Unit4 Then and now 表格式教案（6个课时）
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| 名称 | Unit4 Then and now 表格式教案（6个课时） |  | |
| 格式 | docx | ||
| 文件大小 | 69.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-06-19 09:24:06 | ||
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Unit Four Then and now
主备人 辅备人
上课时间 课时 共6课时 审核人
单元主题 本单元教学内容为人教版英语六年级下册第四单元，属于“人与自我”“人与社会”。主题是关于“健康文明的生活方式，自信乐观，悦纳自我，个人感受与见解，科学技术改变生活”，内容是围绕今昔变化这一话题展开。
单元子主题及课时安排
学情分析 六年级学生对于学校、外貌、性格、爱好的话题并不陌生，他们已在五年级学习过一些与外貌、性格、能力相关的单词，为本单元话题的学习提供了一定的基础。但是，他们对周围环境的改变以及自身的变化并不敏感，并且对于如何使用动词过去时态进行描述比较陌生。因此，应主动引导学生主动了解个人的成长，环境的变化，社会的发展以及其中的关联，让其接纳的自己的变化，初步形成紧跟社会发展的意识。
单元教材分析 本单元为PEP小学英语六年级下册Unit 4 Then and now本单元的教学重点在于让学生学会使用过去和现在两种时态进行对比描述，并能熟练地将其运用在实际生活中，会用所学词汇及句型谈论或描述对比事物和人物的今昔，使学生在真实的英语语言情境中更好地感知、体验和操练。
单元总目标 掌握一般过去时及there be 句型过去时的基本用法。 2.能听、说、读、写 Let's learn中黑体部分的内容和 Read and write中要求的内容。 3.能够听、说、读Part A、Part B部分Let's learn、Let's talk中的单词和句子。 4.能在语境中，与同伴交流并介绍场所和自身的变化。 5.鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。 6.能够回顾生活中的经历、体验并表达情感状态。 7.能在语篇中捕捉不同类型的信息，提炼文章的主旨大意，并进行简单的推理。
Unit 4 Then and now 第1课时
课时内容 Part A Let’s try & Let’s talk
上课时间 审核人 朱启迪、武姣姣
教材分析 本课时是人教版六年级下册第四单元第一课时。围绕“学校今昔的变化”展开话题，通过吴斌斌和爷爷、爸爸参观学校校史展览情景展开，让学生感知句型“There was/were(no/not)...in.../Now, there is /are...in...”的语义及语用情景。在学习新知的过程中，引导学生整体感知对话，让学生在具体的情景中有话想说，从而对语言进行对话和运用，并发展和训练学生的创造性思维。
教学目标 1.能够理解新词汇star、easy、Internet、look up的意思，并能正确发音。 2.能在情景中运用句型“There was/were(no/not)...in.../Now, there is /are...in...”句型谈论某地过去和现在的情况。 3.能够听懂会说会表演Main scene和A. Let’s talk部分的内容，继续学习对过去事件的描述，了解英语中动词过去式的用法。 4.能够提高口语表达能力和语言组织能力，并且进行积极地思考和大胆的创新，提高自主学习能力。
教学重 难点 重点 ： 1.能在实际语境中运用重点句型“There was/were(no/not)...in.../Now, there is /are...in...”谈论某地过去和现在的情况。 2.能够表演并内化Main scene和A. Let’s talk部分的交际内容。 难点：能够运用所学句型描述事物过去与现在的变化。
教具准备 PPT课件、课文录音、视频、教师图片等。
教 学 过 程 个性 修改
Step1：Warming up Let’s sing. 教师播放本单元歌曲“Changes in me”学生跟唱。 Look and talk 播放欢快的音乐，教师出示某班级的教室图片，并贴到黑板上，让学生分组运用there be句型讨论这间教室陈设。并分组进行分享。 T: Look!This is a classroom.What’s in it S1:There is a /an...in /on/under/... S2:There are some....in /on/under/... Step 2：Presentation Listen and choose. 呈现本单元主情境图及其内容，引导学生讨论吴彬彬的爷爷现在在哪里，然后让学生阅读A.Let’s try部分的内容，预测答案。 播放A.Let’s try部分录音，让学生判断正误。 再听一遍语音，师生共同核对答案。 Let’s learn. 取下黑板上的教室图片，然后提出问题，让学生根据自己的记忆回答，答对可得小红花，并引出there was句型。 教师出示A.Let’s try部分挂图，对图片情景进行简单介绍，然后让学生初读A.Let’s try部份对话，回答问题。 Q1:Was there a library in Grandpa’s old school？ Q2:How many buildings were there in Grandpa’s old school？ Q3:What was Grandpa’s old school like？ 邀请学生说说自己最喜欢图片中的哪一部分，引导学生学习本课的新词汇，并对本课的新词汇有初步的感知。 组织抢答活动。 Read and repeat 播放A.Let’s try录音，学生跟读。 4.Play in role 将学生分组，让学生选择自己喜欢的任务，并人物配音，分角色表演对话。 Step 3：Practice Look and listen 出示A.Let’s try部分挂图,播放A.Let’s try部分录音，让学生判断正误。 小组讨论，得出答案并展示。 再次播放录音跟读，然后戴上人物头饰进行表演，验证刚才的答案。 模仿本课内容创编新对话并向全班展示。教师给与鼓励性评价。 Step 4.：Extension Make a survey 四人小组活动，用there be 句型调查描述学校今昔。 5years oldNow
作业
板书 设计
教学反思
Unit 4 Then and now 第2课时
课时内容 Part B Let’s learn& Find the mistakes
上课时间 审核人 朱启迪、
教材分析 本课时是人教版六年级下册第四单元的第二课时，与第一课时紧密相连，围绕“学校的今昔变化”展开话题。本节课主要通过谈话情境学习词汇one day, look it up, in my time, Internet.学会如何请求别人讲述关于某一方面的句型Tell me about...以及继续巩固表达过去某地的样子的句型There was.../ There were...引导学生关注社会的变化，珍惜现在的生活。学会上网查阅资料，渗透人类首次登月的相关信息，提高学生自主学习的能力，持续培养学习英语的兴趣。
教学目标 1.通过图片、课件展示等方式，听、说、读、写单词或短语“dining hall, grass, gym, ago”以及表示过去时间的短语“…years ago, …months ago, last year, last month”。 2.熟练运用上述单词和短语，并恰当运用There be句型的不同时 3.描述某个地方过去和现在的状态；将学习过的各种时态中表示时间的短语进行归类。
教学重 难点 重点：能够理解和掌握本课时的重点词汇和句型。 难点：能够在情境中恰当运用There be句型的不同时态描述某个地方过去和现在的状态。
教具准备 PPT课件 课文录音 视频、等
教 学 过 程 个性 修改
Step 1: Warm-up & Revision & Lead-in 1. Greetings. T: Hello, boys and girls. How are you today Ss: I’m fine, thank you. T: How is our school today Ss: It’s clean/beautiful/quiet/nice… T: Great job! Do you like our school Ss: … 2. Guessing time. (出示课件) Play a guessing game. Guess what place it is in the school. ①You can read books in it. What is it (library) ②There are teachers in it. They often work there. (teachers’ office) ③You often use computers in it. (computer room) ④You often draw pictures in it. (art room) ⑤You often sing songs in it. (music room) 3. Lead-in. Present the picture of Wu Binbin’s school. (出示课件) T: Now Wu Binbin and his father are talking about their school. What is Wu Binbin’s school like？Ss: It’s… There is/are…in the school. Extend the words: playground, buildings. Step 2: Presentation 1. Learn the word “grass”. Point to the playground and the grass. T: Look at this green part. We can see the… Ss: Playground and the grass. Present the word “grass” and let students read the word after the recording. (出示课件) T: Grass can make our school green and… Ss: Nice./Beautiful./… 2. Learn the word “gym”. (1)Look at this building on the grass. T: What building is it Ss: (Guess.) T: Great! It’s a gym. Present the word “gym” and let students read the word after the recording. (出示课件) (2)Free talk. The teacher makes a model first, and students brainstorm the relevant words. T: What can we do in the gym Ss: We can play basketball/ping-pong/tennis… Conduct the free talk in pairs. Talk about the things students can do on the playground, in the gym, computer room and teaching buildings. Then let students act out. （出示课件） T: What can we do in the… Ss: We can… 3. Learn the phrase “dining hall”. T: Where can we have breakfast and lunch Ss: In the dining hall. T: Well done! Present the phrase “dining hall” and let students read the phrase after the recording. (出示课件) Play the video of the words learned in “Let’s learn”. (课件出示：Let’s learn板块的视频) Listen, read and point to the relevant buildings. 