人教版 (PEP)六年级下册Unit 4 Then and now Part B优秀授课ppt课件

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The third period（第三课时）Part B Let’s try & Let’s talk▶ 教学内容与目标课时教学内容课时教学目标Let’s try           通过阅读Let’s try板块，能够对听力内容进行预测。           通过听录音，能够听懂、解答Let’s try板块的问题，选出正确的答案。Let’s talk           通过观察、谈论Let’s talk板块，在图片、PPT和教师的帮助下理解对话大意，并能回答对话下面的问题。           通过模仿录音音频，能够按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。           能够听、说、读、写并在情景中恰当运用句型“Before, I/he/she was…” “Before, I/he/she didn’t…” “Now, I/he/she am/is…”等描述自己与他人的变化。           能够在语境中借助图片、情境等理解“change, different, active, go cycling”等新词的意思，并能正确发音。▶ 教学重点能够听懂Let’s talk板块的对话，掌握本节课的重点句型并能在实际情景中交流。▶ 教学难点    能够谈论自己与他人在性格、爱好、行为等方面的变化，提高语篇输出能力。▶ 教学过程Step 1: Warm-up & Lead-in1. Greetings.2. Enjoy a video.①Write down the topic “Unit 4 Then and now” on the blackboard and enjoy a video about the great changes that have taken place in our motherland in the recent 70 years. (课件出示：中国近70年变化的视频)T: Do you want to say something about the video?Ss: Our motherland changed a lot(七十年来祖国变化巨大)!T: Yes, you’re right. We can see great changes in our motherland for the recent 70 years in this video. (Write down the word “change” on the blackboard.)◆ Teaching purpose①通过观看建国七十年巨变视频，感受祖国的巨大变化，让学生深刻体会新单词change的含义。3. Lead-in.②The teacher shows an old photo. (出示课件)T: Guess! Who is it?Ss: Your sister./…T: Haha… It’s me. I changed a lot. I’m different from what I was before.The teacher shows a table on the blackboard.DifferencesBeforeNow      T: Look at the following photos! （出示课件）OK. If you were me, please talk about the changes in the old photos.S1: Before, I was short. Now, I am tall.S2: Before, I was fat. Now, I am thin.T: Yes, you are right. And “Before, I was quiet. Now, I am active.”Show a picture of a bike. （课件出示：一幅自行车图片）③T: What’s this?Ss: It’s a bike.T: Right. Can you ride your bike?(Write down “ride the bike” in the table.) S1: Yes, I can.S2: No, I can’t.(Write down “couldn’t” in front of “ride the bike” in the table.)T: Never mind. Because you’re short now. I was short before. I couldn’t ride my bike then. But I am tall now. I go cycling every day. (出示课件) “Go cycling” means “ride my bike”.(Write down “go cycling every day” in the table)Look at the table on the blackboard.DifferencesBeforeNowshorttallquiet activecouldn’t ride the bikego cycling every dayT: This is my change table. I’m very different now. How about Mike and his friends? What are they talking about?◆ Teaching purpose②创设情境，让学生初步感知单词change和different的含义。通过图片和情境创设①导入新课。◆ Teaching purpose③在与学生自由交谈中引出短语couldn’t ride my bike。 在情境中让学生理解couldn’t是can’t 的过去式。通过图片复习已经学过的短语ride my bike，并学习其同义短语go cycling。Step 2: Presentation1. Let’s try.④(1)Show the questions of “Let’s try” on the PPT. (出示课件) Let students predict and guess the answers.(2)Play the recording of “Let’s try”. (出示课件) Let students try to choose the right answers. (3)Let students read the dialogue and check the answers together with the teacher.T: Good! They are talking about Mike’s old photos. Mike was in Grade 1. ◆ Teaching purpose④认真倾听录音对话，根据Let’s try板块提问及选项提示，预测对话谈论的内容及Mike所在的年级。2. Read and predict.⑤(1)How did Mike change?Present the pictures of “Let’s talk”. (课件出示：Let’s talk板块的图片)T: Come and look at Mike’s photo! （Point to the first picture.） Is it old or new?Ss: Old.T: Good! After five years, Mike has changed a lot. (Point to the second picture.) Can you find the changes in Mike?S1: Before, he was short.T: Wonderful! Before, he was short. But now he is tall. Just look at his T-shirt in the first picture. What colour is it?Ss: Pink.T: Yes. Mike was wearing a pink T-shirt in this photo. Did he like pink before?Ss: Yes, he liked pink before.(Write down “liked pink” in the table on the blackboard.)⑥Differences BeforeNowMikeliked pink T: Mike liked pink five years ago. How about now? Please listen and fill in the table.Play the recording and ask students to answer. Write down the phrase “doesn’t like pink” in the table. T: What else? How did Mike change? Listen and underline his changes in your books.Ask students to answer the questions and fill in the table.Differences BeforeNowMikeliked pink; quietdoesn’t like pink; active in class◆ Teaching purpose⑤由Let’s try板块创设的情景，引入Mike的今昔改变。首先出示Mike的老照片，学生观察是以前还是现在，学生确认是以前的照片后，教师引导学生观察Mike的穿着，引出句子“He’s wearing a pink T-shirt.”并引导学生观察T恤衫的颜色。黑板板书中利用表格的形式，可以使现在和过去的对比一目了然，也便于后面学生复述。(2)How did John change?Present the picture of John. (出示课件)T: OK, boys and girls, you have changed a lot. You are different now. How about John? Read and underline his changes in your books.Ask students to answer the question and fill in the table.Differences BeforeNowMikeliked pink; quietdoesn’t like pink; active in classJohncouldn’t ride his bikewellgoes cycling every dayLead students to retell: Before, John couldn’t ride his bike well. Now he goes cycling every day.