六年级下册英语教案Unit 4 Then and now Part B_人教（PEP）（）.docx

1、Unit 4 Then and now课本、报刊杂志中的成语、名言警句等俯首皆是,但学生写作文运用到文章中的甚少,即使运用也很难做到恰如其分。为什么?还是没有彻底“记死”的缘故。要解决这个问题,方法很简单,每天花3-5分钟左右的时间记一条成语、一则名言警句即可。可以写在后黑板的“积累专栏”上每日一换,可以在每天课前的3分钟让学生轮流讲解,也可让学生个人搜集,每天往笔记本上抄写,教师定期检查等等。这样,一年就可记300多条成语、300多则名言警句,日积月累,终究会成为一笔不小的财富。这些成语典故“贮藏”在学生脑中,自然会出口成章,写作时便会随心所欲地“提取”出来,使文章增色添辉。 Part B唐

2、宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应

3、具有的基本概念都具有了。 教学内容死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。 Lets learn, Listen, match and say, Lets try, Lets talk, Read and write, Lets check, Lets wrap it up, Story time (C部分)教学目标【知识目标】1.四会词汇：

4、cycling，go cycling，ice-skate, badminton2.三会词汇：different, active, race, nothing, thought, felt, cheetah, trip, woke, dream3.重点句子：（1）Before, I was quiet. Now, Im very active in class.(2)I was short, so I couldnt ride my bike well. Now, I go cycling every day.【能力目标】1.能够听、说、读、写几个四会词汇，能够听、说、认读三会词汇。2.能够掌握

5、描述某人今昔对比的句型,能够自由表达自己的变化。【情感目标】通过谈论和比较自己过去和现在的一些变化，让学生留意自己的变化，关注自我，追求进步，更加自信和积极地生活。教学重点1.掌握四会词汇和重点句子。2.能够运用现在时和过去时对比描述自己个性、喜好、能力等方面的变化。教学难点1.现在时和过去时的区分和灵活运用。2.比较和描述自己或他人以前和现在的变化。教学准备课本、课件、磁带、录音机（或其他音频播放设备）等课时安排4课时第一课时教学过程批注一、 Warm-up & Revision1.Go over the words: dining hall, grass, gym, ago（教师出示这四个

6、单词的图片，快速点学生说出对应的英文）2.谈论学校的今昔对比。T:Tell us about your old school, please.S1:There were no computers in my old school. T:How do you know that? S1:Our head teacher told us.1. 教师播放教材配套英文歌曲“Changes in me”，学生在教师的引导下跟唱，作为课前热身。T: Today, were going to start to learn Unit 4 Part B. Lets begin with the song “Ch

7、anges in me”. 二、Presentation & PracticeLets learn1.教学单词及词组cycling, go cycling, ice-skate, play badminton。（1）出示骑车的图片。T:What sport is it? 板书cycling并教读。（2）教师边做骑车的动作边说：Go cycling, I can go cycling.。（3）出示羽毛球拍图片。T: Do you like badminton? S1: Yes,I do./No,I dont. T: Can you play badminton? S2:Yes,I can./No

8、,I cant.板书并教读badminton，play badminton. I can play badminton.（4）出示滑冰的图片，板书并教读ice-skate。教师边做动作边说：Ice-skate, ice-skate, I can ice-skate.2.呈现句子：I didnt like winter before. I thought it was too cold, and I couldnt go cycling.告诉学生thinkthought, cancould。3.呈现句子：How about now? Now I love to ice-skate, so I l

9、ike winter. 请学生说出意思，全班齐读。4.播放Lets learn录音，学生跟读。5.学生开火车读单词、词组。6.学生灵活运用所学单词及句子表演对话。Listen,match and say 1.组织学生观察图片，写出相关的动作词组。如：go swimming, go cycling, cook dinner, play the erhu, ice-skate, play the piano, play badminton。然后“开火车”介绍相关的动作词组造句。2.听录音，把人物与做的活动图片连起来。3.根据连线同桌对话：Before, Allen couldnt. Now. 用图

10、片学习短语，形象、易懂。再次重复重点句型，帮学生加深印象。作业设计1.抄写Lets learn中的词汇。2.自主预习Lets talk课文。板书设计Unit 4 Then and nowcycling, go cycling, ice-skate, badminton, play badmintonI didnt like winter before. I thought it was too cold, and I couldnt go cycling. thinkthought cancouldHow about now? Now I love to ice-skate, so I lik

11、e winter.第二课时教学过程批注一、Warm-up & Revision1. Go over the phrases: go cycling, ice-skate, play badminton.教师做动作，学生一起说出短语并造句。如：Go cycling, I could go cycling.Ice-skate, I could ice-skate. Play badminton, I could play badminton.2.齐读Lets learn对话并请学生翻译。 复习上节课所学内容。二、Presentation & PracticeLets try1.让学生读题。2.教师

