人教PEP版英語六年級(jí)下冊(cè)Unit 4 Then and now集體備課教案（6課時(shí)）

第第頁人教PEP版英語六年級(jí)下冊(cè)Unit4Thenandnow集體備課教案（6課時(shí)）主備人輔備人上課時(shí)間課時(shí)共6課時(shí)審核人單元主題本單元教學(xué)內(nèi)容為人教版英語六年級(jí)下冊(cè)第四單元，屬于“人與自我”“人與社會(huì)”。主題是關(guān)于“健康文明的生活方式，自信樂觀，悅納自我，個(gè)人感受與見解，科學(xué)技術(shù)改變生活”，內(nèi)容是圍繞今昔變化這一話題展開。單元子主題及課時(shí)安排Thenandnow（正確看待生活變化)認(rèn)識(shí)環(huán)境的今昔變化認(rèn)識(shí)人物的今昔變化Thenandnow（正確看待生活變化)認(rèn)識(shí)環(huán)境的今昔變化認(rèn)識(shí)人物的今昔變化正確看待生活中的變化，努力適應(yīng)PartBReadandwritePartCLet’scheck&Let’swrapitupPartALet’stry&Let’stalkPartBReadandwritePartCLet’scheck&Let’swrapitupPartALet’stry&Let’stalkPartALet’slearn&FindthemistakesPartBLet’stry&Let’stalkPartBLet’slearn&Listen,matchandsay學(xué)情分析六年級(jí)學(xué)生對(duì)于學(xué)校、外貌、性格、愛好的話題并不陌生，他們已在五年級(jí)學(xué)習(xí)過一些與外貌、性格、能力相關(guān)的單詞，為本單元話題的學(xué)習(xí)提供了一定的基礎(chǔ)。但是，他們對(duì)周圍環(huán)境的改變以及自身的變化并不敏感，并且對(duì)于如何使用動(dòng)詞過去時(shí)態(tài)進(jìn)行描述比較陌生。因此，應(yīng)主動(dòng)引導(dǎo)學(xué)生主動(dòng)了解個(gè)人的成長(zhǎng)，環(huán)境的變化，社會(huì)的發(fā)展以及其中的關(guān)聯(lián)，讓其接納的自己的變化，初步形成緊跟社會(huì)發(fā)展的意識(shí)。單元教材分析本單元為PEP小學(xué)英語六年級(jí)下冊(cè)Unit4Thenandnow本單元的教學(xué)重點(diǎn)在于讓學(xué)生學(xué)會(huì)使用過去和現(xiàn)在兩種時(shí)態(tài)進(jìn)行對(duì)比描述，并能熟練地將其運(yùn)用在實(shí)際生活中，會(huì)用所學(xué)詞匯及句型談?wù)摶蛎枋鰧?duì)比事物和人物的今昔，使學(xué)生在真實(shí)的英語語言情境中更好地感知、體驗(yàn)和操練。單元總目標(biāo)掌握一般過去時(shí)及therebe句型過去時(shí)的基本用法。2.能聽、說、讀、寫Let'slearn中黑體部分的內(nèi)容和Readandwrite中要求的內(nèi)容。3.能夠聽、說、讀PartA、PartB部分Let'slearn、Let'stalk中的單詞和句子。4.能在語境中，與同伴交流并介紹場(chǎng)所和自身的變化。5.鼓勵(lì)學(xué)生將自己的煩惱、恐懼講述給父母，釋放內(nèi)心的壓力，保持身心健康。6.能夠回顧生活中的經(jīng)歷、體驗(yàn)并表達(dá)情感狀態(tài)。7.能在語篇中捕捉不同類型的信息，提煉文章的主旨大意，并進(jìn)行簡(jiǎn)單的推理。Unit4Thenandnow第1課時(shí)課時(shí)內(nèi)容PartALet’stry&Let’stalk上課時(shí)間審核人教材分析本課時(shí)是人教版六年級(jí)下冊(cè)第四單元第一課時(shí)。圍繞“學(xué)校今昔的變化”展開話題，通過吳斌斌和爺爺、爸爸參觀學(xué)校校史展覽情景展開，讓學(xué)生感知句型“Therewas/were(no/not)...in.../Now,thereis/are...in...”的語義及語用情景。在學(xué)習(xí)新知的過程中，引導(dǎo)學(xué)生整體感知對(duì)話，讓學(xué)生在具體的情景中有話想說，從而對(duì)語言進(jìn)行對(duì)話和運(yùn)用，并發(fā)展和訓(xùn)練學(xué)生的創(chuàng)造性思維。教學(xué)目標(biāo)1.能夠理解新詞匯star、easy、Internet、lookup的意思，并能正確發(fā)音。2.能在情景中運(yùn)用句型“Therewas/were(no/not)...in.../Now,thereis/are...in...”句型談?wù)撃车剡^去和現(xiàn)在的情況。3.能夠聽懂會(huì)說會(huì)表演Mainscene和A.Let’stalk部分的內(nèi)容，繼續(xù)學(xué)習(xí)對(duì)過去事件的描述，了解英語中動(dòng)詞過去式的用法。4.能夠提高口語表達(dá)能力和語言組織能力，并且進(jìn)行積極地思考和大膽的創(chuàng)新，提高自主學(xué)習(xí)能力。