人教PEP版六年級下冊英語全冊教案（共36課時）

第第頁人教PEP版六年級下冊英語全冊教案（共36課時）Unit1Howtallareyou？教案（共7課時）Thefirstperiod(第一課時)PartALet'stry&Let'stalk內(nèi)容分析本課是PEP小學(xué)英語六年級起點(diǎn)第二冊Unit1第一課時，主要學(xué)習(xí)和掌握身高的提問和表達(dá)，理解新詞“dinosaur，hall，metre，than，both”的意思，以及能夠在情景中恰當(dāng)運(yùn)用句型“—Howtallisit?—It’s…”“—Howtallareyou?—I’m…”“It’s/I’m…than…”進(jìn)行表述。老師將通過多種游戲和活動鞏固重點(diǎn)單詞和句型，使學(xué)生熟練掌握本節(jié)課知識點(diǎn)。課時目標(biāo)知識與能力能夠通過聽錄音，聽懂、解答Let’stry板塊的問題并預(yù)測即將發(fā)生的故事。能夠通過觀察、談?wù)揕et’stalk板塊的圖片，在圖片和教師的幫助下理解對話大意，并能回答對話下面的問題。能夠通過聽錄音，按照正確的語音、語調(diào)及意群朗讀對話，并能在小組中進(jìn)行角色扮演。能夠在語境中借助圖片等幫助理解新詞“dinosaur，hall，metre，than，both”的意思，并能正確發(fā)音。能夠聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用句型“—Howtallisit?—It’s…”“—Howtallareyou?—I’m…”“It’s/I’m…than…”描述和比較人或動物的外貌特征。能夠完成比較自己與同學(xué)身高、年齡的活動。過程與方法通過各種恐龍圖片，吸引學(xué)生興趣，先引導(dǎo)學(xué)生基于語言情境猜測以及比較恐龍的大小，再通過聽力驗(yàn)證預(yù)測的答案并完成聽力練習(xí)，培養(yǎng)學(xué)生聽前預(yù)測的習(xí)慣。情感態(tài)度價值觀引導(dǎo)學(xué)生通過組內(nèi)交流，學(xué)會表達(dá)身高，熟練運(yùn)用語言，提高學(xué)生的語言綜合運(yùn)用能力。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠理解和掌握本課時的重點(diǎn)詞匯和句型。教學(xué)難點(diǎn)能夠在情景中恰當(dāng)運(yùn)用句型“—Howtallisit?—It’s…”“—Howtallareyou?—I’m…”“It’s/I’m…than…”描述和比較人或動物的外貌特征。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動錄音游戲教學(xué)過程Step1:Warm-up&Lead-in1.Greetings.Greetstudents.Dividethemintoseveralgroups.Thegroupwhichgetsthemostpointswillbethewinner.2.Freetalk.Showsomepicturesaboutdifferentsizesdinosaurs.(出示課件：各種恐龍圖片)T：Doyouknowwhattheyareinthepictures?Ss：Dinosaurs!T：Yes，you’reright.Whatdoyouthinkofthem?Aretheybigorsmall?Ss：Theyare...3.Lead-in.T：Look!Thestudentsareinthemuseumnow.Let’sguesswhattheyaretalkingabout.(出示課件：Unit1主情景圖)Ss：OK！Step2:Presentation1.Listenandcircle.(1)Showthequestionsof“Let’stry”onthePPT.(出示課件)Letstudentspredictandguesstheanswers.(2)Theteacherplaystherecordingof“Let’stry”.(出示課件)Studentstrytochoosetherightanswers.(3)Studentsreadthedialogueandchecktheanswerswiththeteacher.(出示課件)(4)ShowtwodinosaursonthePPT.（出示課件：兩張恐龍圖片）T：Canyouguesswhichoneistheseconddinosaur?Andwhy?Ss：…Becauseitis…T：Yes.Theseconddinosauristallerthanthefirstone.ShowapictureaboutthreedinosaursindifferentsizesonthePPT.(出示課件：一張有三只恐龍的圖片)T：Therearemoredinosaursinthispicture.Thefirstdinosauristall.Howaboutthesecondoneandthelastone?Ss：Thesecondoneistaller.Thelastoneisthetallestdinosaur.Usebodylanguagetoteachthewords“tall,taller,tallest”.（出示課件）2.Learnthenewwordsandsentences.(1)ShowapictureofthehallonthePPT.(出示課件)T:Whatisit?Ss:Amuseum.T:Itisahallinthemuseum.Leadstudentstoreadtheword“hall”threetimes.Showthepicturesof“Let’stalk”.(出示課件)T：Inthehallofthemuseum，ZhangPengandMikeseethetallestdinosaur.Canyouguess“Howtallisit?”Letstudentswatchthevideoofthefirstpartof“Let’stalk”andtrytofillintheblanks.(出示課件)Checktheanswersandteachthesentences“Howtallisit?Maybeitis4metres.It’stallerthan…”Leadstudentstopayattentiontotherulerinthepicture.T:Doyouknowwhattheletter“m”meansontheruler?Ss:Itmeans“米”.T:Clever!Canyoutellmewhichwordisthesamemeaningas“m”?Ss:Metre./…T:Super!Leadstudentstoreadtheword“metre”threetimes.ShowapictureonthePPTtohelpstudentsunderstandtheword“both”.(出示課件：兩張恐龍圖片)T:Lookatthepicture.Bothmeans“AandB”.Leadstudentstoreadtheword“both”threetimes.