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視頻標簽：Then and now
所屬欄目：小學英語優(yōu)質(zhì)課視頻
視頻課題：PEP六年級下冊Unit 4 Then and now（Revision）鄂爾多斯
教學設計、課堂實錄及教案：PEP六年級下冊Unit 4 Then and now（Revision）鄂爾多斯市康巴什新區(qū)實驗小學
基于課標的課堂教學設計
課題名稱___Unit 4 Then and now_____設計者_____屈必崇_________
單位___ 康巴什實驗小學________ 授課年級__小學六年級______
章節(jié)名稱 Unit 4 Then and now （Revision）
學時 1課時
課標要求 1.能在圖片、圖像、手勢的幫助下，聽懂簡單的話語或錄音材料。 2.能聽懂課堂活動中簡單的提問。
3.能聽懂常用指令和要求并做出適當反應。 4.能在口頭表達中做到發(fā)音清楚、語調(diào)達意。
5.能借助圖片讀懂簡單的故事或小短文，并養(yǎng)成按意群閱讀的習慣。 6.能模仿范例寫句子，能基本正確地使用大小寫字母和標點符號。 7.知道動詞在不同情況下會有形式上的變化。 8.樂于模仿，敢于開口，積極參與，主動請教。
9.在學習中集中注意力，對所學內(nèi)容能主動練習和實踐，積極運用所學英語進行表達和交流。
內(nèi)容與學情分析 內(nèi)容分析 1、 教學內(nèi)容概述
本課時學習的主題是談論事物和人物的今昔變化。A部分通過描述學校校舍的變化，呈現(xiàn)核心句型There was / were... Now there is / are...;B. let's talk通過談論舊照片，描述人物的著裝、外貌及性格等方面的變化，呈現(xiàn)核心句型Before I was...Now, I am...;B. let's learn則通過人物對季節(jié)和運動類型的喜好變化來呈現(xiàn)核心句型 I didn't / couldn't ...Now... 2、 知識點的劃分以及各知識點之間的邏輯關系 本課時主要學習的時態(tài)是一般過去時和一般現(xiàn)在時。一般過去時用來
表述事物和人物過去的狀態(tài)與行為，而一般現(xiàn)在時用來表述現(xiàn)在的狀態(tài)與行為。本課時通過運用兩種時態(tài)，表述事物和人物的今昔變化。
教學重點 核心句型：
There was / were... Now there is / are... Before I was...Now, I am... I didn't / couldn't ...Now... 教學難點 在真實情景中正確使用所學句型進行交際。 學情分析 學生經(jīng)過六年的小學生活，外貌、性格特征、愛好等都發(fā)生了極大的變化。學生想要表達這種變化的愿望也特別強烈。
經(jīng)過Unit 2 Last weekend和Unit 3 Where did you go?兩個單元的學習，學生已經(jīng)對一般過去時有了一定的了解與掌握，能夠自由運
用一般過去時進行基本表達。而一般現(xiàn)在時學生在五年級就已經(jīng)學習
過了。因此，學生也能正確運用一般現(xiàn)在時進行表達。只是，本課時要將兩種時態(tài)放到一起形成對比，同時運用，學生容易混淆。
教學目標
知識與能力目標：
1.通過模仿課本中的對話并觀看老照片，鞏固復習核心句型There was / were (no)...years ago. Now there is / are...和Before, I / he/she/it was...Now, I/he/she/it... 90%的學生能夠談論、描述某個地方或者自己、家人、朋友的今昔變化。
2.通過觀察、對比自己的今昔變化，80%的學生能夠正確書寫小作文“Changes in me”。
3.培養(yǎng)和提高學生在真實情景中運用語言的能力。 過程與方法目標：
1.通過演唱活潑的歌曲changes in me，調(diào)動學生學習積極性。 2.通過小組合作活動讓學生在交流體驗中運用知識，流暢自如表達。 3.通過閱讀小短文，90%的學生能夠理解語篇內(nèi)容，培養(yǎng)和提高全體學生的閱讀能力。
4.通過教師的多種評價方式，學生體驗學習過程中的進步與成功。 情感與態(tài)度目標：
1通過豐富有趣的活動，學生體會學習英語的樂趣，并感受在日常生活如何用英語正確表達。
2通過觀看照片、傾聽談話，感受生活中的點滴變化。
3.通過演唱歌曲“Yesterday once more”以及觀看畢業(yè)紀念冊，達到珍惜友誼的目的。
學生課前需要做的準備工作
預習的內(nèi)容：流利朗讀Unit 4 Then and now 課文 思考的問題:What was our school like before?
