Chapter 6 In the old days（教案）-2025-2026学年新版香港朗文（2019）英语四年级上册

新版香港朗文四年级上册英语 《Chapter6 In the old days》教案 授课教师：________ 授课时间：_________ 累计___课时 课题 《Chapter6 In the old days》 课型 新授课 教材 分析 《In the old days》是围绕过去的生活展开的主题单元，通过描述香港几十年前的交通、通讯、居住和娱乐等方面，帮助学生理解今昔生活方式的差异。课文以祖父母的童年回忆为线索，引导学生掌握一般过去时的基本用法，特别是there was / there were句型和常见动词过去式，如played、wrote、took等，并结合telephone、tram、radio、letter、black and white TV等核心词汇进行情境表达。 学生将学会使用in the old days、many years ago、when I was young等时间短语描述过去存在的事物与活动，同时通过对比现在的生活，发展语言运用能力和历史认知意识。教材强调听说读写综合训练，包含人物访谈式文本、听力辨识、功能对话及写作任务，培养学生用英语讲述家庭故事的能力，并渗透珍惜当下、尊重长辈的文化价值观。 教学 目标 能说出过去生活的主要特征：能说出香港在过去交通、通讯、居住和娱乐方面的具体生活方式，如使用电车出行、通过写信联系亲友、住在木屋或拥挤的房屋中、收听收音机作为娱乐等。 会用核心词汇和时间短语描述过去：会正确使用telephone、tram、radio、letter、postman、black and white TV、market stall等词汇，并结合in the old days、many years ago、when I was young、back then等时间表达造句，描述过去的生活情境。 掌握一般过去时的基本结构与应用：会运用There was / There were进行肯定、否定及疑问句表达，能对单数或复数名词描述过去存在的事物；会使用常见动词的过去式如played、wrote、took、had、went等讲述过去的活动，并能使用Did…提问并作答。 体验比较今昔生活的过程：能通过对比现在与过去在通讯、交通、家庭生活等方面的差异，用简单英语表达变化，如“Now we use mobile phones, but in the old days, people used telephones.”，并理解社会发展带来的生活方式变迁。 教学 重难点 ▲重点： 1. 掌握一般过去时中There was / There were的用法，能准确描述过去存在的事物，如“There was a radio in the kitchen”和“There were many people at the market”，并正确使用否定形式There wasn’t / There weren’t及疑问句Was there…? Were there…? 2. 熟练运用本课核心词汇telephone、tram、radio、letter、black and white TV、market stall、postman等，结合时间短语in the old days、many years ago、when I was young、back then，在具体语境中描述过去的生活方式。 ■难点： 1. 正确区分并使用动词的一般过去式，特别是常见不规则动词go → went、write → wrote、take → took、have → had，并在问答中灵活运用Did…提问与回答。 教学 准备 教师准备：熟悉教材内容，掌握本课核心知识点，包括过去生活相关词汇如telephone、tram、radio、letter、black and white TV、market stall、postman、schoolbag、wooden house、crowded，以及时间短语in the old days、many years ago、when I was young、back then的用法。重点准备一般过去时中There was / There were的句型结构及其否定和疑问形式的教学示例，并整理常见动词过去式play → played、go → went、write → wrote、take → took、have → had的发音与应用实例。准备好课文中的访谈式文本材料，设计听力任务以帮助学生识别关键词和理解过去时句子。制作今昔生活对比图表，辅助学生进行口语表达和写作训练。准备多媒体资源，如老式电车、收音机、黑白电视、邮递员等图片或短视频，增强情境代入感。规划角色扮演活动，指导学生模拟采访祖父母的生活经历。 学生准备：预习本课核心词汇和时间短语，了解其含义并尝试用in the old days造句。回忆家中长辈讲述过的童年故事，思考过去与现在在交通、通讯、居住和娱乐方面的不同。准备回答关于过去生活方式的问题，如What did people use to communicate? How did children play after school? 并能使用There was / There were和动词过去式简单描述一种过去的生活场景。完成课前小调查，询问家人“你小时候有没有电视？”“你怎么和朋友联系？”等问题，为课堂交流积累素材。 流程 教学设计 二次备课 导入 方式：情境创设与实物对比相结合，通过展示老物件图片与现代生活物品的对照，激发学生好奇心 内容：教师手持一张黑白照片，照片中是一家人围坐在客厅里看着一台老式收音机，旁边放着一部旋转拨号电话。教师微笑着问：“Do you know what these things are? Who has seen a telephone like this?” 学生们纷纷摇头或好奇地猜测。接着教师拿出另一张彩色图片，是现在人们用手机视频通话的场景。“Now we can talk to grandparents on the iPad. But many years ago, people couldn’t do that.” 教师缓缓说道，“Back then, they wrote letters. The postman came every day to deliver them. Children didn’t have tablets. They played outside and listened to stories on the radio.” 教师播放一段老式广播的声音片段，声音沙沙作响，传出一首旧时儿歌。“This is what life was like in the old days,” 教师轻声说，“Let’s find out how your grandparents lived when they were young.” 