(2)T：Theyseemoredinosaursinthehall.Whataretheytalkingabout?Letstudentswatchthevideoofthesecondpartof“Let’stalk”andtrytoanswerthequestionsinthebook.Checktheanswersandteachthesentences“HowtallisZhangPeng?He’s1.65metres.ZhangPengistallerthanthesmalldinosaur.”Letstudentspayattentiontotheword“than”.Askstudentstocirclethiswordintheirbooks.T:What’sthemeaningof“than”?Ss:Itmeans“比”。T:Whenshouldweusethisword?Andwhereshouldweputit?Ss:…Weputitaftertheword“taller”.T:Yes.Whenwecomparetwopersonsorthings,weshouldputitafterthecomparativeformsofadjectives.Leadstudentstoreadtheword“than”threetimes.3.Readandact.(1)Studentsreadaftertherecordingandpayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Actout.Step3:PracticeLet’sdo.Letstudentsmeasurehowtalltheyarebyusingatapeline.Thenfinishtheexercisesbelowthedialogueaccordingtotheirmeasurementresultsandtheirtrueages.Practice.Showsomewordcards.Usethewordcardstopracticethewordsandthesentences.Teachershowawordcardfromthesenewwordsinthisperiod,thenstudentsneedtosayasentencebyusingthisword.Filltheblank.Showthispassagewithsomeblanks.Thenstudentscanfillinitwiththesewordswelearned.（出示課件）Step4:Consolidation&Extension1.Pairwork.Makeamodel:T：Howtallareyou?/Howoldareyou?S：I’m.../I’m...yearsold.T：Whoistallerthanyou?/Whoisolderthanyou?S：...Studentsmaketheirowndialogueslikethemodel.Theteachergivesstickersofdinosaurstostudentsiftheydoagoodjob.2.Playagame.Onestudentstandsupandasks,“Whoistallerthanme?”Ifsomeonethinkshimself/herselftaller,he/shecanstandupandanswer,“I’mtallerthanyou.”Thesecondstudentcontinuestoaskthequestionifhe/sheisreallytallerthanthefirstone.Otherwise,he/sheshouldsitdown.Thestudentwhoistallerkeepsaskingthesamequestion.Findthetalleststudentinclassinthisway.Atlast,allstudentstrytosay,“XXX，you’rethetallestoneinourclass.”3.Introducedifferentkindsofdinosaurs.ShowmorepicturesaboutdifferentkindsofdinosaursonthePPT.Introducemoreinformationaboutdinosaurs.(出示課件：更多不同種類的恐龍圖片)板書設(shè)計Unit1Howtallareyou?dinosaurthanbothHowtallisit?It’s/I’m...It’stallerthanbothofustogether.I’mtallerthanthisone.作業(yè)設(shè)計觀看有關(guān)恐龍的紀(jì)錄片《恐龍星球》教學(xué)反思1.通過主情境圖創(chuàng)設(shè)情境，為即將學(xué)習(xí)的Let'stry板塊設(shè)置話題背景。2.呈現(xiàn)活動由淺入深，注重培養(yǎng)學(xué)生聽前預(yù)測的習(xí)慣。3.以學(xué)生為本，引導(dǎo)和啟發(fā)學(xué)生思考，注重對學(xué)生思維能力的培養(yǎng)。4.基于課本基礎(chǔ)，設(shè)置多元化的教學(xué)活動，適當(dāng)拓展，豐富學(xué)生表達(dá)，提高其語言綜合運(yùn)用能力。5.板書設(shè)計清晰明了，重點(diǎn)突出，起到了很好的輔助作用。Thesecondperiod（第二課時）PartALet'slearn&Doasurveyandreport內(nèi)容分析本課是PEP小學(xué)英語六年級起點(diǎn)第二冊Unit1第二課時，主要學(xué)習(xí)幾個形容詞的比較級：younger，older，taller，shorter，longer以及能夠在情景中恰當(dāng)運(yùn)用句型“—Howtallareyou?—I’m1.61metres.—I’mtaller.—You’reolderthanme,too.”開展相關(guān)表達(dá)。老師將通過聽音跟讀和游戲鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識點(diǎn)。課時目標(biāo)知識與能力1.通過圖片、課件、自然拼讀法等方法，結(jié)合教材中主線人物對比身高、年齡的情景，能夠聽、說、讀、寫形容詞的比較級形式“younger，older，taller，shorter，longer”等。2.能夠熟練運(yùn)用上述單詞描述人物的外貌特點(diǎn)，能夠理解形容詞比較級的基本構(gòu)詞規(guī)律，即在詞尾加-er。3.能夠運(yùn)用所學(xué)的詞匯與句型描述自己和同學(xué)的實(shí)際情況。4.能夠根據(jù)表格的提示完成調(diào)查，并根據(jù)調(diào)查結(jié)果作總結(jié)報告。過程與方法以繪制表格進(jìn)行詢問調(diào)查的游戲方式鞏固本課的核心詞匯和句型，根據(jù)創(chuàng)設(shè)的語言情境提高學(xué)生的語言運(yùn)用能力，使學(xué)生能夠熟練運(yùn)用所學(xué)詞匯進(jìn)行交流。情感態(tài)度價值觀加深學(xué)生對詞匯的記憶和理解，培養(yǎng)學(xué)生的觀察能力。在學(xué)生積極參與的同時，達(dá)到寓教于樂的目的。