【译林版】6A Unit4 Then and now (story time)赛课课件
Then
Mike could _____ read draw . and _____ Mike couldnwrite ’t _____ .
Now
Mike can do many things . j s d
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can
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Discuss and match
四人一组，自读第2和第4段，讨论配对 twenty years ago now
Twenty years ago, I could cook.
Twenty years ago, I couldn’t drive.
Twenty years ago, I couldn’t write.
Unit 4
and
Let's predict
six years ago
twenty years ago
He reads e-books too.
Listen and repeat
2 Twenty years ago, Mr Brown wrote letters to his friends. He used the telephone at home and in the office to call people. Now he has a mobile phone and he can call people anywhere. He also writes emails.
（无论）
from all over the world
She has e-friends from all over the world.
A. She has e-friends from different countries in the world. B. She has e-friends in China.
（
）
Now Mrs Brown does shopping on the Internet. （
）
Watch and judge
Watch and judge
1 Six years ago, Mike could write. couldn't 2 3 4 Twenty years ago, Mr Brown used the telephone. （T ） Now Mike’s grandpa listens to radio for news.
Unit 4 Then and now (Story time)
Let's talk
My
card
Cindy Name: _________
29 Age: __________
teacher Job: __________ cook, drive Abilities: sing, __________
（F ）
（F ）
can read and watch news on the Internet
Now Mrs Brown does shopping on the Internet. （ T ） =go shopping
Listen and underline
Underline what Mike could or couldn't do in paragragh1.
Listen and repeat
3 Thirty years ago, Mike’s grandpa listened to the radio and read newspapers for news. Now he can read and watch news on the Internet.
Let's talk
drive
teach cook
Let's talk
twenty years ago
Rules(游戏规则)
判断我说的情况是真是假。 如果是真的，请大声说“Yeah，yeah， yeah”， 如果是假的，请大声说“No， no，no”并说出正确的句子。
Twenty years ago, I could sing.
Discuss and match
twenty years ago now
office
anywhere
He can call people anywhere.
A. He can call people in the office. B. He can call people no matter where they are.
Read and answer
1 How did Mike’s grandpa get for news 30 years ago? He listened to the radio and read newspapers for news. 2 How does Mike’s grandpa get for news now? He reads and watches news on the Internet. He reads e-books too.
Fill in the blanks
Fill in the blanks
write
Fill in the blanks
on the Internet E-books
Fill in the blanks
lettlanks
at school
from all over the world
thirty years ago
Watch and judge
1 Six years ago, Mike could write. （
）
2 3 4
Twenty years ago, Mr Brown used the telephone. （ ）
Now Mike’s grandpa listens to radio for news.
from shops
Say in pairs
Listen and repeat
1
Six years ago, Mike could read and draw, but he could not write. Now he can do many things.
Listen and repeat
译林版(三起)六年级上册英语Unit4 Then and now (第一课时)教案
六上Unit4 Then and Now 教学设计一、教学内容：教学内容是译林版《英语》（六年级上册）Unit4 Then and now(Story time)板块。
二、教材分析：译林版《英语》（六年级上册）Unit4 Then and now的Story time板块通过对比Mike 一家人过去和现在的学习、工作和生活等方面，让学生感受科技如何改变生活。
全文一般过去时和一般现在时同时出现，在对比中辨析两种时态，试图让学生巩固熟练运用。
三、教学目标：1．听说读单词e-book, mobile phone, newpaper, radio, telephone, e-friend, 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…could/ could not…3．通过过去和现在的对比，感受个人的成长和社会的进步。
四、教学重难点：重点：能正确地理解并朗读对话内容，在教师的引导和帮助下复述课文内容。
难点：能正确使用一般现在时和一般过去式表达过去和现在的事情。
五、教学过程Step 1. Lead-in1.T:We know each other well. Try to say something about me.S: You like... You can...T: So look at the picture, who’s that?Thirty years ago, what could I do? You could... You couldn’t...T:You see I have changed a lot , so you can say a lot of changes about me , todayWe’ll say more changes about some other people.Step2. PresentationA.Watch and choose1. T: Now I’ll show you a family. Do you know them? Who is he/ she? ( Mike, Mr Brown, Mrs Brown, Mike’s grandpa）2. Then, how about this boy? Yes, this is Mike six years/ Mr Brown twenty years ago/ Mrs Brown