教學(xué)重難點(diǎn)能在實(shí)際語境中運(yùn)用重點(diǎn)句型“Therewas/were(no/not)...in.../Now,thereis/are...in...”談?wù)撃车剡^去和現(xiàn)在的情況。2.能夠表演并內(nèi)化Mainscene和A.Let’stalk部分的交際內(nèi)容。教具準(zhǔn)備PPT課件、課文錄音、視頻、教師圖片等。教學(xué)過程個(gè)性修改Step1：WarmingupLet’ssing.教師播放本單元歌曲“Changesinme”學(xué)生跟唱。Lookandtalk播放歡快的音樂，教師出示某班級(jí)的教室圖片，并貼到黑板上，讓學(xué)生分組運(yùn)用therebe句型討論這間教室陳設(shè)。并分組進(jìn)行分享。T:Look!Thisisaclassroom.What’sinit?S1:Thereisa/an...in/on/under/...S2:Therearesomein/on/under/...Listenandchoose.呈現(xiàn)本單元主情境圖及其內(nèi)容，引導(dǎo)學(xué)生討論吳彬彬的爺爺現(xiàn)在在哪里，然后讓學(xué)生閱讀A.Let’stry部分的內(nèi)容，預(yù)測(cè)答案。播放A.Let’stry部分錄音，讓學(xué)生判斷正誤。再聽一遍語音，師生共同核對(duì)答案。Let’slearn.取下黑板上的教室圖片，然后提出問題，讓學(xué)生根據(jù)自己的記憶回答，答對(duì)可得小紅花，并引出therewas句型。教師出示A.Let’stry部分掛圖，對(duì)圖片情景進(jìn)行簡(jiǎn)單介紹，然后讓學(xué)生初讀A.Let’stry部份對(duì)話，回答問題。Q1:WastherealibraryinGrandpa’soldschool？Q2:HowmanybuildingswerethereinGrandpa’soldschool？Q3:WhatwasGrandpa’soldschoollike？邀請(qǐng)學(xué)生說說自己最喜歡圖片中的哪一部分，引導(dǎo)學(xué)生學(xué)習(xí)本課的新詞匯，并對(duì)本課的新詞匯有初步的感知。組織搶答活動(dòng)。Readandrepeat播放A.Let’stry錄音，學(xué)生跟讀。4.Playinrole將學(xué)生分組，讓學(xué)生選擇自己喜歡的任務(wù)，并人物配音，分角色表演對(duì)話。出示A.Let’stry部分掛圖,播放A.Let’stry部分錄音，讓學(xué)生判斷正誤。小組討論，得出答案并展示。再次播放錄音跟讀，然后戴上人物頭飾進(jìn)行表演，驗(yàn)證剛才的答案。模仿本課內(nèi)容創(chuàng)編新對(duì)話并向全班展示。教師給與鼓勵(lì)性評(píng)價(jià)。作業(yè)板書設(shè)計(jì)教學(xué)反思Unit4Thenandnow第2課時(shí)課時(shí)內(nèi)容PartBLet’slearn&Findthemistakes上課時(shí)間審核人教材分析本課時(shí)是人教版六年級(jí)下冊(cè)第四單元的第二課時(shí)，與第一課時(shí)緊密相連，圍繞“學(xué)校的今昔變化”展開話題。本節(jié)課主要通過談話情境學(xué)習(xí)詞匯oneday,lookitup,inmytime,Internet.學(xué)會(huì)如何請(qǐng)求別人講述關(guān)于某一方面的句型Tellmeabout...以及繼續(xù)鞏固表達(dá)過去某地的樣子的句型Therewas.../Therewere...引導(dǎo)學(xué)生關(guān)注社會(huì)的變化，珍惜現(xiàn)在的生活。學(xué)會(huì)上網(wǎng)查閱資料，滲透人類首次登月的相關(guān)信息，提高學(xué)生自主學(xué)習(xí)的能力，持續(xù)培養(yǎng)學(xué)習(xí)英語的興趣。教學(xué)目標(biāo)1.通過圖片、課件展示等方式，聽、說、讀、寫單詞或短語“dininghall,grass,gym,ago”以及表示過去時(shí)間的短語“…yearsago,…monthsago,lastyear,lastmonth”。2.熟練運(yùn)用上述單詞和短語，并恰當(dāng)運(yùn)用Therebe句型的不同時(shí)3.描述某個(gè)地方過去和現(xiàn)在的狀態(tài)；將學(xué)習(xí)過的各種時(shí)態(tài)中表示時(shí)間的短語進(jìn)行歸類。教學(xué)重難點(diǎn)重點(diǎn)：能夠理解和掌握本課時(shí)的重點(diǎn)詞匯和句型。難點(diǎn)：能夠在情境中恰當(dāng)運(yùn)用Therebe句型的不同時(shí)態(tài)描述某個(gè)地方過去和現(xiàn)在的狀態(tài)。教具準(zhǔn)備PPT課件?課文錄音?