Unit 1 How tall are you? Part 表格式英文教案（含设计意图）
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| 名称 | Unit 1 How tall are you? Part 表格式英文教案（含设计意图） |  | |
| 格式 | zip | ||
| 文件大小 | 24.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-03-01 19:54:51 | ||
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PEP Book 8 Unit 1 How tall are you
Part C Story time
Analysis of students Generally, this part is provided for students in grade six, who have learned English for more than three years. Usually, the students in grade six have a strong sense of curiosity and are willing to say and act. What's more, in the former part, they have learned the sentences such as ‘How tall/heavy are you ’ ‘I’m…than….’etc. They also have learnt the words such as taller/stronger/heavier….which will lay a good foundation for them to enjoy the story.
Teaching and learning objectives Knowledge objectives The students are able to listen, understand and read the words: goalkeeper, catch, reach, teamwork Review the sentences “How tall are you How heavy are you He’s ___ taller than ____. The students are able to understand the sentences ‘Football is teamwork. He’s almost bigger than the gate.’ The students are able to understand the story, read the story and act the story. 2. Ability objectives 1)The students are able to flexibly use the sentence structure “How tall are you How heavy are you He’s ___ taller than ____. in their daily life. 2)Help the students to build the ability of listening, speaking, reading and acting. 3) Help the students to build the ability of cooperation and communication. Affective objectives Know the importance of teamwork. Try to get a thorough understanding of oneself.
Key points 1)Review the sentences “How tall are you How heavy are you He’s ___ taller than ____. 2) The students are able to understand the story, read the story and act the story.
Difficult points 1)The students are able to under the sentences ‘Football is teamwork. He’s almost bigger than the gate.’ 2) Act the story.
Teaching methods Task-Based Language Teaching Approach.
Teaching aids Multimedia device; Board;
Teaching procedures Teacher's activity Students' activity Designer's intention and objective (意图)
Step one: Warming up/Pre-reading
Free talk 1. Guide the students to free talk with the teacher. Eg: What’s your name How tall are you What animal do you like … 2. Guide the students to look at the first picture of PPT. Ask them a questions: Which animal do you like Why 1. Free talk with the teacher. 2. Answer the question: I like the ….Because the…. 1.通过师生自由交谈了解，让学生进入学习的状态，营造了一个轻松快乐的学习环境。同时学生在向教师提问时，教师可以顺势继续向学生问问题，形成有意义的对话交流，复习本故事的主要句型：How tall are you How heavy are you I’m …than…等。并且渗透almost, tallest等词。 2. 引出本故事涉及到的主要动物，让学生通过描述最喜欢的动物，为学习故事打好基础。
Step two: While-reading
While-reading 1. Listen and answer. ① Talk about Picture 1. Try to guess who does Zoom and Zip want ②Listen to the dialog of Picture 1 and answer: Do they all want to be the goalkeeper How do you know Look and guess. Have the students try to guess ‘who will be the goalkeeper Why Watch and answer. Have the students watch the video of the whole story and answer: Who will be the goalkeeper at last Why Make the students know the meaning of ‘almost bigger than the goal’ according to show them a picture. Look and guess. Show Pictures 2-4, Ask the students to look at pictures and try to tell the reasons: Why can’t they be the goalkeeper Read and find out. ①Have the students read about Picture2-3 and find the reason: Why can’t Mr. Deer and Mr. Zebra be the goalkeeper ② Have the students know the meaning of ‘catch’ according to acting. ③Have the students try to act. ④Have the students read about Picture 4 and find the reason: Why can’t Mr. Giraffe be the goalkeeper ⑤Have one student act like the giraffe. Have other students act like the others animals. To show the meaning of ‘ Your neck is too long, the others can’t reach you.’ ⑥Have the students know the meaning of teamwork according to showing some pictures. Look and think. T: We know Mr. Hippo was the goalkeeper at last. So can he catch the ball Can others reach him So he is really excellent. Guess with ‘Maybe they need a football player.’, ‘Maybe they need a goalkeeper.’ Answer with ‘yes, they do.’ Because they say: I’d like to have a try. I can’t wait. Guess and tell the reason. For example: I think the giraffe will be the goalkeeper. Because he is taller than the other animals. Answer with “Mr. Hippo. Because he is almost bigger than the goal.’ Say with ‘Wow, he is almost bigger than the goalkeeper.’ Discuss in groups and try to say like this: The zebra can’t catch the ball. Mr. Deer is shorter than Mr. Zebra…. Read about Picture2-3 and find the reason: Mr. Deer is shorter than Mr. Zebra. (He is not all/strong enough.) Mr. Zebra can’t catch the ball. Do the action and say the word. Look at the pictures 2-3 and the words on the board, act this part (Picture 2-3) of story with their own words. Read about Picture4 and find the reason: He is too tall. He is t he tallest one. His neck is too long. The others can’t reach him. Football needs teamwork. Act like the giraffe and the other animals. Read the sentence: Sorry, Your neck is too long, the others can’t reach you.’ Look at the picture and try to understand the meaning of teamwork and read the sentence with teamwork. Ss: He can catch the call. Others can reach him. He is an excellent goalkeeper. 创设情境：动物学校有很多俱乐部，其中足球俱乐部是其中一个。读图猜测，引出词汇：goalkeeper，顺势教学该词汇。 通过听读第一幅图的录音，回答问题。引出句子：I’d like to have a try. I can’t wait。为之后的故事教学做好情境铺垫和感情渲染。并进行句子朗读指导，关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 读故事前先让学生猜测谁将会是守门员，既是一个读前预测，为更好的阅读打好基础，也再次激活学生原有的知识，复习比较级。 整体先观看故事一遍，了解故事主要内容，回答问题：谁最后成为了守门员。通过这个任务型教学，培养了学生听故事看故事获得主要信息的能力。关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 通过一张精彩的图片：庞大的河马几乎把球网都覆盖住了，直观形象地让学生理解almost bigger than the goal，并且由衷发出感叹。 通过这个灵活的任务设置旨在培养学生读图获取信息的能力，培养学生获取信息后进行有序表达的能力。 培养学生读图获取信息的能力。 通过师生互动接球扔球的表演，使学生轻松理解catch。 看着图片和板书，将故事中的图2和图3用自己的语言生动形象地表演出来，既培养了学生听、说、读、演等综合语言运用能力。也为之后整个故事的表演奠定基础。 通过生动形象地表演让学生理解reach, ‘ Your neck is too long, the others can’t reach you.’ 同时为理解football needs teamwork 奠定基础。 通过图片比较法让学生理解teamwork,并且进行情感渗透，潜移默化强调团队合作的重要性。关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 通过看图思考，总结出excellent。
Step three: Post-reading
Post-reading 1. Listen and follow the tape. Have the students listen and follow the tape. 2. Read the story. Have the students read the story in groups. 3. Act the story. Have the students act the story in groups. There are two levers for the students to choose: one star or two stars. Go on the story. Have the students go on the story. T: Is this the end of the story What about the other animals. If you are the other animals. How do you feel now Never mind. In the forest, there are many other club. If you are one of them, which club do you want to go Why What have you got Ask the students ‘what they have learnt today.’ Listen and read the whole story after the tape Read the story in groups.. Choose one lever to act it out in groups. Go on the story. Try to say something like ‘teamwork is important’ etc. 培养听读能力，关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 星级性综合表演，学生可以选择适合自己难易程度的片段进行小组合作表演故事，教师巡回指导，旨在培养小组合作能力以及语言综合表达能力。 续编故事，请学生选择其中一种动物，选择合适自己的俱乐部锻炼了学生创造能力以及语用能力。 渗透德育：团队合作的重要性，正确认识自己，每个人都有自己的优缺点。
Homework 1. Talk about your stories in groups or write a Cover Letter. 2. Read the story ‘Two Pigs’ and try to think about this question: Are the advantages always good for us
Board writing Unit 1 Story time. Football needs teamwork. Deer（头像） not tall/strong enough Goalkeeper! Zebra（头像） taller/stronger can’t catch… Giraffe（头像）tallest the others can’t reach… Hippo （头像）almost bigger than… the others can reach… 图片足球 can stop… excellent
Part C Story time
Analysis of students Generally, this part is provided for students in grade six, who have learned English for more than three years. Usually, the students in grade six have a strong sense of curiosity and are willing to say and act. What's more, in the former part, they have learned the sentences such as ‘How tall/heavy are you ’ ‘I’m…than….’etc. They also have learnt the words such as taller/stronger/heavier….which will lay a good foundation for them to enjoy the story.
Teaching and learning objectives Knowledge objectives The students are able to listen, understand and read the words: goalkeeper, catch, reach, teamwork Review the sentences “How tall are you How heavy are you He’s ___ taller than ____. The students are able to understand the sentences ‘Football is teamwork. He’s almost bigger than the gate.’ The students are able to understand the story, read the story and act the story. 2. Ability objectives 1)The students are able to flexibly use the sentence structure “How tall are you How heavy are you He’s ___ taller than ____. in their daily life. 2)Help the students to build the ability of listening, speaking, reading and acting. 3) Help the students to build the ability of cooperation and communication. Affective objectives Know the importance of teamwork. Try to get a thorough understanding of oneself.
Key points 1)Review the sentences “How tall are you How heavy are you He’s ___ taller than ____. 2) The students are able to understand the story, read the story and act the story.
Difficult points 1)The students are able to under the sentences ‘Football is teamwork. He’s almost bigger than the gate.’ 2) Act the story.
Teaching methods Task-Based Language Teaching Approach.
Teaching aids Multimedia device; Board;
Teaching procedures Teacher's activity Students' activity Designer's intention and objective (意图)
Step one: Warming up/Pre-reading
Free talk 1. Guide the students to free talk with the teacher. Eg: What’s your name How tall are you What animal do you like … 2. Guide the students to look at the first picture of PPT. Ask them a questions: Which animal do you like Why 1. Free talk with the teacher. 2. Answer the question: I like the ….Because the…. 1.通过师生自由交谈了解，让学生进入学习的状态，营造了一个轻松快乐的学习环境。同时学生在向教师提问时，教师可以顺势继续向学生问问题，形成有意义的对话交流，复习本故事的主要句型：How tall are you How heavy are you I’m …than…等。并且渗透almost, tallest等词。 2. 引出本故事涉及到的主要动物，让学生通过描述最喜欢的动物，为学习故事打好基础。
Step two: While-reading
While-reading 1. Listen and answer. ① Talk about Picture 1. Try to guess who does Zoom and Zip want ②Listen to the dialog of Picture 1 and answer: Do they all want to be the goalkeeper How do you know Look and guess. Have the students try to guess ‘who will be the goalkeeper Why Watch and answer. Have the students watch the video of the whole story and answer: Who will be the goalkeeper at last Why Make the students know the meaning of ‘almost bigger than the goal’ according to show them a picture. Look and guess. Show Pictures 2-4, Ask the students to look at pictures and try to tell the reasons: Why can’t they be the goalkeeper Read and find out. ①Have the students read about Picture2-3 and find the reason: Why can’t Mr. Deer and Mr. Zebra be the goalkeeper ② Have the students know the meaning of ‘catch’ according to acting. ③Have the students try to act. ④Have the students read about Picture 4 and find the reason: Why can’t Mr. Giraffe be the goalkeeper ⑤Have one student act like the giraffe. Have other students act like the others animals. To show the meaning of ‘ Your neck is too long, the others can’t reach you.’ ⑥Have the students know the meaning of teamwork according to showing some pictures. Look and think. T: We know Mr. Hippo was the goalkeeper at last. So can he catch the ball Can others reach him So he is really excellent. Guess with ‘Maybe they need a football player.’, ‘Maybe they need a goalkeeper.’ Answer with ‘yes, they do.’ Because they say: I’d like to have a try. I can’t wait. Guess and tell the reason. For example: I think the giraffe will be the goalkeeper. Because he is taller than the other animals. Answer with “Mr. Hippo. Because he is almost bigger than the goal.’ Say with ‘Wow, he is almost bigger than the goalkeeper.’ Discuss in groups and try to say like this: The zebra can’t catch the ball. Mr. Deer is shorter than Mr. Zebra…. Read about Picture2-3 and find the reason: Mr. Deer is shorter than Mr. Zebra. (He is not all/strong enough.) Mr. Zebra can’t catch the ball. Do the action and say the word. Look at the pictures 2-3 and the words on the board, act this part (Picture 2-3) of story with their own words. Read about Picture4 and find the reason: He is too tall. He is t he tallest one. His neck is too long. The others can’t reach him. Football needs teamwork. Act like the giraffe and the other animals. Read the sentence: Sorry, Your neck is too long, the others can’t reach you.’ Look at the picture and try to understand the meaning of teamwork and read the sentence with teamwork. Ss: He can catch the call. Others can reach him. He is an excellent goalkeeper. 创设情境：动物学校有很多俱乐部，其中足球俱乐部是其中一个。读图猜测，引出词汇：goalkeeper，顺势教学该词汇。 通过听读第一幅图的录音，回答问题。引出句子：I’d like to have a try. I can’t wait。为之后的故事教学做好情境铺垫和感情渲染。并进行句子朗读指导，关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 读故事前先让学生猜测谁将会是守门员，既是一个读前预测，为更好的阅读打好基础，也再次激活学生原有的知识，复习比较级。 整体先观看故事一遍，了解故事主要内容，回答问题：谁最后成为了守门员。通过这个任务型教学，培养了学生听故事看故事获得主要信息的能力。关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 通过一张精彩的图片：庞大的河马几乎把球网都覆盖住了，直观形象地让学生理解almost bigger than the goal，并且由衷发出感叹。 通过这个灵活的任务设置旨在培养学生读图获取信息的能力，培养学生获取信息后进行有序表达的能力。 培养学生读图获取信息的能力。 通过师生互动接球扔球的表演，使学生轻松理解catch。 看着图片和板书，将故事中的图2和图3用自己的语言生动形象地表演出来，既培养了学生听、说、读、演等综合语言运用能力。也为之后整个故事的表演奠定基础。 通过生动形象地表演让学生理解reach, ‘ Your neck is too long, the others can’t reach you.’ 同时为理解football needs teamwork 奠定基础。 通过图片比较法让学生理解teamwork,并且进行情感渗透，潜移默化强调团队合作的重要性。关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 通过看图思考，总结出excellent。
Step three: Post-reading
Post-reading 1. Listen and follow the tape. Have the students listen and follow the tape. 2. Read the story. Have the students read the story in groups. 3. Act the story. Have the students act the story in groups. There are two levers for the students to choose: one star or two stars. Go on the story. Have the students go on the story. T: Is this the end of the story What about the other animals. If you are the other animals. How do you feel now Never mind. In the forest, there are many other club. If you are one of them, which club do you want to go Why What have you got Ask the students ‘what they have learnt today.’ Listen and read the whole story after the tape Read the story in groups.. Choose one lever to act it out in groups. Go on the story. Try to say something like ‘teamwork is important’ etc. 培养听读能力，关注语音、语调，培养学生良好的阅读习惯和按意群读句子的能力。 星级性综合表演，学生可以选择适合自己难易程度的片段进行小组合作表演故事，教师巡回指导，旨在培养小组合作能力以及语言综合表达能力。 续编故事，请学生选择其中一种动物，选择合适自己的俱乐部锻炼了学生创造能力以及语用能力。 渗透德育：团队合作的重要性，正确认识自己，每个人都有自己的优缺点。
Homework 1. Talk about your stories in groups or write a Cover Letter. 2. Read the story ‘Two Pigs’ and try to think about this question: Are the advantages always good for us
Board writing Unit 1 Story time. Football needs teamwork. Deer（头像） not tall/strong enough Goalkeeper! Zebra（头像） taller/stronger can’t catch… Giraffe（头像）tallest the others can’t reach… Hippo （头像）almost bigger than… the others can reach… 图片足球 can stop… excellent