人教版 (PEP)六年級(jí)下冊(cè)Unit 1 How tall are you? Part B教案-教案下載-教習(xí)網(wǎng)

? 教學(xué)內(nèi)容與目標(biāo)
? 教學(xué)重點(diǎn)
1. 檢測(cè)學(xué)生的學(xué)習(xí)成果。
2. 掌握本板塊形容詞的比較級(jí)形式及其變化規(guī)律，并能靈活運(yùn)用。
? 教學(xué)難點(diǎn)
將本單元的詞匯、句型運(yùn)用到實(shí)際情景中。
? 教學(xué)準(zhǔn)備
PPT課件、課文音頻、視頻、實(shí)物、教學(xué)卡片等。
? 教學(xué)過(guò)程
Step 1: Warm-up & Revisin & Lead-in①
1. Greetings.
2. Enjy a sng—My small cat. (出示課件)
T：It’s a nice sng. D yu like it?
Ss：Yes，it is very beautiful.
3. Lead-in.
Lk and say：Shw sme pictures. Each picture presents tw bjects, animals r peple. Let students use cmparative frms f the adjectives t describe and cmpare them. (出示課件)
The teacher makes a mdel first：
We can use “bigger and smaller” t describe the elephant and the muse. The elephant is bigger than the muse. The muse is smaller than the elephant.
T：Can yu use the cmparative frms f ther adjectives t describe them?
Ss：We can use “heavier” and “thinner”. The elephant is heavier than
the muse. The muse is thinner than the elephant.
…
T：Excellent! Let’s mve nt t the next picture.
In this way，the teacher leads students t review and practice the cmparative frms f the adjectives “bigger, smaller”，“heavier， thinner”，“taller, shrter”，“l(fā)nger，shrter”，“l(fā)der，yunger”，“strnger, thinner” and s n.
◆ Teaching purpse①
借助歌曲營(yíng)造輕松的學(xué)習(xí)氛圍，通過(guò)對(duì)比描述的活動(dòng)，有效復(fù)習(xí)學(xué)過(guò)的形容詞比較級(jí)，也為接下來(lái)的學(xué)習(xí)做鋪墊。鼓勵(lì)學(xué)生使用多組形容詞進(jìn)行對(duì)比描述，發(fā)散學(xué)生的思維。
Step 2: Presentatin
1. Let’s check.②
(1) Listen and tick.
①Shw the pictures f “Let’s check”.(出示課件) Let students talk abut them.
T：What are the pictures abut? What are the differences between the tw pictures?
Students freely talk abut the pictures fr several secnds.
②Play the recrding.(課件出示：Let’s check板塊的音頻) Students listen and tick the right pictures.
③Check the answers tgether.(課件出示：Let’s check板塊第一部分的答案)
Ask sme students t chse pictures and talk abut the reasn why they chse.
(2) Listen again and write the answers t the questins.
①Play the recrding again.(出示課件)Let students pay attentin t the questins in the recrding. Write dwn the answers in the bk.
②Check the answers tgether. (課件出示：Let’s check板塊第二部分的答案)
Ask students t check the spellings f the wrds.
③Present the listening materials t help students train their listening skills. (課件出示：Let’s check板塊的聽力材料)
◆ Teaching purpse②
培養(yǎng)學(xué)生聽聽力之前先預(yù)測(cè)聽力內(nèi)容的習(xí)慣，幫助學(xué)生培養(yǎng)一定的聽力技巧，注重學(xué)生學(xué)習(xí)策略的培養(yǎng)。
2. Let’s wrap it up.③
(1) Shw the cmparative frms f the adjectives n the left in this part. Let students bserve them carefully and try t say the rules f the changes in the three pairs f wrds.
The teacher cncludes the rules.
(2) Divide students int three grups. Each grup gets a wrd card. The first grup is “tall—taller” grup. The secnd grup is “thin—thinner” grup. The third grup is “heavy—heavier” grup.
