1、PEP小學英語六年級下冊Unit 4 Then and now Part B Lets try Lets talk 一、 教學目標 1. 認知目標：能夠聽、說、讀、寫句子：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.能夠理解掌握單詞：cycling、different、active。學生能夠理解對話大意，能夠用正確的語言、語調朗讀對話；2.能力目標：能夠在情景中恰當運用句型：Before,I.Now,I.

2、3.情感態度目標：教育學生不斷學習，追求進步。二、教學重點：掌握重點句型：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.能在情境中熟練運用所學對話。三、教學難點：學會在句子表達中混合使用一般現在時和一般過去時。四、教學方法：任務教學法與情境教學法相結合五、教學準備：PPT,照片，多媒體設備。六、教學過程： Step1:Warming up 1. Greeting . 2. Sing a song

3、 Changes in me3. Look at the pictures, read and spell.4.How did you change?(Students answer)5.Look at Miss Fengs photos. How did she change?T:These are my photos. How did I change? （設計意圖：通過歌曲熱身，活躍課堂氣氛，復習已學的知識，讓學生激發舊有的知識。看老師的照片激發學生的學習積極性，為過渡到本節課的學習內容打下鋪墊。）Step2:PresentationNow, lets look at Mikes old

4、 photos.Lets tryT:Mikes friends are visiting his home. They are looking at his old photos. What are they talking about?1. Scan the questions in Lets try.2. Listen and circle.3. Check the answer together.（設計意圖：明確聽力練習題目要求，提高學生英語聽力）4. Listen again and think about: How did Mike change?Teacher writes dow

5、n the answer.（設計意圖：讓學生帶著問題聽錄音，有助于集中學生注意力，提高課堂實效，并為Lets talk教學做鋪墊。）Lets talk1. T:How did Mike change else? Lets look at the dialogue in Lets talk. Look at the flash, then think about: How many students are there in the dialogue? Who are they?2. Listen to the tape again, think about: How did Mike chan

6、ge?Teacher teaches the word “active”and writes down the answer.3.Listen and follow, think about: How did Mike change else? Teacher writes down the answer. Then do some exercise.（設計意圖：讓學生帶著問題學習對話，做到有的放矢；同時讓學生學以致用。分組評比激發學生的積極性）4.T:Mike is different, I am different, too. We are all different now. Befor

7、e, I couldnt go cycling. But now,I can go cycling.Can you go cycling?Could you go cycling five years ago?Why couldnt you go cycling five years ago?Teach the sentences: I was short, so I couldnt go cycling. 5.T:John is looking at Mikes old photos, too.He is different, too. How did he change? Read the

8、 dialogue by themselves, then answer the questions, teacher writes down the answer.6.Look at the blackboard designing, retell Mikes and Johns changes.(及時表揚回答問題積極的學生。)（設計意圖：更加扎實深入的學習對話，提高學生的閱讀理解和表達能力。）7.Listen to the tape and follow, imitate the intonation. （設計意圖：跟讀糾音，學習純正的語音語調。）8.Role play.a. Role p

9、lay in group.b. Dubbing specialist.(配音員)（設計意圖:通過小組分角色朗讀提高學生讀的能力：配音員活動檢查了學生對文章的熟練程度，分角色朗讀給我學生展示自我的機會，培養學生良好的朗讀習慣,同時激勵學生認真朗讀，爭取讀得更好。）Step3:Practice1. Look at the pictures and judge.His hair was long. ( )He was thin before. ( )He can drive a car. ( )He is stronger than before. ( )He couldnt do kung fu

10、before. ( )（設計意圖：通過小練習，檢查學生對一般現在時和一般過去時的理解程度 。）2.Look at the pictures and discuss.（設計意圖：通過在一定情境下的交流，學會綜合運用新舊句子，檢查學生的句子綜合運用能力，訓練學生的口頭表達能力，訓練學生的思維能力，交際能力，提高學生的語言交際能力。）3.Talk about your friendschanges with their old photos, then have a show.（設計意圖：激活學生的知識背景，讓學生多說、多運用。讓學生利用已學過的知識，結合新學知識進行創造性的語言整合及輸出，激發學生的創新思維，充分體現教學的層次性，讓學生在活動中體驗學習成功的快樂。） Step4:Homework1.Read the dialogue for three times.2.Recite the dialogue.3.Talk about the changes of your friends and your family.(設計意圖：分層次作業，關注學生的個體差異，滿足不同層次學生的需求。)Step5:Blackboard designingUnit 4 Then and nowBefore NowMike had lo