4. Learn the word “ago”. (1)T: Watch the video of “Let’s learn”. （出示课件） Think about these two questions. Ss: No, there wasn’t a gym in the school thirty years ago. But there is a new one in the school now. Present the word “ago”. (出示课件) Let students read the word after the recording. Then teach the usage of the word “ago” in details. (2) Present the calendar of years in the past three decades. Teach how to express “…ago”. （出示课件） Present the calendar of the recent years. Teach how to express “last week/month/year”. (课件出示：近几年日历) (3) Work in groups. Answer: We can divide them into three different time categories. （出示课件） Observe these words and phrases. Try to make a brief summary of how to use the adverbial expressions of time. Step 3 Practice 1. Listen and match. T: Wu Binbin’s school changed a lot. It was not the same as it was before. How did it change Listen to the supplementary listening (出示课件) and match the buildings to the time. （课件出示：建筑物与时间连线的练习） 2. Practice the dialogue. (1) Ask student to listen and read after the recording. (出示课件) (2) Let students read the dialogue in pairs. (3) Let students read the dialogue in roles. Boys play the role of Father. Girls play the role of Son. 3. Practice the sentence structure.⑦ Students try to make a brief summary and then the teacher tells students how to use “There be” sentence structure. Then present the usage of it. Pay attention to its singular and plural forms. At last, show the tips. （出示课件） Step 4：Consolidation and extension 1. Look and complete. Look at some pictures and words. Use “There be” and the adverbial expressions of time to complete the sentences. (出示课件) 2. Find the mistakes. T: Look at the picture in the book. It was in the Tang Dynasty, a period of the old times, but there were many strange things in the picture. We can see these things in our present life, but we couldn’t see them in ancient times. Can you find the mistakes (1)Make a model. T: At that time, there were no gyms. People didn’t go by bus. People couldn’t use the Internet. Circle the relevant parts on the picture. Show them on the PPT. (出示课件) (2)Lead students to complete the sentences and circle the mistakes on the picture. At that time, there ________ no motels(汽车旅馆). At that time, there ________ no ________. At that time, there ________ no ________. Answers: were were; cinemas were; post offices (3)Let students find out more mistakes. At that time, there ________ no ________. 3. Work in groups. Present some pictures of the life in ancient times on the PPT. (课件出示：多张古代人生活图片) T: So, there are many differences between the life in the present and the life in the past. Do you know more about the ancient times Work in groups. Talk and say. （出示课件） Ss: At that time, people… There was/were…
作业
板书 设计
教学反思
Unit4 Then and now第3课时
课时内容 Part B Let’s try& Let’s talk
上课时间 审核人 朱启迪、苑智慧
教材分析 本课的教学内容是PEP小学英语六年级下册 Unit 4 Then and now的第三课时Let’s try和talk部分。Let’s try为与本课主题相关的听力练习。 Let’s talk为交际对话，通过Mike、陈杰和John三个小朋友一起在看老照片，谈论自己的变化来学习如何描述自己与他人的变化。
教学目标 1.通过观察、谈论Let’s talk板块，在图片、PPT和教师的帮助下理解对话大意，并回答对话下面的问题。 2.通过模仿录音音频，按照正确的语音、语调及意群朗读对话，并在小组中进行角色表演。 3.听、说、读、写并在情景中恰当运用句型“Before, I/he/she was…” “Before, I/he/she didn’t…” “Now, I/he/she am/is…”等描述自己与他人的变化。 4.在语境中借助图片、情境等理解“change, different, active, go cycling”等新词的意思，并正确发音
教学重 难点 重点：能够听懂Let’s talk板块的对话，掌握本节课的重点句型并能在实际情景中交流。 难点：能够谈论自己与他人在性格、爱好、行为等方面的变化，提高语篇输出能力。
教具准备 PPT课件 课文录音 学生自备老照片等。
教 学 过 程 个性 修改
Step 1: Warm-up Step 1: Warm-up & Lead-in 1. Greetings. 2. Enjoy a video. Write down the topic “Unit 4 Then and now” on the blackboard and enjoy a video about the great changes that have taken place in our motherland in the recent 70 years. (课件出示：中国近70年变化的视频) T: Do you want to say something about the video Ss: Our motherland changed a lot(七十年来祖国变化巨大)! T: Yes, you’re right. We can see great changes in our motherland for the recent 70 years in this video. (Write down the word “change” on the blackboard.) 3. Lead-in. The teacher shows an old photo. (出示课件) T: Guess! Who is it Ss: Your sister. /…T: Haha… It’s me. I changed a lot. I’m different from what I was before. The teacher shows a table on the blackboard. DifferencesBeforeNow
T: Look at the following photos! （出示课件）OK. If you were me, please talk about the changes in the old photos. S1: Before, I was short. Now, I am tall. S2: Before, I was fat. Now, I am thin. T: Yes, you are right. And “Before, I was quiet. Now, I am active.” Show a picture of a bike. （课件出示：一幅自行车图片） T: What’s this Ss: It’s a bike. T: Right. Can you ride your bike (Write down “ride the bike” in the table.) S1: Yes, I can. S2: No, I can’t. (Write down “couldn’t” in front of “ride the bike” in the table.) T: Never mind. Because you’re short now. I was short before. I couldn’t ride my bike then. But I am tall now. I go cycling every day. (出示课件) “Go cycling” means “ride my bike”. (Write down “go cycling every day” in the table) Look at the table on the blackboard. DifferencesBeforeNowshorttallquiet activecouldn’t ride the bikego cycling every day