What was our city “Kangbashi”like before? Did you change? How did you change?
調(diào)查收集的資料:我們學校、城市的老照片，我們自己從小到大的照片
教學策略
本課時為復習課，采用“任務型”教學模式，以學生能用核心句型談論、描述事物或人物的今昔變化為主要教學任務。圍繞這個教學任務，教師設計了許多貼近學生生活實際的教學活動，吸引和組織學生積極參與，學生通過思考、討論、交流、合作等方式，學習使用英語，完成學習任務。
本課時主要用到的教學方法有任務型教學法、情景教學法、合作學習法。
教學環(huán)節(jié)
學習任務設計與教師活動
學生活動設計
設計意圖 落實目標 導入新課 Warming up 1. Greet with students. 2. Lead in the title. Today we'll review "Unit 4 Then and now". 1.Greet with teacher and say the proverb. 2.Say the title together.
集中注意力，準備上課，師生情感交流。通過演唱歌3. Sing a song, "Changes in me".
3. Sing the song loudly and happily. 曲，調(diào)動學生積極性。
環(huán)節(jié)一 Presentation and production
(談論事物的今昔變化)
Changes in our city and school. 1. Show some old and new pictures of Kangbashi city. (Kangbashi was a small village before. But now it is a beautiful city. ) 2. Look at the pictures of our library, museum, cinema (theater) and some tall buildings in Kangbashi. Try to find out the changes. (There was no ... in Kangbashi ... years ago.) 3. Show the old and new photos of our school. Help students to find out the differences. Review the words. (playground, grass, gym, dining hall, science room)
(Write down the main sentences on the blackboard.)
學生小組討論的同時，教師將重點句型寫在黑板上。 Before there was/were (no)... , but now... Show the group work.
1.Look at the pictures and listen to
teacher's describing. Learn to say. 2.Enjoy the beautiful pictures of our library, museum, cinema and some tall buildings in our city. Follow teacher to describe the changes.
3.Discuss in groups and try to find out the changes in our school. 通過觀看康
巴什過去與現(xiàn)在的照片，形成對比，激發(fā)學生求知欲和好奇心。
通過模仿老師表達康巴什變化的句子，學生試著表達康巴什圖書館、博物館、電影院和各種建筑物的變化。
小組合作談論我們學校的今昔變化，讓學生在交流體驗中運用知識。
環(huán)節(jié)二 Presentation and production(談論人物的今昔變化) Changes in persons. 1. Read and review the talk. Look! It is about the changes in Mike. Read it and find out "How did Mike change?" Read the dialogue fluently and loudly together. Think about the
question "How did Mike change?"
"He doesn't like pink now. Before he was quiet. Now he is very
active."
閱讀課本中
的對話，模仿文中關于人物今昔變化的表達法。為下面的拓展提供有效的基礎。
2. "Miss Qu has changed a lot, too. Before, I was young and thin. I couldn't drive a car. But now, I am a little bit fat, and I drive well. Those are my changes, what about you? How about your changes?" Give some example words to help students express their changes.
Pair work to talk about one's changes. (Write down the main sentences on the blackboard.)
學生小組討論的同時，教師將重點句型寫在黑板上。 Before I ... but now... Before I couldn't/didn't ... but now...
Show the group work.
Listen to the
teacher's changes and think about one's own changes.
Read out the example words.
Talk about the changes with one's partner by using the words and phrases.