視頻、等教學(xué)過程個(gè)性修改Step1:Warm-up&Revision&Lead-in1.Greetings.T:Hello,boysandgirls.Howareyoutoday?Ss:I’mfine,thankyou.T:Howisourschooltoday?Ss:It’sclean/beautiful/quiet/nice…T:Greatjob!Doyoulikeourschool?Ss:…2.Guessingtime.(出示課件)Playaguessinggame.Guesswhatplaceitisintheschool.①Youcanreadbooksinit.Whatisit?(library)②Thereareteachersinit.Theyoftenworkthere.(teachers’office)③Youoftenusecomputersinit.(computerroom)④Youoftendrawpicturesinit.(artroom)⑤Youoftensingsongsinit.(musicroom)3.Lead-in.PresentthepictureofWuBinbin’sschool.(出示課件)T:NowWuBinbinandhisfatheraretalkingabouttheirschool.WhatisWuBinbin’sschoollike？Ss:It’s…Thereis/are…intheschool.Extendthewords:playground,buildings.Step2:Presentation1.Learntheword“grass”.Pointtotheplaygroundandthegrass.T:Lookatthisgreenpart.Wecanseethe…Ss:Playgroundandthegrass.Presenttheword“grass”andletstudentsreadthewordaftertherecording.(出示課件)T:Grasscanmakeourschoolgreenand…Ss:Nice./Beautiful./…2.Learntheword“gym”.(1)Lookatthisbuildingonthegrass.T:Whatbuildingisit?Ss:(Guess.)T:Great!It’sagym.Presenttheword“gym”andletstudentsreadthewordaftertherecording.(出示課件)(2)Freetalk.Theteachermakesamodelfirst,andstudentsbrainstormtherelevantwords.T:Whatcanwedointhegym?Ss:Wecanplaybasketball/ping-pong/tennis…Conductthefreetalkinpairs.Talkaboutthethingsstudentscandoontheplayground,inthegym,computerroomandteachingbuildings.Thenletstudentsactout.（出示課件）T:Whatcanwedointhe…?Ss:Wecan…3.Learnthephrase“dininghall”.T:Wherecanwehavebreakfastandlunch?Ss:Inthedininghall.T:Welldone!Presentthephrase“dininghall”andletstudentsreadthephraseaftertherecording.(出示課件)Playthevideoofthewordslearnedin“Let’slearn”.(課件出示：Let’slearn板塊的視頻)Listen,readandpointtotherelevantbuildings.4.Learntheword“ago”.(1)T:Watchthevideoof“Let’slearn”.（出示課件）Thinkaboutthesetwoquestions.Ss:No,therewasn’tagymintheschoolthirtyyearsago.Butthereisanewoneintheschoolnow.Presenttheword“ago”.(出示課件)Letstudentsreadthewordaftertherecording.Thenteachtheusageoftheword“ago”indetails.(2)Presentthecalendarofyearsinthepastthreedecades.Teachhowtoexpress“…ago”.（出示課件）Presentthecalendaroftherecentyears.Teachhowtoexpress“l(fā)astweek/month/year”.(課件出示：近幾年日歷)(3)Workingroups.Answer:Wecandividethemintothreedifferenttimecategories.（出示課件）Observethesewordsandphrases.Trytomakeabriefsummaryofhowtousetheadverbialexpressionsoftime.Step3Practice1.Listenandmatch.T:WuBinbin’sschoolchangedalot.Itwasnotthesameasitwasbefore.Howdiditchange?Listentothesupplementarylistening(出示課件)andmatchthebuildingstothetime.