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠聽、說、讀、寫形容詞的比較級形式“younger，older，taller，shorter，longer”等。教學(xué)難點(diǎn)能夠根據(jù)真實(shí)情景在句子中熟練運(yùn)用形容詞的比較級形式。教學(xué)準(zhǔn)備PPT課件?課文錄音?相關(guān)視頻等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動錄音游戲教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.Greettheclass.T：Inthisclass,Ihopeyoucanbeconfident(☆),open-minded(☆☆),andespeciallycreative(☆☆☆).2.Trytouseadjectiveswelearnedbeforetodescribedifferentpeople.（出示課件：前面學(xué)過的描述人的形容詞）Guess：Whoishe/she?T：He/Sheis...He/Shehas...Ss：He/Sheis…Theteachergivesanexampletodescribeastudentintheclass.Studentstrytoguesstherightpersonaccordingtothesesentencescontainingadjectives.Thestudentwhosaystherightnamecangetonescore.Thenthisstudentgoesongivingdescriptionsaboutastudentintheclass.Theothersguess.3.Lead-in.Theteachersaysaword,thenstudentssaytheantonymofthisword.T:oldSs:young;T:...Ss:......Step2:PresentationLearnthewords“taller,shorter”Chooseatallstudent.(Butthisstudentshouldbeshorterthantheteacher.)Theteacherstandsbesidehim/herandaskshim/her,“Howtallareyou?”S：I’m…metres.T：Oh,you’retall.Butlookatme.I’m…metres.SoI’mtallerthanyou.Andyou’reshorterthanme.Theteacherusesbodylanguagetohelpstudentsunderstandthewords“taller,shorter”.Theteachershowsthepictureof“Let’slearn”.（出示課件）T：LookatZhangPengandJohn.Howtallarethey?Pleasewatchthecartoonandanswerthequestions：(1)HowtallisJohn?(2)Whoistaller，JohnorZhangPeng?Studentswatchthecartoonof“Let’slearn”andanswerthetwoquestions.Checktheanswerstogether.（出示課件）（Writedownthewords“tall—taller,short—shorter”ontheblackboard.Write“-er”inorangechalk.）（Writedownthesentence“I’m…thanyou.”ontheblackboard.）Leadstudentstoreadthewordsandsentencesseveraltimes.Learnthewords“younger,older”.ShowapictureofababyandanoldmanonthePPT.（出示課件）T：Let’slookatthepicture.Guesswhattheyaresaying.Trytofillintheblanks.Youcanfindtheanswersinyourbooks.（出示課件）Checktheanswerstogether.（Writedownthewords“old—older,young—younger”ontheblackboard.Write“-er”inorangechalk.）（Writedownthesentence“You’re…thanme.”ontheblackboard.）Leadstudentstoreadthewordsandsentencesseveraltimes.Learnthewords“shorter,longer”.Theteachertakesouttworulersofdifferentlengths.T：Thisisashortruler.Itisshorter.Andthisisalongruler.Itislonger.（Writedownthewords“short—shorter,long—longer”ontheblackboard.Write“-er”inorangechalk.）T：PleaselookatAmyandChenJie.(出示課件)Theyarewearingdifferentclothes.Canyousaysomethingabouttheirclothesbyusing“shorter”and“l(fā)onger”?Ss：…T：Wonderful!Leadstudentstoreadthewordsandsentencesseveraltimes.Step3:PracticeShowthewordcardsinthisperiodcasuallyandmatchmeaning.Let’ssay.T：Isay“...”.Yousay“...er”.Ss：OK！T：Tall.Ss：Taller.T：Long.Ss：Longer3.Let’sjudge.Theteachersayssomesentences.Studentsjudgethem.Ifthesentenceistrue，studentssitstill.Ifthesentenceiswrong,studentsstandupandcorrectit.Thefirstonewhostandsupwillgetonescore.Makeamodel:T：I’molderthanyou.Studentssitstill.T：I’mshorterthanyou.Theshorterstudentsstandup.Thefirstonewhostandsupsays,“You’retallerthanme./I’mshorterthanyou.”…ShowtherulesofthisactivityonthePPT.Step4:Consolidation&Extension1.Playtherecordingof“Doasurveyandreport”.(出示課件)2.Dividestudentsintoseveralgroups.Askquestionsabouteachother’sageandheight.Writedowntheinformationinthetable.