六年级英语下表格教案

1、课题Let s learnUnit 1 How tall are you. 刘丹课时总数六课时课型设计者课 时第一课时一、学习目标 1、 能 在 多 媒 体 课 件 , 图 片 和 卡 片 的 帮 助 下 , 正 确 的 跟 读 , 认 读 新 单 词 和 拼 读 新 单 词 ：taller ,stronger ,older, younger, shorter 单词；说出这些单词的汉语意思；在四线三格上规范书写出这些2、能够正确的跟读、朗读句子“I m cm tall. He/Shes cm tall.”描述自己和他人的身高；二、学问链接同学在三四年级已经学过相关形容词“ tall,stron

2、g,old,young,short” , 并且已经娴熟运用；在此基础上进行比较级的学习,同学有肯定的基础了；三、评判设计1、针对学习目标 1,采纳老师领读、同学自由读、跟读、齐读、开火车读单词,通过观看同学的口型、表情、动作进行反馈订正,让同学誊写句子,老师巡察指导等方法来检测；（达成率 90%）2、通过指名提问、同桌或小组合作进行对话操练的方式来检测；（达成率 90%）四、重难点分析1、能够听、说、认读A Let s learn部分五个形容词的比较级形式,并能用含有比较级的句型替换关键词进行问答；2、能够听、说、读、写四会单词,并能依据肯定情境使用含有形容词比较级的句型替换关键词进行问答；3

3、、长度单词cm的完整形式centimeter的发音；五、学法指导1、 直观教学法；2、 全部动作反应法；3、 小组合作表演法；六、学前预备1、录音机,三年级下册六单元Let s do 部分的录音磁带和本课录音带；2、本课时的单词卡片；3、测量身高和体重的工具；七、学习过程预设1. Preparation 备注1 Chant：老师播放三年级下册六单元A 部分 Let s do 的录音“Tall, tall, tall, make yourself tall ” 师生一起吟唱并做出相应的动作；2 Free talk：T：Good morning/afternoon. Boys and girls.

4、 Ss: Good morning. Miss/ MrT: How are you. Ss: I m fine. Thank you. And you. :tall, short, strong, T: Im fine, too. Who is your teacher. Ss: Mr/ MissT: What s he/she like. Ss: He/ She is and 引导同学描述自己的老师,复习学过的形容词；并适时板书这些形容词thin, young, old. 设计意图：热身复习,通过一个形式活泼的chant 复习与本课内容相关的形容词,创设英语氛围,激发学习爱好,温故知新,为新

5、课学习做铺垫；2. Presentation 1 出示一张刘翔的图片,问：Who is he. Whats he like. 引导同学回答：He is Liu Xiang. He is tall. T: Yes, Liu Xiang is tall. （出示姚明的图片； ） Look at Yao Ming. Whats he like. Ss: He is tall, too. T: Yes, he is tall. He is taller than Liu Xiang.在 tall后面用红笔加上er. 领读、拼读单词并说句子； Make a chant: taller , taller,

6、 taller, Yao Ming is taller than Liu Xiang. T：Yao Ming is taller than Liu Xiang. Liu Xiang is shorter than Yao Ming. 在 short后面用红笔加上 er. 领读、拼读单词并说句子； Make a chant: shorter, shorter, shorter, Liu Xiang is shorter than Yao Ming. 老师出示测量身高的米尺并说 : “ I am 158 cm tall. How tall are you.” 引导同学测量自己的身高并用句子回答：

7、“ I am cm tall.”板书： cm=centimeter 领读、拼读单词并告知同学它的复数形式 : centimeters. 如： I am 158 cm tall. 读作： I am one hundred and fifty-eight centimeters tall. Ask and answer one by one. A: How tall are you. B: I am cm tall. And you. A: I am cm. I am taller/ shorter than you. 2 在一组同学问答练习终止时,老师接着说：“ You are taller t

