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1、課時教學設計 課題： Unit 4 Then and now 備課人： 劉榮 教學目標： 1. 聽說讀寫句子： 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. 聽說認讀單詞 different, active. 3. 聽懂會說本課時的對話 . 教學重點： 1. 聽說讀寫句子 Before, I was quiet. Now, I ’ m very active

2、in class. I was short, so I couldn ’ t ride my bike well. Now, I go cycling every day. 2. different 的發(fā)音較難。 教學難點： 1. 聽說讀寫句子 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. different 的發(fā)音較難。 教具學具課件準備： PPT 第幾課時：

3、 period 4 探索流程 個性添加（教學反思） Step 1. 預習溫故 （ 用時 5 分鐘） 1. Go over: go cycling ice-skate play badminton 教師做動作，學生一起說出短語并造句。 Go cycling, I could go cycling. Ice-skate, I could ice-skate. Play badminton, I could play badminton. 2. 齊讀 Let ’ s learn 對話并請學生翻譯。 Step 2. 新課內(nèi)容展示（用時 15 分鐘） 1. 教學 different.

4、出示自己小時候的照片， T: Who is she? Guess. T: It is me. At that time, I had short hair and I was fat. NowI amdifferent. All of you are different now.板書different, 請學生說出它的意思，并教讀。 2. 教學 active 和 板書句子： Before, I was quiet. Now, I ’ m very active in class. 請學生說意思，然后齊讀。 3. 板書句子： I wasshort, so I couldn ’ t ride

5、 mybike well. Now, I go cycling every day. 請學生說句子的意思，然后齊讀句子，最后請學生模仿該句子說自己 的變化。如： I was short, so I couldn ’ t play basketba ll well. Now, I play it every day. 4. 學生自己讀對話，回答問題： How did Mike change? 5. 學生講解對話，教師答疑。 6. 放錄音，學生跟讀。 Step 3. 合作交流： （用時 10 分鐘） 1．學生小組讀對話。 2. 分角色朗讀對話。 3. Finsh Let ’ s try. 4. 用 P36 的句子靈活運用所學單詞及句子談論家人或朋友的變化。 Step4 、達標檢測（用時 9 分鐘） 板書設計 Unit4 Then and now active different 綠 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. 作業(yè)布置