Unit2 Changes in our lives 教学内容与目标
【内容来源】上海教育出版社(2015年版)六年级下册Module1 Unit2
【教学内容】
一、功 能
差别比较、描述：比较过去和现在的生活方式变化并进行描述。
二、语言知识
1. 句型复习和用语：(1) In the past, she used a pen and paper to write her books. Now she uses a computer.21世纪教育网版权所有
(2) I’d like to give you three wishes.
(3) I wish you a happy life.
2. 词汇：life, writer, street cleaner, drive, poor, wish, by hand, right away, in a short time
3. 语音：o, o-e, ow, ou
三、语言技能
1. 听：听懂谈论现在和过去工作方式变化的短文。
2. 说：用一般现在时和一般过去时说说现在和过去的生活变化。
3. 读：(1) 读懂有关四个人物的工作方式变化的短文，了解时代变迁。
(2) 读懂故事《快乐的农夫夫妇》，理解故事中蕴含的道理。
4. 写：能结合语境用正确的句子描写生活变化。
【教学目标】
1. 能在语境中正确运用本单元的核心词汇，复习已学相关核心词汇。
2. 能用一般现在时和一般过去时表达现在和过去生活方式上的变化。
3. 能根据o, o-e, ow和ou的发音规律，正确拼读简单的单词。
4. 能正确看待生活中的各种变化，乐于接受新事物。
教学重点：
1. 词汇学习：life, writer, street cleaner, drive, poor, wish, by hand, right away, in a short time
2. 句型复习：In the past, she used a pen and paper to write her books. Now she uses a computer.
I’d like to give you three wishes.
3. 语音复习：复习字母o和字母组合o-e，ow和ou在单词中的发音。
教学难点：
一般过去时和一般现在时在一定语境中的混合使用。
Unit2 Changes in our lives 第1课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module1 Unit2
【主 题】Listen and say, Look and learn
【课 时】第1课时
一、教学目标(Teaching aims)
1. 通过Look and learn学习新词汇并复习以前学过的表示各种职业的词汇。
2. 通过Listen and say的短文复习一般过去时和一般现在时，对比现在和过去工作方式的不同。21世纪教育网版权所有
二、教学重难点(Teaching points and difficulties)
1. 词汇学习：life, writer, street cleaner, drive, by hand, right away, in a short time
2. 句型复习：In the past, she used a pen and paper to write her books. Now she uses a computer.21教育网
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 复习一般过去时和一般现在时。教师出示自己小时候和现在的两张图，请学生找出两张图之间的不同之处。 2·1·c·n·j·y
T: (show two photos) This is a photo of me in the past. This is a photo of me now. What are the differences?【来源：21·世纪·教育·网】
S1: You had short hair in the past. Now you have long hair.21·世纪*教育网
S2: Your hands were small in the past. Now they are big.2-1-c-n-j-y
S3: You read picture books in the past. Now you read storybooks.
2. 玩猜职业的游戏，复习与职业有关的词汇。教师准备单词卡或图片，让扮演者抽一张， 扮演者做动作，让同学猜一猜是什么职业。 【出处：21教育名师】
T: Now let’s play a game. (S1’s name), pick a card and act it out.
(S1 acts out the word cook)
T: What does he do?
S2: He’s a cook!
T: Yes, he’s a cook. A cook makes nice food. He uses a frying pan.
While-task procedures
1. 教师出示一些工具的图片，如医生用的听诊器、厨师用的锅等，让学生把工具与职业配对。加人电脑、镰刀、照相机和扫帚，并利用Look and learn的图片导入单词writer, farmer, photographer 及 street cleaner。【来源：21cnj*y.co*m】
T: (show pictures of different tools and pictures of different jobs) Look at these tools. Who uses them? Match and say.21·cn·jy·com
S1: The person in Picture A uses a computer.
T: Yes. She’s a writer. A writer writes with a computer, (write writer on the blackboard)【版权所有：21教育】
2. 教师出示Listen and say的课文，并出示导读问题。请学生带着问题阅读文章，如果有不认识的单词，把它划出来。21教育名师原创作品
T: How many people are there?
S1: There are four.
T: What are their jobs?
S2: Ms Wen is a writer. Mrs Hong is a farmer. Mr Zhang is a photographer. Mr Yang is a street cleaner.
T: How did Ms Wen write her books? What did she work with?
S3: She used a pen and paper.
T: What does she use to write now?
S4: Now she uses a computer.
教师在和学生对话的过程中，把相关内容填写在黑板上的表格里，生词用不同颜色的粉笔书写。
Name
Job
In the past
Now
Ms Wen
writer
used a pen and paper
uses a computer
Mrs Hong
farmer
got the crops in by hand
uses a machine
Mr Zhang
photographer
need film to take photos
uses a digital camera
Mr Yang
street cleaner
swept the streets with a broom
drives a street sweeper
以上表为基础，引导学生完成后续练习。
3. 请学生跟读新词汇，教师设计问题鼓励学生运用这些新词汇。
T: Digital camera.
