江蘇省譯林版六年級(jí)英語(yǔ)上冊(cè)第四單元分析及全部教案（共4課時(shí)）

譯林小學(xué)英語(yǔ)六上Unit4單元分析一、教學(xué)內(nèi)容：能聽懂、會(huì)說、會(huì)讀和會(huì)拼寫詞匯then,ago,telephone,office,mobilephone,radio,news,yesterday,thenandnow,makefriends,allovertheworld,goon,sixyearsago。能聽懂、會(huì)說、會(huì)讀和會(huì)寫句型Sixyearsago,Mikecouldreadanddraw,buthecouldnotwrite.Nowhecandomanythings.Whatdayisittoday?It’s...3、能聽懂、會(huì)說、會(huì)讀日常交際用語(yǔ)和句型Heusedthetelephoneathomeandintheofficetocallpeople.Nowhehasamobilephoneandhecancallpeopleanywhere.4、了解并掌握字母組合“er”的發(fā)音。5、能夠表達(dá)自己或別人以前能做什么或不能做什么，先在可以做什么。二、單元教學(xué)重點(diǎn)：1、 能聽懂、會(huì)說、會(huì)讀和會(huì)拼寫單詞ane-mail,busy,atown,usually,well,fast,high,from。2、能聽懂、會(huì)說、會(huì)讀和會(huì)寫句型Doeshe/she...?Yes,he/shedoes.No,he/shedoesn’t.Whatdoeshe/sheusuallydo...?He/Sheusually..三、單元教學(xué)難點(diǎn)：1．句型：一般過去時(shí)與一般現(xiàn)在時(shí)的比較和運(yùn)用。2.詞匯：mobilephone，sentence等詞的讀音及動(dòng)詞過去式。四、單元教學(xué)安排：共八課時(shí)。第一課時(shí)：第二課時(shí)：第三課時(shí)：第四課時(shí)：第五、六課時(shí)是綜合練習(xí)課第七、八課時(shí)綜合練習(xí)及單元測(cè)試Unit4Thenandnow（period1）一、教學(xué)目標(biāo) 1.聽說讀單詞thenandnow,e-book,mobilephone,newspaper,radio,telephone,e-friend,anywhere,could，并能運(yùn)用于語(yǔ)句中。2.掌握動(dòng)詞過去式的發(fā)音及用法，會(huì)說…yearsago,…could/couldnot…Now,…3.能正確地理解并朗讀對(duì)話內(nèi)容，在教師的引導(dǎo)和幫助下嘗試復(fù)述課文內(nèi)容。4.通過過去和現(xiàn)在的對(duì)比，感受個(gè)人的成長(zhǎng)和社會(huì)的進(jìn)步。二、教學(xué)重點(diǎn)能正確地理解并朗讀對(duì)話內(nèi)容，在教師的引導(dǎo)和幫助下嘗試復(fù)述課文內(nèi)容三、教學(xué)難點(diǎn)能正確使用一般過去時(shí)和一般現(xiàn)在時(shí)表達(dá)過去和現(xiàn)在的事情。四、教具學(xué)具準(zhǔn)備 光盤單詞卡片，課文圖片，PPT五、教學(xué)過程Step1.Warmingup1.T:Timefliesquickly.Wearegrowingup,andthethingsaroundusarechanging.Weknow,theworldischanging.2.T:Thenwhatischanging?Doyouhaveyouridea?Step2.NewlearningA.1.T:Perfect.Ilikeyourideas.NowI’llshowyouafamily.Doyouknowthem?Whoishe/she?(Mike,MrBrown,MrsBrown,Mike’sgrandpa)2.Then,howaboutthisboy?Yes,thisisMikesixyears/MrBrowntwentyyearsago/MrsBrowntwentyyearsago/Mike’sgrandpathirtyyearsago.T:（總結(jié)）Thetimebefore,wecanusethisword:Then.(whatdoesitmean?)T:Today,wearegoingtolearnUnit4,Thenandnow.T:SO,canyousaysth.aboutMike’sfamily?（對(duì)比說，is/are,was/were）T:Theyhavechangedalot.Andthislesson,we’llknowmoreaboutthechangesofMike’sfamily.B.1.(圖)Thisboy,heisMike.Now,heisayoungboy.Andhecandomanythingsnow.Let’sguess,whatcanhedo?