8、han me. But I am stronger than you.” 在原先的板书strong后面用红色笔加上er. 领读并拼读单词；Make a chant: stronger, stronger, stronger, I am stronger than you. T：大家想知道老师为什么长得这么健壮吗？由于我坚持正确的饮食方法和锤炼身体；只要你们能够坚持正确的饮食方法和锤炼,也肯定能有一个好身体；Look. I am stronger than you. You are thinner than me. 在原先的板书 thin 后面用红色笔加上 ner. 领读并拼读单词；告知同学像

9、thin 这样的单词,在变为比较级时,要双写最终一个字母再加 er. Make a chant: thinner, thinner, thinner, you are thinner than me. T: 老师出示测量体重的健康称,测量自己的体重说并：引导同学用“I am kg heavy.” 回答疑题；I am 52 kg heavy. How heavy are you. ”板书： kg=kilogram 领读,拼读单词并练习说句子；让同学懂得在实际句子中应当使用复数形 式；如： I am 52 kg heavy. 应读作：“ I am fifty-two kilograms heavy

10、.”Ask and answer one by one. A: How heavy are you. kg heavy. And you. B: I am A: I am cm. I am stronger/ thinner than you. 3 老师指一同学问：How old are you. S1: I am 12/ years old. T: I am 35 years old. I am older than you. You are younger than me. 在黑板上原先的板书old, young 后面加上 er. 领读,拼读单词并练习说句子；Make a chant: o

11、lder, older, older. I am older than you. Younger, younger, younger, you are younger than your brother. Ask and answer one by one. A: How old are you. B: I am years old. And you. A: I am years old. I am older/younger than you. 设计意图： 利用大家都特别熟识的名人刘翔和姚明引入新单词 taller 和 shorter 的学习, 形象 直观,便于同学接受； 而在学习 stro

12、nger 和 thinner 的时候, 就直接用老师和同学的实际体重 做为学习资源,让同学在实际生活中学习新学问；同时训练同学留意正确的饮食和锤炼,树立正确的健康观；Chant 是学校生学习英语时最喜爱的练习方式,在学习新知时,用chant 加深同学的印象,便他们坚固把握新学单词；4 Listen to the tape. Listen to the tape and repeat. 5 Read after teacher/ little teachers/ in groups. 设计意图：只有听得准才能仿照得准,说得好；所以听录音仿照语音、语调是学习英语中特别重要的一步；合作学习,小组互助

13、既有利于同学合作精神的养成,也有助于每个同学都更好得 把握读音；3.Practice x k b1.c om 1 Read the new words in groups. 2 Spell the words. 3 Make the sentences with the new words. 4 Listen and do: Line up from older to younger. Line up from taller to shorter. Line up from thinner to stronger. 要求在站队的过程中只能用英语沟通,看哪个小组站的最快,用中文提示的小组将被剔除

14、；5 Make a chant: taller , taller, taller, Yao Ming is taller than Liu Xiang. shorter, shorter, shorter, Liu Xiang is shorter than Yao Ming. stronger, stronger, stronger, I am stronger than you. thinner, thinner, thinner, you are thinner than me. older, older, older. I am older than you. Younger, you

15、nger, younger, you are younger than your brother. 设计意图：从读熟到拼写,只是一个机械操练的简洁仿照过程,如何让同学在仿照的基础上达到娴熟运用？本环节利用教材中pair work资源,让同学在听听做做中娴熟把握所学学问；这一环节的设计,不仅是一个听力活动,实际上是一个听说结合的综合活动,由于同学在听到教 师的指令后,必需有一个沟通的过程,而在这个过程中,老师要求他们必需用英语进行沟通获得信息,这就更进一步地练习了所学学问；用一个形式活泼的 的拓展作好了铺垫；4. Production 1 Make a new chant like this b

16、y yourself. chant ,巩固所学新知,为下面2 在小组内调查同伴的身高、体重、年龄,并以获得的数据做一个对话；如：A: How tall are you. B: I am 152 cm tall. What about you. A: I am 153 cm tall. I am taller than you. B: Yes, I am shorter than you. How heavy are you. A: I am 48 kg. And you. B: I am 50 kg. You are thinner than me. A: Yes, I am stronger

