Unit 4 Then and now课程纲要
◆课程类型：必修课程 ◆ 教学材料：人民教育出版社
◆课时安排：6课时 ◆授课教师：aaa
◆授课对象：六年级
词汇课（Part A、B）
课程标准相关的陈述：
能借助图片、图像、手势听懂简单的话语或录音材料。能在口头表达中发音清楚。语调达意。能根据拼读的规律，认读所学的词语。能根据图片、词语或例句的提示，写出简短的语句。
学习目标：
Part A:
1我能够借助拼读规则、图片、听、说、读、写四会单词和词组：dining hall, grass, gym, ago, cycling, go cycling, ice-skating, badminton. star, easy, look up, Internet, different, active, race, nothing, thought, felt, cheetah, trip, woke, dream.
2我能设计真实的情景运用句型:There was no library in my old school. Tell us about your school, please. How do you know that? T here were no computers or Internet in my time. Before, I was quiet. Now, I’m very active in class. I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
Part B:
我能够借助拼读规则、图片、听、说、读、写四会单词：：dining hall, grass, gym, ago, cycling, go cycling, ice-skating, badminton. star, easy, look up, Internet, different, active, race, nothing, thought, felt, cheetah, trip, woke, dream.
并能在情景中正确运用。达成率100%。
我能设计真实的情景运用句型。There was no library in my old school. Tell us about your school, please. How do you know that? T here were no computers or Internet in my time. Before, I was quiet. Now, I’m very active in class. I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
评价任务 1.激励性评价：口语评价Good. Super. You’re clever...
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1：(利用拼读规则看图认读新单词。
(游戏（What’s in my hand?）
目标2： (Make a survey and fill in the form.
( Show time.
结果纸笔测试：1.Listen and number.
2.Write down a sentence according to the pictures.
对话课（Part A、B）
课程标准相关的陈述
能听懂课堂活动中简单的提问。能就日常生活话题做简短的叙述。能正确朗读所学对话或短文。 能根据图片、词语或例句的提示，写出简短的语句。
学习目标：
Part A:
1.我能根据所学句型在实际情景中灵活运用。 （重点）
2.我能用所学句型在生活情景中创编新的对话。 （难点）
Part B:
1.我能根据所学句型在实际情景中灵活运用。 （重点）
2.我能用所学句型在生活情景中创编新的对话.（难点）
评价任务：1.激励性评价：口语评价 You’re super, perfect, wonderful.
2.过程性评价：倾听、英语角、复习、合作、展示、检测
学习活动：
目标1：(Listen and answer the question.
(Read the dialogue
(Instead the red words to the new words.
目标2：(Make a new dialogue according to the pictures.
(Pair work.
结果纸笔测试: (Listen and choose the best answer.
(Set new situation and make a new dialogue. First saying out and then write it down .
语篇教学(Part A、B)
课程标准相关的陈述：
能借助图片读懂简单的故事，并养成按意群阅读的习惯。能正确朗读所学故事或短文。能在教师的帮助和图片的提示下描述和讲述简单的小故事。
学习目标：
Part A:
1.我能根据课程标准正确朗读对话。 （重点）
2.我能根据生活中的情景中创编新对话。（难点）
Part B:
1.我能根据课程标准正确朗读短文 。 （重点）
2.我能根据生活中的情景中创编新短文。（难点）
评价任务 1.激励性评价：口语评价good, super, great,...
2.过程性评价：爬楼梯（每过一个环节可上1个台阶）
学习活动：
目标1：(Read after the tape.
(I can retell the test.
(Read in pairs.
目标2：I can make a new dialogue according to the real life.
结果纸笔测试：(Read and tick or cross.
(Write down the answers.
评价细则：过程表现：倾听、英语角、复习、合作、展示、检测（每个环节加2-3分，倾听4分） 作业评价：Good Better Best
第四单元课时导学案
年级
六年级
授课时间
课型
词汇课
课题
Unit4
课时安排
共（ 6）课时
第2课时
主备人
aaa
复备人
目标
依据
1.课程标准相关要求
能听懂、会说Part A中呈现的对话，并能在实际中得以运用。
能听、说、读单词或词组.
