人教PEP版六年级下册小学英语全册教案（教学设计）

1、新人教PEP版六年级下册小学英语全册教案（教学设计）第一课时课时内容A Lets learn Do a survey and report课时分析本课时是人教版六年级下册第一单元第一课时。围绕How tall are you?这 一话题展开，主要通过对话学习词汇younger, older, taller, shorter, longer及句 型How tall are you? Fm. Youre .than的表达。引导学生关注自己身边的 人，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学 其他课时，对于学生来说就很容易。本课时的的重点是

2、四会单词的掌握以及能 够运用四会单词描述人物的外貌特点。本课时包括 Lets learn 和 Do a survey and report 两个板块。Lefs learn 呈现了 Sarah和Miss White比拟年龄，张鹏和John比拟身高，Amy和Chen Jie比拟 裙子长短的情景，表达了单词比拟级的词性和意义。此板块呈现的对话情境是 张鹏通过问John身高，得出了张鹏更高的结论。此情境是发生在校园里，学 生很容易接受，也因为贴近学生的实际生活，更能激发学生学习的兴趣。Do a survey and report板块是一个综合性的语用活动。学生可以通过这个活动将A 局部Lefs lea

3、rn所学的词汇和句型描述自己和同学的实际情况，做到学以致用。本课时包括Lets try和Lettalk两个板块。Le/s try是听力训练，呈现的 是关于恐龙的材料。通过听力的练习，学生们获得了场景信息，为下面进入正 确的对话做好准备。Lefs talk呈现的是张鹏和Mike在博物馆讨论恐龙的场 景。在恐龙馆中，张鹏发现了一只最高的恐龙，从而引起Mike对于它的身高 的询问。然后他们又和恐龙比拟身高，从而巩固How tall are you? Vm . I，mthan句型的运用。恐龙是一种神秘的动物，学生们都非常感兴趣。本 课时恐龙馆情景的设置，激发了学生求知的欲望，鼓舞了学生想要用英语表达

4、的热情。本课时出现的词汇中，有很多的生词和词组，dinosaur, hall, maybe, both of, more, over there,这些单词和词组的读音，语义对于学生都有一定的困 难，我要借助于一定的语境，肢体语言，图片等方法帮助学生学习和理解。本课时出现的话题很多。我采用先复习，帮助学生回忆和巩固。然后运用 多媒体引出新知，学习新知。在学习新知的过程中，引导学生整体感知对 话，局部处理语言，帮助学生更好的理解和运用语言。最后在通过游戏的环 节巩固语言。课时目标.能够听、说、认读单词：dinosaur, hall, meter, both, tallest.能够听、说、读、写句型

5、 How tall is it? ItsHow tall are you? Im Its/ Im . than.能够独立完成Lets try。.能够用正确的语音、语调朗读对话。.能够在图片和教师的帮助下理解对话大意。(3)能够听、说、读、写句型：Where did you g。？ I went t。What did youdo there? I.(4)能够使用上述句型讨论周末或假日活动。(5)能够听录音后获取信息，并能用完整的句子进行书面描述Carl, Meimei和Mr Gao三人昨天的活动。2.难点(1)能够正确使用四会单词和词组讨论周末或假日活动。(2)能够灵活运用句型 Where di

6、d you go.? I went to . What did you do there?I谈论周末或假日活动。(3)单词 hurt, the Labour Day 的认读。教学准备多媒体课件、卡片、录音机、磁带、照片教学过程Step 1 Warm upGreetingT: Good morning, everyone.Ss ： Good morning, teacher.T: How are you today?Ss ： Im fine, thank you. And you?T: Im fine, too. What do you do on the weekend?I often.T:

7、What did you do last night?S2:I.设计意图：教师与学生之间的谈话，可以加深教师对学生的了解，拉近教师与学生之间的交流。Lets sing.T: Now lets sing a song Last Weekend”. OK?Ss ： OK.（课件播放歌曲，教师与学生一起唱歌。）教学资源：课件设计意图：歌曲Last Weekend,复习了与本课相关的句型，同时通过师生的共 同歌唱，活跃了课堂气氛，激发了学生学习的兴趣，为进入下个环节做好准 备。Step 2 Lead inT: Boys and girls, lets play a game. Guess. What

