译林牛津英语六上Unit 4 Then and now 教学设计

一、 教材分析

今天我执教的是译林牛津英语六上Unit 4 Then and now story板块一课，这一课在整个单元中起到承上启下的作用，既是对过去式学习的收尾，为新的话题埋下续笔。选择第一课时进行信息技术教学在于“过去与现在”的内容用技术来体现强烈的对比更为灵活，话题具有时代气息，贴近学生的生活，对学生生活学习指导具有积极的意义。

二、 教学目标：

1. 能够听说读写重点词汇（e-book, mobile phone, newspaper radio..）和句型 I can…,I could…

2. 初步了解故事内容，掌握过去式的用法，运用重点词汇和句型进行主题表达。

3. 通过对过去和现在的生活比较，感受时代的进步和个人的成长，提升努力学习和爱护环境的意识。

三、 教学重难点

运用重点词汇和句型进行主题表达和创作。

四、 教学准备

PPT E-book 作业单

五、 教学过程

1. Warm up（分好小组）

1) Free talk(Do you like English? 课前调查问卷)

T: Before class, we finished the survey” Do you like learning English?”

We see you all like English, and you like reading picture books, watching cartoons, sing songs and acting stories. Those what I like. And you can learn English by different ways. That’s good. Today will use I pad to learn, will you go with me??

T: Class begins.

设计意图：利用问卷星开展问卷调查，及时了解学生目前的能力情况、学习英语的现状，数据情况一目了然，可以根据班级学生的整体情况开展教学。为解决学生的需要而教，为促进学生的成长而教。问卷的内容与教学主题相契合，为教学的开展埋下续笔。

2) Read a picture book by E-book（电子书）

T: I have a picture book for you.

Read it by yourselves and try to get some information.

Students read by e-book.

T： When the girl was one. What did she do?

S: She played in the garden.

T: When the girl was four. What did she do?

S: She played with her toys.

设计意图：运用电子书的形式，培养学生小组合作学习和独立学习的能力，学生可以根据自身的情况调整阅读的速度和重心，更能体现学生的个性化学习，让学习在满足学生需要的情况下真正发生。

T: From this book, we know the girl’s life changes a lot. Now she can draw pictures.

What about you?

S: When I was… I …

T: I see your life changes a lot too.

   Then you could…Now you can…

2、presentation

1）Leading

T： Look at Mike’s family. Today we will talk about their lives.

T： Look at the picture. What do Mike do?

S: He reads a book. He plays basketball.

T: What about others?

S: Mr. Brown writes letters./ calls people.

   Mrs. Brown makes friends/does shopping.

   Grandpa reads newspapers/ read e-books.

设计意图：picture walking 作为基础阅读方法之一，可以帮助学生快速获取简单的信息，有利于学生处理日常的碎片化阅读，将教学方法的指导与生活的需要结合在一起，学以致用。同时通过图片猜想既能激发学生的思维积极性，也为接下来的教学设置悬疑，环环相扣，引生入胜。

2)Watch cartoon

Can you find something different between them? What happened? Let’s watch the cartoon.

Watch and judge： （完成作业单推屏分享）

1. Six years ago, Mike could write.   (        )

2. Now Mr. Brown uses a mobile phone to call people. (       )

3. Grandpa listens to the radio for news now.  (      )

4. Mrs. Brown does shopping on the Internet. (        )

设计意图：当学生通过读图初步了解Mike一家生活情况后，利用平板播放视频的功能，学生带着任务进行自主学习，初步感知过去与现在的变化，学会从素材中提取关键信息，并且利用平板推屏共享的方式，展示、校对作业，加强了师生、生生的互动，提升了课堂效率。

3)Read E-book and finish the table.

(完成作业单提交)

T: Do you remember the time was mentioned in the story?

S: ….years ago,

T: That means “then”.

T: Please read the story and finish the table.

   If you have difficult words, you can use You Dao to help you.

Check and read the phrases.（板书写过去式的变化）

write ---wrote  use---used  buy---bought

Read the words and the phrases.

