六年级下册英语教案-Unit 4 Then and now第1课时_人教（PEP）（2014秋）.docx

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1、第一课时教学目标1.能够听懂、读懂句子:There was only one small building on a hill. I looked it up on the Internet.2.能够完成Lets try部分的练习。3.能够听懂、读懂对话,并进行角色表演。4.能够根据学校实际,运用there be 结构描述学校过去和现在的变化,正确使用there was/were和there is/are,会用could+动词原形表示过去。教学重点1.能用there was/were句型描述过去的情况。2.正确使用时间状语,区分使用一般过去时和一般将来时。教学难点1.能够根据学校实际,运用th

2、ere be 结构描述学校过去和现在的变化。2.会用could表示一般过去时。教学准备教师准备:1.本课时的录音。2.本课时的教学挂图。3.一张学校的老照片。4.本课时的教学课件。学生准备:1.水彩笔。2.白纸。教学方法1.角色表演教学法利用Lets talk 中的对话,学生分角色朗读对话。在训练学生口语的同时,让学生熟练掌握there be 句型的一般过去时(表示过去存在)的用法。2.情境教学法教师把以前的旧照片展示给同学,创设情景,让同学根据照片的内容用there was/there were 去描述,理解there was/there were 指过去某地有某物。教学过程Step 1:

3、Warm-up1.教师热情地和学生打招呼问好,做简单的Free talk。如:T: How was your weekend?S1: It was great.T: Where did you go last weekend? S1: I went to the zoo.T: What did you do there?S1: I saw many monkeys and took lots of pictures.2.教师播放四年级下册第一单元Lets singOur school,师生一起唱,创设气氛。然后回顾学过的有关学校设施的词汇。3.“切面包”游戏。教师出示面包状卡片,上面有数个单词

4、,它们之间没有间隙,学生识别后,用小刀将单词在间隙处切开,如:Thereisalibraryandaplaygroundinmyschool.4.Main Scene(1)教师出示教学挂图,问:What can you see in the picture? How many people are there in the picture? Who are they? What do they talk about?引导学生根据观察到的情况说一说。(2)教师根据图画内容,提问几个问题来引导学生理解图画内容,如:Who is the man in the picture? Did Wu Yifa

5、ns father like PE? Did they have a library in the school then? Step 2: PresentationLets try1.看完挂图,教师说:The school was small in the past. How about it now? Lets listen to the conversation.教师引导学生阅读本部分听力材料,熟悉听力要求。2.教师初次播放录音,学生整体把握听力内容。3.教师再次播放录音,学生听录音并判断对错。Lets talk1.听完录音,教师可以就听力内容问:Grandpa couldnt use

6、computers when he was at school. Why?学生回答后,教师板书句子:There were no computers or Internet in my time. 领读并讲解。2.教师继续问:Can you use computers in your school now?学生回答后,教师出示电脑图片及句子:We can look up the news on the Internet. 并重点讲解look up 的意思。3.教师问:Who is the first man got to the moon?学生无法正确回答,教师说:I looked it up

7、on the Internet.教师出示图片,告诉学生有关人类登上月球的一些具体情况:The Americans took about five days to get there in 1969.然后问:Are you going to visit the moon one day?学生回答后,教师说:Sarah is going to visit the moon one day.引导学生注意教师所用的时态有何不同。4.教师引导学生观察本部分插图,然后引导学生初读Lets talk部分的对话,学生边读边理解对话内容。5.学生读后,回答教师提出的问题,如:Was there a librar

8、y in Grandpas old school? How many buildings were there? What was Grandpas school like? 然后,师生一起核对答案。6.教师播放Lets talk部分的录音,学生听录音模仿语音语调并跟读。Step 3: Practice1.连词成句教师用纸条或多媒体出示本部分已经打乱顺序的重点句子的单词卡片,学生以小组为单位讨论,快速组成句子者得一分,最后看哪个组组得又快又好。2.“画一画”活动教师引导学生根据对话内容,把Grandpa的旧学校画出来,评一评哪位同学画得最符合要求、最真实。Step 4: Extension1.

9、Draw and talk学生准备白纸和水彩笔,画一画自己的学校五年前的样子和现在的样子,比一比有什么不同。然后试着用“There was/were”和“There is/are”来描述图画的内容。 2.各小组内评选出“最美绘画者”,到教室前进行评比,看哪个组画得好、说得流利。Step 5: Sum-up1.师生一起回顾本课时所学内容,总结重点短语及句型。2.师生一起总结there be结构的用法。Step 6: Homework1.画一画自己的家乡或城市的变化,并尝试用英语描述出来。板书设计Unit 4Then and nowThere was no library in my old sc

10、hool. There was only one small building on a hill. in the pastThere were no computers or Internet in my time. I looked it up on the Internet. now与本课相关的语法点及可选用的习题1.there be 结构是英语中陈述事物客观存在的常用句型,表示“有”,其确切含义是“存在”,要表达“某个地方或某个时间存在什么事物或人”的时候常用“There be + 名词+ 地点(时间).”这一句型。如: There are some students in the d

11、ormitory. 在宿舍里有一些学生。(1)there be 结构中的主谓一致当动词be后所接的名词是可数名词单数或不可数名词时,be动词应该用单数is;当其后所接的名词是可数名词复数时,be动词用复数are。 如:Theres a man at the door.There are some strangers in the street.(2)there be 结构中的时态 there be 句型中系动词be可以有一般现在时、一般过去时和一般将来时。2.单项选择。() (1)There _ a map on the wall of our classroom.A.is B.are C.w

12、as() (2)There _ some books on the desk.A.wasB.are C.is() (3)There _ a small building on the hill two years ago.A.is B.are C.was() (4) _ there a library in your school three years ago?A.WereB.Is C.Was() (5)There _ an English book and three bags on the floor.A.wereB.are C.is教学反思本课时以学校变化为话题,谈论时间流转及事物的变化。主要引导学生通过谈论这个话题,练习there be的用法。为了创设学习的情景,教师引导学生回顾四年级下册有关学校的知识,以旧引新,然后观察自己的学校,画一画自己的学校,并尝试用英语描述出来,从而练习了目标语言。同学们对there was/there were有所了解,为后面的课文学习奠定了基础。