T: This is my change table. I’m very different now. How about Mike and his friends What are they talking about Step 2: Presentation 1. Let’s try. (1)Show the questions of “Let’s try” on the PPT. (出示课件) Let students predict and guess the answers. (2)Play the recording of “Let’s try”. (出示课件) Let students try to choose the right answers. (3)Let students read the dialogue and check the answers together with the teacher. T: Good! They are talking about Mike’s old photos. Mike was in Grade 1. 2. Read and predict. (1)How did Mike change Present the pictures of “Let’s talk”. (课件出示：Let’s talk板块的图片) T: Come and look at Mike’s photo! （Point to the first picture.） Is it old or new Ss: Old. T: Good! After five years, Mike has changed a lot. (Point to the second picture.) Can you find the changes in Mike S1: Before, he was short. T: Wonderful! Before, he was short. But now he is tall. Just look at his T-shirt in the first picture. What colour is it Ss: Pink. T: Yes. Mike was wearing a pink T-shirt in this photo. Did he like pink before Ss: Yes, he liked pink before. (Write down “liked pink” in the table on the blackboard.) DifferencesBeforeNowMikeliked pink
T: Mike liked pink five years ago. How about now Please listen and fill in the table. Play the recording and ask students to answer. Write down the phrase “doesn’t like pink” in the table. T: What else How did Mike change Listen and underline his changes in your books. Ask students to answer the questions and fill in the table. DifferencesBeforeNowMikeliked pink; quietdoesn’t like pink; active in class
(2)How did John change Present the picture of John. (出示课件) T: OK, boys and girls, you have changed a lot. You are different now. How about John Read and underline his changes in your books. Ask students to answer the question and fill in the table. DifferencesBeforeNowMikeliked pink; quietdoesn’t like pink; active in classJohncouldn’t ride his bike wellgoes cycling every day
Lead students to retell: Before, John couldn’t ride his bike well. Now he goes cycling every day. T: Excellent! Now John goes cycling every day. That’s good exercise. Do you like it OK! Green travel, start from me! Step 3: Practice 1. Listen and imitate. T: Now listen to the recording and imitate the dialogue. While reading, please pay attention to the pronunciation and the intonation. Let students listen to the recording and imitate. (课件出示：Let’s talk板块的音频) 2. Read the dialogue by yourselves. 3. Think and complete the dialogue Present the incomplete dialogue on the PPT. (出示课件) Ask students to fill in it. 4. Read in roles and act out. (1)T: Now let’s read in roles. One is Chen Jie, one is John, and another one is Mike. Practice in groups of three. Students practice in groups. (2)Show time. (3)Retell the dialogue. T: Now look at the blackboard and retell the dialogue like: Before, Mike liked pink. Now, he doesn’t like pink. Step 4: Extension 1. How did your classmates change T: Look at your classmates’ old photos and talk about their changes. You can use these sentence structures. （出示课件） Ask several students to make sentences. （课件出示：两三组同学今昔对比图及语言支架） 2. Create a dialogue. T: Take out your old photos now. How did you change How did your family members or friends change Talk about them with your partners. Then create a dialogue. Practice in groups and act it out in class. （课件出示：一段创编的对话）
作业
板书 设计
教学反思
Unit4 Then and now第4课时
课时内容 Part B Let’s learn &Listen, match and say
上课时间 审核人 武展颜
教材分析 本课时是人教版六年级下册第四单元第四课时。围绕“对季节和运动的喜好的变化”这一话题展开，主要通过对话学习单词和词组thought, could, go cycling, ice-skate, play badminton 及表达自己对季节和运动的喜好变化的句型I didn’t like…before. I couldn’t … Now I love to/like…向学生渗透运动的好处，引导学生合理的运动。 本课时包括 Let’s learn 和 match and say 两个板块。Let’s learn 呈现了吴斌斌去骑自行车、 滑冰、打羽毛球的三幅场景图，体现了词汇的意义。此板块呈现的对话情境是吴斌斌向Mike介绍自己对季节和运动的喜好的变化，从而引出学习内容。Listen, match and say 板块是听力操练活动，由三个小语篇组成，分别由三位同学介绍自己过去和现在的变化。
教学目标 1.能够听、说、读、写单词和词组：go cycling, ice-skate, play badminton 2.能够听、说、读、写句型 I didn’t like…before.I couldn’t … Now I love to/like… 3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。 4.能够在教师的引导下梳理、归纳已学过的有关运动的动词短语。 5.激发学生学习英语的热情，保持学习英语的兴趣。
教学重 难点 教学重点 1.能够听、说、读、写单词和词组：thought, could, go cycling, ice-skate, play badminton. 2.能够听、说、读、写句型 I didn’t like…before. I couldn’t … Now I love to/like… 3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。 教学难点 1.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。 2.能够转述他人对季节和运动喜好运动的变化。 3.单词 thought 的读音。
教具准备 PPT课件、课文录音、视频
教 学 过 程 个性 修改