（圖）T:CouldMikedoallthesethingssixyearsago?Whatcouldhedo?（讀could）Igiveyoutwofistlettershere.Canyouguess?Whatcouldn’thedo?T:So,sixyearsago,Mikecouldread…..buthe…（師生一起讀文本）T:CanyoudescribelittleMikesixyearsagoandyoungMikenow?總結(jié)：Infact,everyoneischangingeveryday(thechangesofpeople),Whattheylooklikeischanging(appearance),andwhattheycandoischanging,too(ability).3.T:Andweknow,aswepeoplearechangingeveryday,ourlifeischanging,too.Nowlet’slistentothetape,andtrytocatch:whattheydidthenandwhattheydonow.Andremembertotickthemquickly.Afterlearninglet’scheck.4.lookatMrBrown.ThisisMrBrowntwentyyearsago.AndThisisMrBrownnow.Whatdidhedothenandwhatdoeshedonow?(1)Readtheparagraphquickly,andtrytofindoutthecommunicatetools.(2)readthefourwords.T:Theyareneededwhenwewanttocontactothers.So,whichonedoyoulike?AndWhy?(3)HowaboutMrGreen?Whatdidheusetwentyyearsago?（match:wroteletters,usedthetelephone）Howaboutnow?(match:writese-mails,usesthemobilephone)T:Let’simaginewherehedidordoesthesethings.Wheredidhewroteletters/usethetelephone/writee-mails/usesthemobilephone?(4)T:Let’sreadthisparagraphtogether.Now,trytodescribeMrBrown.（學(xué)生復(fù)述）（總結(jié)）T:Thenandnow,thewaytocontactpeopleischanging.5.T:lookatthepictures,doyourememberher?—MrsBrownLet’sseewhatchangeshavehappenedonher.(1)T:Whatisshedoinginthepicture?(2)T:Areyouright?Readitplease.(解釋e-friends)Somaybesheisdoingsomeshoppingorchatwithhere-friendsontheInterenet.(3)Andthisisthepictureofhertwentyyearsago.Thenshewasaschoolgirl.Wheredidshemakefriends?Andwheredidshebuythings?(4)Readthetextwithyourpartners.(5)T:Let’strytofillinthetable,OK?根據(jù)表格說一遍。（總結(jié)：Ittellsusthewayto______andthewayto_______.Andthewaysarechangingnow.）7.Readthewholetexttogether.8.T:Whatdoyouthink?Youcandiscussingroupsfirst.Ss:Theirlifeis…(colourful,cool,modern,happy…),because…Step3.PractiseT:Thistime,let’sworkin4.Eachonechoosesaparttoread.Thenusethephrasesontheblackboardtomakeareportaboutyourpart.(分組練習(xí)朗讀，然后四人一小組，上臺(tái)借助板書進(jìn)行反饋)。Step4Homework1.ListenandreadStorytime.2.RetellStorytimeonP383.BringtwophotosandthinkofthechangesbetweentwophotosonP40. 板書設(shè)計(jì)：Unit4Thenandnow 教學(xué)反思：閱讀為我們提供了一種習(xí)得語(yǔ)言技能的便利渠道，而培養(yǎng)良好的閱讀習(xí)慣是獲得最佳閱讀效果的前提條件。