執(zhí)教|邱明珠 評(píng)析|羅濟(jì)霞

一、教學(xué)過(guò)程

Step 1.Warming-up and free-talk（略）

Step 2.Leading-in

1.Guess game.（Show an old photo.）

T:Look at the old photo,who is she?

S:Is she your daughter?

T:She looks a bit like me.But,she is not my daughter.Guess again.

S:Is she your sister?

T:No.Haha,actually,it’s me,Emma.This is a photo about 25 years ago.At that time,I was in Grade 1.I changed a lot，Didn’t I？

S:Yes!

T:Do you want to know more about me?

設(shè)計(jì)意圖：教師出示自己小時(shí)候的照片，讓學(xué)生猜一猜，營(yíng)造輕松活躍的課堂氣氛，激發(fā)學(xué)生的學(xué)習(xí)興趣。通過(guò)介紹照片的背景，為后面涉及的過(guò)去時(shí)態(tài)作鋪墊。再通過(guò)與現(xiàn)在的照片進(jìn)行對(duì)比，讓學(xué)生體會(huì)到時(shí)間的變遷會(huì)使人的相貌、性格、特點(diǎn)等發(fā)生一些變化。

2.Show some photos,talk about the teacher’s other changes.

T:Look at that T-shirt,what color is it?

S1:It’s red.

T:And this one?

S2:It’s pink.

T:Good! Boys and girls,guess,what color do I like now?

S3:Red!

T:Wow! Great! How do you know that?

S3:Look! You’re wearing a red T-shirt.

T:You’re so clever! Now,I like red.But,ten years ago,I liked pink,I am different now!

T:Next,let’s know more about me!

T：Look at those two photos.What are the differences?

S1：Before,you liked writing and reading.Now,you like talking and sharing.

T：Sharp eyes! So,before,I was quiet.Now,I am active....

設(shè)計(jì)意圖：教師通過(guò)對(duì)比今昔照片，分別從自己在顏色的喜好、外貌、性格、學(xué)習(xí)等方面的變化，引導(dǎo)學(xué)生復(fù)習(xí)舊知同時(shí)滲透新詞，并在學(xué)生操練語(yǔ)言的過(guò)程中，在黑板上繪制出思維導(dǎo)圖，為后面學(xué)習(xí)做好鋪墊。

3.對(duì)比教師小時(shí)候和現(xiàn)在的成績(jī)（PPT 出示下圖試卷）。

T:Look at the score! Only 28! Oh,whose paper is it?

（教師走到一生面前，笑著問(wèn)）Is it yours?

S1:No,no.It’s not mine.（同學(xué)們開(kāi)始偷笑）

T:Haha.Actually！They’re both mine.（同學(xué)們開(kāi)始大笑）

T:When I was your age,I didn’t like English.I thought English was too difficult.Later,I studied hard,I made great progress.And now,I like English very much,I am a super English teacher.So,boys and girls,studying hard will make you better and better.Let’s study hard，OK？

Ss:OK!

設(shè)計(jì)意圖：教師通過(guò)對(duì)比過(guò)去的兩組成績(jī)告訴學(xué)生，只要愿意努力，一定可以達(dá)到自己的目標(biāo)，并對(duì)學(xué)生進(jìn)行情感教育：Studying hard will make you better and better!

T:That’s all about me!Look!（教師出示多張有關(guān)自己今昔變化的圖片，讓學(xué)生進(jìn)行對(duì)比并小結(jié)）

語(yǔ)言框架：Before,I...Now,I...I changed a lot.

Our friend Mike also changed a lot.Let’s have a look!（由教師的今昔變化，過(guò)渡到Mike的今昔變化，無(wú)痕引入文本）

Step 3.Presentation

1.Let’s try.

Listen and circle.（聽(tīng)一段小短文，完成有關(guān)Mike 的兩個(gè)簡(jiǎn)單的練習(xí)）

Qs：What are they talking about? What grade was Mike in?

T:What are they talking about?

S1:They are talking about Mike’s old photos.

T:Good! At that time,what grade was Mike in? Grade 1 or Grade 5?

S2:Grade 1.

T:Good job! In the photo,Mike was in Grade 1.Do you remember what hairstyle Mike had at that time?

S3:It was so long.

T:Yes,it was so long,so we can say before Mike’s hair was so long.Now,his hair is short.Mike’s friends are looking at Mike’s old photos now,how did Mike change?

2.Let’s talk.

（1）Read and listen to the tape for the first time：How did Mike change？

學(xué)生完成Activity 1:

Listen and tick.

How did Mike change?

①Before,Mike was quiet.（ ）

Before,Mike was active.（ ）

②Now,Mike is quiet.（ ）

Now,Mike is active.（ ）

T:How did Mike change？

S1:Before,Mike was quiet.Now,Mike is active.

設(shè)計(jì)意圖：初聽(tīng)文本，總體感知，通過(guò)簡(jiǎn)單的判斷題，幫肋學(xué)生梳理文本，找出Mike 今昔變化的關(guān)鍵詞，歸納文本信息，教師在黑板上列出Mike 今昔變化的思維導(dǎo)圖，幫助學(xué)生理解文本。

T:Mike is different.So is John.