Step 1 Warm up Greeting T: Good morning, everyone. Ss: Good morning, teacher. T: What did you do yesterday/ last night/ last weekend… S1: I watched TV/ go swimming… T: Did you have fun Ss: Yes. Let’s enjoy a chant first.（播放季节儿歌。） Step 2 Lead in Ask and answer T: How many seasons are there in a year Ss: Four. T: What are they Ss: Spring, summer, fall, winter. T: What season is it now Ss: It’s spring. T: What can you do in spring S1: I can fly kites/… S2: I can go hiking. … T: I all like the seasons. Because I can play these sports. Step 3 Presentation Let’s learn 1.Teaching “go cycling, ice-skate, play badminton.” 展示教师骑自行车、滑冰、打羽毛球的图片，学习词汇。 T: Look at the pictures. Who’s she Ss: It’s you. T: Yes, it’s me. What am I doing Look at Picture 1. Ss: Going cycling. T: Look at Picture 2 What am I doing Ss: Ice-skating. T: Look at Picture2 What am I doing Ss: Playing badminton. (2)Listen to the tape and follow the tape. (3) Read the phrases together. (4) Spell the phrases. 2. Learn the dialogue (1) Look at the pictures T：who’s he Ss: Wu Binbin. T: From the pictures, what can you see Ss: We can see Wu Binbin is going cycling, ice-skating and playing badminton. T: During which season can we play these sports Do you think Wu Binbin likes all the seasons 播放录音,讨论下面问题。 Did Wu Binbin like winter before Why or why not Does he like winter now How do you know that 理解对话。 T: Did Wu Binbin like winter before S1: No, he didn’t. T: He didn’t like winter Why Ss: He thought It was too cold. T: What else Ss: He couldn’t go cycling. T: Does he like winter now Ss: Yes. T: How do you know that He says…Ss: Now I love to ice-skate.( 板书 I love to_____. 理解句子，齐读句子。讲解 love 的用法。) 听录音，跟读课文。 (5)分角色朗读课文。两人一组、分角色朗读。男生女生分角色朗读。 (6)按季节归纳已学过的运动类词汇。 Listen, match, and say 观察图片，猜测题意。 听录音，完成题目 核对结果。 Step4 Practice 1.小游戏 造句游戏：What couldn’t you do before and what can you do now 运用I couldn’t … before. 和 I can … now. 以小组为单位造句，看看哪组造句最 “猜动作”游戏教师每次请一名学生上讲台，根据教师的纸条提示表演动作，台下学生猜。哪一组学生在规定的时间内猜对的句子最多的为胜利者。 2.My good friend’s changes 采访班里的一位或两位好朋友，并做总结描述。 ________ liked _________ before, but now he likes__________. Because he likes to _________. He liked ________ before and now ______ is still（仍然）his/her favourite colour…
作业
板书 设计
教学反思
Unit4 Then and now第5课时
课时内容 Part B Read and write
上课时间 审核人 武展颜
教材分析 本课时是人教版六年级下册第四单元第五课时。围绕“吴斌斌的梦”这一话题展开，主要通过阅读文本学习词汇race, nothing, thought, felt, cheetah, trip, woke, dream及如何用一般过去时态写自己的梦。本课时是第二单元知识的拓展和延伸。本课时Read and write板块，分为读和写两个部分。第一部分包括读前部分和文本， 读前部分呈现了几个问题，通过问题的解决，回忆相关的背景知识。文本呈现的是吴斌斌的梦境，通过阅读能够为图排序及填充对话的任务。第二部分是语境下的书写活动：记述自己的梦。文本内容非常有趣，贴近学生的生活，能够引起学生的学习兴趣，有效的激起学生阅读的欲望。
教学目标 能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream 。 能够理解文本，并能根据文本信息给图排序。 能根据文本内容，在对话模式的文本中填上合适的词语。 能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。 5.锻炼学生的思维能力、语言运用能力，理解能力和分析能力，激发学习英语的兴趣和树立学习英语的信心。
教学重 难点 教学重点 1.能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream 。 2.能够理解文本，并能根据文本信息给图排序。 3.能根据文本内容，在对话模式的文本中填上合适的词语。 教学难点 1.词汇的认读和理解。 2.能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。
教具准备 PPT课件、课文录音、视频
教 学 过 程 个性 修改
Step 1 Warm up 1.Greeting 2.Sing a song T: Now let’s sing a song together. Ss: Ok.（播放歌曲changes in me，学生们齐唱。） Step 2 Lead in T: Boys and girls, do you like animals I have some pictures about them. Let’s guess. What’s this Ss: A dog T: Yes or no Ss: Yes. T: Next one. What’s this Ss: A tiger T: Right…. … Step 3 Presentation 1.看一看，说一说 (1)T: Look at this picture. What’s this Do you know Ss: A lion/… T: It’s a cheetah. T: We know lots of animals. What animal can run very fast 学生找出跑得快的动物，并运用比较级讨论对比动物奔跑的速度。 (2)教师展示吴斌斌在床上睡觉的照片，让学生猜测吴斌斌在梦里梦到了什么？ 2.学习文本 (1)第一次阅读快速,浏览整体阅读。 在书上圈出生词，写汉语。 race, nothing, thought, felt, cheetah, trip, woke, dream 用线画出与图片相符的句子，然后排序。 (2)第二次阅读,仔细读文本,小组讨论问题。 Wu Binbin had a race（比赛）with his father and Max. His father ran very fast, but he could not. Wu Binbin ran like a cheetah. But suddenly he tripped（绊倒）and fell（摔倒） . Why was Wu Binbin worried What happened when Robin gave him some water Why did he wake up (3)第三次阅读 阅读文本，完成填空。 (4)听录音，跟读课文。 (5)观看思维导图，学生根据图中关键信息复述吴斌斌的梦。两人一组互相复述，指名复述，全班学生在老师的指导下复述。 Step 4 Practice 1.两人一组，互相谈谈自己的梦。 S1: I had a dream last night. S2: Was it a good dream S1: Yes/ No. S2: What did you dream about S1: I dreamed… 2.写一写自己的梦。 I had a dream last night. In my dream, I ______________________________________________________________________________________________________ . What a dream.
作业
板书 设计
教学反思
Unit4 Then and now第6课时
课时内容 Unit4 Part B Let’s check & Let’s wrap it up & Part C Story time
上课时间 审核人 朱启迪、苑智慧
教材分析 本课时是Unit4的最后一个课时，与前几课时紧密相连。围绕本单元的重点词汇和句型展开。主要通过Let’s check.和Let’s wrap it up.检测本单元的A、B部分的核心词汇和句型。Story time巩固本单元句型。增加学生语言的输入。本课时是对前几课时重点知识的回顾。本单元以描述过去和现在的生活为话题，把重点放在对生活的比较上。
教学目标 1.通过完成Let’s check板块的听力练习，考查学生对本单元所学内容的掌握情况。 2.完成Let’s wrap it up板块中的句子填空练习，掌握一般过去时和一般现在时的用法。 3.能了解读懂“Story Time”部分的趣味故事。 4.培养学生的合作精神和交流意识。
教学重 难点 重点: 1.检测学生的学习内容的掌握情况。 2.学会谈论人和物的变化。 难点:一般过去和一般现在时在实际的情景中的应用。
教具准备 PPT课件 课文录音 视频 图片等。
教 学 过 程 个性 修改
Step 1: Warm-up 1. Greetings. 2. Let’s sing—Changes in me. (出示课件) 3. Lead-in. Step 2: Presentation 1. Let's check. (1)教师首先出示课本上的三幅图片,让学生观察图片,并交流一下从图上能看到什么,图中的人物在做什么。 (2)然后播放教学录音,学生听完录音后给图片标号。 教师再次播放录音,学生根据录音内容划去没有听到的单词。教师指名学生汇报,全班集体核对答案。 2. Let's wrap it up. (1)教师出示问题,请学生思考: ①Are there any changes around you ②What are the changes ③What do you think of these changes 让学生同桌之间讨论交流。 (2)教师出示本部分的教学图片。 让学生仔细观察每组中两幅图片的区别,仿照例句,完成句子。学生自主完成，教师巡视指导。 最后，教师指名学生汇报交流。提醒学生注意时态的正确运用。Step 3: Consolidation& Extension Story time. 1.教师把“Story time”的教学图片呈现给学生,让学生先仔细看图。 2.教师播放这部分的录音,让学生从整体上把握故事大意。 3.教师再次播放录音,放一段,停顿一下。教师结合图片给学生讲解故事内容,学生模仿跟读。 4.教师在学生基本掌握了故事大意之后,请几位同学到讲台前面进行表演，并让学生说一说从故事中学习到了什么经验。 5.最后根据学生的表现，评出最佳表演奖。 Step 4: Summary 师生一起总结本节课所学的词汇和句型。
