Unit 1 How tall are you? PA Let's learn 教案(含反思）
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| 名称 | Unit 1 How tall are you? PA Let's learn 教案(含反思） |  | |
| 格式 | docx | ||
| 文件大小 | 22.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-27 14:48:51 | ||
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文档简介
Part A Let's learn & Do a survey and report
内容分析
本课是PEP小学英语六年级起点第二册Unit 1第二课时，主要学习几个形容词的比较级：younger，older， taller， shorter， longer以及能够在情景中恰当运用句型“—How tall are you —I’m 1.61 metres. —I’m taller. —You’re older than me, too.”开展相关表达。老师将通过听音跟读和游戏巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
1.通过图片、课件、自然拼读法等方法，结合教材中主线人物对比身高、年龄的情景，能够听、说、读、写形容词的比较级形式“younger，older，taller，shorter，longer”等。
2.能够熟练运用上述单词描述人物的外貌特点，能够理解形容词比较级的基本构词规律，即在词尾加-er。
3.能够运用所学的词汇与句型描述自己和同学的实际情况。
4.能够根据表格的提示完成调查，并根据调查结果作总结报告。
过程与方法
以绘制表格进行询问调查的游戏方式巩固本课的核心词汇和句型，根据创设的语言情境提高学生的语言运用能力，使学生能够熟练运用所学词汇进行交流。
情感态度价值观
加深学生对词汇的记忆和理解，培养学生的观察能力。
在学生积极参与的同时，达到寓教于乐的目的。
教学重难点
教学重点
能够听、说、读、写形容词的比较级形式“younger，older，taller，shorter，longer”等。
教学难点
能够根据真实情景在句子中熟练运用形容词的比较级形式。
教学准备
PPT课件 课文录音 相关视频等。
教学媒体选择
多媒体，录音。
教学活动
录音
游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
Greet the class.
T：In this class, I hope you can be confident(☆), open-minded(☆☆), and especially creative(☆☆☆).
2. Try to use adjectives we learned before to describe different people.
Guess：Who is he/ she
T：He/She is ... He/She has ...
Ss：He/She is…
The teacher gives an example to describe a student in the class. Students try to guess the right person according to these sentences containing adjectives. The student who says the right name can get one score. Then this student goes on giving descriptions about a student in the class. The others guess.
3. Lead-in.
The teacher says a word, then students say the antonym of this word.
T: old Ss: young;
T: ... Ss: ...
...
Step 2: Presentation
Learn the words “taller, shorter”
Choose a tall student. (But this student should be shorter than the teacher.) The teacher stands beside him/her and asks him/her, “How tall are you ”
S：I’m…metres.
T：Oh, you’re tall. But look at me. I’m…metres. So I’m taller than you. And you’re shorter than me.
The teacher uses body language to help students understand the words “taller, shorter”.
The teacher shows the picture of “Let’s learn”.
T：Look at Zhang Peng and John. How tall are they Please watch the cartoon and answer the questions：
(1)How tall is John
(2)Who is taller，John or Zhang Peng
Students watch the cartoon of “Let’s learn” and answer the two questions. Check the answers together.
（Write down the words “tall—taller, short—shorter” on the blackboard. Write “-er” in orange chalk. ）
（Write down the sentence “I’m…than you.” on the blackboard.）
Lead students to read the words and sentences several times.
Learn the words “younger, older”.
Show a picture of a baby and an old man on the PPT.
T：Let’s look at the picture . Guess what they are saying. Try to fill in the blanks. You can find the answers in your books.
Check the answers together.
（Write down the words “old—older, young—younger” on the blackboard. Write “-er” in orange chalk. ）
（Write down the sentence “You’re…than me.” on the blackboard.）
Lead students to read the words and sentences several times.
Learn the words “shorter, longer”.
The teacher takes out two rulers of different lengths.
T：This is a short ruler. It is shorter. And this is a long ruler. It is longer.
（Write down the words “short—shorter, long—longer” on the blackboard. Write “-er” in orange chalk.）
T：Please look at Amy and Chen Jie. They are wearing different clothes. Can you say something about their clothes by using “shorter” and “longer”
Ss：…
T：Wonderful!
Lead students to read the words and sentences several times.
Step 3: Practice
Show the word cards in this period casually and match meaning.
Let’s say.
T：I say “...”. You say “...er”.
Ss：OK！
T：Tall. Ss：Taller.
T：Long. Ss：Longer.
...
3. Let’s judge.
The teacher says some sentences. Students judge them. If the sentence is true， students sit still. If the sentence is wrong, students stand up and correct it. The first one who stands up will get one score.
Make a model:
T：I’m older than you.
Students sit still.
T：I’m shorter than you.
The shorter students stand up.
The first one who stands up says, “You’re taller than me./I’m shorter than you.”
…
Show the rules of this activity on the PPT.
Step 4: Consolidation & Extension
1. Play the recording of “Do a survey and report”.
2. Divide students into several groups.
Ask questions about each other’s age and height. Write down the information in the table.
3. Show time
T：You can report in this way, “Wu Binbin is taller than John，but Zhang Peng is taller than Wu Binbin.” If you do a good job，you’ll get one score.
Find the winner.
板书设计
Unit 1 How tall are you
young—younger old—older
tall—taller short—shorter
long—longer
How tall are you I’m 1.61 metres.
I’m taller. You’re older than me, too.