（出示課件：Doasurveyandreport板塊的表格）3.ShowtimeT：Youcanreportinthisway,“WuBinbinistallerthanJohn，butZhangPengistallerthanWuBinbin.”Ifyoudoagoodjob，you’llgetonescore.（出示課件：該板塊的“Report”）Findthewinner.板書設(shè)計Unit1Howtallareyou?young—youngerold—oldertall—tallershort—shorterlong—longerHowtallareyou?I’m1.61metres.I’mtaller.You’reolderthanme,too.作業(yè)設(shè)計口語交際：用英語與同學(xué)交流各自的身高。教學(xué)反思利用比較法學(xué)習(xí)單詞，利于學(xué)生對比、理解和記憶。呈現(xiàn)環(huán)節(jié)的活動易操作，由詞到句，豐富學(xué)生對核心詞匯的理解。不同的活動之間過渡自然，環(huán)環(huán)相扣，逐層深入。活動形式多樣，培養(yǎng)學(xué)生的觀察能力。創(chuàng)設(shè)語言情境提高學(xué)生語言運(yùn)用能力，鞏固本課的核心詞匯和句型，使學(xué)生能夠熟練運(yùn)用所學(xué)詞匯介紹自己，實(shí)現(xiàn)本課的教學(xué)目標(biāo)。Thethirdperiod（第三課時）PartBLet'stry&Let'stalk內(nèi)容分析本課是PEP小學(xué)英語六年級起點(diǎn)第二冊Unit1第三課時，主要學(xué)習(xí)單詞“kilogram”的意思，并能正確發(fā)音以及能夠在情景中恰當(dāng)運(yùn)用句型“Whatsizeareyourshoes?”“Yourfeetarebiggerthanmine.”“—Howheavyareyou?—I’m…kilograms.”提問并作答。老師將通過多種教學(xué)活動鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識點(diǎn)。課時目標(biāo)知識與能力能夠讀懂題目要求，學(xué)會聽前預(yù)測要聽的重點(diǎn)內(nèi)容。能夠運(yùn)用基本的聽力技巧完成聽后主旨題和細(xì)節(jié)題的檢測，為進(jìn)入正式的對話學(xué)習(xí)做準(zhǔn)備。能夠在圖片和老師的幫助下理解對話大意，并能回答對話下面的問題。能夠用正確的語音、語調(diào)及意群朗讀對話，并能進(jìn)行角色表演。能夠聽、說、讀、寫并在情景中恰當(dāng)運(yùn)用句型“Whatsizeareyourshoes?”“Yourfeetarebiggerthanmine.”“—Howheavyareyou?—I’m…kilograms.”談?wù)擉w重、鞋碼等問題。能夠在語境中借助圖片理解新單詞“kilogram”的意思，并能正確發(fā)音。能夠簡單了解常用的鞋碼標(biāo)注法。過程與方法讓學(xué)生在歌曲和對話創(chuàng)設(shè)的情景中進(jìn)行練習(xí)，對話內(nèi)容多樣，能有效地鞏固本課核心句型。情感態(tài)度價值觀引導(dǎo)學(xué)生觀察圖片信息，預(yù)測對話中即將要發(fā)生的事情，培養(yǎng)學(xué)生的觀察能力和邏輯推理能力，提升學(xué)生的想象力和語言運(yùn)用能力。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)詢問并回答有關(guān)身高、體重、鞋碼等問題。教學(xué)難點(diǎn)能夠在情境中靈活運(yùn)用句型“Whatsizeareyourshoes?”“Howheavyareyou?”等進(jìn)行調(diào)查。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻、卡片等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動音樂動畫教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanbebrave,activeandopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Let'ssing.T：Let'ssingthesong—Mysmallcat.（出示課件：歌曲）3.Let’srap.T：Let’sraptogethertoday.Forexample，ifIsay“...”，yousay“...er”.Areyouready?Go!T：Tall.Ss：Taller.T：Short.Ss：Shorter.T：Long.Ss：Longer4.Lead-in.Let’sfindtheshoesize.T：Iwanttobuyapairofnewsportsshoes.Doyouwanttobuynewsportsshoes,too?Ss：Yes!T：Whatsizeareyourshoes?Size34?Size36?Trytofindthesizeonyourshoes.S1：Size35.T：Iwearsize36.Myfeetarebiggerthanyours.S2：Size38.Oh，Myfeetarebiggerthanyours.T：Great!Step2:Presentation1.Listenandcircle.（1）Showthequestionsof“Let’stry”onthePPT.（出示課件）Letstudentspredictthelisteningcontentandguesstheanswers.（2）Playtherecordingforthefirsttime.（出示課件）Askstudentstochoosetherightanswersofthetwoquestionsin“Let’stry”.（3）Playtherecordingagain.（出示課件）Studentsreadthelisteningmaterialandchecktheanswerstogetherwiththeteacher.（出示課件）T：WhydoesWuBinbinwanttobuysomenewhikingclothes?Ss：Becauseheisbiggerthanlastyear.T：Goodanswer!2.Guessandfillinthetable.Showthemainpictureof“Let’stalk”onthePPT.（出示課件）T：WuBinbinandMikeareattheshoestore.Theyaretryingontheshoes.Lookatthispicture.Canyoufindwhosefeetarebigger，WuBinbin’sorMike’s?Ss：Mike’sfeetarebiggerthanWuBinbin’s.T：Howabouttheweight?Canyouguesswhoisheavier，WuBinbinorMike?Ss：Mike./WuBinbin.T：Readthedialogueof“Let’stalk”byyourselves.ThentrytofinishthetableonthePPT.