Give each grup a bag. All the wrds n the right in “Let’s wrap it up” are in it. Let the three grups PK and find the wrds belnging t their grup as quickly as pssible.
(3) Grups shw their wrds ne by ne and try t explain the reasns. All the students check whether the grups express crrectly.
(4)After the PK，ask students t write dwn the cmparative frms in the bk. Then check the answers tgether. (課件出示：答案圖片)
◆ Teaching purpse③
鼓勵(lì)學(xué)生自己觀察單詞變化并總結(jié)規(guī)律，培養(yǎng)學(xué)生自主學(xué)習(xí)的能力。PK活動(dòng)活躍課堂氣氛，培養(yǎng)學(xué)生的小組合作能力。在競(jìng)賽中加深對(duì)形容詞比較級(jí)變化規(guī)律的理解。
Step 3: Cnslidatin & Extensin④
“Stry time—A galkeeper wanted!”
1. The teacher talks abut smething abut ftball and the galkeeper with students freely.
Shw a picture f a galkeeper. (出示課件)
T：The galkeeper is imprtant in a ftball team. Tday we have a stry abut a ftball galkeeper.
2. Shw the six pictures in this part ne by ne. Let students bserve and guess the main idea f this stry. (出示課件)
T：An animal ftball team wants a galkeeper. Zebra，Deer， Giraffe and Dg want t have a try.
Let’s g and see what’s happening.
3. The teacher asks sme questins：
(1) Wh wants t be the galkeeper?
(2) Deer and Giraffe can’t be the galkeeper. Why？
(3) Wh becmes the galkeeper at last? Why?
Play the cartn f the stry. Then let students try t answer the questins.
4. Let students watch the cartn again, then practice reading the stry in grups.
5. Rle-play.
6. T：Hw t be a gd galkeeper?
Students talk freely abut it.
◆ Teaching purpse④
通過(guò)趣味故事，引導(dǎo)復(fù)習(xí)鞏固本單元所學(xué)的語(yǔ)言知識(shí)，并增加語(yǔ)言的輸入。拓展學(xué)生關(guān)于足球的認(rèn)識(shí)。
? 板書設(shè)計(jì)
? 作業(yè)設(shè)計(jì)
1. Read “Stry time” t yur parents.
2. D the exercises.
? 教學(xué)反思
1. 整個(gè)教學(xué)設(shè)計(jì)側(cè)重于培養(yǎng)學(xué)生自主學(xué)習(xí)的能力，發(fā)散學(xué)生的思維，拓展學(xué)生的課外知識(shí)。
2. 通過(guò)分層次教學(xué)，先預(yù)測(cè)，然后提出問(wèn)題，再解決問(wèn)題，層層遞進(jìn)。這樣的教學(xué)方式也遵循了學(xué)生的學(xué)習(xí)規(guī)律——由淺入深地學(xué)習(xí)知識(shí)。
3. PK活動(dòng)的設(shè)計(jì)，不僅活躍了課堂氛圍，增強(qiáng)了學(xué)生的小組合作意識(shí)，也在一定程度上幫助突破了本課的重難點(diǎn)，達(dá)到了深入淺出的效果。
4. 實(shí)施單元的整體教學(xué)，把握單元教學(xué)目標(biāo)的整體性，挖掘單元教學(xué)的整體性，設(shè)計(jì)單元的整體性，充分體現(xiàn)了新課程教學(xué)理念。
? Teaching Cntents & Teaching Aims
Let’s check
Examine students’ mastery f the cntents f this unit by cmpleting the listening exercises f “Let’s check”.
Learn t guess the test pints frm the pictures. D a purpseful and targeted listening. Cmplete the tasks after listening.
Develp students’ gd listening habits and cntinuusly imprve students’ listening level.
Let’s wrap it up
Be able t write the cmparative frms f the adjectives in this part. Summarize the changing rules f the cmparative frms f the adjectives.