twenty years ago/ Mike’s grandpa thirty years ago.T: Try to guess, what’s this passage about?T:What’s the title of this passage? Watch and chooseT: Today, we are going to talk about Then and now.B: Read and try to say1.Try to talk about MikeT This boy, he is Mike. Now, he is a young boy. And he can do many things now. Let’s imagine, what can he do?Read about Mike2.Talk about Mr BrownSay it in pairs.Think about it.T: Can you say the difference between the telephone and the mobile phone?Which do you like better?Read the second part.3. Talk about grandpaSay it in pairs.Think about it.T:Do you know the radio? And do you use the radio to get news now?Except for getting news, what else can we do by using the Internet?What are the difference between an e-book and a book?Read the part about grandpa.4. Talk about grandpaSay it in pairs.Think about it.T:She has e-friends from all over the world, what does this sentence mean?Read this part.4．Listen and repeat5．Try to talk about the changes of Mike’s family.6．Talk about: What do you think of their changes?Step3. Post –taskToday we know the changes of Mike’s family. Like his family, we have our own stories.And with the computer, with all these modern equipments, our life has changed a lot. yes, we can get information fast. Our work is more effective. Our life is more convenient. It is easy for us to do many things. And the most important of all, it brings us happiness. This is because of E-time.1.E-time is around us, it is in our family, It makes our life happier.It is in our school, It helps us to study more and faster.It is in our city. It makes our life convenient and effective.2.Say something about your familyT: Today we know the changes of Mike’s fam ily. Like his family, we have our own stories, it’s your turn to say something about your story.Step4. Homework1.Try to retell story time.2.Talk to your friends about the changes happen on you.3.Think about more changes of our life, try to say them in English.教学反思：本节课以“changes”为主题，感受Mike一家的变化，从中学习人物的能力变化，外貌变化以及生活方式的变化。
译林新版《英语》六（上）Unit 4 Then and now Story time
近期，在一次以“小学英语思维导图教学模式的建构与实践”为主题的研讨活动中，笔者有幸观摩了两节同题异构的小学六年级英语课。
两节课分别由不同地区的两位教师执教，他们向我们展示了各具特色、风格迥异的精彩课堂，给我们留下了非常深刻的印象，同时也引发了笔者深度的反思。
主要教学环节展示如下表：一、一样的热身，不一样的导入课前热身能够帮助教师在较短的时间内集中学生的注意力，调动学生的积极性，激发学生的学习兴趣。
课例一中教师通过让学生欣赏歌曲，观看自己过去的照片，从听觉与视觉方面着手，逐步引入句型：Twenty years ago,I could.../Icouldn’t...同时引导学生运用句型“...years ago,I could/couldn’t...”介绍自己过去的情况，强化句型。
课例一中教师利用学生对教师真实的生活、爱好、家庭等情况的好奇，于无声中引入一般过去时，做到了未成曲调先有声。
课例二则在欣赏过去与现在生活变化的视频之后，直奔主题Then and now。
随后通过游戏进行Story time板块的词汇教学，有效地弱化学生学习的难度。
紧接着训练学生运用“Then,we used the...”“Now,we have the...”进行过去与现在生活的对比，抛出问题“Whose lives changed?”，引出课文的学习“Mike’s family members’lives changed.”。
课例二中整个教学过程简洁明快，直入主题Then and now，没有太多的兜兜转转。
不管是课例一中逐步引导学生谈过去的变化，还是课例二中直接进行现在与过去的对比，这两节课都巧妙地利用多种导入方式调动学生学习的积极性，让“课前热身”这一小环节发挥作用，让学生在不同的活动中乐于参与、乐于表达。
二、一样的思维导图，不一样的切入方式思维导图作为教学工具，能够使教学删繁就简，突出重点，提高学生的学习效率。
两位教师都在课堂中使用了思维导图，但其切入点不同。
译林英语六年级上册第四单元Unit4 Then and Now (Story time)
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What could Mike do?
Mike
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can
w ?
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Mike could read and draw, but he could not write.
Mike
The change of ability 能力的变化
Six years ago Mike could read and draw, but he could not write. Now he can do many things.
Internet too.
What are the changes in the text ? Tick them out.
1
2
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 have a rest the way to get news People are changing.
They were eggs two days ago.
They are cute chicks.
Байду номын сангаас and
A
B
判断照片中的物品属于“过去”还 是“现在”，属于“过去”就大声 说“then”，属于“现在”就大声 说“now”。 Then Now
a mobile phone
It’s a book without paper. It has a screen(屏幕). You can carry it with you. What’s this?
