【教学设计】PEP8Unit4-B-Lets-talk.doc

六下Unit4B Lets talk教学设计一、教学目标：知识目标：1.全体学生能够听、说、认读different，active, go cycling。2.全体学生能够按照正确的语音、语调及意群朗读对话，正确回答对话的问题并能进行角色表演。3.大部分学生能够听、说、读、写，并在情景中运用句型 Before, I was.,now, I am./Before, I liked.,now, I dont like./Before, I couldnt .,now, I .对比过去和现在自己的变化。能力目标：部分学生能在情景中恰当运用句型描述自己外貌、性格、喜好、能力、等方面的变化。情感目标：让学生正视自己的变化，体验成长的喜悦。二、教学难点：能够在语境下讨论和写自己的变化；在用一般现在时和一般过去式进行对比时，be动词、情态动词、和实意动词容易混淆。三、教具准备：单词卡片和课件四、教学过程Step One Homework showLittle teacher comes to the front and check homework.【设计意图：1.检查孩子课前作业，反馈孩子的英语水平2.激活孩子描述自己外貌性格，喜好和能力的词汇、句子】 Step Two Greetings Know each otherI know something about you .I am your new teacher this class.Do you want to know something about me?You can ask anything about me. Ss ask me about me about my name,height,weight,age/ability/like and dislikes. I am going to answer and ask back and also compare.【设计意图： 1 .消除陌生授课老师给孩子们带来的紧张不安，让孩子们轻松愉快的进入本节课的学习；2.为后面表述变化中的now时，在话题和句型上做铺垫】Step Three Presentation一Listen and choose.Look ,Chen Jie and John are at Mikes home.They are talking.What are they talking about? Watch and choose. Hobbies or Changes?Yes change.I will teach the word change and ask why Ss think so.Because Chen Jie says.?One student answers. Yes,we are all different now.I will teach the word different.【设计意图：1.让孩子们整体感知对话和情景；2.引入本课话题change ，并追问原因，引导学生学会独立思考3.了解对话基本结构是John and Mike两个人的变化】二About Mikes change1. Look and say. Mike is different. How does Mike change? Look,that was Mike before.This is Mike now. Look and say.How does Mike change? Students talk about Johns changes.He is.now. 【设计意图：1.结合实际，猜测Mike的变化，可以发挥孩子们的想象力；2.激活学生脑中已有的旧知(第一单元的比较，也可用来描述变化）】2. Read and fill in the blanks.Now read this part and underline Mike change. 1 minute for you.【锻炼孩子们捕捉关键信息的能力；愿意分享别人的变化】3. Check Mikes change 1.Are you ready? Who can?You please.1 student answers.Yes John says you are wearing a pink T-shirt.I will teach the word wearing,and show Ss: Look!I am wearing a red coat.You are wearing red and blue school uniforms.Is Mike wearing a pink T-shirt now?Ss say no.So Mike says.?Who can?I dont like pink now. So as for color,Mike says,before I liked pink,now I dont like pink.At the same time,I will put up the two sentences on the blackboard.Pay attention to the red word :Before I liked. Now I dont like.【设计意图：学会总结人物变化；引导孩子们注意对比时，两种不同的时态】2.Any other change about Mike? Mike says.? One student say ,If the student can say the new word,let her/him teach the word active.So as for character,Mike says,before I was quiet,Now I am very active in class.At the same time,I will put up the two sentences on the blackboard.Pay attention to the red word :Before I was. Now I am.【设计意图：以学生为主体，让小老师教授新词，增强孩子学习英语的兴趣；兵教兵，孩子的学习效果会更好】4. PracticeTalk in pairs. As for character,before I was quiet. Now I am active.How do you change?Talk in pairs about your changes about age height,weight,and character. 1minete for you.Let Ss talk about their changes about likes and dislikes in the same way.【设计意图：小老师示范，生生练习，进行有意义的练习，让孩子们学以致用，活学活用Before I was /didnt like. Now I am/like .】3 About Johns change1.Listen tick and cross.Now we know Mikes change.How does John change?This time we will listen tick and cross. Who can read?1.Before John could ride a bike well.( )2.Now he goes cycling every day.( )I will teach the word could and go cycling.If students can read,let Ss teach it.【设计意图：Mike的变化让孩子们读，而John的变化让他们听音，给孩子不同的视觉和听觉体验，防止孩子疲劳；判断对错，孩子们可以抓住关键信息也是听力难点couldnt】2.Check the answer.No.1,yes or no?Why?Because John says.? One student answers:Before I was short,so I couldnt ride my bike well.No.2,yes or no?Why?Because John says.? One student answers:I go cycling every day.Let one student teach the word cycling make sentences.【设计意图：引导学生独立思考，知其然知其所以然】I will talk more:I go cycling every day.I think thats good exercise.What else is good exercise? Ss answer.【设计意图：复习关于运动的词汇短语，引导学生多运动才可以强身】So how does John change? John says.?Who can?You please.One student comes to the front and put up and read the sentences:Before I couldnt ride my bike well.Now I go cycling every day.The student will set an example and say:Before I couldnt.Now I can.How do you change?Talk in pairs.【设计意图：小老师示范，生生练习，进行有意义的练习，让孩子们学以致用，活学活用Before I couldnt . Now I can.】Step Four Practice1.Listen repeat and immitate important sentencs.【设计意图：重点训练表示变化的句子的语音语调和语气；为后面分角色朗读做铺垫】2. Read in roles.【设计意图：机械训练，体验不同孩子谈论变化时的心情，为复述对话做铺垫】3.Retell the dialogue. Now lets retell it .And remember the mind map can help you retell.Mike and John change a lot.【设计意图：转换人称，复述对话，思考并输出；同时指导孩子们学习方法思维导图可以帮助复述】Step Five Progress1.Main scene lead inJust like you ,my students are leaving from primary school.Many of them wrote me graduation message.Lets read one of them.【设计意图：我的孩子们即将毕业，写毕业留言，作为拓展的语境，合情合理，符合孩子实际；分享变化，并以此示范，为孩子们的写作做铺垫】2.Write about their changes during primary school Write a graduation message to your English teacher.Tell her about your changes during primary school.Remember the mind map can help you write.【设计意图：孩子们即将毕业，写毕业留言；对写作加以指导，思维导图会降低写作难度】3.Share two students writing.Who can share your changes ?Come to the front.please.You change a lot.【设计意图：让孩子们关注到自己在外貌、性格、喜好、能力等方面的变化，在这毕业之季，更乐于分享自己的变化，聆听别人的变化】4. Enjoys photos from students.From grade one to grade 6,you are taller and taller,stronger and stronger ,smarter and smarter,you can do more and more things.Some are good,some are bad.We should try our best to make happy and healthy change!【设计意图：概括孩子们的变化，让孩子们感受到变化带来的快乐，同时点拨变化有好有坏，孩子们应该向着快乐，向着健康的方向，竭尽全力，努力改变】Step Six SummaryBefore class,I was quite.Now I am active.Before I coulnt read .Now I can read .Before I coulnt talk abo