Then and now 教学设计

武进区雪堰中心小学 陈英

Teaching contents  教学内容

译林版六年级上册Unit4 Then and now Storytime  

Teaching aims and learning objectives  教学目标

1． 听说读单词e-book, mobile phone, newpaper, 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． 通过过去和现在的对比，感受个人的成长和社会的进步。

Teaching procedures  教学过程

Step 1. Warming up歌曲导入，激情

1.T: Do you know the song?  Time flies quickly. We are growing up, and the things around us are changing. We know, the world is changing.

2. T: Then what is changing?  Do you have your idea?

[教学意图：热身阶段通过歌曲充分调动学生的的情绪，营造了英语学习的氛围，让学生快速进入英语学习状态，为下一步的学习打下铺垫。]

Step2. New learning问题导学，入情

1. T: Good. I like your ideas. Now I’ll show you a family. Do you know them? Who is he/ she? ( Mike, Mr Brown, Mrs Brown, Mike’s grandpa)

2. Then, how about this little boy? Yes, this is Mike six years ago/ Mr Brown twenty years ago/ Mrs Brown twenty years ago/ Mike’s grandpa thirty years ago.

T: （总结）The time before, we can use this word: Then. ( what does it mean?)

T: Today, we are going to learn Unit 4, Then and now.（读题目，学生用自己的理解去翻译题目T: Not bad. Good idea. I like it…）

T: SO ,can you say sth. about Mike’s family?  （对比说，is/are, was/were）

T: They have changed a lot. And this lesson, we’ll know more about the changes of Mike’s family.

3. (图) This boy, he is Mike. Now, he is a young boy. And he can do many things now. Let’s guess, what can he do?

（图）T: Could Mike do all these things six years ago?  What could he do? （读could）I give you two first letters here. Can you guess?  What couldn’t he do?

T: So, six years ago, Mike could read….. but he …（师生一起读文本）

T: Can you describe little Mike six years ago and young Mike now?

总结：In fact, everyone is changing everyday( the changes of people), What people look like is changing(appearance) , and what people can do is changing, too(ability).

[设计意图：通过分析图片，通过看动画发现生活中的点滴变化。通过学生的自我观察、小组合作等方法有意识的把课堂实践与实际生活结合起来，让学生对本课所学内容有整体的感知，体现语言的整体性，同时培养他们的自然认知智能能力和言语智能能力。]

Step3. 自主探究，生情

T: And we know, people are changing everyday, our life is changing, too. Now let’s listen to the tape, and try to catch: what they did then and what they do now. And remember to tick them quickly.  After learning let’s check.

4. Read the new phrases, find out in the text. What did they do then use the “     ”,

What do they do now use the “     ”

5. What did they do then? Read the phrases. Let’s imagine where they did these things.

What do they do now? Read the phrases. Let’s imagine where they do these things.

(解释e-friends, anywhere)

6. Let’s check. What have mentioned in the text? Let’s read them and if please clap your hand if it is right. Give yourself a mark.

7. Listen and repeat.

8. Read the whole text together.

9. try to retell the text according to the writing. Finish it in groups. （4人一组，合作完成）

[设计意图：通过朗读与复述等形式，让学生锻炼学生的整体朗读能力，在复述中体现学生的综合运用能力。]

Step4. Consolidation展示交流，抒情

Today we know the changes of Mike’s family. Like his family, we have our own stories.

In the past, we used the fan or the electric fan in summer..

Now, we use the air-conditioner in summer and winter.

In the past, people chatted under the big tree in the evenings.

Now, they chat on the Internet or Wechat.

In the past, we went to work or school on foot or by bike.

Now, we go to work or school by car or metro.

In the past, we didn't have tall buildings. We lived in the bungalows.

Now, we live in tall buildings and use a lift up and down.

1、（    ）In summer, our parents used _____ in their childhood.

   A. fan or electric fan   B. air-conditioner

2、In the ______, people chatted under the tree in the evening.

3、Ask a question and answer by yourselves.

What do you think of their life? Which do you like?

[设计意图：展示本文文本设计情境：our own stories,通过此情景让学生把整节课的内容与已学内容有机的联系起来，体现对话的整体性、全面性，让学生在这一环节中学以致用，更能发挥使用语言的真实性。]

Step4. Homework

1. Listen and read story time.

2. Write down the changes of your family and share with your classmates.

[设计意图：语言源于生活，又应用于生活。因而在作业的布置上，我给学生充分的施展空间，写自己想写的，使他们能更好的将所学知识合理应用，培养他们的综合语言运用能力。]

课后反思：

本课紧紧围绕“Then and now”的主题，以此主题贯穿整个课堂，不论是在presentation还是consolidation环节，都紧密按照时空的“过去与现今”来处理教材。

成功的创设情境，导入主题是本课的一个亮点。先以快速说出下列动词的过去式来热身，一是复习旧知，二是为本课课文学习中要用到的过去式作铺垫。再“See some pictures and say something about Mike ”我用多媒体出示关于Mile以前与现在的照片，从视觉方面着手，利用照片刺激学生的感官，让学生对于“过去和现在”有个总体印象，同时教授了本课的重点单词“couldn’t”。由此，学生很自然联想到本单元的主题内容，很自然地引出了本课主题。

课文学习，对比清晰，讲究学法指导。对于小学高年级的英语教学，着重培养学生学习的能力。教师不仅教知识，更重要的是教授学习方法。我让学生们通过三个步骤: 一是“看”，二是“答”，三“写”。这样，教给了学生一个全面的阅读篇章的理解和把握方法，从而由扶到放，自己完成阅读并提取有效信息，这样更有利于提高学生的快速阅读理解和归纳的能力。

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。一开始的时候，让学生选择，再尝试着用英语来解释。而课堂重点句型和单词的教学，则通过读、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。

整节课上我从学生实际出发，让说出自己的想法，能开口多说英语，锻炼口语及交际能力。如在学习A radio, a newspaper, Internet and an e-books.四个单词时，我设置了四个开放式的问题：1. Do you still use radios now?2. What can you do with the newspaper?3. What do you do on the Internet?4. What’s the differences(区别) between e-books and books?让学生小组讨论后交流。

我在教学时的引导到位，让学生很自然地联系到自己的与生活。拓展的内容是our own stories，目的是让学生由书中的介绍模式改成自己的介绍。通过有序的指导，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our own stories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。