六年级英语上册素材-Unit4 Then and now课文翻译 译林版(三起)
Unit 4 Then and now过去和现在Pages 36-37 Story time❶Six years ago, Mike could read and draw, but he could not write. Now he can do many things.六年前，迈克会阅读和画画，但是他不会写字。
现在他会做很多事情。
❷Twenty years ago, Mr Brown wrote letters to his friends.二十年前，布朗先生写信给他的朋友们。
He used the telephone at home and in the office to call people.他用家里和办公室里的电话给人们打电话。
Now he has a mobile phone and he can call people anywhere.现在他有了一部手机，可以在任何地方给人们打电话。
He also writes emails.他也写电子邮件。
❸Thirty years ago, Mike's grandpa listened to the radio and read newspapers for news.三十年前，迈克的爷爷听收音机和看报来获取新闻。
Now he can read and watch news on the Internet. He reads e-books too.现在，他可以在网上阅读和看新闻。
他也看电子书。
❹Twenty years ago, Mrs Brown made friends at school.二十年前，布朗太太在学校交朋友。
She bought things from shops.她从商店里买东西。
Now she has e-friends from all over the world.现在她有来自世界各地的网友。
She does shopping on the Internet too. 她也在网上购物。
Unit4 Then and now单元教学设计-优秀教案
英语
六年级
教科书版本及章节 单元（或主题）教学设计
译林版 6A Unit4
单元（或主题）名称 1. 单元（或主题）教学设计说明
Unit4 Then and now
本单元的话题是“过去和现在”，通过对比 Mike 一家人过去和现在的学习、工作和生活等方面， 让学生感受科技如何改变生活。本单元在前几单元的基础上，对一般过去时做进一步呈现，而一 般现在时的句型在五年级上学期已经学过。把两种时态放在一起对比呈现，是一个教学难点。本 单元的目标词汇都是家庭生活的一些必需品。
2. 学习者分析
一般现在时态学生在五年级已经学过，但有的学生掌握得并不扎实。一般过去时态学生有了 前三单元的积累，掌握得较好。教师要启发学生通过观察、对比等方式，总结归纳两种时态的用 法，并尝试在正确的语境中使用。
3. 学习目标确定
【语言能力】 1. 能听懂、会读、会说、会写 telephone, mobile phone, radio, newspaper, e-book, anywhere 和 office,并能初步运用； 2. 能听懂、会读、会说日常用语 could/could not …以及熟练使用动词过去式的表达； 3. 能有感情地朗读课文，并尝试复述课文内容； 4. 能熟练运用本课所学的词汇和日常用语谈论自己或他人过去和现在会做的事情； 【学习能力】 通过自主阅读和合作学习，初步感知一般过去时动词的不规则变化及读音。 【思维品质】 通过角色表演、看图复述、文本拓展等多种课堂活动，提升学生思维的发散性和创新性。 【文化品格】
family. What are they? (播放动画) T: Can you say something about Mike’s
family? (PPT 呈现句型) 例：Six years ago, Mike was short. Now he is tall. 2. T: They have changed a lot. And in this lesson, we’ll know more about the changes of Mike’s family. T: This boy is Mike. Now, he is a young boy. And he can do many things now. Let’s guess, what can he do? T: Could Mike do all these things six years ago? What could he do? Can you guess? What couldn’t he do? T: So six years ago, Mike could read and draw but he couldn’t write. (师生一 起读文本) T: Can you describe little Mike six years ago and young Mike now? T: So the way of Mike’s ability is changing. 3. T: How about Mr Brown? How did he keep in touch with his friends twenty years ago? How does he keep in touch with his friends now?Let’s fill in the blanks together. 4. Now try to describe Mr Brown. (学生复述) T: So the means of contact is changing. 5. T: How about Mike’s grandpa? How did he get news thirty years ago? (提醒学生 read 作为过去式时的读音) T: How can he get news now? T: Let’s read this paragraph together. Then describe Mike’s grandpa. (学生复述) (贴板书)
