六年级下册Unit 4 Then and now
B Let’s try Let’s talk教学设计

教材分析：
本单元学习的是六年级下册Unit 4 Then and now。主题是谈论事物和人物的今昔变化。主情景图通过吴一凡和爷爷、爸爸参观学校校史展览馆的情景引出谈论学校及人物过去的情况，为下面引出对事物和人物的今昔做好铺垫。这节B Let’s try Let’s talk。通过Mike 与Chen Jie 谈论旧照片的情景呈现描述人物变化的核心句型：Before, I/he/she/ was /wasn’t…. Now, I/she/he/it/am /is (not)….帮助学生通过听力活动获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做好准备。
二、教学内容 ：六下 Unit 4 Then and now B Let’s try Let’s talk
三、教学目标 ：
1.听说读写句子：
Before, I was quiet. Now, I’m very active in class.
I was short, so I could n’t ride my bike well. Now , I go cycling every day.
2.听说认读单词different, active.
3. 听懂会说本课时的对话.
四、教学重难点 ：
1.听说读写句子Before, I was quiet. Now, I’m very active in class.
I was short, so I could n’t ride my bike well. Now, I go cycling every day.
2. different的发音较难。
五、课时安排
1课时
六、教学准备：
单词卡片、录音机、课件
七、教学过程 ：
（一）、Warm-up
1. 手疾眼快！
【设计意图】出示以前的形容词，激发学生学习的英语兴趣。
2. 看谁反应快！
【设计意图】复习以前的动词词组，活跃课堂气氛，带学生较快进入英语课堂。为Free talk作铺垫。
3. Free talk
（ 二）、 Presentation and practice.
1. 出示Mike的图片
T: Who is he? Guess.
S：He is Mike .
T: This is his old photo . We are all different now.
板书different,请学生说出它的意思，并教读教学“different”。
【设计意图】教师由图片对照引出different，遵循了由直观到抽象的原则，符合学生的认知规律，学生容易接受，一目了然。
2.听录音完成Let’s try,并订正。
出示书中的两个问题，让学生带着问题完成P36 Let’s try部分。
3. 师谈话：Before, I was quiet. Now, I’m very active in class.
【设计意图】请学生说意思，然后齐读，引出active。
4.板书句子：I was short, so I could n’t ride my bike well. Now, I go cycling every day.
【设计意图】 教学形式上采用活动途径，倡导体验参与，动作展示go cycling和ride my bike。
5.I was short, so I could n’t play basketball well. Now, I play it every day.
【设计意图】语言能力的习得来自于实践练习，而这种实践一定是从简单到复的过程。
6. Pair work.学生自己读对话，回答问题：How did Mike change（变化）?
T: This is Mike 、John and Chen Jie .They are looking at the old photos and talking about their changes. What were they like before?
【设计意图】即先分解学习各个知识点，然后结合起来综合运用。
7.师小结并引出Let’s talk。
（1）听录音，完成Read and fill in the blanks （一）
【设计意图】即先分解学习各个知识点，教师的示范作用，教给学生学习的方式方法。
In the past(在过去)， Mike wore （wear的过去式） a pink _______. And he was ______. But now, Mike doesn’t like ______, and he is very _______ in class.
（2）Group work. 完成Read and fill in the blanks （二）
【设计意图】让学生合作完成这个习题，培养他们的合作意识，共同进步。
In the past, John was ______, and he couldn’t ________ his _______ well.
But now, he goes ___________ every day, and he likes it very much.
8.由ride a horse ,ride a bike 学习go cycling
【设计意图】在上一个活动的基础上，进一步扩展语言内容，体现了学习的渐进性。
9.How did Mike and John change？
【设计意图】在上一个活动的基础上，进一步巩固对目标语言的运用。
Before Mike was …. Now he is …
10. We are all different now.
板书different,请学生说出它的意思，并教读教学“different”。
11.Group work .
T: Look ! This is me. Now I have short hair . Before , I had long hair .
You have many friends , now talk about your friends or family members .(成员) How did they change?
【设计意图】多种形式的练习，遵循了由简到难，逐步渐进的规律。 用P36的句子灵活运用所学单词及句子谈论家人或朋友的变化。
11.听录音跟读let’s talk .
【设计意图】遵循了突出学生主体，面向全体学生的原则。
三、Consolidation and extension
分角色朗读对话。
【设计意图】结合学生自身实际，让他们自由发挥。
四、Homework：
1.将Let’s talk 读给家人或朋友听。
【设计意图】语言能力的习得来自于实践练习，而这种实践一定是从简单到复杂的过程。
2.以Now and before为题写一个小作文，用来描述自己与他人的变化。（性格、爱好、行为等）。
【设计意图】目的是降低学习难度由易到难，能根据所学运用到自己以前和现在的对比之中来。
板书设计
Unit 4 Then and Now Part B Let’s try & Let’s talk

Before, I was quiet.
I was short, so I could n’t ride my bike well.
Now, I’m very active in class.
I go cycling every day.

different active