（課件出示：建筑物與時(shí)間連線的練習(xí)）2.Practicethedialogue.(1)Askstudenttolistenandreadaftertherecording.(出示課件)(2)Letstudentsreadthedialogueinpairs.(3)Letstudentsreadthedialogueinroles.BoysplaytheroleofFather.GirlsplaytheroleofSon.3.Practicethesentencestructure.⑦Studentstrytomakeabriefsummaryandthentheteachertellsstudentshowtouse“Therebe”sentencestructure.Thenpresenttheusageofit.Payattentiontoitssingularandpluralforms.Atlast,showthetips.（出示課件）Step4：Consolidationandextension1.Lookandcomplete.Lookatsomepicturesandwords.Use“Therebe”andtheadverbialexpressionsoftimetocompletethesentences.(出示課件)2.Findthemistakes.T:Lookatthepictureinthebook.ItwasintheTangDynasty,aperiodoftheoldtimes,butthereweremanystrangethingsinthepicture.Wecanseethesethingsinourpresentlife,butwecouldn’tseetheminancienttimes.Canyoufindthemistakes?(1)Makeamodel.T:Atthattime,therewerenogyms.Peopledidn’tgobybus.Peoplecouldn’tusetheInternet.Circletherelevantpartsonthepicture.ShowthemonthePPT.(出示課件)(2)Leadstudentstocompletethesentencesandcirclethemistakesonthepicture.Atthattime,there________nomotels(汽車旅館).Atthattime,there________no________.Atthattime,there________no________.Answers:werewere;cinemaswere;postoffices(3)Letstudentsfindoutmoremistakes.Atthattime,there________no________.3.Workingroups.PresentsomepicturesofthelifeinancienttimesonthePPT.(課件出示：多張古代人生活圖片)T:So,therearemanydifferencesbetweenthelifeinthepresentandthelifeinthepast.Doyouknowmoreabouttheancienttimes?Workingroups.Talkandsay.（出示課件）Ss:Atthattime,people…Therewas/were…作業(yè)板書設(shè)計(jì)教學(xué)反思Unit4Thenandnow第3課時(shí)課時(shí)內(nèi)容PartBLet’stry&Let’stalk上課時(shí)間審核人教材分析本課的教學(xué)內(nèi)容是PEP小學(xué)英語六年級(jí)下冊(cè)Unit4Thenandnow的第三課時(shí)Let’stry和talk部分。Let’stry為與本課主題相關(guān)的聽力練習(xí)。Let’stalk為交際對(duì)話，通過Mike、陳杰和John三個(gè)小朋友一起在看老照片，談?wù)撟约旱淖兓瘉韺W(xué)習(xí)如何描述自己與他人的變化。教學(xué)目標(biāo)1.通過觀察、談?wù)揕et’stalk板塊，在圖片、PPT和教師的幫助下理解對(duì)話大意，并回答對(duì)話下面的問題。2.通過模仿錄音音頻，按照正確的語音、語調(diào)及意群朗讀對(duì)話，并在小組中進(jìn)行角色表演。3.聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用句型“Before,I/he/shewas…”“Before,I/he/shedidn’t…”“Now,I/he/sheam/is…”等描述自己與他人的變化。4.在語境中借助圖片、情境等理解“change,different,active,gocycling”等新詞的意思，并正確發(fā)音教學(xué)重難點(diǎn)重點(diǎn)：能夠聽懂Let’stalk板塊的對(duì)話，掌握本節(jié)課的重點(diǎn)句型并能在實(shí)際情景中交流。難點(diǎn)：能夠談?wù)撟约号c他人在性格、愛好、行為等方面的變化，提高語篇輸出能力。