⑦T: Excellent! Now John goes cycling every day. That’s good exercise. Do you like it? OK! Green travel, start from me!◆ Teaching purpose⑦通过学习go cycling, 教师适时提出绿色出行，从我做起的倡议，树立学生的环保意识。Step 3: Practice1. Listen and imitate.T: Now listen to the recording and imitate the dialogue. While reading, please pay attention to the pronunciation and the intonation.Let students listen to the recording and imitate. (课件出示：Let’s talk板块的音频)2. Read the dialogue by yourselves.3. Think and complete the dialogue⑧.Present the incomplete dialogue on the PPT. (出示课件) Ask students to fill in it. 4. Read in roles and act out.(1)T: Now let’s read in roles. One is Chen Jie, one is John, and another one is Mike. Practice in groups of three.Students practice in groups.(2)Show time.(3)Retell the dialogue.T: Now look at the blackboard and retell the dialogue like: Before, Mike liked pink. Now, he doesn’t like pink. ◆ Teaching purpose⑧通过补全对话检测学生对主要句型的掌握和对对话的理解，为后面的语言输出做准备。Step 4: Consolidation & Extension⑨1. How did your classmates change?T: Look at your classmates’ old photos and talk about their changes. You can use these sentence structures. （出示课件）Ask several students to make sentences. （课件出示：两三组同学今昔对比图及语言支架）2. Create a dialogue.⑩T: Take out your old photos now. How did you change? How did your family members or friends change? Talk about them with your partners. Then create a dialogue.Practice in groups and act it out in class. （课件出示：一段创编的对话）◆ Teaching purpose⑨在“巩固与拓展”环节，通过两个活动：描述同学们的今昔变化以及创建对话，巩固本课学习的核心词汇和句型。◆ Teaching purpose⑩学生以“My old photos”为主题，在小组内自由交流，并自创对话在课堂上展示，旨在提升学生的语言综合运用能力。▶ 板书设计▶ 教学反思1. 教学流程清晰，过渡自然流畅，重点突出，逐步引导学生完成本课教学目标，完成语言输出。2. 教师利用图片、视频等手段创设教学情境，吸引学生的注意力，激发学生的学习兴趣，更直观地理解新词汇和新句型等内容。3. 通过创设各种语言情境，让学生在情境中真实自然地运用所学语言进行交流，达到学以致用的效果。4. 板书设计简练，重点词汇和句型一目了然，学生能够利用板书内容复述课文，起到了很好的辅助教学的作用。▶ Teaching Contents & Teaching AimsLet’s try        Be able to predict the main content of the listening part by reading the questions.        Be able to understand the recording and choose the right answers.Let’s talk        Be able to understand the main idea of the dialogue by observing the pictures and answering the questions below the dialogue.        Be able to read the dialogue correctly, fluently and emotionally, and then act out.        Be able to understand and read the words “change, different, active” and the phrase “go cycling”.        Be able to use the sentence structures “Before, I/he/she didn’t…” properly to describe the changes in personality, hobbies, behavior of yourself and others. ▶ Teaching Priorities        Be able to understand and master the key sentence patterns and communicate in real situations.▶ Teaching Difficulties        Be able to use the sentence structures to complete activities describing changes in personality, hobbies, behavior of yourself and others.▶ Teaching ProceduresTeachingStagesTeacher’s ActivitiesStudents’ ActivitiesTeaching PurposesWarm-up&Lead-in1. Greetings.2. Present the topic and play a video.3. Lead-in.1. Greetings.2. Watch a video and say something about the video.3. Learn the words “before, active” and the phrase “go cycling”.Help students understand the meaning of the words “change, different, before, active” and the phrase “go cycling” through the video, pictures, or situations.Presentation1. Let’s try.(1)Show the questions of“Let’s try” on the PPT.(2) Play the recording of “Let’s try”.(3) Let students read and check.(1) Look at the pictures. Predict what the dialogue is about and Mike’s grade.(2) Listen and choose the right answers.(3) Read and check the answers.Lead students to predict the main idea of the dialogue and some key information.Presentation2. Read and predict.(1) How did Mike change?(2) How did John change?(1) Look at Mike’s old photos.(2) Describe the changes between John’s past and present.Lead students to learn the key sentence structures. Cultivate students’ ability of observation and logical thinking through prediction.Practice1. Listen and imitate.Read the dialogue fluently, correctly and emotionally.Make sure students can read the dialogue correctly, fluently and emotionally. Practice the key sentence structures. Get students prepared for the language output.2. Let students read the dialogue.3. Present the incomplete thedialogue.Read the dialogue. Think and complete the dialogue.4. Read in roles and act out.(1) Practice in groups of three.(2) Show time: read in roles.(3) Retell the dialogue.Consolidation&Extension1. How did your classmates change?Look at the photos and talk about their changes.Consolidate students’ ability of using the target language properly and reasonably.2. Create a dialogue.Create a dialogue about changes of family members or friends and act it out.Homework1. Practice the dialogue.2. Do the exercises.