作业
板书 设计
教学反思
主备人 辅备人
上课时间 课时 共6课时 审核人
单元主题 本单元教学内容为人教版英语六年级下册第四单元，属于“人与自我”“人与社会”。主题是关于“健康文明的生活方式，自信乐观，悦纳自我，个人感受与见解，科学技术改变生活”，内容是围绕今昔变化这一话题展开。
单元子主题及课时安排
学情分析 六年级学生对于学校、外貌、性格、爱好的话题并不陌生，他们已在五年级学习过一些与外貌、性格、能力相关的单词，为本单元话题的学习提供了一定的基础。但是，他们对周围环境的改变以及自身的变化并不敏感，并且对于如何使用动词过去时态进行描述比较陌生。因此，应主动引导学生主动了解个人的成长，环境的变化，社会的发展以及其中的关联，让其接纳的自己的变化，初步形成紧跟社会发展的意识。
单元教材分析 本单元为PEP小学英语六年级下册Unit 4 Then and now本单元的教学重点在于让学生学会使用过去和现在两种时态进行对比描述，并能熟练地将其运用在实际生活中，会用所学词汇及句型谈论或描述对比事物和人物的今昔，使学生在真实的英语语言情境中更好地感知、体验和操练。
单元总目标 掌握一般过去时及there be 句型过去时的基本用法。 2.能听、说、读、写 Let's learn中黑体部分的内容和 Read and write中要求的内容。 3.能够听、说、读Part A、Part B部分Let's learn、Let's talk中的单词和句子。 4.能在语境中，与同伴交流并介绍场所和自身的变化。 5.鼓励学生将自己的烦恼、恐惧讲述给父母，释放内心的压力，保持身心健康。 6.能够回顾生活中的经历、体验并表达情感状态。 7.能在语篇中捕捉不同类型的信息，提炼文章的主旨大意，并进行简单的推理。
Unit 4 Then and now 第1课时
课时内容 Part A Let’s try & Let’s talk
上课时间 审核人 朱启迪、武姣姣
教材分析 本课时是人教版六年级下册第四单元第一课时。围绕“学校今昔的变化”展开话题，通过吴斌斌和爷爷、爸爸参观学校校史展览情景展开，让学生感知句型“There was/were(no/not)...in.../Now, there is /are...in...”的语义及语用情景。在学习新知的过程中，引导学生整体感知对话，让学生在具体的情景中有话想说，从而对语言进行对话和运用，并发展和训练学生的创造性思维。
教学目标 1.能够理解新词汇star、easy、Internet、look up的意思，并能正确发音。 2.能在情景中运用句型“There was/were(no/not)...in.../Now, there is /are...in...”句型谈论某地过去和现在的情况。 3.能够听懂会说会表演Main scene和A. Let’s talk部分的内容，继续学习对过去事件的描述，了解英语中动词过去式的用法。 4.能够提高口语表达能力和语言组织能力，并且进行积极地思考和大胆的创新，提高自主学习能力。
教学重 难点 重点 ： 1.能在实际语境中运用重点句型“There was/were(no/not)...in.../Now, there is /are...in...”谈论某地过去和现在的情况。 2.能够表演并内化Main scene和A. Let’s talk部分的交际内容。 难点：能够运用所学句型描述事物过去与现在的变化。
教具准备 PPT课件、课文录音、视频、教师图片等。
教 学 过 程 个性 修改
Step1：Warming up Let’s sing. 教师播放本单元歌曲“Changes in me”学生跟唱。 Look and talk 播放欢快的音乐，教师出示某班级的教室图片，并贴到黑板上，让学生分组运用there be句型讨论这间教室陈设。并分组进行分享。 T: Look!This is a classroom.What’s in it S1:There is a /an...in /on/under/... S2:There are some....in /on/under/... Step 2：Presentation Listen and choose. 呈现本单元主情境图及其内容，引导学生讨论吴彬彬的爷爷现在在哪里，然后让学生阅读A.Let’s try部分的内容，预测答案。 播放A.Let’s try部分录音，让学生判断正误。 再听一遍语音，师生共同核对答案。 Let’s learn. 取下黑板上的教室图片，然后提出问题，让学生根据自己的记忆回答，答对可得小红花，并引出there was句型。 教师出示A.Let’s try部分挂图，对图片情景进行简单介绍，然后让学生初读A.Let’s try部份对话，回答问题。 Q1:Was there a library in Grandpa’s old school？ Q2:How many buildings were there in Grandpa’s old school？ Q3:What was Grandpa’s old school like？ 邀请学生说说自己最喜欢图片中的哪一部分，引导学生学习本课的新词汇，并对本课的新词汇有初步的感知。 组织抢答活动。 Read and repeat 播放A.Let’s try录音，学生跟读。 4.Play in role 将学生分组，让学生选择自己喜欢的任务，并人物配音，分角色表演对话。 Step 3：Practice Look and listen 出示A.Let’s try部分挂图,播放A.Let’s try部分录音，让学生判断正误。 小组讨论，得出答案并展示。 再次播放录音跟读，然后戴上人物头饰进行表演，验证刚才的答案。 模仿本课内容创编新对话并向全班展示。教师给与鼓励性评价。 Step 4.：Extension Make a survey 四人小组活动，用there be 句型调查描述学校今昔。 5years oldNow
作业
板书 设计
教学反思
Unit 4 Then and now 第2课时
课时内容 Part B Let’s learn& Find the mistakes
上课时间 审核人 朱启迪、
教材分析 本课时是人教版六年级下册第四单元的第二课时，与第一课时紧密相连，围绕“学校的今昔变化”展开话题。本节课主要通过谈话情境学习词汇one day, look it up, in my time, Internet.学会如何请求别人讲述关于某一方面的句型Tell me about...以及继续巩固表达过去某地的样子的句型There was.../ There were...引导学生关注社会的变化，珍惜现在的生活。学会上网查阅资料，渗透人类首次登月的相关信息，提高学生自主学习的能力，持续培养学习英语的兴趣。
教学目标 1.通过图片、课件展示等方式，听、说、读、写单词或短语“dining hall, grass, gym, ago”以及表示过去时间的短语“…years ago, …months ago, last year, last month”。 2.熟练运用上述单词和短语，并恰当运用There be句型的不同时 3.描述某个地方过去和现在的状态；将学习过的各种时态中表示时间的短语进行归类。
教学重 难点 重点：能够理解和掌握本课时的重点词汇和句型。 难点：能够在情境中恰当运用There be句型的不同时态描述某个地方过去和现在的状态。
教具准备 PPT课件 课文录音 视频、等
教 学 过 程 个性 修改
Step 1: Warm-up & Revision & Lead-in 1. Greetings. T: Hello, boys and girls. How are you today Ss: I’m fine, thank you. T: How is our school today Ss: It’s clean/beautiful/quiet/nice… T: Great job! Do you like our school Ss: … 2. Guessing time. (出示课件) Play a guessing game. Guess what place it is in the school. ①You can read books in it. What is it (library) ②There are teachers in it. They often work there. (teachers’ office) ③You often use computers in it. (computer room) ④You often draw pictures in it. (art room) ⑤You often sing songs in it. (music room) 3. Lead-in. Present the picture of Wu Binbin’s school. (出示课件) T: Now Wu Binbin and his father are talking about their school. What is Wu Binbin’s school like？Ss: It’s… There is/are…in the school. Extend the words: playground, buildings. Step 2: Presentation 1. Learn the word “grass”. Point to the playground and the grass. T: Look at this green part. We can see the… Ss: Playground and the grass. Present the word “grass” and let students read the word after the recording. (出示课件) T: Grass can make our school green and… Ss: Nice./Beautiful./… 2. Learn the word “gym”. (1)Look at this building on the grass. T: What building is it Ss: (Guess.) T: Great! It’s a gym. Present the word “gym” and let students read the word after the recording. (出示课件) (2)Free talk. The teacher makes a model first, and students brainstorm the relevant words. T: What can we do in the gym Ss: We can play basketball/ping-pong/tennis… Conduct the free talk in pairs. Talk about the things students can do on the playground, in the gym, computer room and teaching buildings. Then let students act out. （出示课件） T: What can we do in the… Ss: We can… 3. Learn the phrase “dining hall”. T: Where can we have breakfast and lunch Ss: In the dining hall. T: Well done! Present the phrase “dining hall” and let students read the phrase after the recording. (出示课件) Play the video of the words learned in “Let’s learn”. (课件出示：Let’s learn板块的视频) Listen, read and point to the relevant buildings. 