Unit 4 Then and now 第一课时教案（含设计意图）
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| 名称 | Unit 4 Then and now 第一课时教案（含设计意图） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-12-20 09:38:31 | ||
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Unit 4 Then and now第一课时教学设计
一、课题：牛津小学英语六年级上册 Unit 4 Then and now (Story time)
二、教材简介：本课围绕“过去和现在”这一话题，通过对比Mike一家人过去与现在的学习、工作和生活等方面，让学生感受科技如何改变生活，本课以对比学习一般现在时和一般过去时为主。
三、目标预设：
◆ 知识目标：
1. 能听懂、会说、会读、会写单词：ago, office, newspaper, news, watch, e-book
2. 能听懂、会说、会读单词及短语：use, telephone, anywhere, radio, then and now,
mobile phone, make friends, all over the world, do shopping
3. 能听懂、会读、会说句型：… ago, he/she could/couldn’t ... Now he/she …
4. 能正确地理解课文，并能流利、准确地朗读。
◆ 能力目标：能尝试运用一般现在时和一般过去时描述自己或家人的过去和现在。
◆ 情感目标：通过过去和现在的对比，感受个人的成长和社会的进步。
四、教学重、难点：
◆ 重点：
整体理解语篇并初步朗读课文。
◆ 难点：
1. 通过图片和文字的提示能对课文进行复述。
2. 能尝试运用英语描述自己家人过去和现在的变化。
五、设计理念：
根据小学英语语篇整体性教学的理念和小学生实际认知水平，考虑到是本单元的第一课时，所以在课堂上我采取各种教学方法让学生想说、敢问，培养了学生口语交际和自主学习的能力。整个教学过程充分利用多媒体和教学光盘，做到面向全体学生，以旧引新，强化重点，突破难点，使教学内容与学生生活相结合，让学生学以致用。
六、设计思路：
1. Free talk复习旧知，为新知学习做准备。
2. 通过通过谈论教师的爱好引出radio, news, telephone, use, mobile phone 及then and now的教学。
3. 通过一个提纲挈领式的问题：How’ Mike’s family changing 带领学生看卡通，整体感知语篇，并选出Mike家人变化的方面。
4. 分层理解Mike和爷爷过去和现在的变化：
Mike：听录音，回答问题，提炼出其过去和现在能做的事。
爷爷：通过表格让学生概括出其三十年前和现在的变化，并教学read和e-book。
5. 分层理解爸爸和妈妈过去和现在的变化：
通过jigsaw reading的方式，学生分排阅读片段，圈出生词(进行wrote, made, bought, anywhere和all over the world的教学)，然后互相问答，理解爸爸和妈妈过去和现在的变化。
6. 根据图片及文字提示复述课文，从而做到内化语篇内容。
7. 跟录音读课文。
8. 通过谈论自己家人的变化，让学生达到学以致用的目的。
9. 用一个词形容我们现在的生活并进行感情升华教育。
七、教学过程：
Step 1 Warm-up & Free Talk
1. Greeting: Good morning. Nice to meet you.
2. T: Excuse me. Do you have any hobbies What’s your hobby How about you (师生交流)
(设计意图：自由交谈能迅速吸引学生的注意力，调动学生的积极性，并为下面新知的引出埋好伏笔。)
Step 2 Pre-reading(读前活动)
T: Great! You have a lot of hobbies. I have a hobby, too. I like taking photos. Would you like to have a look
(呈现爸爸看新闻的照片)
T: Look! This is my father. He likes reading news. (教学news) Twenty years ago, my father listened to the radio for news. (教学radio ) But now he reads news on the Internet.
(呈现电话和手机的照片)
Look! What’s this (教学telephone) I used this telephone to call people five years ago. (教学use)Now I have a mobile phone. (教mobile phone)
3. 由上述两组照片引出课题：Then and now
T: Today we’ll talk about some changes around us from then to now. Boys and girls. Look at the pictures carefully. From then to now, what is changing (由上述图片引出： The way to get news and contact people are changing) Please think it over. What else is changing from then to now (学生自由发挥，说出自己身边的变化，接着教师呈现更多的变化)
(设计意图：通过谈论教师的爱好，自然地逐一引出新词的教学，为后面的阅读教学扫清部分词汇障碍。)
Step 3 While reading (读中活动)
1. 初步整体感知语篇
(1) T: A lot of things are changing. So is Mike’s family. How’s his family changing Please watch the cartoon and try to choose which changes you will hear from the cartoon.