目的：激活学生对过去生活方式的认知兴趣，建立今昔生活的直观对比，引导他们关注本课核心词汇和时间表达，为学习there was / there were句型及描述过去生活的情境做好语言和思维铺垫 教学内容与过程 环节一： 教师活动：教师展示一组对比图片，包括老式电话与智能手机、电车与地铁、市场摊位与超市、黑白电视与平板电脑。指着图片逐一提问：“What can you see in the old picture? Was there a mobile phone in the past? Did children play video games back then?” 引导学生观察并回答简单句子。 学生活动：学生观看图片，根据已有知识和教师提示，尝试用英语说出所见物品名称，并回答教师问题，如“No, there wasn’t.” 或 “They used trams.” 设计意图：通过视觉对比强化“今昔差异”的概念，激活学生的背景知识，帮助他们建立过去生活的情境感知。结合核心词汇与目标句型进行初步语言输入，为后续深入学习打下基础。 环节二： 教师活动：教师播放一段模拟祖父母讲述童年生活的录音，内容包含“There was a radio in our home.” “We didn’t have computers.” “I took the tram to school.” 听完后提问：“Was there a TV? What did he play after school?” 并板书关键句型There was / There were及其否定形式和疑问句结构。 学生活动：学生专注听录音，捕捉关键词汇和句子，回答教师的问题，模仿录音中的语音语调重复句子，并在笔记本上记录重点句型。 设计意图：听力输入帮助学生熟悉目标语言的真实使用场景，增强语感。通过问答训练理解能力，同时通过板书呈现语法结构，使抽象的语法规则具体化、可视化，便于学生掌握一般过去时的存在句用法。 环节三： 教师活动：教师出示一张老香港街景图，引导全班共同描述画面。先示范：“In the old days, there was a market stall on the street.” 然后鼓励学生接龙造句：“There was a black and white TV.” “There were many people.” “There wasn’t a shopping mall.” 教师及时纠正发音和语法错误。 学生活动：学生轮流用“There was…”或“There were…”描述图片中的内容，部分学生尝试使用否定句或提问形式参与互动，如“Was there a schoolbag?” 其他同学回应“Yes, there was.” 设计意图：通过集体描述活动，提供安全的语言输出环境，让学生在真实语境中操练目标句型。接龙形式增加趣味性和参与度，同时巩固单复数搭配及肯定、否定、疑问三种句式的正确使用。 环节四： 教师活动：教师分发阅读材料《Mr. Chan’s Childhood》，组织学生默读并完成表格填写任务：Transportation, Communication, Entertainment, Home Life。随后带领学生分析文本中的动词过去式，如played, watched, went, wrote，并总结规则与不规则变化规律。 学生活动：学生独立阅读短文，提取信息填入表格，标记文中出现的过去式动词，在教师指导下归纳动词变化类型，并朗读含有这些动词的句子。 设计意图：阅读任务培养信息提取能力，表格整理帮助学生系统梳理过去生活的各个方面。通过对动词的分类分析，强化对一般过去时动词形态的理解，特别是常见不规则动词的记忆与应用，突破教学难点。 环节五： 教师活动：教师组织角色扮演活动，邀请学生扮演“祖父母”，接受同学采访。提供问题支架：“What was your schoolbag like?” “Did you ride a bike?” “How did you talk to relatives?” 鼓励使用完整句子回答，如“When I was young, I wrote letters to my friends.” 学生活动：学生两人一组，一人扮演长辈，一人提问，使用功能句型展开对话。部分小组在全班面前展示表演，其他学生倾听并记录听到的一个新句子。 设计意图：通过角色扮演创设真实的交际情境，促进语言的实际运用。学生在问答中练习时间短语、核心词汇和过去时态，提升口语表达流利度与准确性，同时加深对家庭历史的情感连接。 环节六： 教师活动：教师投影写作范例《A Day in the Life of My Grandparent》，逐段讲解结构：开头引入时间背景，中间分述生活方面，结尾总结感受。布置写作任务，要求学生回家访谈家人后撰写短文，必须包含至少四个核心词汇和两个目标句型。 学生活动：学生阅读范文，识别其中的关键元素，如“In the old days…” “There was…” “She played…” 根据提示列出自己的写作提纲，准备课后完成作文。 设计意图：写作任务整合本课所学语言点，实现从听说到读写的迁移。范文引导帮助学生掌握篇章结构，明确写作要求，确保语言输出的规范性与完整性，同时延续家庭联系的情感教育价值。 拓展 与小结 拓展延伸： 1. Interview a family member about their childhood experiences and write down three differences between their life and yours using sentences with "in the old days" and "now". 2. Create a timeline showing how communication methods have changed over time from letters to smartphones with simple English labels and drawings. 3. Compare old and modern homes by drawing two pictures — one of a wooden house with a radio and schoolbag, the other of a flat with a computer and mobile phone — then describe each in three sentences. 4. Role-play a conversation between a grandparent and a child talking about free-time activities using past tense verbs like played, watched, and listened to. 