Unit 4 B Lets talk.docx

Unit 4 Then and now Part B Lets talk 教学设计 滦县第三实验小学 张银辉一、 教材分析 1、Lets try板块通过Mike与陈杰讨论旧照片的情景呈现描述人物变化的核心句型： Before，I / he / it / was / wasn t Now , I / he / it / am, is(not) 帮助学生通过听力获得Lets talk板块的人物及场景信息，为进入正式对话学习做好准备。 2、Lets talk部分的核心句型是：Before，I was Now , I am 等， 教材通过Mike、陈杰和John三个小朋友一起在看老照片，谈论自己的变化来让学生感知上述句型的语义及语用情景，学会运用Before，I was Now, I am等来描述自己与他人的变化。二、学情分析六年级学生对英语学习兴趣整体有所下降，两级分化现象比较严重。教学中，教师应面向全体学生，以学生的发展为宗旨，始终把激发学生的兴趣放在首位，注意分层教学。六年级学生已经有了初步英语基础，教学中应引导学生端正学习态度，加强学习策略指导，掌握良好的学习方法，培养良好的学习习惯和创造性运用语言的意识。三、教学思路引导学生在语境中理解、学说对话，在情景中巩固、运用对话中的核心语言，语言活动设计从学说、操练到运用，层层递进，在滚动复现中实现巩固与内化，运用与提升。同时，注意活动安排的循序渐进，从逐个句型操练到对话操练，再由对话操练到自由创编，重视生生之间的交流，在交流运用中提高学生的语言表达能力。四、教学目标在设计教学时充分考虑到本课书的语言技能目标、语言知识目标、情感态度目标、学习策略目标、文化意识目标、帮助学生达成培养综合语言应用能力的目的。1、学生能听懂Mike与陈杰讨论的是什么，以及通过谈话信息猜测Mike所在的年级。2、学生能理解对话大意，并能正确朗读所学对话。能听、说、读、写句子：Before, I was quiet. Now, Im very active in class. I was short, so I couldnt ride my bike well. Now, I go cycling every day.并能在实际的情境中运用。3、能在图片的帮助下，在情景中恰当运用句I/she/He/wasbefore. I/ She/ He am/is She/He did/ didntbefore. Now I / He/ She am /is用3-5句话描述自己与他人在性格、爱好、行为等方面的变化。五、教学重难点 1重点：能听、说、读、写句子：Before, I was quiet. Now, Im very active in class. I was short, so I couldnt ride my bike well. Now, I go cycling every day.并能在实际的情境中运用。 2难点：掌握different， active的发音。教具准备 1单词卡片、点读机和光盘。 2人物图片、动画及课件。教学过程：Step I： GreetingHello，boys and girls. Im your new English teacher. And we are going to learn English together this class. Im from . My name is . You can call me Ms Zhang. Lets say “Good morning ”to each other, OK? T: Good morning, everyone. Nice to meet you.Step II: Warming up and Leading in1. Now, Im your new friend. You can know me better. Im years old. Im not young. I wear glasses. I have long hair. I like blue suit very much.2. But eight years ago, I was different. Do you want to look at my old photos? OK, what was I like before? Look! Before, I was young. I had short hair. I liked green very much. I couldnt use computers very well. Now, I use computers every class. So we are all different.Step III: Presentation1.Lets tryLook, our friends come to our class today, who are they? Yes, John and Chen Jie are visiting Mikes home. What are they talking about? What grade was Mike in? Lets listen and circle.Pay attention to this question: “What grade was Mike in?” ”was” tells us it was before. What grade is Mike in now? He is as old as you, he is in grade six.(Listen and circle, then check the answers.)2.Lets talk(1)Lets look at Mikes photos.Wow, Mike is younger in this photo, What is Mike wearing? How about this one? Mike is different .How did Mike change? Lets listen and underline the sentences on page 36.(listen and underline)(2)T: How did Mike change? Ss: Before he liked pink. Now he doesnt like pink. How do you know that? Underline the sentencesT:What other changes do you find? Ss: Before he was quiet. Now he is active. Underline the sentences in the talk.(3)Two students describe Mikes changes.Mike changed a lot, How about John? How did John change? Lets watch the video and find out the answer.Teach: go cyclingSs: Before he was short. He couldnt ride a bike well. Now he goes cycling every day. (4)Listen and repeat. l Role read the dialogue, then practice in groups. At last show two groups.3.PracticeEveryone is changing, and we are all different now. Lets talk about the changes .I have two photos of my daughter. How did she change? Lets have a look.e.g. Before, she was short. She had short hair. She liked red .Now, she is tall.