2019-2020年六年級英語下冊 Unit 2(5)教案 蘇教牛津版Teaching contents: Unit 2 Part B&CTeaching aims:1.Able to understand, read, say and spell the words and phrases, such as, low, high, far, farther, well, better, etc.2. Able to understand, read, and say the sentences: Able to understand, read, say and write the sentences, such as, do the boys jump higher than the girls? Yes, they do. No, they dont.Key points: 1.Able to understand, read, say and spell the words and phrases, such as, low, high, far, farther, well, better, etc.2. Able to understand, read, and say the sentences: Able to understand, read, say and write the sentences, such as, do the boys jump higher than the girls? Yes, they do. No, they dont.Difficult points:1.第三人稱單數(shù)形式在比較級中的使用.2.副詞比較級不規(guī)則變化.Teaching preparation:1.教具準備：圖片、錄音機、單詞卡片2.板書準備：課前在黑板上寫好課題Teaching procedures:A. Revision1. T: Im 163 centimeters. Tell me your height, please. S: Im centimeters. T: Can you talk something about our height? S1: Miss. centimeters taller than Review the words: taller, shorter. Review heavier, lighter as the same. 總結歸納比較級的幾種形式.設計意圖: 總結形容詞比較級形式,為本課的副詞比較級做好鋪墊.B. Presentation1. T: What time do you get up? S1: I get up at 6. S2: I get up at 6:30. T: Who gets up earlier, S1 or S2? S: S1 gets up earlier than S2. T: Does S1 get up earlier than S2? S: Yes, he does. He gets up earlier than S2. T: Yes, S2 gets up later than S1.Teach the word: early, earlier, late, later.2. T: Pair works. Model: A: I get up at . What time do you get up? B: I get up at I get up earlier than you. A: I get up later than you.設計意圖: 從舊句型入手,便于學生領會其中意思.3. T: Who runs faster, A or B? Does A run faster than B? Teach the sentence “Does A run faster than B?”Pair work. Lets start a running race between Group 1 and Group 2. ( 各組進行競猜，A B 進行賽跑， 結果公布，各組競賽。)T: Does A run faster than B? S: No, he doesnt. He runs slower than B.Teach the word “slow” “slower”.分別利用各式活動進行一系列比賽,按照以上方法逐一教授對應單詞及比較級：(jump) low, lower, high, higher, far, farther, (read) well, better. (注意，farther, better屬于不規(guī)則變化)設計意圖: 積極調(diào)動學生的感官活動,調(diào)動學生學習積極性.C. Practice1. Pair work. Practice the sentences. (Part B)2.總結歸納： 副詞比較級與形容詞比較級一樣，一般是在單詞后+ er, 部分單詞雙寫末尾字母+ er; 以輔音字母+y 結尾的單詞去y+ ier. 不規(guī)則變化，如 far, farther, well, better;設計意圖: 把語言現(xiàn)象總結成理論, 有利于學生積累語法知識.3. 總結歸納： 副詞比較級與形容詞比較級一樣，一般是在單詞后+ er, 部分單詞雙寫末尾字母+ er; 以輔音字母+y 結尾的單詞去y+ ier. 不規(guī)則變化，如 far, farther, well, better;設計意圖: 把語言現(xiàn)象總結成理論, 有利于學生積累語法知識.D. Consolidation課堂練習:1. 翻譯詞組: 飛得比飛機高 舞跳得比Nancy好 起床比Ben早 睡覺比Mike遲2. 練習冊 E .E. Homework1. Copy the words: low, slow, high, fast, late, early, far, farther, better.2.寫出響應單詞的比較級 3. Make up sentences. The writings on the blackboard: Unit 2 More exercise Do the boys run faster than the girls? Yes, they do. No, they dont.Does A jump farther than B? Yes, he does. No, he doesnt.附送：2019-2020年六年級英語下冊 Unit 2(6)教案 蘇教牛津版一、教學目標：語言知識及技能目標：1.能正確地聽、說、讀、寫詞匯： more，be good at, do well in, get stronger2.能正確地運用對話中的日常交際用語和三會詞匯和句型：player, need help with, do better in, do some / more exercise, jog to school Im good at . I do well inI jump higher than some of the boys in my class.學習策略及語言功能目標：1.能正確地理解掌握對話內(nèi)容，并能初步朗讀。2.能運用本課所學語言進行“擅長或不擅長科目項目”的對話交際活動。情感態(tài)度目標： 1.創(chuàng)設民主、自然、寬松的課堂氛圍，激發(fā)學生學習英語的興趣，提高學生運用英語的能力，使學生樂于模仿，敢于開口，主動參與教學活動。 2.學習的過程中，引導學生關心他人，培養(yǎng)學生助人為樂的好品質(zhì)。二、教學重難：1.正確地聽、說、讀、寫詞匯： more，be good at, do well in, get stronger2.能正確地運用對話中的日常交際用語和三會詞匯和句型：player, need help with, do better in, do some / more exercise, jog to school Im good at . I do well inI jump higher than some of the boys in my class.三、教學準備： 1.多媒體課件，寫好的板書卡片。 2.在黑板上預先寫好課題：Unit 2 More exercise四、教學過程： Step1. Warm-up1. GreetingsT: Good morning, boys and girls.S: Good morning, Miss Xu.T: How old are you?S: Im 13/14.T: Im 33. Im older than you. I think Im not very tall, so I wish I was taller. Do you think so? OK, lets enjoy a song together. 2. Enjoy a song: <I wish I was taller.> （設計意圖：歌曲激趣，營造氛圍。英語歌曲是提高學生英語學習興趣和學習效率的有效方法之一。<I wish I was taller.>這首動聽的歌曲既能感染學生，調(diào)動學生的情緒，歌詞中的單詞又能為新課學習作鋪墊，自然導入新課。）