8、did I do yesterday?（课件出示看电视、清扫房间、看书、洗衣服的照片，照片被遮住一局部，让 学生们猜出昨天做过的事情。）S1 ： You watched TV.T: Yes. What else?You read books.T: Right. Go on.You .T ： You are clever.（教师要不断的鼓励学生大胆猜想，并给与口头奖励。）教学资源：照片设计意图：教师是学生们非常想要了解的，通过学生猜想教师的活动，很能引 起全体学生的兴趣，同时又为学习新课做好准备。Step 3 PresentationTeaching the new phrase rode a

9、horse, went camping, went fishing, rode a bike, hurt my foot”. Leam59 rode a bike, went camping, went fishing（课件呈现插图。）a. T: Look, this is Johns blog. When did he send pictures and write on the blog?SI: It was May 1st.T: Yes, May 1st is the Labour Day holiday.（板书 the Labour Day,领读，齐读, 帮助学生理解。注意Labour

10、的发音。）What did he do on the Labour Day holiday? Look at picture 1.Ss: He rode a bike.（教师弓|导学生说出。）（板书rode a bike,展示ride,让学生读并说出i的发音，然后根据发音规律，让学生自己试读也加，体会。的发音,再领读rode,指名读，拼读，齐读短语，注意rode和a之间的连读。）T: Who did he ride a horse with?Ss: His father.T: Where did he ride a horse? Do you know?Beijing?Shanghai?T:

11、No, he rode a horse in Xinjiang. What else did he do in Xinjiang? Look at picture 2 and picture 3.Ss: He went camping and went fishing.（弓 | 导学生说出。）（板书 went camping, went fishing。教读 went, fishing 拼读,指名读，领读,。教学camp,联系单词lamp,以旧带新，让学生自己拼出它的读音，教师带读，指名读，然后齐读短语。）b.齐读短语 rode a bike, went camping, went fishi

12、ngoc.观察短语went camping, went fishing,找找动词变化的规律。go后面的动词要加+ing,变成动名词。Learn rode a bike.”T ： John .How did he fee?He felt happy.T: Yes, he had a good time in Xinjiang on Labour holiday. Last weekend, he also had two days off. Where did he go last Saturday? What did he do there?（弓I导学生猜想John上周六去的地方和做的事情，然

13、后展示图片。）He rode a bike.（板书 rode a bike,指名读，领读，齐读。）Learn hurt my foot”.T: Who rode a bike with him?（继续观看博客的图片。）His friend.T: Was it fun to ride a bike in the park?Ss: Yes.T: Oh, what happened to John later?He hurt his foot.(引导学生说出。)(板书hurt my foot,联系单词nurse, Thursday中字母组合ur的发音，让学生 自己拼出单词hurt的读音，指名读，带读

14、，齐读短语，理解短语，注意hurt的 过去式不变。)(4)播放录音，跟读五个短语，注意语音、语调。(5)儿歌记忆短语。Went ,went, went fishing 去钓鱼，went camping,去野营。Rode, rode, rode a horse, rode a bike, hurt my foot 伤至ij 了我的脚。(两人一组，记忆儿歌。)教学资源：课件、录音机、磁带设计意图：在教学四会单词和词组时，我采用单词迁移的方式，让学生根据已 学的类似的单词，推出单词的发音。教给学生拼读单词的方法，提高学生的自 主学生的能力。2. Learn the sentences Where d

15、id you go.? I went to. What did you do there?I.”(1) T: Boys and girls, look at the picture of xxx.(展示学生旅游的照片，引导学 生观看板书上的句子，理解句子，并用板书上的句子向该生提出问题。)Where did you go last weekend?I went to.What did you do there?B:I.(2)播放Let,s learn对话，学生听录音回答以下问题。Where did John go last Saturday?What did he do there?(3)看书

16、跟读录音，模仿语音语调。(4)分角色朗读对话。(5)仿编对话，两人一组，任选下面的一组演练对话。in the park went fishingin the forest went campingon the farmrode a horse, hurt my arm句型：A: Where didyou go?I went to the /a.A: What did you do there?B:I.(6)指组表演对话。教学资源：照片、课件设计意图：与大家一起提供学生旅游的照片，并根据照片提出问题，激起学生想要表达的欲望，提高学习的兴趣。Step 4 PracticeLefs play a g