學生使用今昔對比照片談論自己的成長變化。
由課本中Mike的變化，自然引出談論老師自己的今昔變化，為學生表達自己成長變化做鋪墊。
給出一些形容人物特征及能力的單詞及詞組，幫助學生復習的同時，為學生自如表達做鋪墊。
兩人一組運用孩子們的成長記錄冊表達自己成長中的變化。
環(huán)節(jié)三 Practice(寫作與閱讀訓練) 1.Writing an essay. Write down the changes."You all did a good job. Those are our changes. We can talk them fluently, can you write them down? Try to write them down." Let students show and read out the essays. Let other students listen carefully. （在學生展示朗讀小作文之后，教師適時進行提問，檢測其他同學們有沒有聽明白。） Write down the changes. Some students show and read out the essays, while others listen carefully and answer the teacher's questions. 1. Read the dialogue and answer the question. "There was no library in his old school. There was only one 在題單上為學生展示可能用到的單詞及重點句型，幫助學生流暢書寫。
展示學生小作文，鼓勵學生與同伴分享成長中的點滴。 閱讀小短文
2.Reading comprehension. 1) Read the dialogue by oneself and answer the question "What was
Grandpa's school like?"
2)Read the passage and finish the exercises.
3)Check the answers.
3.Do some exercises about the “Final Test”.
small building on a
hill. There were no computers or Internet in his time." 2. Read the passage and judge.
3.Check the answers.
Finish the exercises and check the answers.
Linda校園生活的變化，培養(yǎng)學生獲取有效信息的能力。
通過做升學測試中此部分的知識習題，檢測學生對本課時知識掌握情況。
環(huán)節(jié)四 Summary(總結本課時知識點)
What have we learned today? What’s the main question? “How to describe then and now?” 如何表達 “今昔對比”？ Think the questions carefully and conclude the knowledge. 1. Before ... Now,... 2. ...couldn't ... Now I ... 3. ... didn't ... Now I ...
4. There was / were, but now „
通過設置主問題，幫助學生抓住復習的主線，將知識點形成系統(tǒng)。
環(huán)節(jié)五 Homework（課后作業(yè)）
1.Finish the exercises.(完成練習冊上的習題。) 2. Draw a picture about the changes in our country. Use the structure “there be” to describe it.(畫出我們國家近些年的變化。并用there be句型描述。)
Listen carefully and remember the homework. 作業(yè)將本節(jié)課的學習內(nèi)容延伸到課后，與學生的真實生活相聯(lián)系。培養(yǎng)學生善于觀察的習慣。
環(huán)節(jié)六 Extension （拓展部分）
1.Changes are everywhere. No matter who you are, what you do, where you live, life is full of changes.(無論你是誰，你做什么，你住在哪里，生活充滿了變化) 2.Yesterday Once More(昨1.Know that “Changes are everywhere. Changes make us change”. 2.Sing the song 生活中，變化無處不在。無論你是誰，你做什么，你住在哪里，生活充滿了變化。 用歌曲《昨日重現(xiàn)》以
日重現(xiàn))
We are at this school for six years, and we have changed a lot. We’re all different, but there’re also some good memories. We should cherish these good memories.
“Yesterday Once More” and recall our good memories. “When I was young, I’d listen to the radio, waiting for my favourite songs, ...” 及學生小學六年中的成長變化照片，幫助學生發(fā)現(xiàn)我們生活中無處不在的變
化。同時，也請同學們珍視同學間不變的情誼。
達標檢測 1.本課時是一個復習課。因此，在復習的教學過程中，已經(jīng)通過學生間的對話、小組合作、寫作訓練、閱讀訓練已經(jīng)檢測的學生對“表達
事物和人物今昔變化”這一教學目標從聽、說、讀、寫各個方面進行了檢測。學生掌握良好。
2.通過做康巴什歷年小學升學測試卷中出現(xiàn)的本課時的習題，檢測學生對本課時知識的掌握情況。
1）There ___ a small village in Kangbashi before. Now there ___ many buildings.(2016年康巴什小升初試題) A. is, are B. was, are C. was, were D. is, were
2）Before Mary ___ long hair. Now she ___ short hair. (2016年康巴什小升初試題)
A. has, has B. had, has C. had, have D. Had, had
3）Your father didn't have a computer then. So he ____look up on the Internet. (2016年康巴什小升初試題) A. couldn't B. shouldn't C. wasn't
4）“你是怎么知道的？”應說：（） (2016年康巴什小升初試題)
A. How do you know that? B. How was it? C. Did you do anything else?
5）There ___ a box and two shelves in front of the desk. (2015年康巴什小升初試題)
A. are B. is C. am D. be
板書設計 Unit 4 Then and now Before there was/were (no)... , but now... Before I ... but now... Before I couldn't/didn't ... but now...
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