设计理念：在初步感知随着时间的流逝，人会成长、生活方式等身边很多事情在发生变化，带着这样的情感通过电子书，细细阅读，逐句跟读，根据自身的情况调整学习的进度、选择一定的学习工具进行辅助，如：有道词典，人类进步的象征就是工具的运用，学习也是如此。通过小组讨论，完成课文脉络的梳理，加深了对文本的印象、提升了学生对于文本处理的能力。

3) Follow the APP and practice reading.(通过软件录音，发送到微信群打卡分享)

T: Let’s  read the story again, and you can record your story by …

T：Whose recording do you want to listen?

T: Great!

设计理念：英语语言的习得应建立在“听、说、读、写”基础能力的培养上，因此学生的口头表达能力是学生学好英语最重要的素养之一，通过少儿趣配音软件的运用，将学生课外学习英语的常态搬进课堂，学习更加增添趣味。并利用平板的优势建立微信学习群，在群中分享学生的配音作品，学生通过实时的语音模仿、打分来了解发音准确度，通过分享提升学习的自信心。群里同学们互动点赞，实现了学习生活化、常态化。

4) According to the table and retell the story in 4.

T:Wow, great!  I like your English.

Look at the table. Can you retell the whole story?

You can choose the way you like.

1.Retell together

2.Retell one by one

3.Retell  “then” and “now” in 2.

设计理念：学生在趣配音环节中表达能力得到充分地锻炼，以此为契机，引导学生通过黑板上的思维框架再结合课件中的图片进行故事复述，提升了学生提炼语言、运用语言的能力。

3. Extending

T: Thank you for your story.

Mike’s family changes a lot. What changes are mentioned in the story?

the way to go travelling(出行)

the way to contact(联系) people

the way to make friends

the way to do shopping

the way to pay

the way to get news

People are changing.

T: Do you know other changes in our life?

Know more about:

the way to go travelling(出行)

the way to pay

the way to relax

设计理念：通过对文本的深入学习，用概括总结的方式提炼出文本的段落中心意思，引导出更多不同形式的改变。通过发放文件包，学生自主选择其中一两个进行课外知识的补充，增加了学习的灵活性和选择性，同时也拓宽学生的知识面。

T: Everything around us is changing. Our family are changing. The school is changing.

Sharing: Choose one topic and practice in four.

1) The changes in our families

2) The changes in our school

3) The changes in our city

Share ways: Write a text

Introduce to others(chat with American teacher by WeChat video)

Make i-movie about the change(推送到平台，解说分享)

设计理念：学生通过对文本不同方式不同层次的解读，了解了过去和现在生活中各个方面的变化。在这个环节中，学生运用所学的语言表达结合生活经验，选择其中一个话题进行笔头的表达，并用喜欢的方式进行展示。

方式1 传统的演讲方式锻炼学生的表达能力。

方式2 通过微信视频与新加入学校的美国老师进行交流，了解美国过去与现在的变化，介绍学校的过去与现在，以此拓宽课堂的维度，让学习方式多样化。

4.Consolidation（教师拍照记录学习过程，分享照片）

T: Thank you for your sharing. How time flies. Everything changes a lot. I want to share some photos with you. Look, several years ago, we learnt the same lessons, but now we can choose different lessons.

Several years ago, we learnt by books and blackboards, now we used i-pad to learn anywhere.

Several years ago, we learnt from teachers in the classroom, now we learn from CCtalk at home.

The way to learn also changes a lot.

Do you like changes?

Me too. Changes make our life better.

Work hard and change yourself, you will be better too.

Better me,  better life,  better future!

设计意图：利用平板教学的便利，记录学生运用信息技术学习的过程，通过微电影的制作呈现了与以往的课堂学习形成对比，直观再现了学生学习方式的变革，改变意味突破固有、探索新知，引导学生感受到改变让自己、让生活、让未来更加美好！

5.Homework

T: Today’s homework , Use I-Pad to learn more about the topic you choose.

And share your topic with words and pictures in your

WeChat circle.

设计意图：家作的设计充分利用了平板的交互性和便捷性，实现学生线上线下互动学习，随时随地完成作业，巩固所学知识的同时利用信息技术将这样的形式推广到朋友圈中，让更多人体验到信息技术变革为学习的便利。

T:Look these are the pictures about our class. And these are 20 years ago, our class also changes a lot.

S: 2o years ago, we used blackboard. Now we use White board.

   20 years ago, we used dictionary. Now we use Ipad.

   20 years ago, we study by ourselves. Now we study in groups.