17、ame.快速抢答全班分成男生，女生两大组，请一名男生或一名女生抽取两张卡片依次做出相应的动作，两个组的学生根据表演者的动作猜：He rode ahorse/. and went fishing/.哪个组先猜出答案就得一分。教学资源：图片设计意图：快速抢答的游戏，激起学生们的斗志，学生们都很积极的参与，既 活跃了课堂气氛，又巩固了新授短语。2.两人一组，轮流抽取学生卡片编对话。A ： What did you do last Saturday?B ： I rode a bike. What about you?A: I went camping.教学资源：学生自制卡片设计意图：抽卡片编对话，锻炼

18、学生的口语表达能力，扎实了短语的认知能 力。Listen, answer and write.T: How do you feel today? What about yesterday? How did you feel yesterday? Is it the same as today? What did you do yesterday?(引导学生用不同的动词或动词短语进行回答，描述昨天的事情和感受。)(2)四人一组把学过的过去式的动词短语进行归类。(课件展示。)(3)交代背景，听前预测。T: Carl, Meimei and Mr Guo did different things y

19、esterday. What did they do? Please guess.(4)播放录音，学生回答，然后把相关信息写在横线上。(5)小组复述，指名复述。教学资源：课件设计意图：设置情境，激活已有的知识。鼓励学生拓宽思路，帮助学生巩固和运用A局部所学的词汇和句型。Step 5 SummaryT: Which new phrases do you learn today?Ss ： Rode a bike, rode a horse, went camping, went fishing, hurt my foot.T ： Excellent! Which new sentences do

20、you learn today?Ss ： Where did you go last Saturday?I went to.What did you do there?I.T: What else do you learn?（教师适当提醒。）Ss: Go后面的动词必须+ing,变成动名词。设计意图：学生们自己总结、归纳本节课所学的知识，加深对知识的理解，便 于对知识的记忆。课堂作业一、将以下字母重新排列，组合成新的单词，并写出汉语。1. d, i, r, e 2. s, i, h, f 3. c, a, p, m,二、同学们在假期里都做了什么，快来看一看，连一连。A. rode a horse

21、B. wentC. rode aD. hurt my foot三、按要求完成句子。Sarah rode a bike there.(就画线局部提问。)Sarah?Mike went to a forest park yesterday.（就画线局部提问。） Mike yesterday?hurt my leg last Saturday.（用 Amy 改写。）leg last Saturday.四、看图，回答以下问题。What did you do last weekend?Did he ride a bike yesterday?Answers:一、1 .ride 骑 2. fish 钓鱼

22、3. camp 野营二、l.B 2.A3.D 4.C三、1. What did, do there 2. Where did, goA, tbwas an eatate drinkdrank nmran.学 习了 单词，moon, dream, spaceship.了解了 “嫦娥奔月”传说。设计意图：学生自由发言，教师帮助整理归纳知识点,课堂作业一、判断以下的动词过去式是“T”否F”正确。()1.1 、厂 二 ( am )( were )( eatLwere便于学生记忆。二、给以下图片选择合适的单词。() () () ()A. dinosaur B. moon C. spaceship D.

23、rabbit三、单项选择。()1. _was your holiday?一It was fun.A. How B. What C. Who()2. 一Did you take pictures?一No, I didnt.A. any B. a C. some ()3. Its time.A. go B. to go C. for go ()4. Here, a spaceship.A. come B. comes C. coming 四、按要求完成句子。1.1 saw some ducks yesterday.(就画线局部提问。) you?He went there by spaceship/

24、 就画线局部提问。) he?did, where, go, you, your, on, holiday?)(连成一句话。)五、选择合适的句子补全对话。Amy: Hi, Ann. Where did you go over the winter holiday?Ann: 1.Amy: How did you go there?Ann: 2.Amy: 3.Ann: I made a snowman and ate good food.Amy: 4.Ann: Yes, I bought lots of gifts for my family.Amy: 5.Ann: Yes, I had a lot