（出示課件）3.Learnthenewwordsandsentences.（1）Watchthecartoonof“Let’stalk”forthefirsttime.（出示課件）T：WhatsizeareMike’sshoes?Ss：Size7.T：WhatsizeareWuBinbin’sshoes?Ss：Size37.T：Mikewearssize7shoes,butWuBinbinwearssize37shoes.Why?Ss：…ShowatableonthePPT.（出示課件：中西方鞋碼對照表）Learntosaytheshoesizesindifferentcountriesindifferentways.T：Fromthetablewecanknow,intheUSAMikewearssize7shoes,butinChinahewearssize40shoes.SoWuBinbinsaystoMike,“Yourfeetarebiggerthanmine.”(Writedownthekeysentences“—Whatsizeareyourshoes?—Size7.—Yourfeetarebiggerthanmine.”ontheblackboard.)Leadstudentstoreadthesesentencesseveraltimes.（2）Watchthecartoonof“Let’stalk”forthesecondtime.（出示課件）T：HowheavyisMike?Ss：Heis48kilograms.T：HowheavyisWuBinbin?Ss：Heis46kilograms.T：Whoisheavier?Ss：Mikeisheavier.（Writedownthekeysentences“—Howheavyareyou?—I’m48kilograms.—You’reheavier.I’m46kilograms.”ontheblackboard.)Leadstudentstoreadthesesentencesseveraltimes.Teachtheword“kilogram”bypresentingthepictureonthePPT.（出示課件）4.Readandact.(1)Letstudentsreadaftertherecording.Remindthemtopayattentiontothepronunciationandtheintonation.(2)Letstudentspracticethedialogueingroups.(3)Fillintheblanks.(4)Actout.Step3:Practice1.Workinpairs.Twostudentsinagroup.Askandanswerquestionsabouteachother’sheight，weightandshoesize.Writedowntheinformationinthetable.（出示課件：信息表格）2.Makeareport.Thetwostudentsabovecomparewitheachotherinheight，weightandshoesize,thentrytomakeareport.Theteachermakesamodel：I’m1.55metres.Heis1.62metres.Heistallerthanme.I’m45kilograms.Heis46kilograms.Heisheavierthanme.Myshoesaresize38.Hisshoesaresize36.Myfeetarebiggerthanhis.Askonestudenttostandupandsharehis/herreport.Step4:Consolidation&ExtensionCreateashoestoreintheclassroom.1.Askonestudenttoactasacustomer.T：CanIhelpyou?S1：Yes，please!Ineedapairofnewshoes.T：OK!Whatsizeareyourshoes?S1：Size36.T：Trythemon.S1：Oh，theyaretoosmall.T：Yourfeetarebiggernow.Tryonthispair.Size37.S1：Theyarefine.I’lltakethem.2.Pairwork.Twostudentscometotheshoestoreandtrytoactasthecustomerandthesalesassistant.3.Giveareward.Eachgroupcangetastariftheycompletethedialogueshow.板書設(shè)計Unit1Howtallareyou?—Whatsizeareyourshoes?—Size.../Myshoesaresize...—Howheavyareyou?—I’m...kilograms.bigbiggerheavyheavier作業(yè)設(shè)計課外拓展：用英語表達(dá)一家人的鞋碼。教學(xué)反思1.歌曲導(dǎo)入，活躍課堂氣氛，快速吸引學(xué)生注意力，能有效幫助復(fù)習(xí)上一節(jié)課的舊知，鞏固核心句型。2.充分利用對話所創(chuàng)設(shè)的情景，讓學(xué)生在語境中創(chuàng)設(shè)接近于真實(shí)的對話，開展有效的問答和交流。3.教學(xué)目標(biāo)明確，重難點(diǎn)突破巧妙。各環(huán)節(jié)之間層層深入，過渡自然。每一個教學(xué)環(huán)節(jié)都在為下一步即將學(xué)習(xí)的內(nèi)容做好鋪墊或掃清學(xué)習(xí)障礙，幫助學(xué)生理解和更好地掌握新知。4.注重對學(xué)生思維品質(zhì)的培養(yǎng)，注重觀察能力和邏輯推理能力，在活動中也激發(fā)了學(xué)生的想象力，提升了語言運(yùn)用能力。5.板書設(shè)計中的生詞和重點(diǎn)句型清晰明了，起到了很好的歸納總結(jié)作用。Thefourthperiod（第四課時）PartBLet’slearn&Beatourguide內(nèi)容分析本課是PEP小學(xué)英語六年級起點(diǎn)第二冊Unit1第四課時，主要學(xué)習(xí)單詞smaller，bigger，stronger，thinner，heavier以及能夠在情景中熟練運(yùn)用句型表達(dá)“...than...bigger/smaller/stronger/thinner...”描述自己和他人的特點(diǎn)。老師將通過多種教學(xué)活動鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識點(diǎn)。課時目標(biāo)知識與能力能夠聽、說、讀、寫形容詞的比較級形式“smaller，bigger，thinner，heavier，stronger”等；能夠熟練運(yùn)用上述單詞描述人物和事物的特點(diǎn)；能夠了解部分形容詞由原形變成比較級時需要雙寫詞尾字母再加-er或者變y為i再加-er這個規(guī)則；能夠運(yùn)用所學(xué)的詞匯與句型描述并比較小朋友們釣到的魚的特征，達(dá)到運(yùn)用語言的目的。過程與方法組隊活動和角色表演，會讓學(xué)生興致勃勃地積極參與，同時也能幫助學(xué)生加深對核心詞匯的理解和記憶。