（2）Read and listen to the tape for the second time：How did John change？

學(xué)生完成Activity 2:

Listen again and choose words to fill in the blanks.

How did John change?

①Before,John was_______.（short/tall） He_______（can’t/couldn’t）ride his bike well.

②Now,John is________.（short/tall） He________（goes cycling/goes swimming） every day.

設(shè)計(jì)意圖：第二次聽(tīng)文本，幫助學(xué)生找出John 今昔變化的關(guān)鍵詞，歸納信息，教師在黑板上列出John 今昔變化的思維導(dǎo)圖，讓學(xué)生對(duì)文本有了更深的理解。

（3）Listen to the tape for the third time,let students read after the tape.

設(shè)計(jì)意圖：學(xué)生跟讀文本，對(duì)文本情境進(jìn)行全面理解，教師幫助學(xué)生找出有關(guān)文本的疑問(wèn)。

T:In the text，John thinks Mike has a funny photo.Well,which photo does John think is funny?

（出示課本中Mike 的兩張照片，一張是小時(shí)候穿著粉色Tshirt 的照片，另一張是現(xiàn)在穿著紫色T-shirt 的照片）

Does Mike like pink now?

設(shè)計(jì)意圖：通過(guò)第三次聽(tīng)并觀看視頻的方式，讓學(xué)生在真實(shí)的情境中習(xí)得語(yǔ)言。通過(guò)提問(wèn)的方式，讓學(xué)生關(guān)注語(yǔ)言細(xì)節(jié)，引導(dǎo)學(xué)生加深對(duì)文本的理解，并嘗試復(fù)述。

Step 4.Production

1.Let students talk about family members’changes.

（1）Free Talk 1

Mike and John are different now.Well,how did you change.

（Show an old photo of a student.）

T:Who is he? How did he change?

設(shè)計(jì)意圖：由文本遷移到現(xiàn)實(shí)，給出語(yǔ)言支架，從討論書本主人公的變化，過(guò)渡到談?wù)撋磉呁瑢W(xué)的變化，體現(xiàn)出語(yǔ)言的運(yùn)用功能。

（2）Free Talk 2

Make a mind map of yourself,your friends or your family members.

T:We are all different now! This is our city!

2.Talk about the change in our city.

Our city is different now!The changes make our life more convenient.

設(shè)計(jì)意圖：由人物變化過(guò)渡到家鄉(xiāng)環(huán)境的變化，感知城市的變化給生活帶來(lái)的便利，培養(yǎng)學(xué)生熱愛(ài)家鄉(xiāng)的情感。

3.Talk about the change in our country.

T:But one year ago,there was a change that put our country to a great test!

學(xué)生觀看紀(jì)錄片“This is a war without smoke”。

T:Some changes are good,but some are bad.Is this a good change or a bad change?

Ss:It’s a bad change!

T:Why?

S1:One year ago,many people were ill.

S2:One year ago,we had to stay at home,we couldn’t go to school...

T:One year ago,we stayed at home,studied at home because of COVID-19.

T:What can we do to change the bad changes?

S1:We should exercise every day!

S2:We should study hard!

S3:We should love science!

S4:We need to learn science!

T:Great! Technology makes our life better and better!Because of science and technology,now we are free! We can go to some beautiful places.Because we have a great motherland! We have the safe and free vaccines now.China is different now! I am very proud that I am Chinese! How about you？

Ss:Me,too!

T:That’s great! Let’s study hard and keep healthy!

設(shè)計(jì)意圖：由家鄉(xiāng)環(huán)境的變化過(guò)渡到國(guó)家的變化，一年前因?yàn)橐咔?，?guó)家所面臨的考驗(yàn)，再到一年后的今天，我們自由、幸福地生活，感知祖國(guó)科技的發(fā)展和祖國(guó)的偉大，進(jìn)一步升華情感目標(biāo)：Technology makes our life better and better！

Step 5.Summary

T:Boys and girls,you all did a good job in this class,now,it’s a magic time!

Magic time:The future of our city or our country.

設(shè)計(jì)意圖：播放學(xué)生熟悉的景點(diǎn)的特效，一是與開(kāi)頭的獎(jiǎng)勵(lì)機(jī)制相呼應(yīng)，二是感受科技的震撼，激發(fā)學(xué)生學(xué)科學(xué)、愛(ài)科學(xué)的興趣，激活他們建設(shè)美好家園的愿望。

Step 6.Homework

Changes are all around us.Talk about the changes with your parents,your friends,your city or our country.