25、 of fun.A. What did you do there?B. By train.C. I went to Harbin.D. Did you buy gifts?E. Did you have a goodAnswers:一、二、三、板书设计C Story timeCohere(What?)(Zoom triChang9rabbitQow _)moondream spaceship )fun第一课时课时内容A Lets learn Find the mistakes课时分析本课时是人教版六年级下册第四单元第一课时。围绕“学校新旧的变化” 这一话题展开，主要通过对话学习三个学校设施名称

26、和几个表示过去的时间短 语：dining hall, gym, grass,. years ago,. moths ago, last year/month 及句型 There was. There is的表达。引导学生了解周围事物的变化，渗透中国的历史文化的 学习，同时保持学习英语的兴趣，激发学生学习英语的热情以及树立学习英语 的信心。第一课时是本单元的基础课时，要让学生重点把握知识，为学习其他 课时打下良好的基础。本课时的的重点是四会单词、短语的掌握以及能够运用 四会单词和短语描述某个地方的过去和现在。本课时包括Lefs learn和Find the mistakes两个板块。Lefs l

27、earn呈现了吴一 凡学校的图片，通过图片表达单词dining hall, gym, grass的词义。此板块呈现的 对话情境是吴一凡的爸爸和吴一凡谈论学校的变化，从而引出句型There was/ is.学校是学生上学的地方，学生在成长的过程中，待的时间最长的地方就是学 校。“学校”的话题，符合学生的心理，很能引起学生的共鸣。Find the mistake板块是一个综合性的语用活动。可以通过这个活动训练学生本节课学习 的单词、短语进行表达，又训练学生的观察力并渗透中国历史文化知识的学 习。本课时虽然是新授课，但是词汇、对话比拟简单，容易理解和接受，在设计 教学过程时，增加一些词汇量at th

28、at time, in the old time(days)等，让学生课前收 集一些和本课有关的资料，拓展文本，重在应用。采用的教学方法有任务型教学法、合作探究法、愉快教学法等。课时目标(1)能够听、说、读、写单词和时间短语：dining hall, gym, grass,. yearsago,. moths ago, last year/month(2)能够恰当运用上述单词描述某个地方的过去和现在。(3)能够规类学习过的各种时态中表示时间的短语。(4) 了解唐朝人的生活状态和条件，并能用句子简单描述。(6)向学生渗透中国的历史文化的学习，激发学生学习英语的热情以及树立学 习英语的信心。课时重

29、难点.重点 能够听、说、读、写单词和时间短语：dining hall, gym, grass,. yearsago,. moths ago, last year/month(2)能够恰当运用上述单词描述某个地方的过去和现在。(3)能够规类学习过的各种时态中表示时间的短语。了解唐朝人的生活状态和条件，并能用句子简单描述。.难点能够恰当运用 dining hall, gym, grass,. years ago,. moths ago, last year/month等单词描述某个地方的过去和现在。(2)能用句子简单描述唐朝人的生活。教学准备多媒体课件、卡片、录音机、磁带、歌曲、教师照片教学过程S

30、tep 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: How are you today?Ss: Im fine, thank you. How are you?T: Very well, thanks.T: Are you ready for English class?Ss: Yes, we are ready.T: OK, now lets sing a song together.（课件展示Tell me about your holiday歌曲，教师与学生唱歌。）教学资源：课件设计

31、意图：通过歌曲热身，活跃了课堂气氛，激发学生学习的热情，带动学生快速的进入课堂。Step 2 Lead inT: Boys and girls, How was your holiday?It was fun.It was great.T: How was your weekend?It was good/fine/Ok.T ： What did you do last weekend?S3:1 did my homework.S4:1 stayed at home.S5:1 slept.S6:1 played football. T: Where did you play football?

32、In our school.设计意图：通过师生之间的交流，复习学过的知识，拉近师生之间的距离，为引出正文做准备。Step 3 PresentationLets learnShow a picture of “our school”.Look at the picture. This is our school. What5s it like?If s big.Its beautiful.T: Whats in it? Discuss in pairs please.Words: library, computer room, playground, garden, music room, ar

33、t roomThere is in our school.There are in our school.（学生两人一组，根据提供的单词和句型谈论现在学校的样子。）学生自由说学校的样子，教师给与点评。教学资源：学校照片Teaching the words “dining hall, grass, gym.”T: Look at the picture. What9s this?Its a school.T: Yes, its a school, too. Ifs Wu yifans school. Is it big?Yes.T: Is it new?Yes.T: What can you s

