人教版 (PEP)六年级下册Unit 4 Then and now Part B教案设计

PEP小学英语六年级下册

Unit 4 Then and now

Part B Let's try Let’s talk

一、              教学目标

1. 认知目标：

能够听、说、读、写句子：Before, I was quiet.Now,I'm very active in class.I was short,so I couldn’t ride my bike well.Now,I go cycling every day.

能够理解掌握单词：cycling、different、active。

学生能够理解对话大意，能够用正确的语言、语调朗读对话；

2.能力目标：

能够在情景中恰当运用句型：Before,I…….Now,I…….

3.情感态度目标：

教育学生不断学习，追求进步。

二、教学重点：

掌握重点句型：Before, I was quiet. Now, I'm very active in class. I was short, so I couldn’t ride my bike well. Now, I go cycling every day.能在情境中熟练运用所学对话。

三、教学难点：

学会在句子表达中混合使用一般现在时和一般过去时。

四、教学方法：

任务教学法与情境教学法相结合

五、教学准备：

PPT,照片，多媒体设备。

六、教学过程：

Step1:Warming up

1. Greeting .

2. Sing a song 《Changes in me》

3. Look at the pictures, read and spell.

4.How did you change?(Students answer)

5.Look at Miss Feng's photos. How did she change?

T:These are my photos. How did I change?

（设计意图：通过歌曲热身，活跃课堂气氛，复习已学的知识，让学生激发旧有的知识。看老师的照片激发学生的学习积极性，为过渡到本节课的学习内容打下铺垫。）

Step2:Presentation

Now, let’s look at Mike's old photos.

Let's try

T:Mike’s friends are visiting his home. They are looking at his old photos. What are they talking about?

1. Scan the questions in Let's try.
2. Listen and circle.
3. Check the answer together.

（设计意图：明确听力练习题目要求，提高学生英语听力）

4. Listen again and think about: How did Mike change?

Teacher writes down the answer.

（设计意图：让学生带着问题听录音，有助于集中学生注意力，提高课堂实效，并为Let's talk教学做铺垫。）

Let's talk

1. T:How did Mike change else? Let's look at the dialogue in Let's 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 change?

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.

（设计意图：让学生带着问题学习对话，做到有的放矢；同时让学生学以致用。分组评比激发学生的积极性）

4.T:Mike is different, I am different, too. We are all different now. Before, I couldn't go cycling. But now,I can go cycling.

Can you go cycling?

Could you go cycling five years ago?

Why couldn’t you go cycling five years ago?

Teach the sentences: I was short, so I couldn’t go cycling.

5.T:John is looking at Mike's old photos, too.He is different, too. How did he change? Read the dialogue by themselves, then answer the questions, teacher writes down the answer.

6.Look at the blackboard designing, retell Mike’s and John’s changes.(及时表扬回答问题积极的学生。)

（设计意图：更加扎实深入的学习对话，提高学生的阅读理解和表达能力。）

7.Listen to the tape and follow, imitate the intonation.

（设计意图：跟读纠音，学习纯正的语音语调。）

8.Role play.

1. Role play in group.
2. Dubbing specialist.(配音员)

（设计意图:通过小组分角色朗读提高学生读的能力：配音员活动检查了学生对文章的熟练程度，分角色朗读给我学生展示自我的机会，培养学生良好的朗读习惯,同时激励学生认真朗读，争取读得更好。）

Step3:Practice

1. 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 couldn’t do kung fu before.   (       )

（设计意图：通过小练习，检查学生对一般现在时和一般过去时的理解程度 。）

2.Look at the pictures and discuss.

（设计意图：通过在一定情境下的交流，学会综合运用新旧句子，检查学生的句子综合运用能力，训练学生的口头表达能力，训练学生的思维能力，交际能力，提高学生的语言交际能力。）

3.Talk about your friends’changes with their old photos, then have a show.

（设计意图：激活学生的知识背景，让学生多说、多运用。让学生利用已学过的知识，结合新学知识进行创造性的语言整合及输出，激发学生的创新思维，充分体现教学的层次性，让学生在活动中体验学习成功的快乐。）

Step4:Homework

1.Read the dialogue for three times.★

2.Recite the dialogue.★★

3.Talk about the changes of your friends and your family.★★★

(设计意图：分层次作业，关注学生的个体差异，满足不同层次学生的需求。)

Step5:Blackboard designing

Unit 4 Then and now

（设计意图：板书简洁明了，突出本课学习重点，使学生印象深刻。）