作业设计
口语交际：
用英语与同学交流各自的身高。
教学反思
利用比较法学习单词，利于学生对比、理解和记忆。
呈现环节的活动易操作，由词到句，丰富学生对核心词汇的理解。不同的活动之间过渡自然，环环相扣，逐层深入。
活动形式多样，培养学生的观察能力。
创设语言情境提高学生语言运用能力，巩固本课的核心词汇和句型，使学生能够熟练运用所学词汇介绍自己，实现本课的教学目标。
内容分析
本课是PEP小学英语六年级起点第二册Unit 1第二课时，主要学习几个形容词的比较级：younger，older， taller， shorter， longer以及能够在情景中恰当运用句型“—How tall are you —I’m 1.61 metres. —I’m taller. —You’re older than me, too.”开展相关表达。老师将通过听音跟读和游戏巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
1.通过图片、课件、自然拼读法等方法，结合教材中主线人物对比身高、年龄的情景，能够听、说、读、写形容词的比较级形式“younger，older，taller，shorter，longer”等。
2.能够熟练运用上述单词描述人物的外貌特点，能够理解形容词比较级的基本构词规律，即在词尾加-er。
3.能够运用所学的词汇与句型描述自己和同学的实际情况。
4.能够根据表格的提示完成调查，并根据调查结果作总结报告。
过程与方法
以绘制表格进行询问调查的游戏方式巩固本课的核心词汇和句型，根据创设的语言情境提高学生的语言运用能力，使学生能够熟练运用所学词汇进行交流。
情感态度价值观
加深学生对词汇的记忆和理解，培养学生的观察能力。
在学生积极参与的同时，达到寓教于乐的目的。
教学重难点
教学重点
能够听、说、读、写形容词的比较级形式“younger，older，taller，shorter，longer”等。
教学难点
能够根据真实情景在句子中熟练运用形容词的比较级形式。
教学准备
PPT课件 课文录音 相关视频等。
教学媒体选择
多媒体，录音。
教学活动
录音
游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
Greet the class.
T：In this class, I hope you can be confident(☆), open-minded(☆☆), and especially creative(☆☆☆).
2. Try to use adjectives we learned before to describe different people.
Guess：Who is he/ she
T：He/She is ... He/She has ...
Ss：He/She is…
The teacher gives an example to describe a student in the class. Students try to guess the right person according to these sentences containing adjectives. The student who says the right name can get one score. Then this student goes on giving descriptions about a student in the class. The others guess.
3. Lead-in.
The teacher says a word, then students say the antonym of this word.
T: old Ss: young;
T: ... Ss: ...
...
Step 2: Presentation
Learn the words “taller, shorter”
Choose a tall student. (But this student should be shorter than the teacher.) The teacher stands beside him/her and asks him/her, “How tall are you ”
S：I’m…metres.
T：Oh, you’re tall. But look at me. I’m…metres. So I’m taller than you. And you’re shorter than me.
The teacher uses body language to help students understand the words “taller, shorter”.
The teacher shows the picture of “Let’s learn”.
T：Look at Zhang Peng and John. How tall are they Please watch the cartoon and answer the questions：
(1)How tall is John
(2)Who is taller，John or Zhang Peng
Students watch the cartoon of “Let’s learn” and answer the two questions. Check the answers together.
（Write down the words “tall—taller, short—shorter” on the blackboard. Write “-er” in orange chalk. ）
（Write down the sentence “I’m…than you.” on the blackboard.）
Lead students to read the words and sentences several times.
Learn the words “younger, older”.
Show a picture of a baby and an old man on the PPT.
T：Let’s look at the picture . Guess what they are saying. Try to fill in the blanks. You can find the answers in your books.
Check the answers together.
（Write down the words “old—older, young—younger” on the blackboard. Write “-er” in orange chalk. ）
（Write down the sentence “You’re…than me.” on the blackboard.）
Lead students to read the words and sentences several times.
Learn the words “shorter, longer”.
The teacher takes out two rulers of different lengths.
T：This is a short ruler. It is shorter. And this is a long ruler. It is longer.
（Write down the words “short—shorter, long—longer” on the blackboard. Write “-er” in orange chalk.）
T：Please look at Amy and Chen Jie. They are wearing different clothes. Can you say something about their clothes by using “shorter” and “longer”
Ss：…
T：Wonderful!
Lead students to read the words and sentences several times.
Step 3: Practice
Show the word cards in this period casually and match meaning.
Let’s say.
T：I say “...”. You say “...er”.
Ss：OK！
T：Tall. Ss：Taller.
T：Long. Ss：Longer.
...
3. Let’s judge.
The teacher says some sentences. Students judge them. If the sentence is true， students sit still. If the sentence is wrong, students stand up and correct it. The first one who stands up will get one score.
Make a model:
T：I’m older than you.
Students sit still.
T：I’m shorter than you.
The shorter students stand up.
The first one who stands up says, “You’re taller than me./I’m shorter than you.”
…
Show the rules of this activity on the PPT.
Step 4: Consolidation & Extension
1. Play the recording of “Do a survey and report”.
2. Divide students into several groups.
Ask questions about each other’s age and height. Write down the information in the table.
3. Show time
T：You can report in this way, “Wu Binbin is taller than John，but Zhang Peng is taller than Wu Binbin.” If you do a good job，you’ll get one score.
Find the winner.
板书设计
Unit 1 How tall are you
young—younger old—older
tall—taller short—shorter
long—longer
How tall are you I’m 1.61 metres.
I’m taller. You’re older than me, too.
作业设计
口语交际：
用英语与同学交流各自的身高。
教学反思
利用比较法学习单词，利于学生对比、理解和记忆。
呈现环节的活动易操作，由词到句，丰富学生对核心词汇的理解。不同的活动之间过渡自然，环环相扣，逐层深入。
活动形式多样，培养学生的观察能力。
创设语言情境提高学生语言运用能力，巩固本课的核心词汇和句型，使学生能够熟练运用所学词汇介绍自己，实现本课的教学目标。