Unit 9 This bird is bigger than fist one 第二课时教学设计

Unit9 第2课时教学设计
一、教学目标
(一) 语言目标
1. 词汇：能听懂、会说、认读新单词than, clay, biggest, smallest, tallest, shortest, longest；能听懂、理解、会说新单词decide, loud, louder, Bob, Baker, Ben, Judy, Julia, best。2·1·c·n·j·y
2. 句型：能在活动中运用“… is+形容词比较级+ than ...”比较两个事物的特征。?
(二) 应用目标
1. 能根据实际情况比较两人的外貌特征，如身高、头发等。
2. 能比较三个以上事物的大小、长短、高矮等特征。
3. 能理解、会读D部分的短文。
二、教学重、难点
1. 重点：能听懂、会说、认读新单词than, clay, biggest, smallest, tallest, shortest, longest；能在活动中运用“A is+形容词比较级+than B”比较两个事物的特征；能用形容词最高级单词如 biggest, smallest, tallest, shortest, longest 等比较二者以上 的事物。21cnjy.com
2. 难点：了解少数构成比较级和最高级的不规则形容词，如good—better—best；阅读理解D部分短文。21·世纪*教育网
三、教学准备
课本剧表演用的头饰(Bob, Baker, Ben, Jane, Judy, Julia)、单词卡片、课本图片、课文录音等(有条件的学校可利用幻灯片、多媒体课件) 。www-2-1-cnjy-com
四、教学过程
Step 1 热身/复习(Warm-up/Revision)
1. Greetings
2. Guessing: Whose is that?
教师用课件呈现图片的一部分，学生猜。(复习所有格’s，为C部分做铺垫)
T: Whose hair is that?
T: Whose tail is that?
Step 2 新课呈现(Presentation)
1. Part C: Let’s practise
(1) Quick response
教师用课件或单词卡闪现新单词bigger, biggest, smaller, smallest, taller, tallest, shorter, shortest, longer, longest, 学生迅速说出单词。?2-1-c-n-j-y
(2) Group work
每小组的同学比较组员之间的外貌特征，如身高、头发长短、手掌大小、腿的长短等，说出句型：“one’s ... is bigger/ shorter/longer/smaller/taller than one’s.”
Teaching Tips ；
在谈论身体部位时，学生可能忽视用所有格“s”，教师要及时给予更正。
(3) 情境创设：辨认twins
教师用课件呈现双胞胎Lily和Lucy的照片，引导学生谈论两人的不同特征。
2. Part D: Let’s read
T:(播放鸟叫声) Listen! What’s that? The bird is singing. Its singing is loud. (板书singing, loud,认读单词，教师用声音或连贯的动作给学生解释词义。)
第一步：Read and choose
快速浏览短文，选择正确答案。
What’s the story about?
A. The story is about six big birds.
B. The story is about six small birds.
C. The story is about three big birds and three small birds,21*cnjy*com
第二步：Read and find
再次快速阅读短文，填空。
Big birds: ______ _______ ________
Small birds: _______ ________ _______
第二步：Read and judge
仔细阅读短文，判断下列句子对错。
(1) Baker sang louder than Bob.
(2) Julia was smaller than Judy.
(3) The six birds could not sing very well.
(4) Julia’s singing was better than Jane’s.?
(5) People thought that the six singers in the forest were the best.
第四步：Read and take notes
在文中画出下列问题的答案，然后读一读。
(1) What did the birds decide to do?
(2) What did the people say?
第五步：Show time
把短文改成一个课本剧，小组合作表演。
如：Aside: Once there were three big birds in a forest. Here they come.
S1: Pm Bob. I’m big. My singing is loud.
S2: I’m Baker. I’m bigger. My singing is louder than Bob’s.21·cn·jy·com
S3: I’m Ben. I’m the biggest.
S1,2,3: We like singing.
Aside: There were three small birds in the forest. Look, they are coming.
S4: My name’s Jane. I’m the smallest.
S5: My name’s Judy. I’m smaller than Julia.
S6: My name’s Julia. I’m bigger than Judy.
Aside: One day, the birds decided to sing together,21世纪教育网
S1,2,3,4.5,6: (sing together)
Aside: They are really the best singers in the forest!21教育网
Step 3 趣味操练(Practice)
1. Game：正话反说
教师说一个句子，学生迅速把句中的形容词换成反义词说一个句子，表达同一个意思。
如：T: Tom is taller than Mike.
Ss: Mike is shorter than Tom.
2. Game: Yes or No
教师说出一些常识性的句子，学生迅速判断并回答“Yes” 或者“No”。如果在两组(如两纵行) 间竞赛，教师可先让两组学生站起来，然后快速提问，提问的次序是：甲组第一人，乙组第一人，甲组第二人，乙组第二人……答错或答得慢就坐下。最后，站着的人多的组获胜。www.21-cn-jy.com
如：T: Tiger is bigger than mouse. Yes or no?
My hair is longer than yours. Yes or no?
Football is bigger than basketball. Yes or no?
Teaching Tips ；
小学高年级的游戏教学要重视培养学生的逻辑思维能力。“Yes or No”测试了学生的反应能力和理解能力。【21·世纪·教育·网】
Step 4 作业布置(Homework)
写一写：把D部分短文改写成课本剧