34、ee in the school?I can see a playground.S2:1 can see some teaching buildings.T: Good. What else? Whafs this?（指着体育馆的地方，引导学生说出。）Ss:小s a gym.（板书单词gym,教学单词，领读，指名读，齐读。）T: What can you do in the gym?We can play basketball.We can play ping-pong.T: We can do sports there. Look! This is a dining hall.（指着饭厅的地

35、方，教学单词。板书词组dining hall,联系单词tall, dinner,让学生记住单词的音和形。注 意单词dining中的字母i的发音。）T: Near the gym and dining hall, there is many green grass.（板书单词 grass,弓 | 导学生自己联系学过的单词glass,试着读出单词，然后教师再带读，指名读，齐读。）Listen to the tape and follow the tape.Read the words two times together.Describe Wu yifans school with There i

36、s/are.”a. T: Whats Wuyifans new school like? Please discuss in pairs with There is/ There are.”There is a in Wu yifans school.There are in Wu yifans school.(同桌之间讨论，指名汇报。)b.课件出示下面的句子，学生读句子。(：AThere is a gym in Wu yifans school.There is a dining hall in Wu yifans school.k/C.理解课件展示的句子，指名翻译。Describe Wu

37、yifans old school with There was .a. T: Boys and girls, Wu yifans school is new and big. There is/There are., but twenty years ago, it was not the same. Look, this is a picture of Wu yifans school twenty years ago. What was Wuyifans school like at that time? Can you talk about it?b.课件出示时间短语，教学时间短语。l

38、ast year last month .years ago .months ago去年上个月年前月前C.学生说出曾经学过的时间短语，教师课件补充，然后四人小组给时间短语分类，并说出理由。last year last month .years ago .months ago去年上个月年前月前at that time in the old time(days) next week在那时 过去 下周c.理解句子“What was Wuyifans school like at that time?;T: “What was Wuyifan5s school like at that time?55

39、 What the meaning?(学生们齐说句子意思。替换过去时间短语，指名说汉语。)What was Wuyifans school like twenty years ago?d Describe Wu yifans old school with “There was .There was in Wu yifans school twenty years ago.There were in Wu yifans school twenty years ago.There was no.in Wu yifans school twenty years ago.There were no.

40、in Wu yifans school twenty years ago.(小组讨论，指名汇报，课件呈现学生说的句子。)d.观察句子，总结 There was/ there were. There was/ there were.句型。同桌之间观察讨论，自由发言，师生总结。T: 一般过去时态表示过去某地、某时有某物。句型结构:There was/were +名词+地点(时间)。它的否认句是在There was/were后面加上no。Learn the dialogue.a.听录音，跟读课文。b.理解课文。c.分角色朗读课文。Step 4 PracticeFind the mistakes(1)

41、全班提供课前教师布置的收集有关唐朝百姓生活状态的信息资料、图片。(2)在学生对唐朝历史有一定的了解后，引导学生阅读理解图中文本。(3)快速找出图中错误的地方，圈出并用英语描述。参考句型：At that time, there were no gyms.People didnt go by bus.People couldnt use the Internet.Game: What is missing?教师利用课件展示含有三个新词的学校全景图，组织学生用There is/are句型认读学校设施，然后依次用课件展示不同的图片，每幅图都标上不同的时间，每三、选出以下句子中划线局部的汉语。（）1.

42、Thats the tallest dinosaur in this hall.A.高的 B.更高的 C.最高的（）2. Theyre big and tall.A.又高又大B.又高又瘦C.又矮又瘦四、按照要求完成句子。Tom is 1.58 meters. Bill is 1.65 meters.（合并成一句话） Tom is Bill.The brown dinosaur is 4.5 meters.（就画线局部提问） is the brown dinosaur?Answers:x 1. younger （更年轻的）2.shorter （更矮的）3. older （更年长的板书设计A Le

43、ts talkthe tallest最演j的口ow tall is it?4 吊ete限eters. Its tafter than.dinosaur次都有一个或两个设施消失，让学生认读，并回想消失的设施，用Therewas/were no来表示。3. The Change in Our school.以小组为单位，介绍自己学校今昔的变化，然后写一写，全班交流。参考句型：Now there is/ there are.in our school.There was/ there were no . in our school.years ago/months ago/last year.Ste

