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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。
▶ 教学准备
1. 预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2. PPT课件、课文音频、视频、学生自备老照片相册等。
▶ 教学过程
Step 1: Warm-up & Lead-in1. Greetings.
2. Enjoy a video.①
Write 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.②
The 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.
Differences
Before Now
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）③
T: 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.
Differences
Before Now
short tall
quiet active
couldn’t ride the bike go cycling every day
T: 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: Presentation
1. 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.)⑥
Differences
Before Now
Mike liked 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
Before NowMike liked pink; quiet doesn’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
Before Now
Mike liked pink; quiet doesn’t like pink; active in
class
John couldn’t ride his bike goes cycling every day
well
Lead students to retell: Before, John couldn’t ride his bike well. Now he goes
cycling every day.⑦
T: 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: Practice
1. 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 & Extension⑨
1. 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.⑩
T: 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
▶ 作业设计
1. Practice the dialogue.
2. Do the exercises.（ 见“状元成才路”系列丛书《创优作业100分》或《状元
作业本》对应课时作业）
▶ 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 Aims
Let’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 Procedures
Teaching Teacher’s Students’ Activities Teaching Purposes
Activities
Stages
Warm-up 1. Greetings. 1. Greetings. Help students
understand the
& 2. Present the 2. Watch a video and
meaning of the words
topic and play a say something about
Lead-in “change, different,
video. the video.
before, active” and the
3. Lead-in. 3. Learn the words phrase “go cycling”
“before, active” and through the video,
the phrase “go pictures, or situations.
cycling”.
Presentation 1. Let’s try. (1) Look at the Lead students to(1)Show the pictures. Predict predict the main idea
questions what the dialogue is of the dialogue and
of“Let’s try” on about and Mike’s some key information.
the PPT. grade.
(2) Play the (2) Listen and choose
recording of the right answers.
“Let’s try”.
(3) Read and check
(3) Let students the answers.
read and check.
Presentation 2. Read and (1) Look at Mike’s Lead students to learn
predict. old photos. the key sentence
structures. Cultivate
(1) How did Mike (2) Describe the
students’ ability of
change? changes between
observation and
John’s past and
(2) How did John logical thinking
present.
change? through prediction.
Practice 1. Listen and Read the dialogue Make sure students
imitate. fluently, correctly and can read the dialogue
emotionally. correctly, fluently and
emotionally. Practice
2. Let students Read the dialogue.
the key sentence
read the Think and complete
structures. Get
dialogue. the dialogue.
students prepared for
3. Present the the language output.
incomplete
thedialogue.
4. Read in roles (1) Practice in groups
and act out. of three.
(2) Show time: read
in roles.
(3) Retell the
dialogue.
Consolidation 1. How did your Look at the photos Consolidate students’
classmates and talk about their ability of using the
&
change? changes. target language
Extension properly and
2. Create a Create a dialogue
reasonably.
dialogue. about changes of
family members or
friends and act it out.
Homework 1. Practice the dialogue.
2. Do the exercises.