Ss: Digital camera.
T: What do you do with a digital camera?
S1: I take photos with a digital camera.
T: Did people take photos with a digital camera in the past?21cnjy.com
S2: No. People used cameras with film inS1de to take photos in the past.
T: A digital camera or a film camera, which one is more convenient?
S3: A digital camera is much more convenient. T: Why do you think so?
S4: Because you can look at the pictures right away.www.21-cn-jy.com
…
4. 播放Listen and say的录音，学生逐句跟读。鼓励学生尽量模仿录音中人物的语音。
Post-task activities
1. 学生四人一组进行角色扮演。每人任选一个角色，说说自己做的事，其他人猜猜是哪个人物。
S1: In the past, I got my crops in by hand. Now I use a machine. Who am I?
S2: You’re Mrs Hong. You’re a farmer.
根据学生的程度，可把游戏拓展至更多的职业，让学生发挥想象力和观察力。
2. 播放一些交通工具的声音（如3B Unit 3)，然后请学生把听到的相应单词告诉全班同学，教师把交通工具写在黑板上。www-2-1-cnjy-com
T: Listen! What can you hear?
S1: I can hear a bike.
S2: I can hear a car.
…
然后教师在黑板上写上“in the past”和 “now”，让学生列出过去和现在的交通方式。最后进行总结。21*cnjy*com
In the past: on foot, by bike Now: by car/plane/taxi/bus/train21*cnjy*com
T: In the past, people got around on foot or by bike. It took them a long time to get to places far away. But now people go out by car or by plane. It takes them a short time to get to places that are far away.
【板书设计】
Unit2 Changes in our lives
life, writer, street cleaner, drive,
by hand, right away, in a short time
In the past, she used a pen and paper to write her books.
Now she uses a computer.
Unit2 Changes in our lives 第2课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module1 Unit2
【主 题】Listen and enjoy, Do a survey, Learn the sounds【来源：21cnj*y.co*m】
【课 时】第2课时
一、教学目标(Teaching aims)
1. 通过Listen and enjoy的歌谣，了解现在和过去人们生活的变化感受语言的韵律。
2. 通过Do a survey的调查活动，综合运用句型及词汇，了解人们的生活方式变化。
3. 帮助学生复习字母o和字母组合o-e，ow及ou在单词中的发音规律。
二、教学重难点(Teaching points and difficulties)
1. 了解人们生活方式的变化。
2. 语音复习：o, o-e, ow, ou
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 播放Listen and enjoy中的歌谣，让学生感受语言的韵律，活跃课堂气氛。教师可引导学生观察图片，让学生说一说过去和现在的生活有什么不同。
2. 快速反应。教师描述第一课时中学过的新词汇，请学生快速反应是哪个词汇。
T: It’s long. People use it to clean the floor or the street. What is it?
S1: It’s a broom.
T: He lives in the countryside. He uses a machine to get the crops in. What does he do?21cnjy.com
S2: He’s a farmer.
While-task procedures
1. 出示Do a survey中的图片，请学生根据图片分类，看看哪些是过去的日常用品，哪些是现在的用品，然后说一说，完成表格。21世纪教育网版权所有
In the past
Now
watched black and white TV
watch colour TV
wrote letters
write emails
T: How did people do things in the past? How do people do things now?
S1: In the past, people watched black and white TV. Now people watch colour TV.
T: (write watched black and white TV and watch colour TV in the table)
S2: In the past, people wrote letters. Now people write emails.21教育网
T: (write wrote letters and write emails in the table)www.21-cn-jy.com
2. 请学生根据图片描述现在和过去的变化。并可拓展至Do a survey以外的例子。
S1: In the past, people washed clothes by hand. Now people wash clothes with a washing machine.2·1·c·n·j·y
S2: In the past, many people went to work by bike. Now they go to work by car or by underground.【来源：21·世纪·教育·网】
3. 出示Learn the sounds里面的单词，请学生轻声朗读，找出发音规律，教师进行行总结。21·世纪*教育网
o, o-e, ow /?u/
ou, ow /au/
然后，播放Learn the sounds的录音，请学生跟录音朗读单词。
4. 请学生完成Listen and circle的练习，然后核对答案。出示含有符合/?u/及/au/发音规律的字母或字母组合的单词，让学生朗读。 21·cn·jy·com
/?u/—told, smoke, row
/au/—house, tower
Post-task activities
1. 让学生查找一些本市若干年前的老照片。让学生根据人口、房屋、交通和生活等分类展开讨论，并整理成表格。www-2-1-cnjy-com
S1: In the past, there were very few cars in the city. Now many people drive cars. There was no underground. Now people take the underground to many places.