英語(yǔ)學(xué)得好的人，一般說來，都有相當(dāng)大的閱讀量；換言之，也只有讀得比較多的人，才能真正學(xué)好英語(yǔ)。在英語(yǔ)教學(xué)中，學(xué)生在閱讀中的習(xí)慣往往很差，有的左右擺頭，小聲朗讀或在心里默讀；有的用手指著單詞一字一字，一行一行地讀。這既減慢了閱讀的速度，又會(huì)使學(xué)生不能準(zhǔn)確地理解全文而只停留在某個(gè)單詞，短語(yǔ)或句子上，使學(xué)生所獲得的信息支離破碎，最終導(dǎo)致理解上的偏差，這些都是閱讀英語(yǔ)不好的習(xí)慣。要使學(xué)生的英語(yǔ)閱讀有所提高，就要培養(yǎng)學(xué)生良好的英語(yǔ)閱讀習(xí)慣。首先要考慮學(xué)生自身的喜好和素質(zhì)，幫助學(xué)生選材。其次，在閱讀的過程中要給小學(xué)生一定的提示，文章的長(zhǎng)短要把握適當(dāng)。再次，在閱讀的過程中要讓學(xué)生了解“猜”的重要性及如何去猜詞。最后，要讓學(xué)生明白，英語(yǔ)閱讀也有不同的種類，大量的閱讀是必須的。在各種使用領(lǐng)域和語(yǔ)言場(chǎng)景中，個(gè)人的語(yǔ)言掌控和運(yùn)用能力的提高離不開大量的閱讀積累，而個(gè)人綜合素質(zhì)的提高更是需要豐富的閱讀實(shí)踐和廣泛的閱讀范圍。此外，閱讀應(yīng)該和語(yǔ)言其他方面的學(xué)習(xí)結(jié)合起來，從而達(dá)到在閱讀中進(jìn)行學(xué)習(xí)的目的。Unit4Thenandnow（period2）教學(xué)目標(biāo) （一）知識(shí)目標(biāo)1.能夠理解并掌握動(dòng)詞過去式的不規(guī)則變化及讀音。2.學(xué)生能運(yùn)用句型…….yearsago,Iwas/Icould(not)/didn’t……..。3.在真實(shí)情境中，用所學(xué)知識(shí)正確比較過去與現(xiàn)在。（二）能力目標(biāo)1.能正確掌握動(dòng)詞過去式的不規(guī)則變化及讀音。2.能用一般現(xiàn)在時(shí)和一般過去時(shí)的語(yǔ)句來描述自己。（三）情感目標(biāo)1.能夠在課上的活動(dòng)中發(fā)現(xiàn)學(xué)習(xí)英語(yǔ)的樂趣，樂于去表達(dá)說出英語(yǔ)。2.了解過去與現(xiàn)在的變化，體會(huì)我們生活的提升。重點(diǎn) 1.了解掌握動(dòng)詞過去式的轉(zhuǎn)換方式和運(yùn)用。2.運(yùn)用文中所學(xué)的句型等，準(zhǔn)確表達(dá)出自己的過去和現(xiàn)在。難點(diǎn) 能夠根據(jù)時(shí)間的不同，準(zhǔn)確地運(yùn)用動(dòng)詞一般形式及動(dòng)詞的過去式。教具學(xué)具準(zhǔn)備單詞卡片，PPT課件、學(xué)生自己以前和現(xiàn)在的照片教學(xué)過程Step1.Preparation1.FreetalkT:Whatdidyoudoyesteday/lastweekend?S:…T:Whatdoyouoftendoatweekends？S:…2.ActandsayT:WhatdidIdojustnow?S:Youlistenedtomusicjustnow.Step2.Presentation&Practice1.ThinkandsayT:ThinkaboutthechangesofMike’sfamilyandfinishthetable.2.ReadandlearnT:Lookatthepicturesandlearnthewords.ane-bookamobilephoneanewspaperaradioatelephoneaTV3.TrytouseT:Lookatthisshortpassage,usethenewwordstofillintheblanks.Twentyyearsago,mymotherusedtheathome.Shecouldn’tcallpeopleanywhere.Nowshehasa.Itiseasytotake.Myfatherlistenedtotheandreadfornewsinthepast,butnowheusuallywatchesnewsontheInternet.Sometimeshereadsnewspaper.Healsoreads.Forme,tenyearsago,Iwatchedatweekends,nowIlikeplayingcomputergameswhenI’mfree.It’sfun.4.Grammartime:MakesentencesT:Therearethreetypesofcardsinmyhand.Theyare“When”,“Who”and“What”.Weneedtoputthesethreearbitrarycombinedintoasentence.Eg:S1:twentyyearsagoS2:MrBrownS3:writeletterstohisfriendsS4:Twentyyearsago,MrBrownwroteletterstohisfriends.5.Grammartime:Readandfind6.Grammartime:Playagame（Quickresponse）(1)T:Isaythewords,youshouldsaythepasttenseasquicklyasyoucan.is/am（was）are（were）can（could）fly（flew）take（took）see（saw）go（went）eat（ate）get（got）do（did）write（wrote）make（made）…7.Grammartime:ReadtheirregularverbsEg：I(see)amobilephoneunderthedeskjustnow.Lucy(get)uplatethismorning.Step3.ProductionandProgress1.Checkouttime:LookandwriteT:Whatcouldtheydo?Whatcouldn’ttheydo?2.FuntimeA.T:Look,herearetwophotosofme.Twentyyearsago,Iwasastudent.Icouldrideabike.Icouldn’tdrive.Ididn’twork.NowI’mateacher.Icandrive.IteachyouEnglish.B.T:Let’ssaysomethingabout“thenandnow”ofyou,andmakeacomparisontable.3.Checkouttime:ThinkandwriteT:Stickaphotoofyourselfandthenwriteaboutit.板書設(shè)計(jì)：Unit4Thenandnow is/am（was）are（were）can（could）fly（flew）take（took）see（saw）go（went）eat（ate）get（got）do（did）write（wrote）make（made）教學(xué)反思：一般過去時(shí)表示在過去發(fā)生的事情，其時(shí)間狀語(yǔ)一般是表示在過去，如yesterday，lastweek，anhourago，in1982等等，這一點(diǎn)是其典型的特征。雖然對(duì)于小學(xué)生來說，講到的都是簡(jiǎn)單的一般過去時(shí)的構(gòu)詞和用法，但是實(shí)際上在課外已經(jīng)涉及到它很多形式的變化，我們可以將一般過去時(shí)的構(gòu)成做一個(gè)系統(tǒng)的劃分：一、規(guī)則動(dòng)詞的過去式1．一般情況下，在動(dòng)詞原形后面加-ed；look-looked，play-played，start-started2．以不發(fā)音e結(jié)尾的動(dòng)詞，在詞尾直接加-d；live-lived，use-used3．以“輔音字母+y”結(jié)尾的動(dòng)詞，先將y變?yōu)閕，再加-ed；study-studied4．以重讀閉音節(jié)（輔音+元音+輔音）或r音節(jié)結(jié)尾，末尾只有一個(gè)輔音字母的動(dòng)詞，要先雙寫這個(gè)輔音字母后，再加-ed；stop-stopped，shop-shopped二、不規(guī)則動(dòng)詞的過去式1．改變動(dòng)詞中的元音begin-began，drink-drank，know-knew，get-got，come-came，eat-ategrow-grew，run-ran，win-won，speak-spoke，take-took，write-wrote2．變?cè)~尾的d為tbuild-built，lend-lent，send-sent，spend-spent，bend-bent3．與動(dòng)詞原形一樣cut-cut，put-put，read-read，cost-cost，hurt-hurt4．變ay為aid（少數(shù)動(dòng)詞）say-said，pay-paid，lay-laid5．采用不用詞根tell-told，sell-sold，teach-taught，buy-bought，catch-caught6．其他am/is-was，are-were，have/has-had，do-did，go-went在六年級(jí)英語(yǔ)中出現(xiàn)的過去式的單詞，在經(jīng)過不斷的練習(xí)后，學(xué)生都可以會(huì)正確的改變它的形式，但是伴隨而來的問題就是這些單詞的正確發(fā)音，很多學(xué)生連最基本的一些發(fā)音都會(huì)出現(xiàn)錯(cuò)誤，這點(diǎn)值得大家重視。下面就一般過去時(shí)的動(dòng)詞加上“ed”后的讀音進(jìn)行一下分類：1．ed加在清輔音后面，讀/t/；looked，laughed，watched，helped2．