17、 than you. How old are you. B: I am 12 years old. How about you. A: I am 11 years old. I am one year younger than you. B: Yes, I am one year older than you. 设计意图：学习英语的最终目的是为了达到学以致用,把语言学问转化为语言技能；在本环节的拓展应用中,我设计了利用自身数据做对话的活动；这个活动把要邢课所学的关于个人信息的三个方面综合在一起,编成一个综合性的对话,假如这部分把握较好的话,为下面的对话学习将打下良好的基础；八、达标检测：依据规

18、章做练习 , 写出以下形容词的比较级形式：small- long- big- coolhigh- kind- tall- young 九、板书设计：Unit 1 How Tall Are You. Part A Lets learn tall taller How tall are you. short shorter I am strong stronger How heavy are you. thin thinner I am old older How old are you. youngyounger I am cm=centimeter kg=kilogram I am talle

19、r/ than you. 十、导学反思课题Unit 1 How tall are you. 课时总数六课时课型Let s talk设计者刘丹课 时其次课时一、学习目标 1、在录音跟读的帮忙下同学能够正确的跟读、朗读句子：“How tall are you. Im 164cm tall. Youre shorter than me. Youre 4cm taller than me. 并做到语音、语调清楚、语气表达正确；” 并依据供应的对话句式,同学积极参加到小组问答中,2、在四线三格上规范书写句子“How tall are you. Im 164cm tall. Youre shorter t

20、han me. Youre 4cm taller than me.”3. 能够完成 Lets try 部分听录音判定对错的练习；二、学问链接同学在第一节课学过了五个形容词的比较级形式,初步懂得并学会了英语中形容词比较级句型结构的用法；本节课在此基础上主要练习比较高矮及精确比较,询问及回答身高的表达等学问,同学不会感到很难；三、评判设计1、针对学习目标 1,通过指名提问、观看同学的口型、观看同桌或小组合作、提问某小组或某同桌进行对话操练、同学互评,来达到能清楚、正确说出单词或句子,敢于开口、积极参加对话沟通、检测同学语言综合应运才能的目的；（达成率 90%）2、针对学习目标 2,让同学誊写句子,

21、老师巡察指导等方法来检测；（达成率 90%）3、针对学习目标 3,让同学听录音后,老师通过指名提问来检测；四、重难点分析本课时的学习重点与难点是四会把握句子：“ How tall are you. Im 164cm tall. Youre shorter than me. Youre 4cm taller than me.”五、学法指导1、创设情境学习法；2、全部动作反应法；3、小组合作表演法；六、学前预备1、老师预备好Lets learn部分的卷尺、单词卡片、录音机及本课时的录音带；2、同学预备好事先测出的身高和体重的数据；七、学习过程预设Step 1 Preparation 备注1. Fr

22、ee talk. 2. 老师播放 Let s chant 部分的录音,同学先听一遍,然后师生一起看歌谣并跟录音有节奏 地吟唱；3. 利用单词卡片复习Lets learn部分的单词,留意随时订正同学的发音；Step 2 Presentation 1. Lets try 老师播放Let s try部分的录音,同学听录音,圈出录音材料中所描述的大象；录音内容如下： There are three elephants in a zoo. Father elephant is taller and older than Mother elephant. Mother elephant is smalle

23、r than Father elephant. She is stronger than her son. Son elephant is younger but taller than his mom and dad. Which picture is the son elephant. 老师带领同学一起说说这三只大象的样子,老师问：What is the Mother elephant like. What is the Father elephant like. Is the Mother elephant stronger than her son. 订正练习题中的答案,并让同学试着重

24、复录音中的句子,从而加深他们的印象；2. Lets talk 学习句型“How tall are you.”老师用卷尺测量身高,说：I am 163 cm tall. How tall are you. 并导引同学回答 . 老师板书： How tall are you. Im cm tall. 同学跟读几遍后做接龙练习；学习句型“Youre shorter than me.”“ 比身高” ：老师和 AB两名同学示范 A 说： I am 157cm tall. T 说： I am 163cm tall. I am taller than you. Youre shorter than me. 然

25、后和 B同学做相同的问答；老师板书： Youre shorter than me. 同学跟读；）Youre taller than me. 学习句型“Youre 4cm taller than me.”老师问比自己高的同学：How tall are you.（I m 165cm tall.Youre 2cm taller than me. 板书： Youre 2cm taller than me；引领同学跟读；再运用其他的词汇做替换练习；3. Listen to the tape 老师播放第一遍录音,让同学带着问题听录音： How tall is Wu . How tall is John .

26、 Who is the taller . 然后,师生一起核对答案；播放其次遍录音,让同学跟读；全班一起朗读,然后分角色朗读；Step 3 Practice Group work 1. 同学在小组内利用本课主句型相互询问,并且完成表格； Name Age Height 2. 老师在同学汇报之前先做好示范,然后让同学依据表格数据用比较级进行汇报；Step 4 Production Task time 让同学量教室里面钢笔、课本、桌子等物品的尺寸,并说出完整的句子,如：My pen is 14 cm long. 老师口述有关自己房间的内容,让同学猜猜,老师留意说出大小尺寸；Step 5 Progre

27、ss 1. 小结 2. Homework ：老师以自己事先测量好的房间及物品情形举例,告知同学依据示范回家测量并写出完整的句子,如： My room is 4 meters long and 2 meters wide. 誊写本课时的四会句子；八、达标检测：Read and choose. 1. How _ are you. A. short B. tall C. taller 2. Im 4 cm _ than you. A. taller B. older C. younger 3. Youre _ older than me. A. 4 cm B. one C. one year 4.

28、- _. - Im 160 cm tall. 下节课预备口头陈述； A. How old are you. B. How are you. C. How tall are you. 5. Mike _ stronger than Wu Yifan. A. am B. is C. are 6.He is _ younger than her A.two years B. two year 九、板书设计：Unit 1 How tall are you. A Lets talk How old / tall are you. Im 163 cm tall. Youre shorter than me

29、. Youre 4 cm taller than me. 十、导学反思课题Unit 1 How tall are you. 课时总数六课时课型Let s read设计者刘丹课 时第三课时一、学习目标 1、能在英文动画片和图片的帮忙下,听出课文内容的大意,能在录音的帮忙下,正确的跟读、朗读课文对话,做到发音清楚、语音语调正确；并能够在图片的帮忙下,正确的复述课文；2、在问答句型的基础上老师引导同学正确查找出关键信息,从而回答与课文相关的问题；能独立完成短文后的练习题；二、学问链接同学在三四年级已经学过相关形容词“ tall,strong,old,young,short” , 并且已经娴熟运用；在

30、此基础上进行比较级的学习,同学有肯定的基础了；同学在第一节课学过了五个形容词的比较级形式,初步懂得并学会了英语中形容词比较级句型结构的用法；本节课在此基础上主要练习比较高矮及精确比较,询问及回答身高的表达等学问,同学不会感到很难；三、评判设计1、针对学习目标1,可以通过观看同学观看时的表情,指名提问、 观看同学的口型、观看同桌或小组合作、提问某小组或某同桌进行对话操练、同学互评,来达到能清楚、正确说出单词或句子,敢于开口、积极参与对话沟通、检测同学语言综合应运才能的目的；2、针对学习目标 2,采纳老师提问,小组争论问题、指名回答疑题,指名上讲台书写,同学在书本上书写,巡察同学书写情形的方法来检

31、测；（达成率 85%）四、重难点分析使同学能够充分懂得、正确朗读对话,并培育同学拼读音标例词的才能；难点：同学能看懂、会朗读句子：“I think the little monkey is only 40 cm tall. The monkey is shorter but you re funnier.”五、学法指导1、创设情境学习法；2、活动教学法；3、小组合作表演法；六、学前预备1、录音机,录音带；2、老师预备对话中三只猴子的图片和一个玩具小丑；3、同学预备一张自己与好友的图画或者与伴侣的合影照片七、学习过程预设1.Preparation 备注1 Free talk 2chant （自编

32、 chant, 师生一起边做动作边说唱歌谣；）Taller, taller, taller, make yourself taller. Shorter, shorter, shorter, make yourself shorter. Stronger, stronger, stronger, make yourself stronger. Thinner, thinner, thinner, make yourself thinner. Older, older, older, make yourself older. Younger, younger, younger, make you

33、rself younger. 3chant课本第 2 页,听录音,师生同唱； 设计意图：利用学习新单词时师生自编的chant 复习与本节课相关的形容词比较级形式,让学生快速进入本节课将要学习的英语氛围之中；2.Pre reading 1 小组内沟通回家测量房间和房间内物品所获得的数据；例如：My bedroom is 4 meters long and 3 meters wide. My bed is 2 meters long 老师选二至三组同学做汇报；2 Pair work 请一名同学做示范,介绍自己和伴侣的图画或照片；如：This is my friend and this is me.

34、 He is one year older than me. He is taller than me. He has short hair and big eyes3 同学在四人小组内介绍自己的图画或照片；4 出示玩具小丑：Look. I have a clown. What do you think of it. ”引引导同学用“I think it is funny.” 来回答疑题,并板书该句型；老师再出示一张monkey 的图片,说： “ Look at the monkey. What do you think of it.导同学回答： “ I think its funny, to

35、o.”T：Which one is funnier. The monkey or the clown. S: I think the monkey/clown is funnier.（假如同学没有使用I think 老师要引导同学使用这个句子来回答； ）板书： funny funnier , 并让同学认真观看两个单词,总结说出funny 变为比较级形式的规就；5 出示另外两只 monkey的图片, 贴在黑板上, 说：Look. There are three monkeys here. Which monkey do you like best. Why. 引导同学用形容词的比较级形式对三只猴

36、子做描述；如：I like the yellow one. Its taller than the brown one设计意图：利用教材中供应的素材 Pair work 复习前两节课中学习的学问,练习用形容词的比较级形式描述自己和他人；然后用一个玩具小丑,创设情境,突破了本课的重难点句型：I think 并进行了充分的操练,为后面的阅读初步排除障碍,降低阅读难度；3.In reading 1 General reading T: Ben is watching monkeys at a zoo with his father now. What are they talking about.

37、What are the monkeys like. Lets read the dialogue. 出示问题,同学依据问题快速默读对话；X k b1 .c om a. How many monkeys are they talking about. b. Which monkey does Ben like best. c. Which monkey is taller. d. Which monkey is stronger. 回答疑题,检查同学第一遍读的情形；设计意图：通过快速默读课文,初步明白课文内容,回答简洁的问题,给与同学阅读的自信；2 Detailed reading T: No

38、w , let s read the dialogue carefully in groups, circle the important sentences, then try to answer the questions: 出示问题,让同学在小组内认真读对话,争论回答以下问题：a. How tall is the little monkey. b. How tall is the yellow monkey. c. How long is the little monkeys tail. d. Who is shorter. The yellow monkey or Ben. 同学小组内

39、读对话并争论,老师巡察指导；逐个回答疑题,检测；设计意图：通过细读对话,解决语篇内的主要内容,让同学回答有肯定思维深度的问题,检测 同学对课文的懂得程度；培育同学猎取信息、处理信息的才能；3 Read and write T: We can answer the questions very well. But can you write the Answers. This time, let s read the dialogue again and write the answers on your books. 同学在小组内合作,再读对话,在课本填写完成句子的答案,老师巡察指导；留意书写

40、的规范 性并准时指导；设计意图：让同学在正确回答疑题的基础上落实到写,在写的过程中,让同学通过小组合作,培育同学合作互助的才能；4 Listen to the tape 播放本部分课文的录音,提示同学认真听,留意录音中的语音和语调；5 Read aloud. 仿照录音中的语音和语调,大声练习朗读对话；设计意图：听得清是读得准的前提,让同学静听一遍录音,体会录音中的语音、语调,然后模 仿录音去进行自由朗读,有助于同学语感的培育；4. Postreading 1 两人一组练习分角色朗朗对话；之后请几组同学上台表演；2 用这节课学到的新语言,在教室里任选一个四人小组进行争论对话练习；如：A: Loo

41、k at group 2. Who is taller. B: is taller. I think he is 168 cm tall. He is taller than me. A: Who is stronger. B: is stronger. I think he is kg heavy. 3 Pronunciation 1 提示同学留意看课本中本部分音标及例词；播放录音；2）听录音跟读音标和例词；3）总结字母和字母组合的发音规律；4）老师领读音标和例词；补充例词让同学试读；5）Read and match ；设计意图：将本堂课的新语言点综合成一个对话,设置阅读后的扩展活动,让同学

42、在真实自然的任务型活动中扩展运用阅读信息；5. Progress 1 同学两人一组为Pair work 中预备的图画或照片添加文字说明,要求写下的句子包含有比较级形式；如： She is taller than me, but I am stronger than her. 子有无错误；2 做活动手册本部分的配套练习；然后相互检查所写的句设计意图： 总结本课所学内容、阅读方法, 利用教材中供应的素材练习本课新学问,形成才能；做活动手册上的练习,检测评判；八、达标检测：1 I am _ than Tom. Tom is _ than me. 2 My grandpa is _ than your

43、 brother. Your brother is _ than my grandpa. 3 This dog is _ than that dog. That dog is _ than this dog. 九、板书设计：Unit 1 How Tall Are You. Part A Lets read 十、导学反思课题Unit 1 How tall are you. 课时总数六课时课型Let s learn设计者刘丹课 时第四课时一、学习目标 1、能在多媒体课件,图片和卡片的帮忙下,正确的跟读,认读和拼读形容词的比较级形式：heavier, longer, thinner, bigger

44、和 smaller. 说出这些单词的汉语意思；在四线三格上规范书写拼读单词； 2. 能够敏捷精确地运用以上形容词比较级描述人物和动物的特点差异；同学积极参加到争论中,并做到发音清楚、语气表达正确；二、学问链接同学在第一节课学过了五个形容词的比较级形式,初步懂得并学会了英语中形容词比较级句型结构的用法；本节课在此基础上主要练习比较高矮及精确比较,询问及回答身高的表达等学问,同学不会感到很难；三、评判设计1、针对学习目标 1,采纳老师领读、同学自由读、跟读、齐读、开火车读单词,通过观看同学的口型、表情、动作进行反馈订正,让同学誊写句子,老师巡察指导等方法来检测；（达成率 90%）2、通过指名提问、

45、同桌或小组操练的方式来检测；（达成率 90%）四、重难点分析四会把握五个形容词的比较级形式 : heavier, longer, thinner, bigger 和 smaller. 学习难点：把握以下形容词比较级的构成方式：heavyheavier, thinthinner, big bigger. .五、学法指导1、直观教学法；2、全部动作反应法；3、小组合作表演法；六、学前预备录音机,单词卡片,一个气球,一段橡皮筋和一组胖瘦对比明显的人物的图片；七、学习过程预设1.Preparation 备注1 Lets chant. Shorter, shorter, make yourself sh

46、orter. Taller, taller, make yourself taller. Older, older , make yourself older. Younger, younger, make yourself younger. Stronger, stronger, make yourself stronger. 2 Ask and answer x k b1.c o m T: How tall are you . S: Im 160 cm tall. T: Im 166 cm. Im 6cm taller than you. Youre 6cm shorter than me

47、 3 让同学仿照刚才的对话,使用句型：How tall/ heavy/ old are you. I m I m 比较级 than you. 在小组内调查某名同学的身高、体重、年龄等,然后请几组同学汇报调查情况；设计意图：通过说唱自编歌谣复习巩固A 课所学单词,让同学加深印象并活跃课堂气氛,让学生在轻松开心的环境下进入学习的正确状态,同时为新课的学习做铺垫；2.Presentation 1 老师拿出一个气球,请一名同学上台吹气球：“ Please make it bigger.” 老师带领全班学生跟随该同学吹气球的节奏喊：“ Bigger. Bigger. Bigger.” 老师领读并板书该单

48、词,让两排同学轮番拼读单词； （留意 bigger 需要双写字母 g, 再加 er, big-bigger ）老师接着说：“ Look at the balloon, it is bigger.” 并领读该句子, 自编 chant, 和同学一起说唱： bigger, bigger, bigger, the balloon is bigger ；然后老师拿着已经吹大的气球,一点一点放出空气,带领学生说：“ Smaller. Smaller. Smaller.” 老师板书并领读该单词,让两排同学轮番拼读单词；教师指着气球说： “ Look at the balloon, it is smaller

49、 now.” 并领读该句子 , 自编 chant, 和同学一起说唱：smaller, smaller, smaller, the balloon is smaller；2 老师拿出一段橡皮筋,一边拉长,一边领同学说：“ Longer. Longer. Longer. 接着渐渐放松橡皮筋说： “ Shorter. Shorter. Shorter.” 然后板书并领读这两个单词,让两排同学分别拼读这两个单词； 自编 chant, 和同学一起说唱： Longer, longer, longer, it is longer. Shorter, shorter, shorter, it is short

50、er. （3）老师问：“ Who is strong in our class. ” 同学会说： “ A is strong .No,.is stronger. No,.is stronger than.” 老师请出其中一名同学,说：“ Youre strong. How many books can you carry.” 然后让他伸开双臂抱书本,老师一本一本往上加时说：“ Heavier. Heavier. Heavier. ” 老师板书 heavier 并领读该词,请同学再次确认从 heavy 到 heavier 的词尾变化；（先把 y 变为 i ,再加 er. ）自编 chant, 和

51、同学一起说唱： heavier ,heavier, heavier, the books are heavier. （4）老师出示一组胖瘦剧烈对比的图片说：“Look. She is heavy. She wants to be thinner. So she does exercises everyday and eats less meat. She is thin after three months. She keeps doing exercises. She is thinner after another three months.” 然后板书并领读thinner. （强调 th

52、inner 要先双写字母 n, 再加 er. ）让两排同学分别拼读这个单词；自编 chant,和同学一起说唱： thinner, thinner, thinner, she is thinner. 5 老师播放录音,让同学跟读单词和句子；然后老师找几位同学当小老师领读单词和句子；6 让同学四人一组在小组内读单词,采纳兵教兵的形式；然后检查同学的把握情形；设计意图：创设与同学生活较贴近的情形,利用同学平常爱玩的气球和橡皮筋做教具,使语言内容直观,激发同学的学习热忱和学习动机,培育同学学习的爱好,让同学在轻松开心的氛围中学到学问； 运用小组合作学习,能调动同学的学习积极性,以达到每个同学都参加口语

53、活动,提高他们的语言表达才能；3. Practice （1）猜单词嬉戏；让两名同学上台,一人出示卡片,让大家做动作,另外一名同学说单词；（2）让同学拿出自己的动物玩具,四人一组用所学单词来争论；（3）让同学分组进行单词拼读竞赛；（4） Make a new chant: bigger, bigger, bigger, the balloon is bigger；smaller, smaller, smaller, the balloon is smallerLonger, longer, longer, it is longer. Shorter, shorter, shorter, it i