Try t inspire students’ thinking. Lead students t study independently. Cultivate students’ English learning strategies.
? Teaching Pririties
Test students’ learning achievements.
Master the cmparative frms f the adjectives in this part and the changing rules. And apply them flexibly.
? Teaching Difficulties
Apply the vcabulary and sentence structures f this unit t real situatins.
? Teaching Prcedures
課時(shí)教學(xué)內(nèi)容
課時(shí)教學(xué)目標(biāo)
Let’s check
完成Let’s check板塊的聽力練習(xí)，考查學(xué)生對(duì)本單元所學(xué)內(nèi)容的掌握情況。
學(xué)會(huì)從圖片信息中推測(cè)考查點(diǎn)，做到有目的、有針對(duì)性地去聽錄音，聽后完成任務(wù)。
培養(yǎng)學(xué)生良好的聽力習(xí)慣，以持續(xù)提高學(xué)生的聽力水平。
Let’s wrap it up
能夠?qū)懗鯨et’s wrap it up板塊形容詞的比較級(jí)形式，總結(jié)并掌握形容詞比較級(jí)的變化規(guī)律。
啟發(fā)學(xué)生的思維，引導(dǎo)學(xué)生自主學(xué)習(xí)，培養(yǎng)學(xué)生的英語(yǔ)學(xué)習(xí)策略。
Teaching Stages
Teacher’s Activities
Students’ Activities
Teaching Purpses
Warm-up
&
Revisin
&
Lead-in
1. Greetings.
2. Play a sng—My small cat.
3. Lead-in.
1. Greetings.
2. Enjy the sng.
3. Lk and say.
Create a relaxing learning atmsphere. Review the wrds learned befre，which als paves the way fr the fllwing learning. Cultivate students’ divergent thinking.
Presentatin
1. Let’s check.
(1) Listen and tick.
①Shw the pictures f “Let’s check”.
②Play the recrding f this part.
③Check the answers tgether.
(2) Listen again and write.
①Play the recrding again.
②Check the answers tgether.
③Present the listening materials.
Listen and tick.
①Talk abut the pictures f “Let’s check” befre listening.
②Listen and tick the right pictures.
③Check the answers tgether.
Listen again and write.
①Listen again and write the answers t the questins.
②Check the answers tgether.
③Train listening skills.
Develp the habit f predicting the listening cntent befre listening. Help students cultivate certain listening skills and learning strategies.
2. Let’s wrap it up.
(1) Shw the cmparative frms f the adjectives n the left in this part. Cnclude the rules.
(2) Divide students int three grups t PK.
(3) Shw time.
(4) Ask students t write dwn the ten wrds’ cmparative frms. Then check the answers tgether.
(1) Observe the wrds carefully and try t say the rules f the changes in the three pairs f wrds.
(2) Cmplete the PK task.
(3) Grups shw their wrds.
(4) Write dwn the ten wrds’ cmparative frms in the bk. Then check the answers tgether.
Cultivate students’ ability f independent learning. The PK activity enlivens the class and cultivates students’ teamwrk ability. In the cmpetitin, deepen students’ understanding f the changing rules f the cmparative frms f the adjectives.
Cnslidatin
&
Extensin
“Stry time —A galkeeper wanted!”
1. Free talk.
2. Shw the six pictures in this part ne by ne.
3. Ask sme questins and play the cartn f the stry.
4. Play the cartn again.
5. Lead students t act ut the stry.
6. Free talk.
1. Freely talk abut smething abut ftball and the galkeeper.
2. Observe the pictures and guess the main idea f this stry.
3. Watch the cartn f the stry. Then try t answer the questins.
4. Practice reading the stry in grups.
5. Act ut the stry.
6. Free talk.
Help students review and reinfrce the language pints learned in this unit by reading the interesting stry. Add language input. Expand students’ understanding f ftball.
Hmewrk
1. Read “Stry time” t yur parents.
2. D the exercises.

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