4. Learn the word “ago”. (1)T: Watch the video of “Let’s learn”. （出示课件） Think about these two questions. Ss: No, there wasn’t a gym in the school thirty years ago. But there is a new one in the school now. Present the word “ago”. (出示课件) Let students read the word after the recording. Then teach the usage of the word “ago” in details. (2) Present the calendar of years in the past three decades. Teach how to express “…ago”. （出示课件） Present the calendar of the recent years. Teach how to express “last week/month/year”. (课件出示：近几年日历) (3) Work in groups. Answer: We can divide them into three different time categories. （出示课件） Observe these words and phrases. Try to make a brief summary of how to use the adverbial expressions of time. Step 3 Practice 1. Listen and match. T: Wu Binbin’s school changed a lot. It was not the same as it was before. How did it change Listen to the supplementary listening (出示课件) and match the buildings to the time. （课件出示：建筑物与时间连线的练习） 2. Practice the dialogue. (1) Ask student to listen and read after the recording. (出示课件) (2) Let students read the dialogue in pairs. (3) Let students read the dialogue in roles. Boys play the role of Father. Girls play the role of Son. 3. Practice the sentence structure.⑦ Students try to make a brief summary and then the teacher tells students how to use “There be” sentence structure. Then present the usage of it. Pay attention to its singular and plural forms. At last, show the tips. （出示课件） Step 4：Consolidation and extension 1. Look and complete. Look at some pictures and words. Use “There be” and the adverbial expressions of time to complete the sentences. (出示课件) 2. Find the mistakes. T: Look at the picture in the book. It was in the Tang Dynasty, a period of the old times, but there were many strange things in the picture. We can see these things in our present life, but we couldn’t see them in ancient times. Can you find the mistakes (1)Make a model. T: At that time, there were no gyms. People didn’t go by bus. People couldn’t use the Internet. Circle the relevant parts on the picture. Show them on the PPT. (出示课件) (2)Lead students to complete the sentences and circle the mistakes on the picture. At that time, there ________ no motels(汽车旅馆). At that time, there ________ no ________. At that time, there ________ no ________. Answers: were were; cinemas were; post offices (3)Let students find out more mistakes. At that time, there ________ no ________. 3. Work in groups. Present some pictures of the life in ancient times on the PPT. (课件出示：多张古代人生活图片) T: So, there are many differences between the life in the present and the life in the past. Do you know more about the ancient times Work in groups. Talk and say. （出示课件） Ss: At that time, people… There was/were…
作业
板书 设计
教学反思
Unit4 Then and now第3课时
课时内容 Part B Let’s try& Let’s talk
上课时间 审核人 朱启迪、苑智慧
教材分析 本课的教学内容是PEP小学英语六年级下册 Unit 4 Then and now的第三课时Let’s try和talk部分。Let’s try为与本课主题相关的听力练习。 Let’s talk为交际对话，通过Mike、陈杰和John三个小朋友一起在看老照片，谈论自己的变化来学习如何描述自己与他人的变化。
教学目标 1.通过观察、谈论Let’s talk板块，在图片、PPT和教师的帮助下理解对话大意，并回答对话下面的问题。 2.通过模仿录音音频，按照正确的语音、语调及意群朗读对话，并在小组中进行角色表演。 3.听、说、读、写并在情景中恰当运用句型“Before, I/he/she was…” “Before, I/he/she didn’t…” “Now, I/he/she am/is…”等描述自己与他人的变化。 4.在语境中借助图片、情境等理解“change, different, active, go cycling”等新词的意思，并正确发音
教学重 难点 重点：能够听懂Let’s talk板块的对话，掌握本节课的重点句型并能在实际情景中交流。 难点：能够谈论自己与他人在性格、爱好、行为等方面的变化，提高语篇输出能力。
教具准备 PPT课件 课文录音 学生自备老照片等。
教 学 过 程 个性 修改
Step 1: Warm-up Step 1: Warm-up & Lead-in 1. Greetings. 2. Enjoy a video. Write down the topic “Unit 4 Then and now” on the blackboard and enjoy a video about the great changes that have taken place in our motherland in the recent 70 years. (课件出示：中国近70年变化的视频) T: Do you want to say something about the video Ss: Our motherland changed a lot(七十年来祖国变化巨大)! T: Yes, you’re right. We can see great changes in our motherland for the recent 70 years in this video. (Write down the word “change” on the blackboard.) 3. Lead-in. The teacher shows an old photo. (出示课件) T: Guess! Who is it Ss: Your sister. /…T: Haha… It’s me. I changed a lot. I’m different from what I was before. The teacher shows a table on the blackboard. DifferencesBeforeNow
T: Look at the following photos! （出示课件）OK. If you were me, please talk about the changes in the old photos. S1: Before, I was short. Now, I am tall. S2: Before, I was fat. Now, I am thin. T: Yes, you are right. And “Before, I was quiet. Now, I am active.” Show a picture of a bike. （课件出示：一幅自行车图片） T: What’s this Ss: It’s a bike. T: Right. Can you ride your bike (Write down “ride the bike” in the table.) S1: Yes, I can. S2: No, I can’t. (Write down “couldn’t” in front of “ride the bike” in the table.) T: Never mind. Because you’re short now. I was short before. I couldn’t ride my bike then. But I am tall now. I go cycling every day. (出示课件) “Go cycling” means “ride my bike”. (Write down “go cycling every day” in the table) Look at the table on the blackboard. DifferencesBeforeNowshorttallquiet activecouldn’t ride the bikego cycling every day
