六上Unit4（Story time）教学设计.docVIP

《Then and now》教学设计 学段 小 学 学科 英 语 学校 镇江市大港中心小学 执教 戴爱芬 课题 Unit4 Then and now (Story time) 教学目标 By the end of the lesson, the students would be able to: Listen and read the new words: then and now, telephone, mobilephone, anywhere, radio, make friends, all over the world, do shopping Listen, read and write the new words: ago, office, newspaper, watch, news, e-book，could 3. Understand Story time and read it fluently. 4． Methodically retell the text and correctly use the past tense and present tense on the basis of understanding. By comparison of the past and present, feeling personal growth and social progress. Learn to see things dialectically, and choose the right way to live. 教材分析 （含重、难点） 本节课的授课对象为年级学生。年级学生在注意力方面，有意注意逐步发展，并占主导地位；抽象记忆有所发展，但具体形象记忆的作用仍非常明显。学生在学习了年多的英语之后，有了一定的听、说、读、写能力但由于本课内容。针对以上情况，我将本课的教学重点、难点设定如下： 教学重点： 正确理解，并能流利地朗读。能根据提示有条理地复述，正确运用一般过去时和一般现在时。教学难点： 能根据提示有条理地复述，正确运用一般过去时和一般现在时。 教学方法、 手段 直观教学法： 充分利用多媒体形象、直观的教学手段，引导学生学习新词新句，帮助学生记忆、理解。 任务型教学法： 将课文的学习分解成若干个小任务，设置具备可操作性的学习活动，让学生带着任务自主探究、合作交流，在完成任务的过程中学习、操练、使用本课目标语，以达到获取信息、交流思想的目的。 交际法： 联系生活实际，调动学生已有的知识经验和生活体验，使之与文本建立联系，激发学生参与的积极性主动性，在自由表达、交流中亮出自己的独特见解，并与他人的思想碰撞，逐步学会辩证地看待问题。 教学过程 教学流程 学生活动 教师活动 设计意图 Warming up (3’) Presentation (2’) Practice (8’) Production (4’) Homework (1’) Listen to a song and enjoy some pictures. Talk about the changes about the teacher. Learn the title. Look at the pictures and guess: Who are they? Watch and tick: What are the changes of Mike’s family in the text? Listen and complete: What’s Mike’s change? Try to imagine: What can Mike do now? Read and underline: What are Mike’s parents’ changes? Learn the new words: wrote, use, office, mobile phone, anywhere 5. Read and answer: (1) How did Mike’s grandpa get for news 30 years ago? (2) How does Mike’s grandpa get for news now? Students read and answer the questions, then learn the new words. Listen and repeat. Fill in the blanks. 3. Retell in groups. 1. Discuss in class: (1) telephone PK mobile phone