教材分析
通过主情景图的形式来对比学校现在与过去的变化，初步了解一般现在时与一般过去时的异同之处。
学情分析
学生在上节的基础上，通过对there be 句型的训练，已经有了较好的理解，因此在本节课的设置上，主要针对个别句法进行讲授。
学习
目标
听说认读单词：star, easy, look up, Internet.听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time.听懂Let’s try,完成Tick or cross.
评价
任务
小组评价，师生评价，自我评价
学习
重点
听说读写句子There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time. 听说认读单词: star, easy, look up, Internet
学习
难点
听说读写句子There was no library in my school. Tell us about your school, please. How do you know that?
教法学法
情景教学法 小组合作
借助拼读规则
课前
准备
多媒体课件、单词卡片
教学过程
学法指导
Step 1
Go over words of Let’s learn. 教师做动作，学生说单词并造句。Dining hall. I have lunch in the dining hall. Grass. I play football on the grass. Gym. I play basketball in the gym.
教师出示单词卡，全班齐读并拼写单词：dining hall, grass, gym.
用ago造句。 There was a dog in the park five days ago.
Step 2.
1.教学单词star, easy, look up, Internet.
（1）画星星简笔画 T: What’s this? Ss: It’s star. 板书star并教读。T: Can you spell star? Ss: S—T—A—R. T: It is easy. （板书并教读easy.）
(2)出示一个星座图片，T: Do you know its name? Ss: I don’t know. T: We can look it up on the Internet. 板书look up, Internet讲解并教读。
2. （1）出示有图书馆和没有图书馆的学校照片，学生说句子Ss: There was no library in the school. Now there’s a new one. 齐读。X k B 1 . （2）出示有电脑和没有电脑的学校图片。T: There were no computers or Internet in my time. 注意are -- were. 学生反复读该句子。(3) 讲解并教读句子：Tell us about your school, please. How do you know that? 3. 学生听录音，老师教读对话。
4.学生自己读对话，回答问题：What was Grandpa’s school like?
5.学生讲解对话，教师补充答疑。
Step 3.合作交流
教读对话，学生小组练习对话。
学生灵活运用本课时单词和句型自由编对话。
Finish Let’s try.
Step4、达标检测
填一填，译一译，读一读。
1.gr ss ( ) 2.g m ( ) 3. st r 4.dining h ll ( )
二．读一读，选一选。
( )1. There was no library in my old school.
( )2. Tell us about your school, please.
( )3. Could you see stars at night?
( )4. The Americans took about five days to get there in 1969.
( )5. How do you know that?
( )6. I looked it up on the Internet. X k B 1 . c o m
( )7. There were no computers or Internet in my time.
A. 请给我讲讲你的学校吧。 B.你怎么知道的？ C. 我以前的学校没有图书馆。 D. 我在互联网上查询的。 E. 1969年，美国人花了五年的时间到达那儿。
F. 我那时候没有电脑也没有网络。 G. 晚上你能看见星星吗？
三．判断下列句子是否与图意相符，相符的写A，不符的写B.
( )1. They looked up on the Internet yesterday evening.
( )2. The children often play on the grass.
( )3. There was no playground in my school.
( )4. The little girl saw the stars at night.
学生小结：这节课我学到了 .
作业布置
把let’s talk 部分的内容进行读背。
做学习巩固上的配套练习。
板书设计
板书设计： Unit 4 Then and now
star, easy, look up, Internet.
There was no library in my school. Tell us about your school, please.
How do you know that? There were no computers or Internet in my time.
教学反思
第四单元课时导学案
年级
六年级
授课时间
课型
词汇课
课题
Unit4
课时安排
共（ 6）课时
第3课时
主备人
aaa
复备人
目标
依据
1.课程标准相关要求
能听懂、会说Part B中呈现的对话，并能在实际中得以运用。
能听、说、读单词或词组.
教材分析
教材呈现上，继续是以一般现在时与一般过去时的对比来运用的，本节内容涉及的面较多，有生活，爱好等方面。
学情分析
为了进一步巩固学生对一般现在时与一般过去时的理解，本部分内容将从结构上再次情调，以加强学生的理解。
学习
目标
听说读写单词及短语：cycling, ice- skate, badminton，go cycling
能听说认读句子：I didn’t like winter before. I bought it was too cold, and I couldn’t go cycling. How about now? Now I love to ice-skate, so I like winter.
评价
任务
小组评价，师生评价，自我评价
学习
重点
1. 听说读写单词cycling, ice- skate, badminton.