情感態(tài)度價值觀以小組合作的形式在相對真實(shí)的語言環(huán)境中靈活運(yùn)用本課核心詞匯和句型進(jìn)行交流，豐富語言表達(dá)。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)1.能夠聽、說、讀、寫形容詞的比較級形式“smaller，bigger，thinner，heavier，stronger”等。2.能夠靈活運(yùn)用所學(xué)的形容詞比較級描述人物和事物的特征差異。教學(xué)難點(diǎn)能夠掌握單詞heavy，thin和big的比較級的構(gòu)成方式。教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動錄音角色扮演教學(xué)過程Step1:Warm-up&Revision&Lead-in1.Greetings.Greettheclass.Dividethemintoseveralgroupsandtellthem,“Ifyoucanbebrave,activeandopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Revision.Showthepicturesandthewordsof“Let’slearn”inPartAonthePPT.(出示課件：A部分的單詞卡片)Theteacherasksquestionslikethese：Whoisolder/younger/taller/shorter?Whosedressisshorter/longer?Studentsanswerthesequestionstoreviewthelearnedwordsandsentences.3.Lead-in.T：Icanblowitbiggerandbigger.Ialsocanmakeitsmallerandsmaller.Weneedlotsoftheminaparty.Whatisit?Ss：…Step2:Presentation1.Learnthewords“bigger,smaller”.T：Yes，theanswerisballoon.Theteachertakesoutaballoon.Askastudenttoblowit.Whenthestudentisblowing,theteacherleadstheotherstosay,“bigger，bigger，bigger”.Thentheteacherwritesdownthewords“big—bigger”ontheblackboard.(Write“-ger”inorangechalk.)Whentheballoonisbigenough,theteachertakesitinhandcarefully.T：Look!Icanmakeitsmaller.Theteachermakestheballoonsmallerandsmaller,andthenleadsstudentstosay,“smaller，smaller，smaller”.Atlast，theteacherwritesdownthewords“small—smaller”ontheblackboard.(Write“-er”inorangechalk.)ShowthepictureofMikeandWuBinbinonthePPT.(出示課件)T：Theyarelookingattheirfeet.Whosefeetarebigger?S：Mike’s.T：Yes.Mike’sfeetarebiggerthanWuBinbin’s.WuBinbin’sfeetaresmallerthanMike’s.Leadstudentstoreadthewordsseveraltimes.2.Learnthewords“heavier,thinner”.(1)PresentapictureofapiganditsweightonthePPT.T：Howheavyisit?Ss：Itis150kilograms.T：Isitheavy?Ss：Yes，itis.PresentapictureofanelephantanditsweightonthePPT.T：Howheavyisit?Ss：Itis7,000kilograms.T：Isitheavy?Ss：Yes，itis.T：Whichanimalisheavier，thepigortheelephant?Ss：Theelephant.T：Great!Theteacherwritesdownthewords“heavy—heavier”ontheblackboard.(Write“-ier”inorangechalk.)Leadstudentstoreadthewordsseveraltimes.(2)Theteacherchoosesathinstudentandaskshimorhertostandup.T：Doyouthinkhe/sheisheavy?Ss：No，he/sheisthin.T：Goodanswer.Canyoufindathinnerstudentinourclass?Ss：XXXisthinnerthanhim/her.T：Good!WhoisthinnerthanXXX?Ss：…Findthethinneststudentintheclassinthisway.Theteacherwritesdownthewords“thin—thinner”ontheblackboard.(Write“-ner”inorangechalk.)Leadstudentstoreadthewordsseveraltimes.ShowthepictureofJimandJohnonthePPT.(出示課件)T：HowheavyisJim?Ss：Heis52kilograms.T：Whoisthinner?Andwhoisheavier?Ss：Johnisthinner.Jimisheavier.T：Youaresogreat！(Writedownthekeysentences“—Howheavyareyou?—I’m…kilograms.”ontheblackboard.)Leadstudentstoreadthesentencesseveraltimes.3.Learntheword“stronger”.ShowthepictureofZhangPengandSarahonthePPT.(出示課件)T：ZhangPengisahelpfulboy.Lookatthispicture.Sarah’sbagistooheavy.Shecan’tcarryit.ZhangPenghelpsher.DoyouknowwhyZhangPengcancarrythisheavybag?Ss：…T：Becauseheisstrong.Sowhoisstronger，SarahorZhangPeng?Ss：ZhangPengisstronger.T：Wonderful!Soifyouarestrong，youcanhelpothers,too.Theteacherwritesdownthewords“strong—stronger”ontheblackboard.