3. I hope I will as tall as a tree, I wish Im taller than Yao Ming, I hope I can run as fast as Liu Xiang. But thats not true . I want to get stronger, so I must do some exercise. Now lets do some exercise, I say, you do, swim ,run ,jump, swim fast, jump high, run fast. （設計意圖：本節(jié)課的內(nèi)容貼近學生的生活實際，如果直接進入課文內(nèi)容，既要學習生詞，又要學會Im good at . I do well in. I jump higher than some of the boys in my class. 等句型必然會給學生學習增加一定的難度。因此我們可以在free talk 部分復習一些動詞，這樣就降低了對重點句型操練的難度。） Step2. Presentation 1. T: Who can run fast in our class? Ss: .T: Good. But I think he runs faster than some of the boys in our class. He is good at running. Please look at the picture.(出示劉翔圖片)2.出示姚明圖片。T：Who is he? What is he good at? 引導學生回答，并引出新知player.He is good at playing basketball.He is a good basketball player. 教學詞組 a basketball player 3.T: Liu Xiang is good at running.Yao Ming is good at playing basketball.Im your English teacher, What am I good at? Yes, youre right. Im good at English. T: What are you good at? 引導答出: I am good at Maths .T: Oh, You are good at Maths. 總結出“be good at” 操練 be good at 師生問答 T-S1,S2 生生問答 S1-S2What are you good at? Im good at .Are you good at PE? What are you good at, Art or PE?4.Im good at English. I also can say, I do well in English.What about xxx. 替換句子：He does well in running. You do well in Maths. ( 課件)操練 do well in 師生問答 T-S1,S2 生生問答 S1-S2What do you do well in? I do well inAre you do well in PE? How about you?What does he / she do well in? He / She does well in.5.T: Im good at English, but I dont do well in PE.I need help with my PE. How can I do better in PE? Can you help me?S1: You can run in the morning.S2: You can go for a walk after supper.S3: You should do some exerciseS4: You can jog to school every day.T: Good ideas, I should do more exercise, then I can do better in PE, and Ill get stronger.引出并教學新知do some exercise , do more exercise, do better in, jog to school, get stronger. （設計意圖：用學生耳熟能詳?shù)娜宋锘蛘呱磉叺娜宋飦磉M行be good at, do well in 的教學效果不錯，并且學會用所學的知識進行困難的解決，真正做到學以致用。）Step3. New Lesson Part A 教學1. 出示圖片T: Look, This is Jim and his father, what are they talking about? Lets have a look and try to know. ( 課件)（設計意圖：在這個環(huán)節(jié)中采用多媒體呈現(xiàn)每一個場景，使學生身臨其境，為學生創(chuàng)造語言環(huán)境，讓他們在活動中學習語言、運用語言，因為教育是鮮活的，學生是鮮活的，教學內(nèi)容也是鮮活的，教育源于生活，課堂也要源于生活。因此，脫離生活、脫離環(huán)境的教學是不會有生命力的。用多媒體來調(diào)動學生的學習積極性，從而提高課堂教學效率。）T: Are you clearly? Lets listen again and try to answer my questions出示問題：Q1: What is Jim good at?Q2: What doesnt Jim do well in?Q3: How can he do better in PE?播放Flash后，核對答案。A1: Jim is good at English and Maths.A2: Jim doesnt do well in PE.A3: Do more exercise, get up earlier, jog to school, play ball games.2. 出示判斷題，播放錄音，學生跟讀T: Read after the tape then judge the sentences, true or false. 1). Jim is as strong as the other boys. 2). Ben runs faster than Jim. 3). Jim jumps higher than some of the boys. 4). Jim swims faster than his friends. 5). Jim wants to do some exercise at weekends. 核對答案：F T T F F( 課件) 讓學生讀句子，并回答Its true / false.Step4. Consolidation 1.學生自讀課文。 分男女生朗讀課文。 分小組朗讀課文（三人兩人一組） 2.做填空題，核對答案。朗讀一遍passage. ( 課件) （設計意圖：在課文的處理上，在前面知識點進行講解的基礎上堅持整體呈現(xiàn)，通過多種不同的練習及朗讀形式讓學生初步有所感知，能夠理解課文的大概意思，并能嘗試著復述。）Step5. 拓展延伸 Discuss in pairs. Q1: What subject do you do well in? Q2: What subject dont you do well in? Q3: How can you do well in it? Im good at _. Because I _ Im not good at _. I want to do better in _ Ill _.Ben does more exercise , he plays ball games ,jogs to school, gets up earlier , he gets stronger, after two months later ,look he is running faster than other boys.So we say :Nothing is difficult if we do by heart in it。 （設計意圖：創(chuàng)設民主、自然、寬松的課堂氛圍，激發(fā)學生學習英語的興趣，提高學生運用英語的能力，使學生樂于模仿，敢于開口，主動參與教學活動。 在學習的過程中，引導學生關心他人，培養(yǎng)學生助人為樂的好品質(zhì)。滲透德育教育）Step6. Homework 1. Listen and read Part A after the tape three times. 2. Copy the new phrases four times. 3. Make up a similar dialogue with your friends.（設計意圖：小學生英語聽說領先，讀寫應該緊跟。因此，我請學生在聽讀了A部分后抄寫本課詞組。創(chuàng)新是一個民族進步的靈魂。小學生想象豐富，我鼓勵他們自己在課后編自己的對話，學以致用。） 板書： Unit 2 More exercise do more exercise be good at get up earlier do well in play ball games get stronger do better in jog to school