六年级英语上册Unit4教案(苏教版)

六年级英语上册Unit4教课设计（新版苏教版）六年级上册第四单元第1课时教课设计Teachingcontents教课内容StorytimeTeachingaimsandlearningobjectives教课目的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、会说平时用语could/couldnot以及动词过去式的表达。能正确地解并朗诵对话内容，在教师的指引和帮助下试试复述课文内容。能初步运用本课所学的词汇和平时用语讨论过去和此刻会做的事情。Focusofthelessonandpredictedareaofdifficulty教课要点和难点教课要点：能正确理解并朗诵对话内容，在教师的指引和帮助下复述课文内容。教课难点：could/couldnot的正确理解和运用。Teachingprocedures教课过程Step1Freetalk1.Iaskandyouanswer:T:Whatdidyoudoyesterday?S:IYouaskandIanswer:Whatdidyoudoyesterday?Guess!Didyou?(PPT提示图片，演练短语：，buythings，doshoppingontheInternet，listenedtotheradio)T:Ienjoyedmyoldphotosyesterday.Doyouwanttohavealook?【设计企图：经过我问你答和你问我答两个环节和学生进行对话，在复习过去式的表达的同时将本课的几个短语进行了预设，并为接下来句型的引出做了铺垫。】Step2PresentationT:Look!Thesearemyphotos.Longlongago,Icoulddomanythings.(PPT出现would，依据would的读音，指引学生说出could的读音)(PPT出现图片和句型)T:Thirtyyearsago,Icouldrideabike.Twentyyearsago,Icouldplaybasketball.Tenyearsago,Icouldswim.(教师脸上做骄傲状)Howaboutyou?(指引学生用PPT上的句型来表达)________yearsago,Icould________3.T:Youreallydidagoodjob.Letready?

’sgetmorechallenges.Areyou(PPT

上句型稍作变换：

________yearsago,Icouldnot

ButnowIcan.)(学生先演练，而后选择一组学生进行

non-stoptalking)(为增添兴趣性和吸引全部学生的注意，教师也能够用“金手指”任意点击学生快速反响回答)【设计企图：先经过教师夸耀式地自我表达，激发学生的竞争欲念，把本课的难点句型提早解决，并经过抢答、non-stoptalking、“金手指”等多样化的方式让学生大面积演练，快速掌握句型。】4.T:Goodjob!Payattentiontothesephrases.(PPT体现Thirtyyearsago/Twentyyearsago/Tenyearsago，教师边指PPT边领读)T:Whenwetalkaboutthetimebefore,wecanusethisword:then.Whatdoesitmean?(PPT只剩下then和now)Yes,todaywearegoingtolearnanewlesson.ThetopicisThenandnow.(点题)(读题目，学生用自己的理解去翻译题目)【设计企图：经过对时间状语的对照，让学生理解两个时态的差异，并引出本课的主题】Step3StorytimePart11.T:ManychangeshavehappenedtoMike’sfamily.Whatarethey?(播放动画)T:CanyousaysomethingaboutMike’sfamily?(PPT体现句型)例：Sixyearsago,Mikewasshort.Nowheistall.2.T:Theyhavechangedalot.Andinthislesson,we’llknowmoreaboutthechangesofMike’sfamily.’sguess,whatcanhedo?T:CouldMikedoallthesethingssixyearsago?Whatcouldhedo?Canyouguess?Whatcould

n’thedo?T:So,sixyearsago,Mikecouldreadanddrawbuthecouldn

’twrite.(师生一同读文本)T:CanyoudescribelittleMikesixyearsagoandyoungMikenow?4.(1)Listenandtick(

学生们选出听到的单词，整体感知课文

)(2)Checkandread(教师查对答案并领读单词)5.T:Whatdidtheydothenandwhatdotheydonow?Readthetextquickly,andtrytofindouttheanswer.(PPT体现)Part2T:HowaboutMrBrown?Howdidhekeepintouchwithhisfriendstwentyyearsago?Howdoeshekeepintouchwithhisfriendsnow?T:Let’sfillintheblankstogether.Now,trytodescribeMrBrown.(学生复述)Sothemeansofcontactischanging.Part3HowaboutMike’sgrandpa?Howdidhegetnewsthirtyyearsago?S:Helistenedtotheradioandreadnewspapersfornews.(提示学生read作为过去式时的读音)T:Howcanhegetnewsnow?S:OntheInternetandfrome-books.T:Let’sreadthisparagraphtogether.ThendescribeMike’sgrandpa.(学生复述)Sothewayofgettingnewsischanging.Howdoyougetnews,boysandgirls?Part4T:DoyourememberMrsBrown?Whatisshedoinginthepictures?T:Somaybesheisdoingsomeshoppingorchatwithhere-friends(解说e-friends)ontheInternet.T:AndthepictureontheleftisMrsBrowntwentyyearsago.Thenshewasaschoolgirl.Wheredidshemakefriends?Andwheredidshebuythings?Readthetextwithyourpartners.T:Ittellsusthewayto______andthewayto_______.Andthewaysarechangingnow.【设计企图：环绕change这个主题依据四个人物今昔对照，按四个段落来消化整篇文章，经过观看动画、自读课文，听录音，看图说话获守信息等方式，让学生逐渐认识课文内容，逐渐依据图表进行复述。】Step3ConsolidationReadthetexttogether.Retellthetext.(4人一组，可选择齐读、齐背、一人背诵一段等方式)Writeandsay.(达成38页的练习)Retellthewholetexttogether.【设计企图：经过四人小组合作的方式，简化学生的任务，给学生自主选择表演的形式，讲堂有放有收，同时能检测学生的掌握状况，最后看着板书全班复述，帮助学生再次稳固整个语篇。】Step4BeyondStorytime1.T:Boysandgirls,howdoessciencechangeourlives?Canyoudescribewithonew