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六年级上册第四单元第1课时教案Teachingaimsandlearningobjectives教学目标1.能听懂、会读、会说e-book，mobilephone，newspaper，radio,telephone,e-friend,anywhere,could，并能运用于语句中。2.能听懂、会读、会说日常用语could/couldnot…以及动词过去式的表达。3.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。4.能初步运用本课所学的词汇和日常用语谈论过去和现在会做的事情。Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。教学难点：could/couldnot…的正确理解和运用。Teachingprocedures教学过程Step1.Freetalk1.Iaskandyouanswer:T:Whatdidyoudoyesterday?S:I….2.YouaskandIanswer:S:Whatdidyoudoyesterday?T:Guess!S:Didyou…?(PPT提示图片，操练短语：readnewspapers，buythings，doshoppingontheInternet，listenedtotheradio)T:Ienjoyedmyoldphotosyesterday.Doyouwanttohavealook?Step2Presentation1.T:Look!Thesearemyphotos.Longlongago,Icoulddomanythings.(PPT出现would，引导学生说出could的读音)2.(PPT出现图片和句型)T:Thirtyyearsago,Icouldrideabike.Twentyyearsago,Icouldplaybasketball.Tenyearsago,Icouldswim.(教师脸上做自豪状)Howaboutyou?(引导学生用PPT上的句型来表达)________yearsago,Icould________3.T:Youreallydidagoodjob.Let’sgetmorechallenges.Areyouready?4\n(PPT上句型稍作变换：________yearsago,Icouldnot…ButnowIcan.学生先操练，然后选择一小组学生进行non-stoptalking。为增加趣味性和吸引所有学生的注意，教师也可以用“金手指”随意点击学生快速反应回答)4.T:Goodjob!Payattentiontothesephrases.(PPT呈现Thirtyyearsago/Twentyyearsago/Tenyearsago,教师边指PPT边领读)T:Whenwetalkaboutthetimebefore,wecanusethisword:Then.Whatdoesitmean?(PPT只剩下Then和now)T:Yes,todaywearegoingtolearnanewlesson.ThetopicisThenandnow.(点题)(读题目，学生用自己的理解去翻译题目)Step3StorytimePart11.T:ManychangeshavehappenedtoMike’sfamily.Whatarethey?(播放动画)T:CanyousaysomethingaboutMike’sfamily?(PPT呈现句型)例：Sixyearsago,Mikewasshort.Nowheistall.2.T:Theyhavechangedalot.Andinthislesson,we’llknowmoreaboutthechangesofMike’sfamily.3.T:ThisboyisMike.Now,heisayoungboy.Andhecandomanythingsnow.Let’sguess,whatcanhedo?T:CouldMikedoallthesethingssixyearsago?Whatcouldhedo?Canyouguess?Whatcouldn’thedo?T:So,sixyearsago,Mikecouldreadanddrawbuthecouldn’twrite.(师生一起读文本)T:CanyoudescribelittleMikesixyearsagoandyoungMikenow?4.(1)Listenandtick(学生们选出听到的单词，整体感知课文)(2)Checkandread(教师核对答案并领读单词)5.T:Whatdidtheydothenandwhatdotheydonow?Readthetextquickly,andtrytofindouttheanswer.(PPT呈现)Part21.T:HowaboutMrBrown?Howdidhekeepintouchwithhisfriendstwentyyearsago?Howdoeshekeepintouchwithhisfriendsnow?2.T:Let’sfillintheblankstogether.Now,trytodescribeMrBrown.(学生复述)T:Sothemeansofcontactischanging.Part34\nT:HowaboutMike’sgrandpa?Howdidhegetnewsthirtyyearsago?S:Helistenedtotheradioandreadnewspapersfornews.(提醒学生read作为过去式时的读音)T:Howcanhegetnewsnow?S:OntheInternetandfrome-books.T:Let’sreadthisparagraphtogether.ThendescribeMike’sgrandpa.(学生复述)T:Sothewayofgettingnewsischanging.Howdoyougetnews,boysandgirls?Part41.T:DoyourememberMrsBrown?Whatisshedoinginthepictures?T:Somaybesheisdoingsomeshoppingorchatwithhere-friends(解释e-friends)ontheInternet.T:AndthepictureontheleftisMrsBrowntwentyyearsago.Thenshewasaschoolgirl.Wheredidshemakefriends?Andwheredidshebuythings?2.Readthetextwithyourpartners.T:Ittellsusthewayto______andthewayto_______.Andthewaysarechangingnow.Step3Consolidation1.Readthetexttogether.2.Retellthetext.(4人一组，可选择齐读、齐背、一人背诵一段等方式)3.Writeandsay.(完成38页的练习)4.Retellthewholetexttogether.Step3BeyondStorytime1.T:Boysandgirls,howdoessciencechangeourlives?Canyoudescribewithoneword?2.T:Doyoulikethechanges?Why?T:Technologyandtimechangeusalot.Itbringsconvenienceanddownsidesaswell.Whatshouldwedo?Doyouhaveanychangestheseyears?Thinkitover.Let’stalkaboutitnextclass.Homework家庭作业1.听录音，跟读故事5遍。（必做）2.尝试背诵故事（可选做）。3.找两张自己的照片，一张过去的一张现在的，模仿书40页的句型进行语言操练。（必做）4.根据书40页的语言提示，写一个小短文。（可选做）4\nTeachingaids教学准备（含板书设计）教学准备：PPT板书设计：Unit4ThenandnowthennowcandomanythingswritesemailshasamobileohonecanreadnewsandwatchnewsontheInternet/readse-booksmakese-friendsanddoesshoppingontheInternet6yrsagocouldreadandruncouldnotwrite20yrsagowrotelettersusedthetelephone30yrsagolistenedtotheradioreadnewspapers20yrsagomadefriendsatschoolboughtthingsfromshopsMikeMrBrownMike’sgrandpaMrsBrown说课在本节课导入部分，用“我问你答”和“你问我答”这两个形式的freetalk开始课堂教学，既调节了课堂气氛又帮助学生复习了过去式的表达，为接下来的课题做了铺垫，并顺势引出了could和couldnot，激起学生和教师竞争的兴趣，从而在进入课文前就解决了新句型。接着引出课题Thenandnow，用今昔对比的方式，以“change”为主线，根据四个人物特点，分四个段落来消化整篇文章，通过观看动画、自读课文，听录音，看图说话获取信息等方式，让学生逐步了解课文内容，逐步根据图表进行复述。接着通过小组合作的方式，让学生进行当堂反馈，最后教师根据板书引导学生集体复述。在复述的过程中，让学生感受几十年来这个家庭所发生的变化，最后用两个问题激发学生的辨证思维能力，给学生思考的空间，并为下一节的复习做了铺垫。4
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