12、给学生播放录音，学生完成两道选择题。3.师生核对答案，教师点拨难点。Lets talk1.教学different。出示自己小时候的照片。T:Who is she? Guess. It is me. At that time, I had short hair and I was heavy. Look I am different now. And all of you are different now.（板书different，说出它的意思，并教读）2.教学active并板书句子：Before, I was quiet. Now, Im very active in class. 请学生说

13、意思，然后齐读。3.板书句子：I was short, so I couldnt ride my bike well. Now, I go cycling every day.请学生说句子的意思，然后齐读句子，最后请学生模仿该句子说自己的变化。如：I was short, so I couldnt play basketball well. Now, I play it every day.4.学生自己读对话，回答问题：How did Mike change?5.学生讲解对话，教师答疑。6.放录音，学生跟读。7.学生三人一组分角色朗读对话。8.根据P36页底内容提示，结合所学单词及句子谈论家人

14、或朋友的变化。 可以利用课件展示语文课本上的一些文化名人的新老照片，开拓学生的视野。作业设计1.熟读Lets talk课文。2.自主预习Read and write。板书设计Unit 4 Then and nowdifferent activeBefore, I was quiet. Now, Im very active in class. I was short, so I couldnt ride my bike well. Now, I go cycling every day.第三课时教学过程批注一、Warm-up & Revision1.Review the words and p

15、hrases and sentences in Unit 4.(多操练)教师准备动词（短语）小卡片，如：play badminton, eat food, drink water, run, go cycling, ice-skate等。1. Play a game.全班一起玩击鼓传花的游戏，教师准备一个气球或小球，教师喊开始，学生之间传递此物，教师喊停，物品所在者和上一位合作表演，一位做动作，另一位出示动作对应的卡片。 二、Presentation & PracticeRead and write1.出示单词卡片或图画，教学单词：race, nothing, thought, felt, c

16、heetah, trip, woke, dream并板书,教读,学生跟读。2.学生独立阅读课文，边读边理解。画出不理解的句子。3.教师帮助学生理解句子并板书：（1）There were many animals in that race. （2）But suddenly he tripped and fell.4.领读课文并纠正读音。抽学生理解课文,并答疑。5.Listen to the passage.6.Number the pictures. 7. Finish exercises:（1）吴一凡正在向妈妈描述他做的梦。再次听课文录音，学生完成P39对话填空题。（2）学生根据本课所学，写几

17、句话描述一个有趣的梦,完成P39的写作任务。请23位学生起来读读他们所写的句子，描述做过的有意思的梦。学生先自己读，再和录音跟读，找找自己读得不标准的地方。 作业设计1.熟读课文。2.自主预习Lets wrap it up。板书设计Unit 4 Then and nowThere were many animals in that race.But suddenly he tripped and fell.第四课时教学过程批注一、Warm-up & Revision1.教师给每组分发相同的动词短语小纸片，如：play badminton， eat food，drink water，run，go

18、 cycling，ice-skate等。一个学生在台上做动作，小组合作排序，比一比哪个小组排得又快又准。2.同桌二人运用所给的动词短语，运用过去时和现在时的对比描述来写出变化。如: I couldnt run very fast before. Now, I run like a cheetah. I was so short. I couldnt go cycling. But I go cycling every day now. 操练前面所学内容，为新课预热。二、Presentation & PracticeLets check1.学生观察图片，说出图片对应的单词或短语。2.教师播放录音

19、，在学生听录音为图片标号后讲评订正。3.教师再次播放录音，学生划掉没有听到的词汇。请一名学生念答案，教师讲评订正。Lets wrap it up1. Leading-inT:Changes are all around us.Talk about the changes below.2.组织学生观察和比较五幅图片，了解变化。3.同桌二人相互介绍这五幅图的变化，强化训练过去时和现在时的对比区分。如：T:It was raining. Now, it is sunny. (区分was, is)4.请学生起来仿照例句描述图片。Story time1. 引入本部分的学习。T: Look,Zoom an

20、d Zip are talking about changes.Lets read.2.教师呈现Story time挂图，学生观察主图，阅读故事，了解故事大概,画出不理解的句子。3.听录音，仿读并理解故事。4.再次播放录音，让学生边听边看课文。听完后和同桌两人互相帮助整理出故事的大意。5.鼓励学生给大家讲讲这个故事，可分三段让不同学生完成。 本部分的趣味故事从A、B部分关注周边环境、关注自我升华到一个更宏大的层次拯救世界，让这个世界变成更美好的人间。作业设 计抄写并背诵本单元重点词汇和句字。板书设计Unit 4 Then and nowIt was raining. NowIn summer,

21、 the tree was green. NowThere was a building before.NowIt was an egg. NowChen Jie was short. Now she is 1.5 metres tall.The cat was on the chair. Now本部分以个人的变化展开，以听、说、读、写的形式，学习并巩固表示活动的动作词语go cycling，ice-skate，play badminton，要求能够运用句型“Before，.couldnt .Now，.can .”来对比描述能力、爱好的变化。教师在教学过程中，可以将以前学过的动词短语也拿出来温故复习。Story time部分出现三种时态，学生要注意观察和比较。教师在教学过程中要注意培养学生爱护家园的美好情感。