《Unit 4 Then and now》Story time教学设计-《英语》六年级上册译林版三起
《Unit 4 Then and now》Story time教学设计[课题]：译林版小学英语六年级上册[教材简解]：本节课所执教的是译林小学英语六上《Unit4 Then and now》---Story time。
本单元的话题是“过去和现在”，通过对比Mike一家人-------Mike, Mr Brown, Grandpa, Mrs Brown过去与现在的学习、工作和生活等方面，呈现了个人自身的成长变化和科技对生活和工作的影响。
本节课在前三个单元的学习基础上，对一般过去时做进一步呈现，而一般现在时的句型在五年级上学期已经学过。
把两种时态放在一起对比呈现，是本课的教学难点。
在教学中，教师启发学生通过观察、对比等方式，总结归纳两种时态的用法，并尝试在正确的语境中使用。
[目标预设]：根据本单元特点及新课标对六年级学生英语学习能力的要求，本单元的教学目标定为以下几方面：知识目标：1、能听懂、会说、会读、会拼写词汇: then, mobile phone, e-book, email, anywhere,use, radio, newspaper, make friends, all over the world.2、掌握不规则动词过去式的发音及用法：can-could, write-wrote, make-made,buy-bought, read-read.3、能听懂、会说、会读和会写句型: …years ago, he/she…. Now he/she….能力目标：1、能听懂，会说，会读语篇内容并能简要复述.2、能用英语互相交流各自的成长变化。
3、能运用所学内容进行对话表演和短文写作。
情感目标：1、激发学生学习英语的兴趣，增强学生学习英语的自信心。
2、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、难点]：1、一般过去时与一般现在时的比较和运用；2、能听懂，会说，会读并能简要复述语篇内容。
新译林牛津小学英语6A《Unit4 Then and now Story time》教案
新译林牛津小学英语6A Unit4 Then and now Story time教案一，教学内容：新译林牛津小学英语6A Unit4 Then and now Story time二，教材及学情分析：译林新版《英语》六（上） Unit4 Then and now Story time讲述了Mike的家庭成员在不同的年代，其在个人能力，通讯工具，学习用品，社交方式方面的前后变化。
内容涉及到若干事物，篇幅较长，语法上混合了过去时和现在时，六年级的学生刚刚进入六年级英语内容的学习，也只是初步学习了过去式，本节课需要学生在两个时态里进行自由切换，难度较大。
教师如何让信息量大的内容变得简约简洁，如何把语篇信息分解成易于理解和记忆的“块”，笔者在讲备时使用了思维导图作为支架指导本课的教学设计，旨在能够追求高效的课堂，让学生能够让学生在短时间内有效掌握本课的教学内容和目标。
三，教学目标：1.学生会听、说、读、写单词：then and now, ago, office, newspaper, news, e-book, with, yesterday。
2. 学生能够尝试并初步学会自读课文，了解文章的内容，并能够自己进行读书笔记的记录。
3.学生能够初步尝试设计板书，能根据板书复述课文。
4.学生们能够谈论自己对过去和现在的不同生活的感受。
四，教学重、难点。
能够听懂、会读、会说文本中的单词“telephone, mobile phone, e-book, Internet”和主要句型“…ago, …could/couldn’t…”“…ago, he/she/they…”，并能在情境中恰当运用以上句型。
学习策略和情感目标是：乐于参与课堂活动，能利用思维导图开展阅读和讨论活动，并能就不同的生活状态提出自己的看法，知道不是所有的变化都是有利于人类的。
五，教学过程：巧用思维导图支架丰富教学设计（一）呈现目标，知己知彼，激发动力六年级学生的思维正在由形象思维向逻辑思维过渡，他们对与自己生活相关的话题比较感兴趣，喜欢通过交流获取信息，愿意用所学语言完成教学任务，也具备用简单的话将自己及朋友和家人生活中的变化说出来与他人分享的能力，（吉桂凤，2015）如使用“Then, …used the…Now, …has…”等。
六年级上册英语教案-Unit4Thenandnowstorytime译林版三起
教案：六年级上册英语教案 Unit 4 Then and now Story Time一、教学目标1. 知识目标：（1）能够听懂、会说、会读本节课的生词和重点句子。
（2）能够理解并运用过去时和现在时描述事物的变化。
2. 能力目标：（1）能够通过图片和文字资料，运用过去时和现在时描述事物的变化。
（2）能够模仿、表演故事，提高口语表达能力。