课堂小结： 1. We learned how people lived in Hong Kong many years ago using words like tram, telephone, radio, letter, and black and white TV. 2. We used “There was / There were” to talk about things that existed in the past and practiced negative and question forms. 3. We described past actions with regular and irregular verbs such as played, went, wrote, took, and had. 4. We compared life now with life in the old days using time phrases like in the old days, when I was young, and back then. 板书 设计 《In the old days》 一、Key Concepts / Questions Life in the past → contrast with present life How people lived before: transportation, communication, housing, entertainment ★ Time expressions: in the old days · many years ago · when I was young · back then 二、Vocabulary & Language Structures · Core vocabulary: [transportation] tram [communication] telephone · letter · postman · radio [housing] wooden house · crowded [entertainment] black and white TV · market stall · schoolbag · There was / There were (past existence): → There was a radio in the kitchen → There were many children at school → There wasn’t a TV in their home → There weren’t any cars in the village → Was there…? Yes, there was / No, there wasn’t → Were there…? Yes, there were / No, there weren’t → How many… were there…? · Simple Past Tense: → regular verbs: played · lived · called · watched → ★ irregular verbs: go → went · write → wrote · take → took · have → had · do → did · say → said → Did you…? Yes, I did / No, I didn’t → They didn’t go to school 三、Functional Expressions & Comparisons · Asking about the past: → What was life like in the old days? → Was there a playground near your house? → Did you play outside after school? → What did you do for fun? → How did people communicate? · Making comparisons: → Now we use mobile phones, but in the old days, people used telephones → Today we send emails, but back then, they wrote letters → Children now watch cartoons on tablets, but before, they listened to stories on the radio 四、Summary ★ Life in the past: simple technology · close family ties · different daily routines Language focus: There was/were · past verbs · time phrases · yes/no questions with Did [Final output task] A Day in the Life of My Grandparent – describe using full sentences and correct past forms 教学 反思 成功之处：导入环节使用祖父母童年照片对比现代生活场景，有效激发学生兴趣，大部分学生能主动用in the old days和there was / there were句型描述图片内容。词汇教学结合实物图片与情境卡片，帮助学生清晰理解telephone、tram、black and white TV等词的含义，并在小组对话中准确输出。听力任务设计紧扣关键词识别，学生能正确捕捉was there / were there问题的答案，达成预期目标。 不足之处：部分学生在使用不规则动词过去式时出现混淆，如将wrote说成writeed或went说成goed，特别是在自由表达环节错误率上升。疑问句Did you…?的回答虽能模仿应答，但部分学生未真正理解助动词did后需接动词原形的语法规则。写作任务中，少数学生未能完整包含所有要求要素，时间短语和核心词汇遗漏较多。 改进设想：增加不规则动词分类记忆活动，如按发音或形式归类（go-went, write-wrote），配合动作表演强化记忆。在语法讲解中加入显性对比练习，例如展示“I take the bus”与“I took the bus”并引导学生发现变化规律。写作前增加范文分析与结构拆解环节，提供清晰的写作框架表供学生参考，确保内容完整性。 教学亮点：一名学生在角色扮演活动中自发使用“Back then, we didn’t have tablets, but we played jianzi every day. It was fun!”引发全班共鸣，多名学生随后模仿此句式进行创造性表达。小组制作的“Then and Now”对比海报图文并茂，语言准确度高，体现对主题的深入理解。 待解决问题：如何帮助基础薄弱学生更好地区分规则与不规则动词过去式？如何在有限课时内平衡语言准确性与表达流利性之间的训练？ 学科网（北京）股份有限公司 $