(Write“-er”inorangechalk.)Leadstudentstoreadthewordsforseveraltimes.Step3:PracticeWatchandread.Theteacherplaysthecartoonof“Let’slearn”.Studentswatchthecartoonandtrytoreadafterit.（出示課件）2.Playgames.(1)Workinpairs.Comparethesizeofschoolsuppliesorbodyparts.Asksomepairstoshowtheirworks.Thegroupwhichdoesagoodjobcangetasticker.(2)Findthedifferencesandtrytodescribethem.Theteachermakesamodel：LilyisyoungerthanLucy.Thestudentwhomakesasentencecangetasticker.Step4:Consolidation&Extension“Matchandsay”1.Finishthematchingtask.T:Today，thechildrengofishinginapool.Pleaseobservethefishinthepool.Theyaredifferent.First，pleasehelpeachchildchooseafish.Matchthemwithaline.2.Askstudentstocompareeachchild’sfish.Makeamodel:Mike’sfishisbiggerthanSarah’s./Sarah’sfishisthinnerthanChenJie’s.3.Showtime.Studentsstandupandsaytheirownsentences.板書設(shè)計Unit1Howtallareyou?big—biggersmall—smallerheavy—heavierthin—thinnerstrong—strongerHowheavyareyou.Jim?I’m...kilograms.You’reheavierthanme.作業(yè)設(shè)計課外拓展：比較一家人的體重，并排出順序。教學(xué)反思1.在熱身環(huán)節(jié)有效地幫助學(xué)生復(fù)習(xí)上節(jié)課的重點(diǎn)詞匯和句型。2.借助手勢、肢體語言、圖片和多媒體等直觀方式解釋單詞和詞組含義，幫助學(xué)生理解和記憶。3.結(jié)合話題主題，在教學(xué)活動中適時拓展相關(guān)詞匯，豐富學(xué)生語言表達(dá)，使學(xué)生的語言基于課本，但又不拘泥于課文詞匯和句型。4.多種游戲操練單詞和詞組，讓學(xué)生在輕松、愉悅的氛圍中掌握單詞和詞組。5.創(chuàng)設(shè)相對真實(shí)的語言環(huán)境，引導(dǎo)學(xué)生在小組內(nèi)合作交流，注重對舊知的整合，在提高學(xué)生的語言表達(dá)能力的同時，滲透情感目標(biāo)。Thefifthperiod（第五課時）PartBReadandwrite內(nèi)容分析本課是PEP小學(xué)英語六年級起點(diǎn)第二冊Unit1第五課時，主要學(xué)習(xí)單詞：countryside，lower，shadow，smarter，become以及能夠通過閱讀問題在語篇中捕捉不同類型的信息，訓(xùn)練根據(jù)上下文猜新詞的能力。老師將通過多種教學(xué)活動鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識點(diǎn)。課時目標(biāo)知識與能力能夠正確聽、說、認(rèn)讀單詞：countryside，lower，shadow，smarter，become；2.能夠朗讀、理解課文內(nèi)容，并能完成練習(xí)部分的任務(wù)；3.通過閱讀活動，逐步培養(yǎng)學(xué)生的閱讀技巧，提高學(xué)生的自主學(xué)習(xí)能力；4.提高學(xué)生的自我表達(dá)能力以及與他人交往的能力。過程與方法通過自主感知，幫助學(xué)生在仔細(xì)閱讀的過程中獲取更多信息，深入對文本的理解；以填空完成小短文的形式，提高學(xué)生在閱讀過程中根據(jù)題目要求提取關(guān)鍵詞的能力，既能鍛煉學(xué)生的語言表達(dá)能力又能培養(yǎng)他們的思維能力。情感態(tài)度價值觀提高了學(xué)生的語言綜合表達(dá)能力。鍛煉思維，提高閱讀理解能力教學(xué)重難點(diǎn)教學(xué)重點(diǎn)能夠理解和掌握本課重點(diǎn)單詞和句型。教學(xué)難點(diǎn)能夠通過閱讀問題在語篇中捕捉不同類型的信息，訓(xùn)練根據(jù)上下文猜新詞的能力教學(xué)準(zhǔn)備PPT課件?課文錄音?視頻等教學(xué)媒體選擇多媒體，錄音。教學(xué)活動Freetalk朗讀教學(xué)過程Step1:Pre-reading1.Greetings.Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanactbravely,activelyandbeopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Showsomepicturesaboutbeautifulspring.(出示課件）(1)Studentstalkaboutthespringwiththeteacher.T:Springiscoming!Theskyisclearerandthesunisbrighter.Howabouttheweather？Ss:Theweatheriswarmer.T:Good!Canyouthinkofanyotherchanges?Thinkofmorechangesfromwintertospring.Youcandiscussingroups.Asksomestudentstostandupanddescribethechanges.Themoretheysay,themoresunshinetheirgroupcanget.Theycandescribelikethis:Thegrassturnsgreen.Thedayisgettinglongerandthenightisgettingshorter…(2)Letstudentslookatthepicturesandleadthemtoticktherightpicturesbelongingtospring.(出示課件)T：Springissobeautiful!WuBinbinandhisfamilyaregoingonatriptothecountryside.WuBinbinwilltellastorytoRobin.(出示課件：一張鄉(xiāng)村的圖片)Teachtheword“countryside”.Step2:While-reading1.Fastreading.T：Whoisinthisstory?Watchthecartoonof“Readandwrite”.(出示課件)Thenreadthestoryfastandanswerthisquestion.Afterreading，theteacherleadsstudentstosay,“LittleDuckandOldTreeareinthisstory.”T：Let’strytogetmoreinformation.2.Carefulreading.