锡慧在线教案——六上Unit4 Then and now 第一课时
教学内容：Period1 Story time
教学目标：
知识目标：
1.听说读单词词组then and now, e-book, mobile phone, newspaper, radio, telephone, anywhere, could并能运用于语句中。
2.掌握动词过去式的发音及用法，会说…years ago,…could/ could not…Now,…
技能目标：
1.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
情感目标：
1.通过过去和现在的对比，感受个人的成长和社会的进步。
教学重点：
1.能正确使用一般过去时和一般现在时表达过去和现在的事情。
2.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
教学难点：
1.能正确使用一般过去时和一般现在时表达过去和现在的事情。
2.能正确地理解并朗读对话内容，在教师的引导和帮助下尝试复述课文内容。
教学准备：PPT
主要教法：多媒体教学法
教学过程：
Step1 Warm up
1. About me
T: Twenty years ago, what could May do?
S: May could sing.
2.Know me more
T: Look at these pictures, what May could do?
S1: May could drive. S2: May could make friends. S3: May could play on the swing.
Step2 Pre-reading
1. Think and classify
T: Then and now, I changed a lot. What about the things?
Put these things in correct order.
Teach: telephone, e-book, mobile phone, newspaper, radio,
T: From the to now, everything changed a lot. So today our topic is “Then and now”.
揭题: Then and now
Step3 While-reading
1. Look and say
T: Who are they?
2. Read match and say
T: Let’s see more pictures of Mike’s family. Read the story and tell me who they are and how many years?
3. Look and say (about Mike)
T: Then and now, what could Mike do?
S1: Mike could read.
T: Great. Moreover, Mike could read and draw, but he could not write. Here, we can also say Mike couldn’t write.
T: What about now?
S1: Mike cad play football.
T: Yes, and now Mike can do many things.
Read after the tape
T: Let’s say something about Mike. Then and now, Mike can do more and more things.
4. Read and answer (about Mr Brown)
T: What about Mr Brown? I have two questions for you. What did Mr Brown do twenty years ago?
What does Mr Brown do now? Read paragraph2 in details and underline the verbal phrases.
S1: Twenty years ago, Mr Brown wrote letters to his friends.
Teach: wrote, write…to…
T: What about now?
S2: He writes emails.
T: In addition, Mr Brown used the telephone at home and in the office to call people.
Teach: used, in the office
S3: Now he has a mobile phone and he can call people anywhere.
Read after the tape
T: Let’s say something about Mr Brown. Then and now, the way of communication changed.
5. Read and write (about grandpa and Mrs Brown)
T: Read paragraph 3 and 4, finish the mind map.
S1: Thirty years ago, Mike’s grandpa listened to the radio and read newspapers for news.
Teach: read
S2: Now he can read and watch news on the Internet. He reads e-books too.
Teach: news
T: In different times, grandpa had different ways of getting news.
T: What about Mrs Brown?
S3: Twenty years ago, Mrs Brown made friends at school. She bought things from shops.
Teach: bought
T: Now she has e-friends from all over the world. She does shopping on the Internet too.
T: Then and now, Mrs Brown changed the way of making friends and doing shopping.
1. Listen and repeat.
2. Retell the story according the mind map
Step5 Post-reading
1. Do the summary
2. Enjoy some pictures from then to now
The change of learning
The change of transportation
The change of payment
We change the world. The world changes us.
Homework：
1. Read Story time three times.
2. Finish the “write and say” in page 38.
3. Find the changes of your family.
教学反思：
六年级上册第四单元Then and now第一课时的主要教学目标是一般现在时和过去时的对比，通过Mike一家过去和现在对比的学习，了解和掌握过去式和现在式的表达，从而能够联系实际，谈谈自己的过去和现在。教师通过层层递进式的问题和丰富多彩的活动，让学生们全面了解课文内容，把握课文重点的同时，语言能力得到了全面的提升。该教师紧扣then 和now，设计了多个环节，在丰富多彩的活动中，学生既收获了知识，又提高了综合运用语言的能力。
教师在导入阶段，设计了一个与教师有关的活动，教师首先呈现自己现在的一张照片，介绍自己，自然拉近了与学生的距离。再展示教师二十年前在台上唱歌的老照片，让学生说一说“Twenty years ago, what could May do?”同时新授本课时的重点单词 “could”。之后，教师呈现了更多有关于自己的老照片，给出句型框架“ Twenty years ago, May could….”让学生看图说一说。一堂课的成功与否，在于开头是否能够成功吸引学生的注意力。教师在导入环节设置的这个活动，与生活紧密相关，让学生能够顺利地进行表达。一方面是考察了学生读图识图的能力，另一方面培养了学生的口语表达能力。因为是与上课的教师有关，所以能够激发学生的兴趣，让他们都积极参地开口说一说。同时，这个导入环节又与本课的主题有关，在谈论教师的过去和现在的同时，很自然的引入到新授课的学习。
总的来说，这堂课的设计合理，步步推进，教师富有激情，能充分调动学生的积极性和主动性，学生在收获语言知识的同时，语言能力得到了良好的提升，真正达到了提高学生综合语言能力的目的。
当然，这堂课还有一些值得商讨的地方：教师在这节课设计了多个问题，非常能够锻炼学生的思维和口语表达能力，但是这些问题的呈现方式都是该教师直接给出，然后让学生去思考。英语的课堂应该是以学生为中心，让学生成为课堂的主体，所以在问题设置环节，可否能够稍作改变；比如，让学生自己通过课文，读完后让学生自己提一些问题，如果这个问题值得商讨，教师可以让学生进行小组活动，讨论出问题的答案，从而将问题追个击破。这样的课堂可能更有利于学生思维的拓展和能力的培养。