44、p 5 SummaryT: What did you learn about this lesson?学生自由说，教师总结。(1)表示设施的单词:gym, dining hall, grass(2) 表示过去时间的短语：last year, last month, .years ago , .months ago(3)表示过去的时间里某地有某物”句型：There was/were 有.There was/ were no 没有.设计意图：将本节课所学的主要内容，知识结构进行归纳，帮助学生记忆，巩 固提升本课时所学的知识。板书设计last year 去年last month上个月.years a

45、go 年前Unit 4 Then and now A Lets learn gym 体育馆There was/were.dining hall有饭厅There was /were no.grass没有草坪作业设计一、看图，补全单词。ning h二、单项选择。二、单项选择。()1. There a library in my village two years ago.A. is B. are C. was()2. There many grass in the park.A. is B. am C. are()3. Last month, I to the Nanjing.A. go B. w

46、ent C. goes()4. There were hotels in the Tang dynasty.A. not B. no C. no a三、给以下的单词宝宝连词成句。1. was, there, a, dining hall, in, school, my, years, twenty, ago(.)2. no,2. no,Answers:一、l.gr 2. y, all 3. y二、1.C2.A3.B4.B 三、1. There was a dining hall in my school第二课时课时内容A Lets try Lets talk课时分析本课时是人教版六年级下册第四

47、单元的第二课时，与第一课时紧密相连， 围绕学校的今昔变化”展开话题。本节课主要通过谈话情境学习词汇one day, look it up, in my time, Internet.学会如何请求别人讲述关于某一方面的句型Tell me about以及继续巩固表达过去某地的样子的的句型There was./There were引导学生关注社会的变化，珍惜现在的生活。学会上网查阅资料，渗透 人类首次登月的相关信息，提高学生自主学习的能力，持续培养学习英语的兴 趣。在第一课时中句型There was/There were的学习，为本课时奠定了一定 的基础。There be句型学生掌握的比拟熟练。本课

48、时的重点是词汇的学习和能 在情景中运用There be句型，用35句话描述某个地方过去与现在的状态和变 化。本课时包括Lets try和Let、talk两个板块。Lets try是听力训练，呈现的 是吴一凡的爷爷参观学校、与孩子们对话的材料。通过听力的练习，引出核心 句型There be（过去式），为Lefs talk对话局部的学习创设语言情景。Lefs talk 呈现的是吴一凡的爷爷和孩子们交流学校过去情况的场景。在学校里，吴一凡 的爷爷观看学校的照片，引出用There was/There were对过去学校的介绍。 Sarah从爷爷的介绍中联想到自己想要参观月球的愿望，从而引出人类首次登月

49、 的信息。本课时谈论学校情景的话题，贴近学生的生活，真实，有意义，学生 们非常感兴趣，满足了学生的求知欲，激发了学生想要用英语表达的欲望，培 养学生对英语学习的热情。本课时出现的词汇one day, look it up, in my time, Internet.意义容易理解，但 是用法的运用由一定的难度。在教学中要借助图片，语境帮助学生对词汇的理 解和运用。本课时出现的句型很多。我采用先复习，帮助学生回忆旧知，利用新旧之 间的联系引出新知。在学习新知的过程中，要创设语境，学习新知。设置交际 性活动、语言训练活动、小练笔等活动巩固新知。教学过程遵循以学生为主 体，教师为主导的原那么，引导学生

50、自主学习。课时目标.能够听、说、认读单词：one day, look it up, in my time, Internet.能够听、说、读、写句型:There was no library in my old school.Tell us about your school, please.How do you know that?There were no computers or Internet in my time.能够很好的完成Lets try。.能够在图片的帮助下，在情景中运用There be句型描述某个地方过去与现在 的状态和变化。.能够理解对话大意并能正确朗读所学对话。.了解

51、人类首次登月的一些信息。学会上网查阅资料。课时重难点.重点能够听、说、认读单词：one day, look it up, in my time, Internet(2)能够听、说、读、写句型：There was no library in my old school.Tell us about your school, please.How do you know that?There were no computers or Internet in my time.(3)能够在情景中运用There be句型描述某个地方过去与现在的状态和变化。(4)能够理解对话大意并能正确朗读所学对话。.难点