(1)Letstudentsreadthestorybythemselves.Theteachergivestwotasks：①Finishtheexercisesin“Readandcircle”.(出示課件：Readandwrite板塊第一部分的練習(xí))②Circlethecomparativeformsoftheadjectivesinthetext.(2)Checktheanswersof“Readandcircle”together.(出示課件)T：Now，pleasewritedownthetitleinyourbooks.(3)Showthetext.Leadstudentstolearnthecomparativeformsoftheadjectives.(出示課件)Leadstudentstolearnthecircledwordsbylettingthemguessthemeaningsofthesecomparativeformsoftheadjectives.Stresstheword“smarter”.T:WhydoesLittleDuckaskhisfriendOldTreequestions?Ss：BecauseOldTreeisolderandsmarter.T:Great!You’resmart.Andyou’reallgettingsmarterandsmarter.Theteachercanhelpstudentsunderstandbyusingbodylanguage.(4)T：Boysandgirls,Ihaveaquestion.WhatisLittleDuckdoing?Ss:Heiswatchingthesungodown.T:Goodanswer!Andheiswatchinghisshadow.Teach“shadow”byshowingthepicture(出示課件：影子的圖片)andusingtherealshadowsintheclassroom.3.Readagain.T：LittleDuckhasaquestionabouthisshadow.Readthestoryagainandfinishthedialogue.(出示課件：該板塊第二部分的練習(xí))Checktheanswerstogether.(出示課件)T：Naturally，whenthesunisgettinglowerandlower，ourshadowsaregettinglongerandlonger.Let’sgotothesciencelaboratorytoseetherelationshipbetweenlightandshadow.(出示課件)Theteacherleadsstudentstoread“l(fā)owerandlower”and“l(fā)ongerandlonger”severaltimeswithactions.Letstudentsreadthetextbyfollowingtherecording.Thenreaditbythemselveswithcorrectsensegroupsandpausing.Step3:Post-reading1.Groupwork.Askstudentstothinkanddiscussingroups：DoyouagreewithOldTree?Why?Encouragestudentstoexpresstheiropinions.2.Playarole.T:IfyouareOldTree,canyouanswerLittleDuck’squestion?What’syouranswer?Youcansaywhateveryouthinkof.LetstudentsweartheheadwearsofOldTreetosaytheiranswers.Step4:Consolidation&Extension1.Letstudentsfeelandtalkaboutthechangesofthetime.Theteachermakesamodel：Themotherisgettingolderandolder.Theboyisgettingtallerandtaller.2.Freetalk.Letstudentstrytotalkaboutthechangesoftheirparentsbyusingthecomparativeformsoftheadjectives.板書設(shè)計Unit1Howtallareyou?countryside，lower，shadow，smarter，becomeSpringiscoming!Theskyisclearerandthesunisbrighter.Thesungoesdowneveryday，andwegrowoldereveryday.Yourshadowgrowslongerbecauseyouaregrowtaller.作業(yè)設(shè)計閱讀繪本《丑小鴨》教學(xué)反思通過多元化的教學(xué)活動設(shè)計，啟發(fā)學(xué)生思考，培養(yǎng)學(xué)生自主學(xué)習(xí)能力，引導(dǎo)學(xué)生觀察和總結(jié)，注重對思維能力的培養(yǎng)。通過不同層次的閱讀活動設(shè)計，引導(dǎo)學(xué)生從快速閱讀到仔細(xì)閱讀，從初步感知文本到深入理解。復(fù)述故事環(huán)節(jié)的設(shè)計既強(qiáng)化了學(xué)生對文本的理解，又鍛煉了學(xué)生的空間想象能力，也為學(xué)生復(fù)述故事提供了輔助，提高了學(xué)生的語言綜合表達(dá)能力。Thesixthperiod（第六課時）PartBLet’scheck&Let’swrapitup內(nèi)容分析本課是PEP小學(xué)英語六年級起點(diǎn)第二冊Unit1第六課時。主要目標(biāo)是完成Let’scheck板塊的聽力訓(xùn)練，鞏固本單元所學(xué)重點(diǎn)內(nèi)容以及能夠根據(jù)圖片信息推測聽力內(nèi)容，做到有目的地去聽錄音，聽后完成判斷任務(wù)。老師將通過多種教學(xué)活動鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識點(diǎn)。課時目標(biāo)知識與能力能夠完成Let’scheck板塊的聽力訓(xùn)練，鞏固本單元所學(xué)重點(diǎn)內(nèi)容；2.能夠根據(jù)圖片信息推測聽力內(nèi)容，做到有目的地去聽錄音，聽后完成判斷任務(wù)；3.培養(yǎng)學(xué)生良好的聽力習(xí)慣，有策略地提高學(xué)生聽力水平；4.能夠鞏固復(fù)習(xí)歸納本單元所學(xué)的形容詞比較級；5.能夠在教師的引導(dǎo)下，啟發(fā)思維，學(xué)會總結(jié)。過程與方法通過故事拓展閱讀，豐富學(xué)生的語言表達(dá)，增加單元主題相關(guān)的語言輸入，培養(yǎng)學(xué)生的語音語調(diào)意識，讓他們學(xué)會按正確的意群朗讀故事。以小組合作和角色扮演的活動形式，引導(dǎo)學(xué)生恰當(dāng)并熟練運(yùn)用故事中的語言。情感態(tài)度價值觀通過學(xué)習(xí)故事，豐富語言輸