(带领学生列出要点：People are changing, The way to contact people, The way to get news, The way to make friends, The way to do shopping)
(2) Mike’s family has changed a lot. How have they changed Please read the text quickly by yourselves. Match the people and their changes. (自读课文，连线)
(设计意图：通过提纲挈领式的问题及图片连线形式，让学生看动画，初步感知课文，并迅速抓住课文的主干，为深层理解语篇起好了引领作用。)
2. 深层理解语篇
(1) 学习Mike和爷爷的变化
① T: Look! This is Mike six years ago. What could he do Please listen and answer.
(学生听录音回答，师顺势问：Could he write What can he do now )
T: Please imagine what can Mike do now I’ll give you fifteen seconds. Please try to say Mike’s activities as more as you can. (学生比赛说出Mike现在能做的事)
② T: How did Mike’s grandpa get news thirty years ago And what about now Please read the passage and complete the form.
The way to get news
thirty years ago now
Mike’s grandpa ________________ ________________ ________________ ________________
(师生讨论过程中引出newspaper和e-book的教学)
③ 小结：Mike and his grandpa have changed a lot. (师带领学生归纳并板书，然后再让学生试着复述这两个部分)
(设计意图：分层理解Mike和爷爷从过去到现在的变化时，通过问题及表格的形式能让学生一目了然，并能帮助学生更好地抓住重点，而限时说出Mike现在能做的事则让学生充满了兴趣，从而充分激发了他们说的欲望。)
(2) 学习爸爸和妈妈的变化
① T: Mike and his grandpa have changed. So do Mike’s parents. They have changed in the way to contact people, make friends and do shopping. What did they do twenty years ago What do they do now Let’s know about them.
Line A, Please read passage 2 and underline the activities about Mrs Brown.
Line B, Please read passage 4 and underline the activities about Mr Brown.
If there are some new words, please circle them.
(通过jigsaw reading的方式，学生分排阅读片段)
② 师让学生指出新单词，并进行教学：
write→wrote, make→made, buy→bought
office, anywhere和all over the world通过图片或英语描述进行教学。
③ T: Now class, do you remember Mike’s parents’ activities Please ask and answer in pairs.
（在检查过程中，教师贴板书）
④ T: Now class, please look at the blackboard. Let’s say some changes about Mike’s parents together.
(设计意图：分层理解爸爸妈妈从过去到现在的变化时，通过jigsaw reading的方式，把两个片段分给同桌两人阅读，让学生分别了解爸爸妈妈的变化，接着让两人相互用英语问答，从而获得答案，以此来达到对文本的进一步理解。)
3. 回归整体，进一步巩固整个语篇
(1) T: It’s time to read the text. First, let’s read after the tape. Try to imitate its pronunciation and intonation.
Now please read it by yourselves. Try to read it loudly and fluently.
T: We know much about the changes of Mike’s family. Can you tell me something about their (复述课文)
（设计意图：在学生理解课文的基础上，通过图表进一步理清课文的脉络，从而帮助学生抓住课文的主干内容，并促进他们对课文内容的深层次的学习。）
Step 4 Post-reading (读后活动)
T: Today we talked a lot about the changes of Mike’s family. I think your family have changed, too. Right (师生之间交流家人过去和现在的变化)
T: Your family have changed. So do my family. Look! (师出示范文并配乐朗诵)
T: How have your family changed Please talk about the changes of your family with your partner and then write down your ideas. (学生写一写自己的家人过去和现在的变化)
2. T: Wonderful! Your family have changed a lot. And our life is changing too. Look!（学生欣赏过去和现在的图片）What do you think of our life now Can you describe it with one word (学生用一个词形容现在的生活)
T: Our life is fast, convenient and modern now. (师作总结) It has changed a lot. Let’s be enterprising and strive, then our life will get better and better. (适时地进行情感教育)
（设计意图：学生谈论家人的变化并进行小练笔。通过这一任务型活动让学生对本课的知识点进行了很好的拓展和运用，学生综合运用语言的能力也因此得到了锻炼和提升。最后激励语的引入则契机渗透了情感教育。）
Step 5 Homework
1. Listen to the tape and read the text fluently. (听录音熟读课文)
2. Introduce the changes of your school or your city to your friends. (向你的朋友介绍你学校或城市的变化。)
八、板书设计：
一、课题：牛津小学英语六年级上册 Unit 4 Then and now (Story time)
二、教材简介：本课围绕“过去和现在”这一话题，通过对比Mike一家人过去与现在的学习、工作和生活等方面，让学生感受科技如何改变生活，本课以对比学习一般现在时和一般过去时为主。
三、目标预设：
◆ 知识目标：
1. 能听懂、会说、会读、会写单词：ago, office, newspaper, news, watch, e-book
2. 能听懂、会说、会读单词及短语：use, telephone, anywhere, radio, then and now,
mobile phone, make friends, all over the world, do shopping
3. 能听懂、会读、会说句型：… ago, he/she could/couldn’t ... Now he/she …
4. 能正确地理解课文，并能流利、准确地朗读。
◆ 能力目标：能尝试运用一般现在时和一般过去时描述自己或家人的过去和现在。
◆ 情感目标：通过过去和现在的对比，感受个人的成长和社会的进步。
四、教学重、难点：
◆ 重点：
整体理解语篇并初步朗读课文。
◆ 难点：
1. 通过图片和文字的提示能对课文进行复述。
2. 能尝试运用英语描述自己家人过去和现在的变化。
五、设计理念：
根据小学英语语篇整体性教学的理念和小学生实际认知水平，考虑到是本单元的第一课时，所以在课堂上我采取各种教学方法让学生想说、敢问，培养了学生口语交际和自主学习的能力。整个教学过程充分利用多媒体和教学光盘，做到面向全体学生，以旧引新，强化重点，突破难点，使教学内容与学生生活相结合，让学生学以致用。
六、设计思路：
1. Free talk复习旧知，为新知学习做准备。
2. 通过通过谈论教师的爱好引出radio, news, telephone, use, mobile phone 及then and now的教学。
3. 通过一个提纲挈领式的问题：How’ Mike’s family changing 带领学生看卡通，整体感知语篇，并选出Mike家人变化的方面。
4. 分层理解Mike和爷爷过去和现在的变化：
Mike：听录音，回答问题，提炼出其过去和现在能做的事。
爷爷：通过表格让学生概括出其三十年前和现在的变化，并教学read和e-book。
5. 分层理解爸爸和妈妈过去和现在的变化：
通过jigsaw reading的方式，学生分排阅读片段，圈出生词(进行wrote, made, bought, anywhere和all over the world的教学)，然后互相问答，理解爸爸和妈妈过去和现在的变化。
6. 根据图片及文字提示复述课文，从而做到内化语篇内容。
7. 跟录音读课文。
8. 通过谈论自己家人的变化，让学生达到学以致用的目的。
9. 用一个词形容我们现在的生活并进行感情升华教育。
七、教学过程：
Step 1 Warm-up & Free Talk
1. Greeting: Good morning. Nice to meet you.
2. T: Excuse me. Do you have any hobbies What’s your hobby How about you (师生交流)
(设计意图：自由交谈能迅速吸引学生的注意力，调动学生的积极性，并为下面新知的引出埋好伏笔。)
Step 2 Pre-reading(读前活动)
T: Great! You have a lot of hobbies. I have a hobby, too. I like taking photos. Would you like to have a look
(呈现爸爸看新闻的照片)
T: Look! This is my father. He likes reading news. (教学news) Twenty years ago, my father listened to the radio for news. (教学radio ) But now he reads news on the Internet.
(呈现电话和手机的照片)
Look! What’s this (教学telephone) I used this telephone to call people five years ago. (教学use)Now I have a mobile phone. (教mobile phone)
3. 由上述两组照片引出课题：Then and now
T: Today we’ll talk about some changes around us from then to now. Boys and girls. Look at the pictures carefully. From then to now, what is changing (由上述图片引出： The way to get news and contact people are changing) Please think it over. What else is changing from then to now (学生自由发挥，说出自己身边的变化，接着教师呈现更多的变化)
(设计意图：通过谈论教师的爱好，自然地逐一引出新词的教学，为后面的阅读教学扫清部分词汇障碍。)
Step 3 While reading (读中活动)
1. 初步整体感知语篇
(1) T: A lot of things are changing. So is Mike’s family. How’s his family changing Please watch the cartoon and try to choose which changes you will hear from the cartoon.
(带领学生列出要点：People are changing, The way to contact people, The way to get news, The way to make friends, The way to do shopping)
(2) Mike’s family has changed a lot. How have they changed Please read the text quickly by yourselves. Match the people and their changes. (自读课文，连线)
(设计意图：通过提纲挈领式的问题及图片连线形式，让学生看动画，初步感知课文，并迅速抓住课文的主干，为深层理解语篇起好了引领作用。)
2. 深层理解语篇
(1) 学习Mike和爷爷的变化
① T: Look! This is Mike six years ago. What could he do Please listen and answer.
(学生听录音回答，师顺势问：Could he write What can he do now )
T: Please imagine what can Mike do now I’ll give you fifteen seconds. Please try to say Mike’s activities as more as you can. (学生比赛说出Mike现在能做的事)
② T: How did Mike’s grandpa get news thirty years ago And what about now Please read the passage and complete the form.
The way to get news
thirty years ago now
Mike’s grandpa ________________ ________________ ________________ ________________
(师生讨论过程中引出newspaper和e-book的教学)
③ 小结：Mike and his grandpa have changed a lot. (师带领学生归纳并板书，然后再让学生试着复述这两个部分)
(设计意图：分层理解Mike和爷爷从过去到现在的变化时，通过问题及表格的形式能让学生一目了然，并能帮助学生更好地抓住重点，而限时说出Mike现在能做的事则让学生充满了兴趣，从而充分激发了他们说的欲望。)
(2) 学习爸爸和妈妈的变化
① T: Mike and his grandpa have changed. So do Mike’s parents. They have changed in the way to contact people, make friends and do shopping. What did they do twenty years ago What do they do now Let’s know about them.
Line A, Please read passage 2 and underline the activities about Mrs Brown.
Line B, Please read passage 4 and underline the activities about Mr Brown.
If there are some new words, please circle them.
(通过jigsaw reading的方式，学生分排阅读片段)
② 师让学生指出新单词，并进行教学：
write→wrote, make→made, buy→bought
office, anywhere和all over the world通过图片或英语描述进行教学。
③ T: Now class, do you remember Mike’s parents’ activities Please ask and answer in pairs.
（在检查过程中，教师贴板书）
④ T: Now class, please look at the blackboard. Let’s say some changes about Mike’s parents together.
(设计意图：分层理解爸爸妈妈从过去到现在的变化时，通过jigsaw reading的方式，把两个片段分给同桌两人阅读，让学生分别了解爸爸妈妈的变化，接着让两人相互用英语问答，从而获得答案，以此来达到对文本的进一步理解。)
3. 回归整体，进一步巩固整个语篇
(1) T: It’s time to read the text. First, let’s read after the tape. Try to imitate its pronunciation and intonation.
Now please read it by yourselves. Try to read it loudly and fluently.
T: We know much about the changes of Mike’s family. Can you tell me something about their (复述课文)
（设计意图：在学生理解课文的基础上，通过图表进一步理清课文的脉络，从而帮助学生抓住课文的主干内容，并促进他们对课文内容的深层次的学习。）
Step 4 Post-reading (读后活动)
T: Today we talked a lot about the changes of Mike’s family. I think your family have changed, too. Right (师生之间交流家人过去和现在的变化)
T: Your family have changed. So do my family. Look! (师出示范文并配乐朗诵)
T: How have your family changed Please talk about the changes of your family with your partner and then write down your ideas. (学生写一写自己的家人过去和现在的变化)
2. T: Wonderful! Your family have changed a lot. And our life is changing too. Look!（学生欣赏过去和现在的图片）What do you think of our life now Can you describe it with one word (学生用一个词形容现在的生活)
T: Our life is fast, convenient and modern now. (师作总结) It has changed a lot. Let’s be enterprising and strive, then our life will get better and better. (适时地进行情感教育)
（设计意图：学生谈论家人的变化并进行小练笔。通过这一任务型活动让学生对本课的知识点进行了很好的拓展和运用，学生综合运用语言的能力也因此得到了锻炼和提升。最后激励语的引入则契机渗透了情感教育。）
Step 5 Homework
1. Listen to the tape and read the text fluently. (听录音熟读课文)
2. Introduce the changes of your school or your city to your friends. (向你的朋友介绍你学校或城市的变化。)
八、板书设计：