trip,woke,dream以及重點(diǎn)句子“Thereweremanyanimalsinthatrace.”“Butsuddenlyhetrippedandfell.”，讓同學(xué)們通過討論自己和同伴的愛好激活相關(guān)的背景知識(shí)、儲(chǔ)備詞匯。老師將通過多種教學(xué)活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。課時(shí)目標(biāo)知識(shí)與能力能夠正確地聽、說、認(rèn)讀單詞“race,nothing,thought,felt,cheetah,trip,woke,dream”。能夠聽懂、理解和朗讀重點(diǎn)句子“Thereweremanyanimalsinthatrace.”“Butsuddenlyhetrippedandfell.”。能夠在圖片和教師的引導(dǎo)下，對(duì)文本內(nèi)容進(jìn)行預(yù)測(cè)。能夠理解文本，根據(jù)文本信息給圖片排序，并在對(duì)話模式的文本中填上合適的內(nèi)容。能夠結(jié)合自己的實(shí)際，模仿課文文本，寫一篇關(guān)于自己夢(mèng)境的小語(yǔ)篇。過程與方法通過整體感知文本，引導(dǎo)學(xué)生自主學(xué)習(xí)，完成細(xì)節(jié)題，通過閱讀問題訓(xùn)練在語(yǔ)篇中捕捉細(xì)節(jié)信息的能力，深入對(duì)文本的理解。情感態(tài)度價(jià)值觀鞏固本課的核心詞匯和句型，提高學(xué)生的語(yǔ)言綜合運(yùn)用能力。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠閱讀與理解短文，完成相應(yīng)的練習(xí)。教學(xué)難點(diǎn)能夠提升閱讀技巧，掌握并熟練使用文中出現(xiàn)的重點(diǎn)句型。教學(xué)準(zhǔn)備PPT課件、課文錄音等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)錄音游戲教學(xué)過程Step1:Pre-reading1.Greetings.Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanactbravely,activelyandbeopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Astory—TheRaceBetweenTortoiseandHare.(1)Presentthebookcoverofthisstory.(課件出示：《龜兔賽跑》的圖片及race的相關(guān)內(nèi)容)WeallknowthestoryofTheRaceBetweenTortoiseandHare.Highlighttheword“race”.Readandlearnthenewword.Guessitsmeaningaccordingtothepicture.(2)T:Thereweresomanyanimals.Theywerewatchingtherace.Thehareran…,butthetortoisewas…Ss:fast,slow.Presenttheoppositewords“fast”and“slow”.UsetwoGIFpicturestohighlighttheiroppositemeanings.(課件出示：動(dòng)圖對(duì)比f(wàn)ast和slow)(3)T:Whowontheraceintheend?Ss:Thetortoise.T:Why?Weknowtheharecouldrunfaster.Ss:Becausetheharesleptandhadadreamduringtherace.T:Oh,dear!Whatadream!Thedreammadetheharefailedtherace.Presenttheword“dream”.Studentsreadandlearnthenewword.(課件出示：dream的相關(guān)內(nèi)容)(4)T:Howdidtheharefeelwhenhelosttherace？Ss:Hefeltsad/unhappy/angry…Presentthewords“feel—felt”.(課件出示：felt的相關(guān)內(nèi)容)Studentslearnthenewword.T:Howwillyoufeelifyoulose？Ss:Ifeelsad/fine/OK…T:Ithinkit’sOKtolosearace.Wewillgetasecondchanceoneday.Wecantryhardernexttime.3.Lead-in.T:Whatanimalscanrunfasterthanahare?Ss:…T:Whatisthefastestlandanimal?Ss:Thecheetah.Presentthenewword“cheetah”.Studentsreadthewordaftertherecording.（課件出示：cheetah的相關(guān)內(nèi)容）T:Ifotheranimalshavearacewithacheetah,willtheyfeelworriedabouttherace?Ss:…(Studentssharetheirdifferentopinions.)T:Doyouhaveanythingtoworryabout?Whatmakesyoufeelworried?Ss:…(課件出示：Readandwrite板塊第一部分的練習(xí))Step2:While-reading1.Predictthedream.Presentthepicturesof“Readandwrite”.Askstudentstolookatthemandthepredict.(課件出示：Readandwrite板塊的相應(yīng)圖片)T:SomethingworriedWuBinbin,too.Hefeltveryworried.Butitwasnotinreallife.Itwasinhisdream.WhatdidWuBinbindreamabout?Predictwhatmadehimworried.Ss:Hedreamedhehadaracewithhisfather./Hedreamedheranveryslowly…2.Fastreading.Studentsreadthepassageasquicklyastheycan.FindoutwhatmadeWuBinbinworried.Numberthepicturesandthenchecktheanswerswiththeteacher.(課件出示：Readandwrite板塊第二部分的圖片、練習(xí)及答案)Ss:Hecouldrunfastatschool,butheisveryslownow.3.Carefulreading.Studentsreadthepassageagain.Trytounderstandindetailthistime.T:HowmanyracesdidWuBinbinhaveinhisdream?S1:Hehadtworacesinhisdream.(1)Studentsreadthefirstparagraph.T:Whowasinthefirstrace?S1:WuBinbin,hisfather,Maxandmanypeoplewereinthefirstrace.T:Whathappened?S2:Hisfatherranveryfast,butW