二、課后評(píng)析

本節(jié)課是六年級(jí)下冊(cè)的一節(jié)對(duì)話教學(xué)課，展示了如何循序漸進(jìn)地開(kāi)展有針對(duì)性的教學(xué)活動(dòng)，如何利用Before，but now...的對(duì)比進(jìn)行拓展和延伸，讓學(xué)生運(yùn)用本課學(xué)習(xí)的語(yǔ)言支架自由地談?wù)撋磉叺娜?、家鄉(xiāng)和國(guó)家的變化。教學(xué)設(shè)計(jì)和教學(xué)過(guò)程充分體現(xiàn)了授課教師為教學(xué)主導(dǎo)、學(xué)生為學(xué)習(xí)主體的教學(xué)理念和教學(xué)思想，幫助學(xué)生體驗(yàn)語(yǔ)言在實(shí)際中的運(yùn)用。

本節(jié)課在教學(xué)設(shè)計(jì)和教學(xué)實(shí)踐中具有層次性：

1.無(wú)痕引入新課，激發(fā)學(xué)生學(xué)習(xí)熱情

教師出示自己小時(shí)候的照片，讓學(xué)生猜一猜，營(yíng)造輕松活躍的課堂氣氛，激發(fā)了學(xué)生的學(xué)習(xí)興趣。當(dāng)學(xué)生感到這張照片很熟悉的時(shí)候，教師問(wèn)“Is she your daughter?”學(xué)生們集中注意力觀察并思考，學(xué)習(xí)熱情瞬間被點(diǎn)燃。后面再出示多張教師關(guān)于自己學(xué)習(xí)成績(jī)的對(duì)比、愛(ài)好的對(duì)比、體型的變化等照片，不斷地讓學(xué)生輸出本課的重點(diǎn)句型：20 years ago,you were...,but now you are...由此為后面的新課學(xué)習(xí)，談?wù)揗ike和John 的變化做好鋪墊。

2.無(wú)痕過(guò)渡文本，引導(dǎo)學(xué)生解讀文本

對(duì)文本的解讀分三次，由易到難，層層推進(jìn)：

第一遍：總體感知文本。通過(guò)簡(jiǎn)單的判斷題“Before,Mike was quiet/active.”學(xué)生通過(guò)聽(tīng)，是很容易回答對(duì)的，既幫肋學(xué)生初步梳理文本，又幫助學(xué)生樹(shù)立了學(xué)習(xí)的信心。教師由Mike 過(guò)去和現(xiàn)在的外表、性格的變化，結(jié)合學(xué)生的回答，在黑板上列出Mike 今昔變化的思維導(dǎo)圖，幫助學(xué)生更清晰地理解文本。

第二遍：深入感知文本。幫助學(xué)生找出John 過(guò)去和現(xiàn)在變化的關(guān)鍵詞，歸納信息，通過(guò)設(shè)計(jì)選擇題“Before,John was____（short/tall）.He___（can’t/couldn’t）ride his bike well.”引導(dǎo)學(xué)生觀察John 的變化。教師根據(jù)學(xué)生的回答，在黑板上列出John 今昔變化的思維導(dǎo)圖，讓學(xué)生對(duì)文本有了更全面的解讀。

第三遍：內(nèi)化復(fù)述文本。這次是通過(guò)觀看視頻的方式，讓學(xué)生在情境中習(xí)得語(yǔ)言。對(duì)文本的理解進(jìn)行內(nèi)化，并嘗試根據(jù)黑板上的思維導(dǎo)圖復(fù)述Mike 和John 的變化，注重學(xué)生語(yǔ)言的輸出，為后面學(xué)生談?wù)撟约号笥?、家鄉(xiāng)、國(guó)家的變化做好鋪墊。

3.無(wú)痕升華情感，培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力

學(xué)生已經(jīng)掌握了本文的語(yǔ)言架構(gòu)，并能夠完全進(jìn)行流暢的表達(dá)。教師引導(dǎo)學(xué)生由人物的變化過(guò)渡到家鄉(xiāng)的變化，并談?wù)撨@些變化給我們生活帶來(lái)的便利：疫情來(lái)臨時(shí)，除了我們生活上的變化，One year ago,we had to stay at home,we couldn’t go to school...but now we can...最后上升到國(guó)家層面，通過(guò)中國(guó)過(guò)去和現(xiàn)在的對(duì)比，50 years ago,our country was not strong...But now,our country is getting stronger...感受祖國(guó)日新月異的變化，讓學(xué)生們感受到祖國(guó)的強(qiáng)大。教師利用文本遷移到現(xiàn)實(shí)，體現(xiàn)語(yǔ)言的運(yùn)用功能。

縱觀本節(jié)課，授課教師專業(yè)素質(zhì)高，語(yǔ)音語(yǔ)調(diào)地道，教學(xué)設(shè)計(jì)環(huán)環(huán)相扣，亮點(diǎn)紛呈，是一節(jié)基于教材但又高于教材的高效對(duì)話課。最可貴的是，教師通過(guò)一節(jié)對(duì)話課的教學(xué)，訓(xùn)練學(xué)生把對(duì)話內(nèi)容轉(zhuǎn)變成一個(gè)小語(yǔ)篇，為學(xué)生的書寫打下良好的基礎(chǔ)。美中不足的是，教師對(duì)學(xué)生的關(guān)注面還不夠廣，建議把全班分成六個(gè)小組，創(chuàng)造更多的機(jī)會(huì)，讓更多的學(xué)生參與到課堂活動(dòng)中來(lái)。