54、s shorter. heavier ,heavier, heavier, the books are heavier. thinner, thinner, thinner, she is thinner. 设计意图：通过嬉戏和拼读竞赛,巩固所学新词,使同学在轻松开心的氛围中学习英语,同时训练同学的快速反应才能,通过说唱自编歌谣,加深同学对所学新单词的印象,用以巩固所学新知；4.Production （1）老师先与一名同学做示范,然后让同学两人一组用身体部位和学过的动物来练习,勉励他们说出更有创意的句子,比如：My eyes are bigger than yours. Your neck i

55、s longer than mine. An elephant is heavier than a tiger, 等；（2）利用教室内的物品或者同学自带的文具,习,拓展学问,形成才能；然后找几组同学在班上汇报；相互比较, 利用本堂课所学的新单词和新句子练设计意图：让同学借助自己的身体部位,以及随地可取的物品,两人一组对本课所学的生词加 以巩固和应用,培育他们的学问运用才能和语言思维才能；5.Progress 1 Story time 同学默读对话后回答： “ Who is an excellent goalkeeper. Why. 老师勉励同学说出不懂得的句子,大家一起争论,扫除阅读障碍；老师

56、放该部分录音,同学跟 读；同学六人一组,练习对话 . （2）小结：让同学总结形容词比较级的变化规章,老师再补充说明；（4）让同学做基础训练中本部分的配套练习；Homework: 让同学听录音跟读所学内容,把四会单词会背会拼；八、达标检测：1、 The red ruler is 20 cm . The yellow ruler is 10 cm. The yellow ruler is_ than the red ruler. 2、 I am 160 cm tall. He is 170 cm tall. He is _ than me . 3 、Zhang Peng is 8 years ol

57、d . Amy is 10 years old. Amy is _ than Zhang Peng.、九、板书设计： Unit 1 Part B Lets learn bigger His tail is longer./ smaller His head is small./ Longer Heavie thinner 十、导学反思课题Unit 1 How tall are you. 课时总数六课时课型Let s talk设计者刘丹课 时第五课时一、学习目标 1、在录音跟读的帮忙下同学能够正确的跟读、朗读句子：How heavy are you. I m、 48 kg. Im thinner

58、 than you,and shorter. 并依据供应的对话句式,同学积极参加到小组问答中,并做到语音、语调清楚、语气表达正确；2、 在四线三格上规范书写出句子How heavy are you. I m、 48 kg. Im thinner than you,and shorter. 3、能询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题,并能在实际生活中运用；4、能够听清 Lets try部分的对话录音并完成听音选图的练习；二、学问链接同学在第一节课学过了五个形容词的比较级形式,初步懂得并学会了英语中形容词比较级句型结构的用法；本节课在此基础上主要练习比较高矮及精确比较,询问及回

59、答身高的表达等学问,同学不会感到很难；三、评判设计1、针对学习目标 1、3,通过知名提问、观看同学的口型、观看同桌或小组合作、提问某小组或某同桌进行对话操练、同学互评,来达到能清楚、正确说出单词或句子,敢于开口、积极参加对话沟通、检测同学语言综合应运才能的目的；（达成率 90%）2、针对学习目标 2,让同学誊写句子,老师巡察指导等方法来检测；（达成率 90%）3、针对学习目标 4,让同学听录音后,老师通过指名提问来检测；（达成率 80%）四、重难点分析1、 本课的重点是学会正确询问体重并依据回答作出争论,涉及的句型是： How heavy are you . I m _ kg. I m thi

60、nner than you,and shorter. are you？能正确运用长度和重量单位；2、难点：依据实际情形敏捷运用How tall/long/heavy五、学法指导1、创设情境学习法；2、活动教学法；3、小组合作表演法；六、学前预备1、课前预备录音机磁带；2、老师预备本课时所需的表格；七、学习过程预设Step 1 Preparation 备注1. Lets enjoy the song” my pets ” . 2. Free talk 参考句型： How are you. How old are you. How long is your deskI m . Im taller