T: This is my change table. I’m very different now. How about Mike and his friends What are they talking about Step 2: Presentation 1. Let’s try. (1)Show the questions of “Let’s try” on the PPT. (出示课件) Let students predict and guess the answers. (2)Play the recording of “Let’s try”. (出示课件) Let students try to choose the right answers. (3)Let students read the dialogue and check the answers together with the teacher. T: Good! They are talking about Mike’s old photos. Mike was in Grade 1. 2. Read and predict. (1)How did Mike change Present the pictures of “Let’s talk”. (课件出示：Let’s talk板块的图片) T: Come and look at Mike’s photo! （Point to the first picture.） Is it old or new Ss: Old. T: Good! After five years, Mike has changed a lot. (Point to the second picture.) Can you find the changes in Mike S1: Before, he was short. T: Wonderful! Before, he was short. But now he is tall. Just look at his T-shirt in the first picture. What colour is it Ss: Pink. T: Yes. Mike was wearing a pink T-shirt in this photo. Did he like pink before Ss: Yes, he liked pink before. (Write down “liked pink” in the table on the blackboard.) DifferencesBeforeNowMikeliked pink
T: Mike liked pink five years ago. How about now Please listen and fill in the table. Play the recording and ask students to answer. Write down the phrase “doesn’t like pink” in the table. T: What else How did Mike change Listen and underline his changes in your books. Ask students to answer the questions and fill in the table. DifferencesBeforeNowMikeliked pink; quietdoesn’t like pink; active in class
(2)How did John change Present the picture of John. (出示课件) T: OK, boys and girls, you have changed a lot. You are different now. How about John Read and underline his changes in your books. Ask students to answer the question and fill in the table. DifferencesBeforeNowMikeliked pink; quietdoesn’t like pink; active in classJohncouldn’t ride his bike wellgoes cycling every day
Lead students to retell: Before, John couldn’t ride his bike well. Now he goes cycling every day. T: Excellent! Now John goes cycling every day. That’s good exercise. Do you like it OK! Green travel, start from me! Step 3: Practice 1. Listen and imitate. T: Now listen to the recording and imitate the dialogue. While reading, please pay attention to the pronunciation and the intonation. Let students listen to the recording and imitate. (课件出示：Let’s talk板块的音频) 2. Read the dialogue by yourselves. 3. Think and complete the dialogue Present the incomplete dialogue on the PPT. (出示课件) Ask students to fill in it. 4. Read in roles and act out. (1)T: Now let’s read in roles. One is Chen Jie, one is John, and another one is Mike. Practice in groups of three. Students practice in groups. (2)Show time. (3)Retell the dialogue. T: Now look at the blackboard and retell the dialogue like: Before, Mike liked pink. Now, he doesn’t like pink. Step 4: Extension 1. How did your classmates change T: Look at your classmates’ old photos and talk about their changes. You can use these sentence structures. （出示课件） Ask several students to make sentences. （课件出示：两三组同学今昔对比图及语言支架） 2. Create a dialogue. T: Take out your old photos now. How did you change How did your family members or friends change Talk about them with your partners. Then create a dialogue. Practice in groups and act it out in class. （课件出示：一段创编的对话）
作业
板书 设计
教学反思
Unit4 Then and now第4课时
课时内容 Part B Let’s learn &Listen, match and say
上课时间 审核人 武展颜
教材分析 本课时是人教版六年级下册第四单元第四课时。围绕“对季节和运动的喜好的变化”这一话题展开，主要通过对话学习单词和词组thought, could, go cycling, ice-skate, play badminton 及表达自己对季节和运动的喜好变化的句型I didn’t like…before. I couldn’t … Now I love to/like…向学生渗透运动的好处，引导学生合理的运动。 本课时包括 Let’s learn 和 match and say 两个板块。Let’s learn 呈现了吴斌斌去骑自行车、 滑冰、打羽毛球的三幅场景图，体现了词汇的意义。此板块呈现的对话情境是吴斌斌向Mike介绍自己对季节和运动的喜好的变化，从而引出学习内容。Listen, match and say 板块是听力操练活动，由三个小语篇组成，分别由三位同学介绍自己过去和现在的变化。
教学目标 1.能够听、说、读、写单词和词组：go cycling, ice-skate, play badminton 2.能够听、说、读、写句型 I didn’t like…before.I couldn’t … Now I love to/like… 3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。 4.能够在教师的引导下梳理、归纳已学过的有关运动的动词短语。 5.激发学生学习英语的热情，保持学习英语的兴趣。
教学重 难点 教学重点 1.能够听、说、读、写单词和词组：thought, could, go cycling, ice-skate, play badminton. 2.能够听、说、读、写句型 I didn’t like…before. I couldn’t … Now I love to/like… 3.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。 教学难点 1.能够在情景中结合适当的句型描述自己对季节和运动的喜好的变化。 2.能够转述他人对季节和运动喜好运动的变化。 3.单词 thought 的读音。
教具准备 PPT课件、课文录音、视频
教 学 过 程 个性 修改