S2: In the past, many people went to shops to buy things. Now we can buy things online.2-1-c-n-j-y
2. 依照表格，让学生找一个话题，如食物、生活习惯、交通等，试着写短文“Life ... years ago and now”。21*cnjy*com
【板书设计】
Unit2 Changes in our lives
o, o-e, ow, ou
Unit2 Changes in our lives 第3课时教学设计
【内容来源】上海教育出版社(2015年版)六年级下册Module1 Unit2
【主 题】Read a story
【课 时】第3课时
一、教学目标(Teaching aims)
1. 通过故事《快乐的农夫夫妇》提升学生的阅读能力，并帮助学生理解故事中所蕴含的道理。
2. 通过完成Read a story的后续练习，帮助学生学习如何整理文中信息。
3. 通过学习任务（Task），帮助学生巩固和综合运用本单元所学的知识和技能，描述自己班级的变化。
二、教学重难点(Teaching points and difficulties)
1. 词汇学习：poor, wish
2. 句型复习：I’d like to give you three wishes.
3. 日常用语：I wish you a happy life.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 小组活动。把学生分成四人小组，请学生回忆一下过去的几天做了哪些事，把做过的事填入表中,然后在小组内进行交流。
T: What did you do in the past week? Think about it and write down at least three things in the table. Then talk about them in groups.
Sunday
Rode a bike
Monday
Tuesday
Went to the badminton club
Wednesday
Thursday
Read a storybook
Friday
Saturday
S1: I rode a bike last Sunday. I went to the badminton club on Tuesday evening. I read a storybook on Thursday afternoon.
2. 复习有关职业的词汇，并复习What do you want to be? 的句型及话题。
T: We learn more about different jobs in this unit. What do you want to be in the future? Why?
S1: In the future, I want to be a writer. I want to write books for children.
While-task procedures
1. 出示过生日的图片，引出单词Wish。
T: (show a picture of a child blowing out candles) It’s S1’s birthday. What’s he/she doing?
S1: He/She’s blowing out the candles.
S2: He/She’s making a wish.
T: Yes. We can make a wish on our birthday. What do you wish for?
S3: I want to have a new bike.
S4: I want to ...
2. 引入Read a story中的人物。出示人物的图片。
T: Look at the pictures. Who are these people? This is Fred, (point to the picture of Fred) He plants crops. What does he do?
S1: He’s a farmer.
T: Yes. Fred is a farmer. He is poor. Does he have a lot of money?
S2: No, he doesn’t.
T: Who can give him some money?
S3: The fairy.
…
3. 引导学生默读课文，并回答问题。
1) Who’s Fred? (He’s a poor farmer.)
2) Who’s Fred’s wife? (Doris.)
3) Where did Fred and his wife live? (They lived in a small, old house.)
4) Who visited them? What did she say? (A fairy. She said she could give Fred three wishes.)
5) What did Fred and his wife wish for? (They did not make a wish./They did not have any wishes.)
6) What did the fairy wish them? (She wished them a happy life.)
开展段落排序、填空、复述故事等活动，让学生进一步熟悉课文。
4. 让学生完成Read a story的后续练习，引导学生学习整理文中信息，然后安排学生分组演出故事。也可以利用“参考资料”中的课本剧进行演出。
Post-task activities
1. 课堂讨论。让学生进行角色扮演，说一说如果自己能获得三个愿望，会想要什么。
S1: Hello, I’m a fairy. I’d like to give you three wishes. What would you wish for?
S2: I’d like to have a big house. I’d like a robot to do all my homework. I’d like to have a new bike.
S1: OK. (mime waving a magic wand) In the past, you lived in a small house. Now you live in a big house. In the past, you did all your homework. Now you have a robot to help you. ...
2. 首先，让学生想一想，根据自己的记忆填空完成《练习册》Task中Think and complete的表格，然后和同桌交流，核对自己所填的信息是否准确，如有不同意见，再和其他同学讨论确认。讨论时可以参考Ask and answer中提供的提示问题，讨论时注意使用礼貌用语。
S1: Who ran the fastest last year?
S2: Jim ran the fastest.
S3: I don’t think so. I think Tom ran the fastest last year.
S4: Did he? Maybe.
然后请学生和同桌合作完成书写任务Write a report。在学生开始写作前，需要给予学生相关的指导。提醒学生写作时注意作文中应有主题句(topic sentence)，如There are many changes in our class.或Things changed a lot in my class.等，也可以组织学生以头脑风暴展开讨论，拓宽学生的思路，然后再详细写各方面的变化。
【板书设计】
Unit2 Changes in our lives
poor, wish
I’d like to give you three wishes.
I wish you a happy life.