ed加在濁輔音或元音后面，讀/d/；played，lived，showed，turned3．ed加在/t/或/d/后面，讀/id/；pointed，visited，wanted，shouted小學(xué)六年級(jí)中出現(xiàn)的一般過去時(shí)的學(xué)習(xí)，最主要的還是讓學(xué)生把握以上的構(gòu)詞變化和ed的讀音兩大方面，其實(shí)這也是最基本的兩個(gè)方面。只有在起始階段讓學(xué)生牢固掌握這兩個(gè)方面，才能為接下來的學(xué)習(xí)做好鋪墊。Unit4Thenandnow（period3）教學(xué)目標(biāo) 1、閱讀并理解Cartoontime的內(nèi)容，學(xué)會(huì)表演,明白Cartoontime的幽默之處。2、在前兩課的基礎(chǔ)上會(huì)正確并熟練對(duì)比以前和過去,感受個(gè)人的成長(zhǎng)和社會(huì)的進(jìn)步。；3、了解并體會(huì)字母組合er在單詞中的發(fā)音;4、讓學(xué)生了解人類的兩項(xiàng)重大發(fā)明并延伸中國(guó)古代的四大發(fā)明及其他的發(fā)明。重點(diǎn) 1、閱讀并了解相關(guān)的Culturetime；2、在前兩課的基礎(chǔ)上會(huì)正確并熟練對(duì)比以前和過去；3、讓學(xué)生了解人類的重大發(fā)明，激發(fā)學(xué)生的求知欲望和遠(yuǎn)大理想。難點(diǎn)1、閱讀并了解相關(guān)的Culturetime；2、在前兩課的基礎(chǔ)上會(huì)正確并熟練對(duì)比以前和過去；3、讓學(xué)生了解人類的重大發(fā)明，激發(fā)學(xué)生的求知欲望和遠(yuǎn)大理想。教具學(xué)具準(zhǔn)備 PPT教學(xué)過程Step1：Warming-upWatchthevideo;Let’srecallthepast.Revisiona、Introducemyself.b、Introducethemselves.c、IntroduceClothes、Food、HouseandTransportationaboutthepastandthepresent.Step2:Presentation1Soundtime1）Talkandlead-in：BobbyandSamalsolearnEnglishatschool.ThisisanEnglishlesson.Ask:Whataretheydoingnow?2)Trytoreadthesentences;3)Explain:erispronouncedas---4)Trytosaysomeotherwordsabout“er”5)Readthewordstogether,thenmakesomenewsentenceswiththewords.2CartoontimeWatchthecartoon,thenanswer:MissFoxgetsangry.Why?Readtogetherandjudge.Readaloneandanswer:WhatdoyouthinkofSamandBobby?Listenandrepeat.Thinkandimagine:IfyouwereMissFox,whatwouldyousay? Readinrolesandtrytoact.Guess:WhatareBobbyandSamtalkingabout?3CulturetimeThey’retalkingaboutabookcalledGreatinventions.Ask:Whatisthis?It’sanaeroplane.Whataboutthis?It’satrain.Ask:Whoinventedtheaeroplaneandthetrain?Listenandrepeat.Introducethefirstaeroplaneandthefirsttrain.Step5:Extension1)TheAmericansandtheBritishinventedthefirstaeroplaneandthefirsttrain.AndOurChinesepeopleareevengreat.ThenIntroducetheFourGreatInventionsofancientChina2)Sharesomeotherinventions.3）Sumup:Listencarefullyinclass,wewillknowalotandbeausefulperson！Step6:Homework1、Readthedialoguewithexpressionandtrytoreciteit.2、SurftheInternetandfindoutsomestoriesaboutinventions.板書設(shè)計(jì)：Unit4ThenandnowMissFoxgetsangry.Why?WhatdoyouthinkofSamandBobby?IfyouwereMissFox,whatwouldyousay?