教具準(zhǔn)備PPT課件?課文錄音?學(xué)生自備老照片等。教學(xué)過程個(gè)性修改Step1:Warm-upStep1:Warm-up&Lead-in1.Greetings.2.Enjoyavideo.Writedownthetopic“Unit4Thenandnow”ontheblackboardandenjoyavideoaboutthegreatchangesthathavetakenplaceinourmotherlandintherecent70years.(課件出示：中國近70年變化的視頻)T:Doyouwanttosaysomethingaboutthevideo?Ss:Ourmotherlandchangedalot(七十年來祖國變化巨大)!T:Yes,you’reright.Wecanseegreatchangesinourmotherlandfortherecent70yearsinthisvideo.(Writedowntheword“change”ontheblackboard.)3.Lead-in.Theteachershowsanoldphoto.(出示課件)T:Guess!Whoisit?Ss:Yoursister./…T:Haha…It’sme.Ichangedalot.I’mdifferentfromwhatIwasbefore.Theteachershowsatableontheblackboard.DifferencesBeforeNowT:Lookatthefollowingphotos!（出示課件）OK.Ifyouwereme,pleasetalkaboutthechangesintheoldphotos.S1:Before,Iwasshort.Now,Iamtall.S2:Before,Iwasfat.Now,Iamthin.T:Yes,youareright.And“Before,Iwasquiet.Now,Iamactive.”Showapictureofabike.（課件出示：一幅自行車圖片）T:What’sthis?Ss:It’sabike.T:Right.Canyourideyourbike?(Writedown“ridethebike”inthetable.)S1:Yes,Ican.S2:No,Ican’t.(Writedown“couldn’t”infrontof“ridethebike”inthetable.)T:Nevermind.Becauseyou’reshortnow.Iwasshortbefore.Icouldn’tridemybikethen.ButIamtallnow.Igocyclingeveryday.(出示課件)“Gocycling”means“ridemybike”.(Writedown“gocyclingeveryday”inthetable)Lookatthetableontheblackboard.DifferencesBeforeNowshorttallquietactivecouldn’tridethebikegocyclingeverydayT:Thisismychangetable.I’mverydifferentnow.HowaboutMikeandhisfriends?Whataretheytalkingabout?Step2:Presentation1.Let’stry.(1)Showthequestionsof“Let’stry”onthePPT.(出示課件)Letstudentspredictandguesstheanswers.(2)Playtherecordingof“Let’stry”.(出示課件)Letstudentstrytochoosetherightanswers.(3)Letstudentsreadthedialogueandchecktheanswerstogetherwiththeteacher.T:Good!TheyaretalkingaboutMike’soldphotos.MikewasinGrade1.2.Readandpredict.(1)HowdidMikechange?Presentthepicturesof“Let’stalk”.(課件出示：Let’stalk板塊的圖片)T:ComeandlookatMike’sphoto!（Pointtothefirstpicture.）Isitoldornew?Ss:Old.T:Good!Afterfiveyears,Mikehaschangedalot.(Pointtothesecondpicture.)CanyoufindthechangesinMike?S1:Before,hewasshort.T:Wonderful!Before,hewasshort.Butnowheistall.JustlookathisT-shirtinthefirstpicture.Whatcolourisit?Ss:Pink.T:Yes.MikewaswearingapinkT-shirtinthisphoto.Didhelikepinkbefore?Ss:Yes,helikedpinkbefore.(Writedown“l(fā)ikedpink”inthetableontheblackboard.)DifferencesBeforeNowMikelikedpinkT:Mikelikedpinkfiveyearsago.Howaboutnow?Pleaselistenandfillinthetable.Playtherecordingandaskstudentstoanswer.Writedownthephrase“doesn’tlikepink”inthetable.T:Whatelse?HowdidMikechange?Listenandunderlinehischangesinyourbooks.Askstudentstoanswerthequestionsandfillinthetable.DifferencesBeforeNowMikelikedpink;quietdoesn’tlikepink;activeinclass(2)HowdidJohnchange?PresentthepictureofJohn.(出示課件)T:OK,boysandgirls,youhavechangedalot.Youaredifferentnow.HowaboutJohn?Readandunderlinehischangesinyourbooks.Askstudentstoanswerthequestionandfillinthetable.DifferencesBeforeNowMikelikedpink;quietdoesn’tlikepink;activeinclassJohncouldn’tridehisbikewellgoescyclingeverydayLeadstudentstoretell:Before,Johncouldn’tridehisbikewell.Nowhegoescyclingeveryday.T:Excellent!NowJohngoescyclingeveryday.That’sgoodexercise.Doyoulikeit?OK!Greentravel,startfromme!Step3:Practice1.Listenandimitate.T:Nowlistentotherecordingandimitatethedialogue.Whilereading,pleasepayattentiontothepronunciationandtheintonation.Letstudentslistentotherecordingandimitate.(課件出示：Let’stalk板塊的音頻)2.Readthedialoguebyyourselves.3.ThinkandcompletethedialoguePresenttheincompletedialogueonthePPT.(出示課件)Askstudentstofillinit.4.Readinrolesandactout.(1)T:Nowlet’sreadinroles.OneisChenJie,oneisJohn,andanotheroneisMike.Practiceingroupsofthree.Studentspracticeingroups.(2)Showtime.(3)Retellthedialogue.T:Nowlookattheblackboardandretellthedialoguelike:Before,Mikelikedpink.Now,hedoesn’tlikepink.Step4:Extension1.Howdidyourclassmateschange?T:Lookatyourclassmates’oldphotosandtalkabouttheirchanges.Youcanusethesesentencestructures.（出示課件）Askseveralstudentstomakesentences.（課件出示：兩三組同學(xué)今昔對(duì)比圖及語言支架）2.Createadialogue.T:Takeoutyouroldphotosnow.Howdidyouchange?Howdidyourfamilymembersorfriendschange?Talkaboutthemwithyourpartners.Thencreateadialogue.Practiceingroupsandactitoutinclass.（課件出示：一段創(chuàng)編的對(duì)話）作業(yè)板書設(shè)計(jì)教學(xué)反思Unit4Thenandnow第4課時(shí)課時(shí)內(nèi)容PartBLet’slearn&Listen,matchandsay上課時(shí)間審核人教材分析本課時(shí)是人教版六年級(jí)下冊(cè)第四單元第四課時(shí)。圍繞“對(duì)季節(jié)和運(yùn)動(dòng)的喜好的變化”這一話題展開，主要通過對(duì)話學(xué)習(xí)單詞和詞組thought,could,gocycling,ice-skate,playbadminton及表達(dá)自己對(duì)季節(jié)和運(yùn)動(dòng)的喜好變化的句型Ididn’tlike…before.Icouldn’t…NowIloveto/like…向?qū)W生滲透運(yùn)動(dòng)的好處，引導(dǎo)學(xué)生合理的運(yùn)動(dòng)。本課時(shí)包括Let’slearn和matchandsay兩個(gè)板塊。Let’slearn呈現(xiàn)了吳斌斌去騎自行車、滑冰、打羽毛球的三幅場(chǎng)景圖，體現(xiàn)了詞匯的意義。此板塊呈現(xiàn)的對(duì)話情境是吳斌斌向Mike介紹自己對(duì)季節(jié)和運(yùn)動(dòng)的喜好的變化，從而引出學(xué)習(xí)內(nèi)容。Listen,matchandsay板塊是聽力操練活動(dòng)，由三個(gè)小語篇組成，分別由三位同學(xué)介紹自己過去和現(xiàn)在的變化。教學(xué)目標(biāo)1.能夠聽、說、讀、寫單詞和詞組：gocycling,ice-skate,playbadminton2.能夠聽、說、讀、寫句型Ididn’tlike…before.Icouldn’t…NowIloveto/like…3.能夠在情景中結(jié)合適當(dāng)?shù)木湫兔枋鲎约簩?duì)季節(jié)和運(yùn)動(dòng)的喜好的變化。4.能夠在教師的引導(dǎo)下梳理、歸納已學(xué)過的有關(guān)運(yùn)動(dòng)的動(dòng)詞短語。5.激發(fā)學(xué)生學(xué)習(xí)英語的熱情，保持學(xué)習(xí)英語的興趣。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)1.能夠聽、說、讀、寫單詞和詞組：thought,could,gocycling,ice-skate,playbadminton.2.能夠聽、說、讀、寫句型Ididn’tlike…before.Icouldn’t…NowIloveto/like…3.能夠在情景中結(jié)合適當(dāng)?shù)木湫兔枋鲎约簩?duì)季節(jié)和運(yùn)動(dòng)的喜好的變化。教學(xué)難點(diǎn)1.能夠在情景中結(jié)合適當(dāng)?shù)木湫兔枋鲎约簩?duì)季節(jié)和運(yùn)動(dòng)的喜好的變化。2.能夠轉(zhuǎn)述他人對(duì)季節(jié)和運(yùn)動(dòng)喜好運(yùn)動(dòng)的變化。3.單詞thought的讀音。教具準(zhǔn)備PPT課件、課文錄音、視頻教學(xué)過程個(gè)性修改Step1WarmupGreetingT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Whatdidyoudoyesterday/lastnight/lastweekend…?S1:IwatchedTV/goswimming…T:Didyouhavefun?Ss:Yes.Let’senjoyachantfirst.（播放季節(jié)兒歌。）Step2LeadinAskandanswerT:Howmanyseasonsarethereinayear?Ss:Four.T:Whatarethey?Ss:Spring,summer,fall,winter.T:Whatseasonisitnow?Ss:It’sspring.T:Whatcanyoudoinspring?S1:Icanflykites/…S2:Icangohiking.…T:Iallliketheseasons.BecauseIcanplaythesesports.Step3PresentationLet’slearn1.Teaching“gocycling,ice-skate,playbadminton.”展示教師騎自行車、滑冰、打羽毛球的圖片，學(xué)習(xí)詞匯。T:Lookatthepictures.Who’sshe?Ss:It’syou.T:Yes,it’sme.WhatamIdoing?LookatPicture1.Ss:Goingcycling.T:LookatPicture2WhatamIdoing?Ss:Ice-skating.T:LookatPicture2WhatamIdoing?Ss:Playingbadminton.(2)Listentothetapeandfollowthetape.(3)Readthephrasestogether.(4)Spellthephrases.2.Learnthedialogue(1)LookatthepicturesT：who’she?Ss:WuBinbin.T:Fromthepictures,whatcanyousee?Ss:WecanseeWuBinbinisgoingcycling,ice-skatingandplayingbadminton.T:Duringwhichseasoncanweplaythesesports?DoyouthinkWuBinbinlikesalltheseasons?播放錄音,討論下面問題。DidWuBinbinlikewinterbefore?Whyorwhynot?Doeshelikewinternow?Howdoyouknowthat?理解對(duì)話。T:DidWuBinbinlikewinterbefore?S1:No,hedidn’t.T:Hedidn’tlikewinterWhy?Ss:HethoughtItwastoocold.T:Whatelse?Ss:Hecouldn’tgocycling.T:Doeshelikewinternow?Ss:Yes.T:Howdoyouknowthat?Hesays…Ss:NowIlovetoice-skate.(板書Iloveto_____.理解句子，齊讀句子。講解love的用法。)聽錄音，跟讀課文。(5)分角色朗讀課文。兩人一組、分角色朗讀。男生女生分角色朗讀。(6)按季節(jié)歸納已學(xué)過的運(yùn)動(dòng)類詞匯。Listen,match,andsay觀察圖片，猜測(cè)題意。聽錄音，完成題目核對(duì)結(jié)果。Step4Practice1.小游戲造句游戲：Whatcouldn’tyoudobeforeandwhatcanyoudonow?運(yùn)用Icouldn’t…before.和Ican…now.以小組為單位造句，看看哪組造句最“猜動(dòng)作”游戲教師每次請(qǐng)一名學(xué)生上講臺(tái)，根據(jù)教師的紙條提示表演動(dòng)作，臺(tái)下學(xué)生猜。哪一組學(xué)生在規(guī)定的時(shí)間內(nèi)猜對(duì)的句子最多的為勝利者。2.Mygoodfriend’schanges采訪班里的一位或兩位好朋友，并做總結(jié)描述。________liked_________before,butnowhelikes__________.Becausehelikesto_________.Heliked________beforeandnow______isstill（仍然）his/herfavouritecolour…作業(yè)板書設(shè)計(jì)教學(xué)反思Unit4Thenandnow第5課時(shí)課時(shí)內(nèi)容PartBReadandwrite上課時(shí)間審核人教材分析本課時(shí)是人教版六年級(jí)下冊(cè)第四單元第五課時(shí)。圍繞“吳斌斌的夢(mèng)”這一話題展開，主要通過閱讀文本學(xué)習(xí)詞匯race,nothing,thought,felt,cheetah,trip,woke,dream及如何用一般過去時(shí)態(tài)寫自己的夢(mèng)。本課時(shí)是第二單元知識(shí)的拓展和延伸。本課時(shí)Readandwrite板塊，分為讀和寫兩個(gè)部分。第一部分包括讀前部分和文本，讀前部分呈現(xiàn)了幾個(gè)問題，通過問題的解決，回憶相關(guān)的背景知識(shí)。文本呈現(xiàn)的是吳斌斌的夢(mèng)境，通過閱讀能夠?yàn)閳D排序及填充對(duì)話的任務(wù)。第二部分是語境下的書寫活動(dòng)：記述自己的夢(mèng)。文本內(nèi)容非常有趣，貼近學(xué)生的生活，能夠引起學(xué)生的學(xué)習(xí)興趣，有效的激起學(xué)生閱讀的欲望。教學(xué)目標(biāo)能夠聽、說、認(rèn)讀單詞：race,nothing,thought,felt,cheetah,trip,woke,dream。能夠理解文本，并能根據(jù)文本信息給圖排序。能根據(jù)文本內(nèi)容，在對(duì)話模式的文本中填上合適的詞語。能夠結(jié)合自己的實(shí)際，模仿課文文本，寫一篇關(guān)于自己的夢(mèng)的小語篇。5.鍛煉學(xué)生的思維能力、語言運(yùn)用能力，理解能力和分析能力，激發(fā)學(xué)習(xí)英語的興趣和樹立學(xué)習(xí)英語的信心。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)1.能夠聽、說、認(rèn)讀單詞：race,nothing,thought,felt,cheetah,trip,woke,dream。2.能夠理解文本，并能根據(jù)文本信息給圖排序。3.能根據(jù)文本內(nèi)容，在對(duì)話模式的文本中填上合適的詞語。教學(xué)難點(diǎn)1.詞匯的認(rèn)讀和理解。2.能夠結(jié)合自己的實(shí)際，模仿課文文本，寫一篇關(guān)于自己的夢(mèng)的小語篇。教具準(zhǔn)備PPT課件、課文錄音、視頻教學(xué)過程個(gè)性修改Step1Warmup1.Greeting2.SingasongT:Nowlet’ssingasongtogether.Ss:Ok.（播放歌曲changesinme，學(xué)生們齊唱。）Step2LeadinT:Boysandgirls,doyoulikeanimals?Ihavesomepicturesaboutthem.Let’sguess.What’sthis?Ss:Adog?T:Yesorno?Ss:Yes.T:Nextone.What’sthis?Ss:Atiger?T:Right….…Step3Presentation1.看一看，說一說(1)T:Lookatthispicture.What’sthis?Doyouknow?Ss:Alion/…?T:It’sacheetah.T:Weknowlotsofanimals.Whatanimalcanrunveryfast?學(xué)生找出跑得快的動(dòng)物，并運(yùn)用比較級(jí)討論對(duì)比動(dòng)物奔跑的速度。(2)教師展示吳斌斌在床上睡覺的照片，讓學(xué)生猜測(cè)吳斌斌在夢(mèng)里夢(mèng)到了什么？2.學(xué)習(xí)文本(1)第一次閱讀快速,瀏覽整體閱讀。在書上圈出