Step 1 Warm up Greeting T: Good morning, everyone. Ss: Good morning, teacher. T: What did you do yesterday/ last night/ last weekend… S1: I watched TV/ go swimming… T: Did you have fun Ss: Yes. Let’s enjoy a chant first.（播放季节儿歌。） Step 2 Lead in Ask and answer T: How many seasons are there in a year Ss: Four. T: What are they Ss: Spring, summer, fall, winter. T: What season is it now Ss: It’s spring. T: What can you do in spring S1: I can fly kites/… S2: I can go hiking. … T: I all like the seasons. Because I can play these sports. Step 3 Presentation Let’s learn 1.Teaching “go cycling, ice-skate, play badminton.” 展示教师骑自行车、滑冰、打羽毛球的图片，学习词汇。 T: Look at the pictures. Who’s she Ss: It’s you. T: Yes, it’s me. What am I doing Look at Picture 1. Ss: Going cycling. T: Look at Picture 2 What am I doing Ss: Ice-skating. T: Look at Picture2 What am I doing Ss: Playing badminton. (2)Listen to the tape and follow the tape. (3) Read the phrases together. (4) Spell the phrases. 2. Learn the dialogue (1) Look at the pictures T：who’s he Ss: Wu Binbin. T: From the pictures, what can you see Ss: We can see Wu Binbin is going cycling, ice-skating and playing badminton. T: During which season can we play these sports Do you think Wu Binbin likes all the seasons 播放录音,讨论下面问题。 Did Wu Binbin like winter before Why or why not Does he like winter now How do you know that 理解对话。 T: Did Wu Binbin like winter before S1: No, he didn’t. T: He didn’t like winter Why Ss: He thought It was too cold. T: What else Ss: He couldn’t go cycling. T: Does he like winter now Ss: Yes. T: How do you know that He says…Ss: Now I love to ice-skate.( 板书 I love to_____. 理解句子，齐读句子。讲解 love 的用法。) 听录音，跟读课文。 (5)分角色朗读课文。两人一组、分角色朗读。男生女生分角色朗读。 (6)按季节归纳已学过的运动类词汇。 Listen, match, and say 观察图片，猜测题意。 听录音，完成题目 核对结果。 Step4 Practice 1.小游戏 造句游戏：What couldn’t you do before and what can you do now 运用I couldn’t … before. 和 I can … now. 以小组为单位造句，看看哪组造句最 “猜动作”游戏教师每次请一名学生上讲台，根据教师的纸条提示表演动作，台下学生猜。哪一组学生在规定的时间内猜对的句子最多的为胜利者。 2.My good friend’s changes 采访班里的一位或两位好朋友，并做总结描述。 ________ liked _________ before, but now he likes__________. Because he likes to _________. He liked ________ before and now ______ is still（仍然）his/her favourite colour…
作业
板书 设计
教学反思
Unit4 Then and now第5课时
课时内容 Part B Read and write
上课时间 审核人 武展颜
教材分析 本课时是人教版六年级下册第四单元第五课时。围绕“吴斌斌的梦”这一话题展开，主要通过阅读文本学习词汇race, nothing, thought, felt, cheetah, trip, woke, dream及如何用一般过去时态写自己的梦。本课时是第二单元知识的拓展和延伸。本课时Read and write板块，分为读和写两个部分。第一部分包括读前部分和文本， 读前部分呈现了几个问题，通过问题的解决，回忆相关的背景知识。文本呈现的是吴斌斌的梦境，通过阅读能够为图排序及填充对话的任务。第二部分是语境下的书写活动：记述自己的梦。文本内容非常有趣，贴近学生的生活，能够引起学生的学习兴趣，有效的激起学生阅读的欲望。
教学目标 能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream 。 能够理解文本，并能根据文本信息给图排序。 能根据文本内容，在对话模式的文本中填上合适的词语。 能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。 5.锻炼学生的思维能力、语言运用能力，理解能力和分析能力，激发学习英语的兴趣和树立学习英语的信心。
教学重 难点 教学重点 1.能够听、说、认读单词：race, nothing, thought, felt, cheetah, trip, woke, dream 。 2.能够理解文本，并能根据文本信息给图排序。 3.能根据文本内容，在对话模式的文本中填上合适的词语。 教学难点 1.词汇的认读和理解。 2.能够结合自己的实际，模仿课文文本，写一篇关于自己的梦的小语篇。
教具准备 PPT课件、课文录音、视频
教 学 过 程 个性 修改
Step 1 Warm up 1.Greeting 2.Sing a song T: Now let’s sing a song together. Ss: Ok.（播放歌曲changes in me，学生们齐唱。） Step 2 Lead in T: Boys and girls, do you like animals I have some pictures about them. Let’s guess. What’s this Ss: A dog T: Yes or no Ss: Yes. T: Next one. What’s this Ss: A tiger T: Right…. … Step 3 Presentation 1.看一看，说一说 (1)T: Look at this picture. What’s this Do you know Ss: A lion/… T: It’s a cheetah. T: We know lots of animals. What animal can run very fast 学生找出跑得快的动物，并运用比较级讨论对比动物奔跑的速度。 (2)教师展示吴斌斌在床上睡觉的照片，让学生猜测吴斌斌在梦里梦到了什么？ 2.学习文本 (1)第一次阅读快速,浏览整体阅读。 在书上圈出生词，写汉语。 race, nothing, thought, felt, cheetah, trip, woke, dream 用线画出与图片相符的句子，然后排序。 (2)第二次阅读,仔细读文本,小组讨论问题。 Wu Binbin had a race（比赛）with his father and Max. His father ran very fast, but he could not. Wu Binbin ran like a cheetah. But suddenly he tripped（绊倒）and fell（摔倒） . Why was Wu Binbin worried What happened when Robin gave him some water Why did he wake up (3)第三次阅读 阅读文本，完成填空。 (4)听录音，跟读课文。 (5)观看思维导图，学生根据图中关键信息复述吴斌斌的梦。两人一组互相复述，指名复述，全班学生在老师的指导下复述。 Step 4 Practice 1.两人一组，互相谈谈自己的梦。 S1: I had a dream last night. S2: Was it a good dream S1: Yes/ No. S2: What did you dream about S1: I dreamed… 2.写一写自己的梦。 I had a dream last night. In my dream, I ______________________________________________________________________________________________________ . What a dream.
作业
板书 设计
教学反思
Unit4 Then and now第6课时
课时内容 Unit4 Part B Let’s check & Let’s wrap it up & Part C Story time
上课时间 审核人 朱启迪、苑智慧
教材分析 本课时是Unit4的最后一个课时，与前几课时紧密相连。围绕本单元的重点词汇和句型展开。主要通过Let’s check.和Let’s wrap it up.检测本单元的A、B部分的核心词汇和句型。Story time巩固本单元句型。增加学生语言的输入。本课时是对前几课时重点知识的回顾。本单元以描述过去和现在的生活为话题，把重点放在对生活的比较上。
教学目标 1.通过完成Let’s check板块的听力练习，考查学生对本单元所学内容的掌握情况。 2.完成Let’s wrap it up板块中的句子填空练习，掌握一般过去时和一般现在时的用法。 3.能了解读懂“Story Time”部分的趣味故事。 4.培养学生的合作精神和交流意识。
教学重 难点 重点: 1.检测学生的学习内容的掌握情况。 2.学会谈论人和物的变化。 难点:一般过去和一般现在时在实际的情景中的应用。
教具准备 PPT课件 课文录音 视频 图片等。
教 学 过 程 个性 修改
Step 1: Warm-up 1. Greetings. 2. Let’s sing—Changes in me. (出示课件) 3. Lead-in. Step 2: Presentation 1. Let's check. (1)教师首先出示课本上的三幅图片,让学生观察图片,并交流一下从图上能看到什么,图中的人物在做什么。 (2)然后播放教学录音,学生听完录音后给图片标号。 教师再次播放录音,学生根据录音内容划去没有听到的单词。教师指名学生汇报,全班集体核对答案。 2. Let's wrap it up. (1)教师出示问题,请学生思考: ①Are there any changes around you ②What are the changes ③What do you think of these changes 让学生同桌之间讨论交流。 (2)教师出示本部分的教学图片。 让学生仔细观察每组中两幅图片的区别,仿照例句,完成句子。学生自主完成，教师巡视指导。 最后，教师指名学生汇报交流。提醒学生注意时态的正确运用。Step 3: Consolidation& Extension Story time. 1.教师把“Story time”的教学图片呈现给学生,让学生先仔细看图。 2.教师播放这部分的录音,让学生从整体上把握故事大意。 3.教师再次播放录音,放一段,停顿一下。教师结合图片给学生讲解故事内容,学生模仿跟读。 4.教师在学生基本掌握了故事大意之后,请几位同学到讲台前面进行表演，并让学生说一说从故事中学习到了什么经验。 5.最后根据学生的表现，评出最佳表演奖。 Step 4: Summary 师生一起总结本节课所学的词汇和句型。
作业
板书 设计
教学反思