2. 记忆badminton.
学习
难点
1. 听说读写单词cycling, ice- skate, badminton
2. 记忆badminton.
教法学法
情景教学法 小组合作
借助拼读规则
课前
准备
多媒体课件、单词卡片
教学过程
学法指导
Step 1.
Go over the words. dining hall grass gym star easy
谈论学校的今昔对比。T: Tell us about your old school, please.
S1: There were no computers in my old school. 新- 课 -标- - 一- 网
T: How do you know that? S1: Our head teacher told us.
Step 2.
教学单词及词组：cycling, go cycling, ice- skate, play badminton.
( 1 )出示骑车的图片T: Which sport is it?板书cycling并教读。
（2）教师边做骑车的动作边说Go cycling, I can go cycling.。
（3）出示羽毛球拍图片T: Do you like badminton? Ss: Yes, I do. / No, I don’t. T: Can you play badminton? 板书并教读badminton，play badminton. I can play badminton.
（4）出示滑冰的图片，教学ice-skate. 边做动作边说：Ice-skate, Ice-skate， I can ice-skate.
2. 板书句子：I didn’t like winter before. I thought it was too cold, and I couldn’t go cycling.告诉学生think—thought, can – could.
3.板书句子How about now? Now I love to ice-skate, so I like winter. 请学生说出意思，全班齐读。
4. 播放Let’s learn录音，学生跟读。
Step 3.
学生开火车读单词，词组。
学生灵活运用所学单词及句子表演对话。
Finish Listen, match and say. (1) 听录音，把人物与做的活动连起来。（2）根据连线同桌对话：Before, Allen couldn’t ... Now ...
Step4、
读句子，选图片。X
|k（ ）1. She didn’t like winter before.
（ ）2.I love to ice-skate.
（ ）3. He could play badminton.
（ ）4. My sister couldn’t go cycling three months ago.
（ ）5. His brother could play the piano.
A. B. C. D. E.
二．选择正确的汉语意思。
1. I couldn’t go cycling . A. 我以前的学校里没有操场。
2. How about now? B. 你怎么知道的？
3. I didn’t like summer before. C. 我以前不会骑自行车。
4. How do you know that? D. 我以前不喜欢夏天。
5. There was no playground in my old school. E. 现在呢？
三．选择最佳答案。
1. There no library in my old city. A. is B. are C. was
2. Tell us your family, please. A. about B. at C. of
3. There computers in my old school. A. are B. were C. is
4. -- do you know that? -- I looked it up on the Internet.
A. What B. When C. How
5. I a bike every day. A. rode B. ride C. rides
学生小结：这节课我学到了 .1 . c|O |m
作业布置
将let’s learn 部分的内容进行替换练习
做学习巩固上的配套手册。
板书设计
Unit4 Then and now
cycling, go cycling, ice- skate, badminton, play badminton
I didn’t like winter before. I thought it was too cold, and I couldn’t gocycling. think – thought can -- could http://w ww .xk b1. com
How about now? Now I love to ice-skate, so I like winter.
教学反思
第四单元课时导学案
年级
六年级
授课时间
课型
词汇课
课题
Unit4
课时安排
共（ 6）课时
第4课时
主备人
aaa 莹
复备人
目标
依据
1.课程标准相关要求
能听懂、会说Part B中呈现的对话，并能在实际中得以运用。
能听、说、读单词或词组.
教材分析
通过主情景图对话的的形式来对比爱好的话题，进一步学习一般现在时与一般过去时的异同之处。
学情分析
本节课的内容较之又深入了一个层次，从逻辑关系上让学生学会日常话题的表达，以加深两大时态的学习。
学习
目标
听说读写句子：Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2.听说认读单词different, active.3. 听懂会说本课时的对话.
评价
任务
小组评价，师生评价，自我评价
学习
重点
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。
学习
难点
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I couldn’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。
教法学法
情景教学法 小组合作
借助拼读规则
课前
准备
多媒体课件、单词卡片
教学过程
学法指导
Step 1
1. Go over: go cycling ice-skate play badminton
教师做动作，学生一起说出短语并造句。Go cycling, I could go cycling.
Ice-skate, I could ice-skate. Play badminton, I could play badmint
------【以上为无格式内容概要，如需完整内容请下载】------
