C教学设计及课堂实录

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教学设计

Unit 4 课题

Then and now 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 couldn’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. 教学重点：

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. 教学难点：

different的发音较难。

教学准备：

光盘。

教学过程

：二次备课

一、

热身体验，整体感悟

1. Go over: go cycling ice-skate play badminton 教师做动作，学生一起说出短语并造句。Go cycling, I could go cycling. Ice-skate, I could ice-skate. Play badminton, I could play badminton. 2. 齐读Let’s learn对话并请学生翻译。

二、情境认知，示范引领 1. 教学different. 出示自己小时候的照片，T: Who is she? Guess. T: It is me. At that time, I had short hair and I was fat. Now I am different. All of you are different now.板书different,请学生说出它的意思，并教读。

教学active 和

板书句子：Before, I was quiet. Now, I’m very active in class. 请学生说意思，然后齐读。

2. 教学active 和

板书句子：Before, I was quiet. Now, I’m very active in class. 请学生说意思，然后齐读。

3.板书句子：I was short, so I couldn’t ride my bike well. Now, I go cycling every day.请学生说句子的意思，然后齐读句子，最后请学生模仿

第三章

教育耕耘

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教学设计

该句子说自己的变化。如：I was short, so I couldn’t play basketball well. Now, I play it every day. 4.学生自己读对话，回答问题：How did Mike change? 5. 学生讲解对话，教师答疑。

6.放录音，学生跟读。

三、交流点拨，趣味习练

1．学生小组读对话。 2. 分角色朗读对话。 3.Finsh Let’s try. 4. 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。

四、强化拓展，知识升华

1. 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。

五、整体收获，典题深化

一．选择与句子意思相符的图片。

( )1.He was cute. He has big ears. He was smile. ( )2.She has small glasses and long hair. She’s quiet. ( )3.She was kind and friendly. She was tall and thin. ( )4.He’s from America. He’s very tall and strong. He’s good at basketball. ( )5.He couldn’t ride his bike well. 二．读一读，选一选。

( )1. Come and look at my old photos.( )2.You’re wearing a pink T-shirt. ( )3. We are all different now. ( )4. Before, I was quiet. Now, I am active in class. ( )5. I was short, so I couldn’t ride my bike well. Now, I go cycling every day. A. 我以前个子小，自行车骑得不好。现在我天天骑车。

B.我们现在都不一样了。 C. 来看我的旧照片。

D. 以前我很安静。现在我在课堂上很活跃。 E. 你穿着粉红色的T恤。