3. 情感目标：（1）培养学生的观察能力、思维能力和创新能力。
（2）培养学生热爱生活，关注社会发展的意识。
二、教学内容1. 单词：market, post office, hospital, school, supermarket, restaurant, library, zoo, park, pool, sea。
2. 重点句型：（1）Look at the picture. What's in the picture?（2）What's he/she doing now? He's/She's ateacher/driver/doctor/farmer/cook/waiter/librarian/zookeeper/ postman/waitress/swimmer/soldier.（3）What was he/she doing long ago? He was/She was a doctor/farmer/cook/waiter/librarian/zookeeper/postman/waitres s/swimmer/soldier.三、教学重点与难点1. 重点：能够听懂、会说、会读本节课的生词和重点句子，能够运用过去时和现在时描述事物的变化。
2. 难点：过去时和现在时的运用。
四、教具与学具准备1. 教具：PPT、图片、单词卡片、录音机、磁带。
2. 学具：课本、练习册、笔、纸。
五、教学过程1. 热身（5分钟）（1）跟唱歌曲 "What's your name?"。
译林英语6上Unit4Then-and-now(storytime)教学设计.doc
译林英语六年级上册Unit4 Then and now (storytime)教学设计一．教学内容：译林英语六年级上册6A Unit4 Storytime二．教学目标：1知识目标：1）能听懂、会读、会说词汇： then and now, use, telephone, mobile phone, anywhere, radio, make friends, all over the world, do shopping。
2）能听懂、会读、会说、会写词汇：ago, office, newspaper, news, watch, e-book, with, yesterday。
3）能听懂、会读、会说、会写句型：ago, he/she Now he/she。
4)能正确理解故事内容，有感情地朗读故事。
2能力目标：学生通过观察、对比等方式总结归纳一般过去时和一般现在时两种时态的用法，并尝试在正确的语境中使用。
3情感目标：1）通过对比 Mike 一家人过去与现在的学习、工作和生活等方面，让学生感受科技对生活和工作的影响。
2)通过过去和现在的对比，感受个人的成长和社会的进步以及自己成长过程中的得与失。
三．教学重点：1能正确理解故事内容，有感情地朗读故事。
2掌握四会词句。
四．教学难点：1一般过去时与一般现在时的比较和运用。
2mobile phone 的读音及动词过去式 .五．教学准备和策略：1学生已有的学习经验：本单元是在前三个单元的基础上，对一般过去时做进一步理解和运用。
而一般现在时的句型学生已在五年级上学期学过。
2学生可能遇到的问题：两种时态有所混淆。
3教学策略：A.通过观看光盘，创设情境，组织游戏等活动帮助学生建构知识B.让学生在主动探究、合作学习的过程中，内化知识，提升能力。
C.启发学生通过观察、对比等方式，总结归纳两种时态的用法，并尝试在正确的语境中使用。
4.教学准备： PPT、旧照片若干（家、学校、城市）预习作业： 1 听 U4 Story time 录音，试读课文。
[译林版]6A Unit4 Then and now获奖教学设计
6A Unit4 Then and now获奖教学设计课题：译林版英语6A Unit4 Then and now教材简析：译林版《英语》（六年级上册）Unit4 Then and now的Story time板块通过对比Mike一家人过去和现在的学习、工作和生活等方面，让学生感受科技如何改变生活。
全文一般过去时和一般现在时同时出现，在对比中辨析两种时态，试图让学生巩固熟练运用。
目标预设：（一）认知目标：1.能听懂、会读、会说日常交际用语…ago, he/ she…. Now he/ she…等。
2.能听懂、会说、会读、会写词汇then and now, use, telephone, mobile phone, anywhere, radio, make friends, all over the world, do shopping；能听懂、会说、会读词汇ago, office, newspaper, news, watch, e-book。
（二）技能目标：1.初步理解Story time的内容，理清文本脉络。
2.能辨析一般过去时和一般现在时。
（三）情感目标：通过学习Story time，让学生感受到“世界变化飞快，生活变得更好。
”重点难点：重点：1.能听懂、会读、会说日常交际用语…ago, he/ she…. Now he/ she…等。
2. 能听懂、会说、会读词汇ago, office, newspaper, news, watch, e-book。
难点：：1.初步理解Story time的内容，理清文本脉络。
2.能辨析一般过去时和一般现在时。
设计理念：“巧设情境、合作探究、运用内化”设计思路：一、读前：巧设情境、激发兴趣。
播放过去和现在物品对比，互动交流，提炼主旨内容。
二、读中：理解文本内容，掌握阅读方式。
自主学习、合作探究、小组合作、自主选择。
三、读后：拓展应用提升，凸显文本价值。
四、作业布置。