52、(1)单词 one day, look it up, in my time 的用法。(2)能够在情景中运用There be句型描述某个地方过去与现在的状态和变化。教学准备多媒体课件、词卡、录音机和磁带、图片、家乡照片教学过程Step 1 Warm upGreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: How are you today?Ss: Very well, thanks. And you?T: Im fine, thank you. Were you happy yesterday?Ss: Yes/

53、 No.T: Why?SI: I saw a film. 设计意图：学生畅所欲言，在班上与老师、同学提供自己的喜悦。拉近师生之间、同学之间的距离，培养学生用英语表达的习惯。Review the words(1)T: Ok, boys and girls. Are you ready for English?Ss: Yes.T: Now lets review some words. Whats this?(教师展示图书馆的图片。)Its a gym.T: Spell it in English.G-Y-M, gym (教师依次展示餐厅、草坪的图片，让学生拼出单词。)(2)Play a game

54、教师与学生玩拼单词的游戏。教师说出要拼读的单词，学生说第一个字母, 教师接第二个字母，依次类推，直到拼完单词。T: Lets spell the words “gym”.Ss: GT: YSs: M, gym.教学资源：词卡设计意图：拼单词的小游戏，活跃了课堂气氛，让学生在玩得过程中复习和巩固了上节课的单词，为下一环节的运用做好准备。Step 2 Lead inLets tryT: Today, there is a guest visiting the school. Who,s he?（课件呈现吴一凡的爷爷的图片。)Ss: Wu yfians grandpa.T: What did he

55、say? Lets listen to the tape.听前预测。引导学生猜想吴一凡的爷爷现在在哪里，请学生看题，理解题意，并请学生根据自己的想法预测。播放录音，独立完成习题。(3)集体核对结果。教学资源：图片、录音机、磁带设计意图：先预测将要听的内容，引导学生捕捉重点信息，运用听力技巧，完 成听力练习。提高学生的听力水平，并为对话局部的学习创设语言情景。Step 3 PresentationLets talk教师展示课件，观察图片，说一说。T: Wu yifans grandpa is visiting his old school. He is talking with Wu yian

56、and Wu yifans friends about his old school. What was Grandpas school like? Can you imagine?(2)第一次阅读文本，整体感知对话。T: What was Grandpas school like? Lets have a look at the text. a.快速浏览文本，在书中画出答案。b.指名汇报答案，教师课件展示。There was no library in my old school.There was only one small building on a hill.There were n

57、o computers or Internet in my time.c.理解 Internet, in my time (板书)。(3)第二次阅读文本，获取核心信息。a.阅读文本，小组讨论问题。(1)Were there any big buildings in Grandpas old school?Were there any libraries and computer rooms in Grandpas school?(3)Was Grandpas school on the hill?(4 Can you guess what Grandpa often did at night

58、at school? (Maybe he often looked at the stars at night during his time at the old school.)b.指名回答，解决问题。(4)第三次阅读文本，理解细节。a.课件展示第一组句子，理解单词和句子。(j)Tell us about your school, please.2 One day Im going to visit the moon.(教师讲解one day的用法，练习用one day说话。)b. T: Sarah wants to visit the moon one day. What about y

59、ou? Do you want to visit the moon and other stars?(播放人类首次登月的视频或图片，向学生渗透人类首 次登月的信息。)C.课件展示第二组句子，理解单词和句子。(l)How do you know that?(2)1 looked it up on the Internet.(教师讲解look it up的的意义和用法。告诉学生网络可以查阅资料。)(5)听录音，跟读课文，注意语音、语调。(6)分角色朗读课文。教学资源：课件、录音机、磁带、设计意图：采取小组合作的方式，引导学生自主学习，提高自主学习的能力。Step 4 Practice1.教师展示从

60、网上到的世界各地不同时代的、不同风格的学校的图片。T: Look at the pictures. What are they?Ss: They are schools.T: Look, these are the schools now and these are the schools in the old time. What are the schools like now? What were the schools like in the old time? Lets talk about them.教师从新旧学校的图片中各选一张图，用there be句型，小组讨论学校今昔的变化。