教學(xué)反思：新課程下如何進(jìn)行故事教學(xué)：1．挖掘教材內(nèi)容，激發(fā)學(xué)生對(duì)故事的興趣(1)挖掘故事中的矛盾點(diǎn)，激發(fā)學(xué)生對(duì)故事的興趣。(2)幫助學(xué)生構(gòu)建生活經(jīng)驗(yàn)，激發(fā)學(xué)生對(duì)故事的興趣。(3)借助圖片或簡(jiǎn)筆畫，激發(fā)學(xué)生復(fù)述故事的興趣。(4)通過猜想續(xù)編故事，激發(fā)學(xué)生表達(dá)的興趣。2．挖掘故事之間的聯(lián)系，以舊代新(1)挖掘詞匯之間的聯(lián)系。(2)挖掘故事內(nèi)容之間的聯(lián)系。3．刨設(shè)情境，讓學(xué)生體驗(yàn)故事主人公的情感(1)通過實(shí)物讓學(xué)生演繹故事，體驗(yàn)情感。(2)運(yùn)用多媒體創(chuàng)設(shè)情境，使學(xué)生體驗(yàn)未知的事物。4、精心設(shè)計(jì)教學(xué)活動(dòng)，使每位學(xué)生都得到發(fā)展(1)分層選擇朗讀內(nèi)容，給更多學(xué)生以展示的機(jī)會(huì)。(2)設(shè)計(jì)貼近故事內(nèi)容的活動(dòng)，使學(xué)生有話可說。(3)雙耳聽故事，雙手拼故事。在故事教學(xué)的不同階段分別關(guān)注不同層次的內(nèi)容，體現(xiàn)了故事教學(xué)的層次和過程。通過組織形式多樣的活動(dòng)，引導(dǎo)學(xué)生推測(cè)、關(guān)注大意，尋找細(xì)節(jié)，逐步培養(yǎng)學(xué)生的語(yǔ)篇學(xué)習(xí)方法，有助于學(xué)生養(yǎng)成良好的學(xué)習(xí)習(xí)慣，為今后的語(yǔ)篇教學(xué)學(xué)習(xí)打下良好的學(xué)習(xí)基礎(chǔ)。Unit4Thenandnow（period4）教學(xué)目標(biāo) 1.正確完成書上Checkout中的練習(xí)2.熟練并正確地比較過去與現(xiàn)在。3.復(fù)習(xí)并鞏固前三課時(shí)所學(xué)的單詞與句型4.正確使用過去與現(xiàn)在的句型寫短文：I’vegrownup!重點(diǎn) 復(fù)習(xí)并鞏固前三課時(shí)所學(xué)的單詞與句型正確使用過去與現(xiàn)在的句型寫短文：I’vegrownup!難點(diǎn) 復(fù)習(xí)并鞏固前三課時(shí)所學(xué)的單詞與句型正確使用過去與現(xiàn)在的句型寫短文：I’vegrownup!教具學(xué)具準(zhǔn)備 PPT,照片教學(xué)過程Step1ShowthetaskHello,boysandgirls,welcomebackagain.Nicetoseeyou.Todaylet’sgoonlearningthisunit.Whatisthetopic?Atthislesson,we’llhaveamaintask.Look,thetaskis:Writeapassage:I’vegrownup!Attheendofthislesson,pleasetrytofinishthepassage.OK?Step2PlayagameFirstly,let’splayagame,it’scalled:Chooseandclassify.Forme,somewordsthatusedinthepastandsomeofthemthatusedinthepresent.Canyouclassifythem?Youcansaylikethis:Inthepast,you….Now,you…Check.Step3Revision1)Justnow,youcouldclassifythewordsthatusedinthepastandthepresent.Whichonedoyouprefer?Thatmeanswhichonedoyoulikebetter,lifeinthepastorlifetoday?Youcananswerthequestioninthisway:Ithinklifeinthepastwas…Lifetodayis…2)Someonelikesthelifetoday,butsomeonedoesn’t.Nomatterwhetherwelikeitornot,wewillgrowup!Look,thisisMike’sfamilyphoto.Butwhatweretheylikewhentheywereyoung?Whatcouldtheydo?Whatcouldn’ttheydo?Let’stakealook.3)Saysomethingaboutthemaccordingtothephotos?Pleasetrytoguessfromthephotos.T:Lookatthisbaby.Who’she?S:He’sTim.T:Canyousaysomethingabouthim?S: