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教科EEC版小学英语六年级上册全册教案

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教科EEC版小学英语六年级上册全册教案

Unit1 Going to School《Class 1 Textbook p.4》······················2

Unit1 Going to School《Class 2 Textbook p.5》···················7

Unit1 Going to School《Class 3 Textbook p.6-7》·················13

Unit1 Going to School《Class 6 Textbook p.12－13》···············19

Unit2 New Friend,Jenny《Class 1 Textbook p.14》··················21

Unit2 New Friend,Jenny《Class 2 Textbook p.15》·················27

Unit2 New Friend,Jenny《Class 5 Textbook p.21》·················34

Unit3 Shopping at a Store《Class 1 Textbook p.24》·············37

Unit3 Shopping at a Store《Class 2 Textbook p.25》·············41

Unit3 Shopping at a Store《Class 3 Textbook p.26－27》········47

Unit3 Shopping at a Store《Class 5 Textbook p.31》············53

Unit4 Going to the Fun Park《Class 1 Textbook p.34》············57

Unit4 Going to the Fun Park《Class 2 Textbook p.35》············60

Unit5 Riding the Roller Coaster《Class 1 Textbook p.44》·······64

Unit5 Riding the Roller Coaster《Class 2 Textbook p.45》·······69

Unit6 At the Safari Park《Class 1 Textbook p.44》···············72

Unit6 At the Safari Park《Class 2 Textbook p.45》···············77

Unit7 Oh! That's My Son!《Class 1 Textbook p.64》···············84

Unit7 Oh! That's My Son!《Class 2 Textbook p.65》···············90

Unit1 Going to School《Class 1 Textbook p.4》

1教学目标

1. 知识目标:通过本课的学习,学生能听懂、会说有关教室的单词:grade same get on 能理解并能口头问答句型:What grade are you in ? I’m in the ……grade.

2. 能力目标:通过多种方法和手段,为学生营造语言环境,使学生在模拟真实的情景中进行交际。

3. 情感态度、价值观:1)通过游戏激发学生的学习兴趣,通过创设情境角色表演调动学生积极性,参与性,通过鼓励树立学生学习英语的信心。

2)渗透德育教育,通过游戏等教学手段,培养学生团结友爱,

2新设计

教材分析:本课内容EEC小学英语六年级上册第一单元Unit 1 Going to School!本单元的设计意图是问答所在年级。本课的教学内容贴近学生生活和学习实际,有利于学生在比较接近于实际的情景中进行听说训练,从而激发学生的学习兴趣。

学情分析:六年级的小学生求知欲强,有较强的观察力和模仿力,对新鲜事物充满好奇心,动口、动手、动脑的全身协调能力较好。对本课的学习内容学生们不陌生,个别的单词已经会读、会说,难度并不大。

教学目标:

1. 知识目标:通过本课的学习,学生能听懂、会说有关教室的单词:grade same get on 能理解并能口头问答句型:What grade are you in ? I’m in the ……grade.

2. 能力目标:通过多种方法和手段,为学生营造语言环境,使学生在模拟真实的情景中进行交际。

3. 情感态度、价值观:1)通过游戏激发学生的学习兴趣,通过创设情境角色表演调动学生积极性,参与性,通过鼓励树立学生学习英语的信心。

2)渗透德育教育,通过游戏等教学手段,培养学生团结友爱,协作互助的精神。

教学重点:

1. 单词:grade same get on

2. 问答:What grade are you in ? I’m in the ……grade.

教学难点:

在日常生活中能够使用本课所学的单词、句型进行口语交际。

设计理念:通过创设情境,使学生自然地融入到英语学习中。设计不同难度的活动,使不同层次的学生都能得到提高。

教具准备:课件录音机

教学流程:

Step1: Warm-up

1.Greetings.

T: Hello, boys and girls. Ss: Hello,teacher.

Step2: Leading in

1.Open the books and find the main persons in this book,then read them.

(设计意图:这样利用多媒体课件创设情境,学生探索新知的欲望非常强烈,他们带着强烈的好奇心和浓厚的学习兴趣,积极主动地开始新知识的学习。)

2 Listen to the story and find the persons on Page 4.then Write the title of this unit.

( 设计意图:通过此游戏让学生对所学单词的发音更清楚,更准确。同时也训练学生的注意力和反应能力。)

Step3: Drill and Production

1.Read the dialogue.

Listen and follow the tape.and read it in groups.

(设计意图:熟悉本节课内容,培养学生的语感以及合作意识。)

2.Production.

领读单词。并讲解发音要领,复习序数词,进而掌握年级的表达方法,学会问答所在年级.

3 Game 1 出示课件car train bus 练习 Here comes the 。。。。。,let’s get on the。。。。。。结构,了解并掌握Here comes the 。。。。。倒装句的结构,以及为什么要倒装。

Game 2:找同年级的同学。将准备好的小纸条发给每位同学,小纸条分别代表所在年级,全班学生用What grade are you in ? I’m in the ... Grade. 若年级相同则要继续说,Oh,we’re in the same grade,I’m in the... Grade,too.找到同年级的同学就到前面进行对话表演。

(设计意图:通过此次活动又掀起一次学习的高潮,利用游戏练习本课句型,分组表演,给刚才没表演的学生一个机会。让每一位学生都能展示自己,表现自己。)

Step4: Test in class

课堂检测

一,按顺序排列下列单词、

Sixth first fourth third fifth second

二,单项选择

1 ( )We’re in the grade.

A some B same C come

2 ( )Let’s the bus .

A get on B come on C put on

3( ) Qiaoqiao is in the grade.

A one B first C six

( 设计意图:通过检测,了解学生对本节课的重点内容的掌握情况,为本节课的教学做出及时的反馈。)

Step5: Homework for today:

1 用grade same get on造句

2 运用What grade are you in ?

I'm in the ...... grade.

编写一段对话

( 设计意图:通过鼓励树立学生学习英语的信心,富有刺激性的、挑战性的作业再一次激发学习兴趣,把兴趣延伸到以后的每一节课。)

Unit1 Going to School《Class 2 Textbook p.5》

1教学目标

1、知识技能

a.熟练对人的名字和姓氏进行问答

b.单词:first name, last name, twins, friend

c.句子:My name’s…=My name is…

I’m…=I am…

Is Wang your first name?

2、情感态度价值观

a.培养对英语学习的持久兴趣,特别是读写、单词记忆的兴趣。

b.了解中西方姓名写法的习惯。

c.在真实的语境中体验参与。

3、获取知识的方法途径

在模仿中体会发音规律。

2学情分析

我选取的教材是EEC英语第五册第一课第二课时。这是Tino英语课文的第一部分。前一部分,是对重点单词,重点句型的初步感知,本部分重点内容是对姓名的提问,带领学生认识新朋友,走进Tino’sEnglishLand.需要详细讲解的是第二部分和第四部分,我将运用多媒体收集学生感兴趣的国内外名人区分他们的名和姓,使学生明确中外文化的一个重大差异,名文化差异。突出重点,突破难点。

3重点难点

教学重点:熟练对人的名字和姓氏进行问答

教学难点:了解中西方姓名写法的习惯与区别

4教学过程

I. warm up

1. Greeting

2.Chant

II. Revision

III. New Lesson

1. Hi.My name’s Sandy Taylor.

What’s your name?

Hi.I’m Wang Dongdong.

(1) T: (拿出Sandy Taylor 头像的背面,放在自己的脸上)

Boys and girls,guess ,who am I ?

Ss: (Guess)

T: My name’s Sandy Taylor.

Ss:Sandy Taylor.

T:Yes.I’m Sandy Taylor.

(2) T: (Show the cards and explain)

My name’s …=My name is..

I ’m

My name ’s

I’m…=I am…

(3) Make sentences in pairs.Which group

is fastest?

Eg.A:My name’s ***. B:My name is ***.

2. Is Wang your first name?

No, it’s not.

My first name is Dongdong.

(1) T:I’m Sandy Taylor.(Copy it on the

Sandy is my …

Ss:first name.

Taylor is my…

Ss:last name.

渗透:外国人名在前姓在后。而中国人姓在前名在后。

This is Wang Dongdong. He’s from China.

T:What’s your first name?

S1:My first name is Dongdong.

T:What’s your last name?

S1:My last name is Wang.

T: Is Wang your first name?

S1:No,it’s not.My first name is Dongdong.

(2) Talk about your name card.

T:Look in your desk,there are your name cards.

Make a dialogue with your parterner.

Eg. first name ?

A: Is *** your last name ?

B:No,it’s not. My first/last name is ***.

(3) Read the text.

(4) Make the sentence.

Look at the sentence"Is Wang your first

name?",3seconds.Then Write it on the blackboard in

groups.

3.Who’s that?

That’s my brother,Billy.

(1) Spell “friend”

T:Do you have good friends?

Friend,friend,let’s spell “friend”

Sing a song ,spell friend.

(2) Introduce your friends.

(运用实物投影,出示朋友照片。)

T:Look,this is my friend,Tino.Who is your friend?

blackboard.) Ss: (Show and say)This is my friend,**.

(3) T:(Point to a picture)Who’s that?

S1:That’s my brother.

T: (Show my family photo,classmate photo.)

Ss:Who’s that?

T:That’s my teacher,Mr. Li.

T:Take out your photo,and other photos,ask and

answer in groups then have a show.

Ss:Work in groups and show.

IV.Practice

1. Listen to the tape and follow the

tape.

2.Have a match.

T:Let’s have a match.Look at the slide,answer my

question as quickly as you can.

Pictures: Micheal Jodan, Bill Gates, Zhang

Shaohan, Song Zuying, Kong Linghui, Yao Ming.

Questions:

What’s his/her first name?

What’s his her last name?

Is … his/her first name?

V.Summary

This class we learned first name ,last name.Part

II and Part IV are more important,remember

them.Today, …group win.

VI.Homework

Make a name card for your father,mother or famous

star.

T:Good-bye,everyone.

Unit1 Going to School《Class 3 Textbook p.6-7》

1教学目标

语言知识目标:学生通过复习有关年级表达,能够运用所学序数词谈论更多的话题,如班级、行、排、楼层等。以及通过复习原因的问答,能够正确运用过去时态表达自己对一些事情原因的猜测。能够根据发音规则认读简单的单词。

语言技能目标:培养学生听、说、读、写及发散思维能力。学生能够运用所学序数词和过去时谈论年级、原因等话题。能够读懂难度相当的短文。能够书写简单的过去时态的句子或段落。

情感态度目标:创设情境激发学生学习的积极性,大胆想象,创新思维,敢于开口表达自己的观点。培养学生竞争与合作的意识。

学习策略目标:培养学生根据发音规律学习词汇的方法;善于观察、积极思考、总结归纳的学习技巧。自主学习、探究学习策略。进行有效的自我评价的学习策略。

文化意识目标:学生了解英语中有关序数词的不同用法与含义及一些英语习语,对英语国家的文化产生兴趣。

2学情分析

学生在进行了之前两课时的学习后,已经对年级的问答和对过去发生事情的原因的问答这两个话题基本了解。本节课正是对这两项内容的拓展与运用。六年级学生的学习兴趣有别于低年级,幼稚的游戏、角色扮演、可爱的卡通人物,他们早已不屑一顾,而对于各种形式的思维训练活动却能大大激发他们的学习积极性。我在本课不同环节的听说读写训练中尽量为学生提供积极思考、大胆想象、勇于表达的机会。如看校园平面图,说歌谣,根据歌谣中的提示判断Jim所在班级的活动,锻炼学生的逻辑思维能力。

3重点难点

重点:学生通过本课的学习能够进一步巩固和掌握运用以下单词和句型:first, second, third, fourth, fifth, sixth, grade, same, late, on time, were, stopped, woke, hurt, absent, yesterday, watch, made;What grade are you in ? I’m in the sixth grade. Why were you late? I was late because my watch stopped.

难点:学生通过对序数词的复习,能够拓展运用于谈论更多的话题:如班级、行、排、楼层等。学生创新思维,能够运用过去时态谈论事情的原因。

4教学过程

4.1.1教学活动

活动1【导入】Warming　up

1. Greeting.

2. T: Boy team and Girl team compete for higher grades during the class.

3. Tongue twister. Read by themselves first. Then invite two boys and two girls to read. The better team goes to Grade One.

4. Classify the words according to the pronunciation.

设计意图:介绍评价主线:两队争先升入更高年级,紧扣本课主题。以绕口令让学生主动开口作为热身,轻松进入英语学习环境。按发音给单词归类的练习培养学生按照读音规则识记单词的学习策略。

活动2【讲授】Topic　One：　Grades

1. Review the ordinal numbers. T shows the cardinal numbers on the white board. Ss say the ordinal numbers.

2. Ss look and think. Try to find how to change the cardinal numbers to the ordinal numbers.

设计意图:启发学生观察和总结变序数词的特点,培养自主学习能力。

3. Show some expressions about ordinal numbers. Ss guess the meaning. Boys and girls compete.

联系生活实际扩展有关序数词的课外知识, 使学生了解英语中有关楼层、行、排及一些习语中序数词的用法,体现了英语的语用功能,使复习课在知识和能力上有所提升。

4. T: The sixth grade and Grade Six are the same. Ss say more. Volunteers: The first grade and Grade One are the same…

5. T: Jim is new here in our school. What grade/ class is Jim in? Look at the school map. Chant and find the correct grade/class. Pairs ask and answer.

英语学习的总目标是培养学生综合运用语言的能力,因此在复习年级的问答句时,创设情境,新同学Jim在几年级几班?让学生边说英语,边观察学校平面图,完成任务的过程中体验语言的真实性、实践性。

6. Show four pictures. Ss remember their grades. Then talk about them.

What grade is he/ she in? He/ She’s in ____________. They are in the same grade. OR They are in different grades.

复习课不应该是新授内容的重现,而是拓展、升华及运用。在课堂上,教师巧妙地创设信息沟,使学生们在比较真实的场景中比赛记忆力,谈论图片中人物的年级是否相同。使知识目标与能力目标融为一体,综合运用于与之生活经验相关的话题中,提高学生综合能力与素质。

活动3【活动】Topic　Two：　Yesterday

1. Listen to the song. Yesterday Once More. Look at the lyrics. Ss find “ was, listened, wondered, played,…and yesterday”. Lead in the past forms of the verbs.

以隐性语法教学方式代替单调刻板的教授语法知识,用英文歌曲歌词,让学生观察思考,找出过去时态的特点。同时锻炼了学生的观察力、思维能力和自主探究学习能力。

2. Review some past forms of verbs.

学生已经厌烦了单调的复习过去式的题型,而兼具趣味性、未知性、竞争性、挑战性的简单改编的课堂游戏可以使学生积极主动地参与课堂,提高课堂效率。

3. Show more verbs. Ss look and think. Try to find how to change the verbs to their past forms.

4. Show four pictures. Volunteers make sentences. e.g. Jim is late today.--> Jim was late yesterday. …

5. Ask about the reasons of the four pictures above. T: Jim was late yesterday. Why was he late? Guess the possible reasons of the four pictures freely in groups. Then show the right reasons.

课堂活动应具有层次性,由浅入深,由简单的机械操练到高级的思维能力的训练。在复习过去时环节,由词到有控操练句型,到更高能力的培养——发散思维活动。学生尽情发挥想象力,用所学语言猜测四幅图片展示的情境发生的原因。最大程度的使用英语做事情,使学生语言知识与语言技能同时得到提高,发散思维与创新思维能力得到锻炼,综合素质得到提高。

活动4【练习】Extension

1. Reading time. Ss read the story---Mushroom School. Finish the exercises.

2. Go on writing the story. Ss emagine what happens next and write. “ Suddenly, the door opened, …”

在这一巩固提升环节,教师根据本课教学内容和学生程度编写了一篇小故事,设计了层次逐渐提升的两项活动,先是帮故事中的Panda老师完成考勤记录,培养学生提取关键信息的阅读理解能力,并检测学生对整节课的复习效果。之后,继续为学生提供思维训练的机会,学生的发散思维与创新思维能力在续写故事的过程中得到培养和提高,同时训练了简单的写作能力。

活动5【测试】Summarize　the　evaluation

Ss count how many stars they got. Good, great and perfect.

Which team gets into the higher grade, the boy team or the girl team?

对贯穿于整节课的形成性评价作总结。改变以往的测试只重终结性评价的做法,根据学生习题纸上得到的笑脸数量进行自评总结。根据两队升入的年级评选优胜队,完成本课的总体评价主线任务。

活动6【作业】Homework

Ss choose one kind of homework.

1. Introduce you and your friends. What class are you in?

2. Write a short passage. The title is: Yesterday.

以作业作为课堂的延伸与补充。分层作业照顾了不同学生的需求,让每个学生都能在自身基础上得到锻炼与发展。

Unit1 Going to School《Class 6 Textbook p.12－13》

1教学目标

1. 知识目标掌握并能运用表示季节的四个单词winter spring summer autumn及表示天气情况的词cold warm hot cool ice sun wind

2. 能力目标能运用所学的语言知识在创设的情境中进行熟练的交际,并在此基础上能将其应用于日常生活之中。

3. 情感目标激发学生学习英语的兴趣,帮助学生树立学好英语的信心,增强学生的参与意识,引导学生积极与他人合作,共同完成学习任务,并在成功中体会英语学习中的乐趣。

2重点难点

1. 重点: 四个季节单词

2. 难点: 熟练地运用句型参与交际教学过程:

三、教学用具:表格 ,四个季节单词的卡片,录音机和磁带

font-kerning:1.0000pt;" >激发学生学习英语的兴趣,帮助学生树立学好英语的信心,增强学生的参与意识,引导学生积极与他人合作,共同完成学习任务,并在成功中体会英语学习中的乐趣。

3教学过程

3.1.1教学活动

活动1【导入】Step　1　Warming　up

1. Say hello to the Ss.分别出示四幅表示季节的图片,让学生根据图片回答 how’s the weather is it? 练习表示天气的句型

Step 2 Presentation

1.Lead-in 以不同季节的不同图片引出winter spring summer and fall (设计意图:在热身中引出新单词,在呈现时教授新单词。并练习询问天气的句型及回答。)

2. Learn the new words and sentence依次通过图片询问的方式来一道学生了解四季的不同天气

3.Exercise

根据图片填空(冬天的图画)This is _______. It is _____. (春天的图画) This is _______. It is _______. The _______bloom. (夏天的图画)This is _______. It is _______. What a ____ _____ day. (秋天的图画) This is _______. It is _______. The _____blows the leaves off the trees.

4.Game: let’s play a game named guess who I am.(八四幅图分别分给四个同学,然后让他们用自己的语言描绘手中的图片,其他同学猜猜他们所描绘时那个季节。)

5. Ask students to look at the chant in part 3. On each of the running out from the seasons, students should write spring , summer, autumn, and winter. After they complete , they should write three sentences about each season beside each season picture.

Unit2 New Friend,Jenny《Class 1 Textbook p.14》

1教学目标

一、Teaching Aims:

1. Knowledge aims:

①四会单词: live (lived)

②三会单词: east, west , north , south

③句子:Where did you live in …? I lived in …. Isn’t Ottawa in the west? Yes/No, …

④音标:[ θ ]

2. Ability aims:

By the end of the lesson, the students should be able to:

1. Get to know the meaning of “live (lived)” both in spoken and written forms, and pronounce them clearly;

2. Students can distinguish east and west; north and south.

3. Use structures like “Where did you live in …?” to talk about the past living city.

3. Focus of the lesson:

学生能够运用以下句型对居住地以及居住地的方位进行问答交流。

Where did you live in …? I lived in …. Isn’t Ottawa in the west? Yes/No, …

4. Predicted area of difficulty:

1. 学生能够正确区分和使用east and west; north and south.

2. The pronunciation of “San Francisco, London and Ottawa.”

二、Teaching methods: Task-based teaching approach, TPR,

三、Teaching aids: maps, CAI

2学情分析

3重点难点

1. 学生能够正确区分和使用east and west; north and south.

2. The pronunciation of “San Francisco, London and Ottawa.”

4教学过程

4.1.1教学活动

活动1【导入】教学过程

四、Teaching Procedures:

Step I : Warming up and revision.

(ppt1-5) Show them some of national flag and guess the name abroad.

Canada, America, England and Australia, China,

A: Where is it?

B: It’s China.

Point to the ppt5 of China and ask: Where are you from? I’m from….

设计意图:复习一些有关本课所涉及到国家名称为后面设计的步骤做准备与铺垫。猜国名游戏不仅查看了学生课外知识的学习情况而且还能够将学生在课堂一开始就进入轻松活跃的状态。

StepII : Presentation

1. T points to the ppt6 of the place(Zhangjiakou.)and says: Now I live in Zhangjiakou.

Where do you live in China? S1:I live in Zhangjiakou, too.

PPT7(上海东方明珠) T: Do you know? Which city is it ? Ss: Shanghai. T: Yes. Ten years ago, I lived in Shanghai. Shanghai is in the east.

Where did you live in China?(找几个前在别处居住的同学来回答)

S1.2.3:I lived in….Beijing.( Beijing is in the north.)

BB: Where did you live in …?

I lived in ….

lived stopped

learned watched

moved looked

played helped

3. Show them ppt8~10: (哈尔滨索菲亚大教堂,桂林山水,拉萨布达拉宫)

T : Do you know? Which city is it ? Ss: It’s…. T: Where is it?Ss: It’s in the east/west / north / south.

太阳从东方升起 in the east

西方落下 in the west

指南针 in the south

in the north

Learn to read the words of east/west / north / south.

Focus on the new word “north / south” and the pronunciation of “th”—[θ]. Let volunteers give some old words with “th” .

T: Who can say a word with “th”?

S: thing thank thin three third thirsty…….(板书)

Talk time: Look at the pictures.

A: Where is the post office?

B: It’s in the _________.

设计意图:利用学生熟知的图片并且明确它所在的城市来学习这四个方位词,不仅生动形象又便于孩子们有效的理解。达到了英语生活化的目的。

Look at the map.

Is Beijing in the east?

Isn’t Beijing in the east?

Introduce our new friend, Jenny.( ppt 11)

Today we are going to learn Lesson 2. New Friend, Jenny . Write the title and read.

Listen to the tape. Answer the questions.

6. T: Jenny is from Canada. Do you know? Where did she live in Canada?

T and Ss: She lived in Ottawa.(ppt12). Ottawa is the capital of Canada. It’s in the east.

T: Isn’t Ottawa in the west? Ss: No, it’s in the east.

BB: Isn’t Ottawa in the west? No, it’s in the east.

(利用ppt13~14明确美国旧金山,英格兰伦敦的地理位置,地图轮廓和英语读法并且提出否定疑问句,并回答。)

Listen to the tape again and read after it .(P20)

StepIII: Practice

1. Look at page 19 C. Ask and answer questions. T- S1, T- S2. Then the students practice in pairs.

2. (ppt15标有各市地名的中国地图). Ss look at the map.Ask and answer questions in pairs. Then let some pairs show.

A: Where is ___? Isn’t___in the ___?

B: Yes/No. __________.

Then check some pairs.

设计意图:运用课件为学生提供大量的语言材料,让学生有语言支撑,能够大胆地自信地主动运用英语进行交流。练习中学生在掌握句型的知识外还增添了一些课外知识.

StepIV: Consolidation.

Play the tape(p18). Ss listen and answer the questions.

Who is our new friend?

Where did she live in Canada?

3) 判断:Ottawa is in the west. ( )

Listen and read the text.

Exercise.

用所给词的适当形式填空。

live be from Chinese

I____________ in Beijing before.

Beijing is the capital of ______________.

3. Jim ____________the U.S.A.

句型转换

1. This is Jenny Brown.

2. We are from the U.S.A.

3. Isn’t Xinjiang in the east? (否定回答)

Unit2 New Friend,Jenny《Class 2 Textbook p.15》

1教学目标

知识与技能:

1.学习单词:favorite,subject, player, difficult。

2.学会认读句型: What's your favorite subject? Who's your favorite player? I'm not good at calculating.

3.会结合所学的语言与别人进行简单的交流,询问别人最喜爱的东西。能主动与他人沟通信息,在学习中互相帮助,合作完成任务,同时提高自己的综合能力。

过程与方法:

积极创设情景,让学生在愉快中学习,通过各种活动强化单词,在师生的互动中呈现与操练句型,让学生在有节奏的说唱中体验语言,让学生在丰富多彩的课堂活动中感知语言,习得语言,融会话教学于情景表演之中,让学生在表演中练,在交际活动中用。

情感态度与价值观:

1.积极运用所学的英语进行表达和交流。学会主动关心他人、尊重他人。通过合作体验学习乐趣,并主动拓宽学习英语的渠道。

2.启发学生懂得:生活中每个人的喜好不一定是相同的,学会尊重别人的喜好,保持自己的个性,并把它发展成为自己的特长。

2学情分析

六年级的学生已经具备一定的英语学习能力,本堂课让学生在情景中学习,多种教学手段交替使用,充分发挥学生的主体作用,本课时所学的内容与学生的生活有所关联,关键是如何将分散的语言点进行整合、拓展并在实际生活中加以准确运用,将会是学生学习的难点。使学生始终处于新鲜、求知欲望盛、学习情绪高涨的氛围之中。

3重点难点

教学重点:单词的用法以及询问别人最喜爱的东西在具体情境中的应用。教学难点是重点句型在课文中的理解及实际生活中的运用。

4教学过程

4.1Step　I　Warming　up(热身激趣,再现新知)

4.1.1教学活动

活动1【导入】Step　I　Warming　up(热身激趣,再现新知)

Step I Warming up(热身激趣,再现新知)

1、Greetings.

(利用轻松愉快的问候语,为学生营造轻松愉快的学习氛围)

2、Let’s chant!

(利用学生喜爱的chant,把和这节课息息相关的要用到的科目、食物、颜色、运动、职业进行复习,让学生进行充分热身)

3、Free talk

(利用课前小对话师生互相熟悉各自的语音语调,同时拉近师生的距离,为新课做铺垫)

(设计意图:本环节通过师生互动复习旧知,一方面让学生进入学习英语的状态,另一方面创设学习语言的良好氛围,活跃了课堂气氛,为整节课做了一下预热,同时为本课学习做好铺垫。)

4、板书课题

Lesson2 New friend, Jenny.

活动2【讲授】Step　II　Presentation(启发诱导,呈现新知)

Step II Presentation(启发诱导,呈现新知)

1、创设情境,引出新知

1)本课学生预习单词大PK,抢答。

(检测学生预习课文的程度,检测自学单词的程度)

2)创设情景,引出新知。

T: Today invite a new friend to our class.

呈现我的简介(内容:年龄,身高,爱好,

favorite player, favorite subject, favorite colour,等。

a.T:Who can tell me what's your favorite subject?

Ss:My favorite subject is ...

(引导学生回答,并板书。并进行拓展造句)

学习favorite subject单词

(学习单词时通过读、拼写、背拼、在练习本书写时进行强化训练)

b.T: Who can tell me who's your favorite player?

Ss:My favorite player is...(引导学生回答,并板书)

c.重点学习player 单词,学习er的发音规律er / ə/让学生自主发现发音规律,并例举有这样发音规律的单词。

(首先出示我的照片来激发学生的学习兴趣,同时出示我的爱好来激发学生的求知欲望)

2、三次听音,感知理解、培养语感。

1)第一次听音:整体感知,回答简单问题。

T:Now, let's listen to the tape carefully, then answer my questions, OK? T:Do you understand? I ask you some questions, OK?(展示课件)

1. Jenny thinks: which subject is difficult?

Why?

2. What’s Jenny’s favorite subject?

3. Who’s Jenny’s favorite player?

Do you like him?

2)第二次听音:听准字音,大声跟读课文。

T:Read after the tape aloud and circle the new words.

T: Any questions? Good job! Now let’s check it out.

3)第三次听音:组内成员自读课文,找出疑难,注意语调,回归整个文本。进行单词检测。

活动3【活动】StepIII　Practice　(趣味操练，巩固新知)

StepIII Practice (趣味操练,巩固新知)

1、小组比赛读课文。

2、利用课件,师生互动,突破难点。

(利用小组赛读,再次检测课文学习效果,同时鼓励学生注意语音语调。通过一些学生喜爱的明星、食物、颜色等学生生活中的热点话题进行拓展训练,达到学以致用的效果)

Step IV Conclusion (任务交流,发展新知)

1、设计采访,组内交流

Work in groups: Interview

同学们,运用学过的知识选择你感兴趣的三项来调查小组成员都喜欢什么吧!并记录下来

A: What’s your favorite subject ?

B:My favorite subject is P.E.

A: Who’s your favorite player?

B:My favorite player is YaoMing

(设计意图:通过采访活动,在训练小学生的语言能力的同时,培养他们良好的交际意识,让大家共同感受成功的喜悦。小组为单位进行共同探讨,有助于其合作精神和交际策略的运用。通过调查与统计,诱导学生了解不同学科之间的渗透与交融,不能在基础教育阶段产生偏科思想。)

2、超级采访秀

同学们都很好奇班级同学各自的爱好都是什么,那么让我们邀请几名同学来参加我们的超级采访秀节目,大家围绕今天学习的句型,来随意采访我们的小同学。

(设计意图:用学生们喜爱的小记者评选活动进行操练,激发学生兴趣,既发展了所学知识,又贴近了学生生活实际,引起共鸣,使学生始终沉浸在热烈、紧张、愉悦、轻松的学习氛围中。)

活动4【练习】Step　V　Summary　and　Homework(总结与作业,延续新知)

Step V Summary and Homework(总结与作业,延续新知)

出示达标检测题卡进行整理和检测本课,并及时总结,做到堂堂清,课课清。

一、单词书写乐园。请根据字母提示把相应单词补充完整.

m_th d_ff_cult g_ _d at

c_lc_lating f_ v_r_te s_bj_ct

P.__ b_ sk_ tball play_ _

二、造句小能手。运用学过的新句型来写自己喜欢的句子吧!

1. What’s your favorite_______?

My favorite _______ is ________.

2. Who’s your favorite________?

My favorite _______ is _________.

三、小小作文达人秀

同学们,Jenny运用所学内容写了一篇小作文来向我们介绍她自己,你也试一试写个小作文介绍一下自己吧!

Myself

Hello! Boys and girls! My name is Jenny, I’m 12 years old. I’m a girl. I come from Canada. I lived in Ottawa. I’m in the sixth grade. What’s your favorite subject? My favorite subject is PE. I like playing basketball. I think math is difficult. I’m not good at calculating. My favorite player is YaoMing. This is me. Do you like me?

活动5【作业】Homework(课后实践，延续新知)

Today’s homework.请同学们就“社会调查表”进行英语扩展练习---调查亲人的喜爱,OK?T:That’s all for today.Do you have a good time? You are great.I like you very much.Do you like me? Good-bye .Have a nice day!

Unit2 New Friend,Jenny《Class 5 Textbook p.21》

1教学目标

1.知识目标:熟练地掌握关于方向的单词和短语,通过阅读训练掌握和提升对主要词汇的记忆。

2能力目标:学会读思结合,来理解短文的具体含义,逐步培养学生的阅读能力。

3情感态度:学会如何向他人介绍自己和如何与他人友好相处。

2学情分析

1经过三个学年的学习,学生对英语学习产生了浓厚的兴趣,掌握了基本的语音拼读,语法应用,阅读等知识和能力。

2经过了第一学之的入门学习之后,学生已经了解各单元课时分配及其主要任务,对本课时的学习内容及目标已经了然于胸。鉴于上述情况,对本课时教学作如下设计

3教学重难点

1教学重点:训练,培养学生的阅读能力。

2教学难点:语法和知识点(记31处)。

4教学过程

4.1.1新设计

A Introduction

a Greeting

Hello , boys and girls ,goodmorning ,how are you today ?(进入情境,增进感情)

b Communication

1 What is the date today?

2 What day is it today ?

3 How is the weather today ?

4 How are you felling today ? (掌握日常会话,形成交际能力)

c Introduce the contents and the objectives(了解学习内容增强学习目的性)

B The new lesson a Revision

1 P14-15 Listen and speak

2 Talk Together (read aloudthe dialog by various form Consolidate the main vocabulary , and master the

sentences`meaning)

3 Check the points Pronounce the new words Know the phrses`meaning the using of preposition Expressing the direction

The new contents :P21 read and think

1 Read aloud the text by teacher and know every words and sentencse by every student ,then give correct supplement and assess (视句子理解的难易度,有不同程度的同学翻译)

2 Read aloud the text after the teacher again,and master the text`smeaing

3 Answer the questions by students themselves(锻炼学生独立完成问题的能力)

C Sum Up: a Words and pronounciation b phrases and understand c Grammar and know

D 用所给单词的适当形式填空

1 Where ____(do)you live in Canada? I____(live)in Ottawa

2 Im not good at _____(calculate)

3 Who`s _____(you) favorite player ? Yao Min

4 Do you like _____(he)? Yes I do

5 Who`s your favorite _____(art)? Qi Baishi

Unit3 Shopping at a Store《Class 1 Textbook p.24》

1教学目标

听懂并能问答对物品的喜好,进一步学习有关购物的表达,根据学生的认知能力和成长需求以及结合不同阶段学生的特点,把这些正能量的价值观融入教学中.

2学情分析

学生已经有一定的英语基础,通过自制图片,培养团队精神,集体荣誉感,提高学生对英语学习兴趣,在团队合作中提高学生的英语交际能力。

3重点难点

教学重点:掌握单词的同时,熟练用问句问答。

教学难点:根据图片说出是表达的句意。

4教学过程

4.1.1教学活动

活动1【导入】旧知铺垫，激情导入

StepI.Organization

A:Warm up. (热身活动)

T:“color song” 视频(视频是有关颜色的单词,让学生感受视频的单词的发音,掌握颜色单词)

Ss:学生说出有关颜色的单词.(师生之间的互动,激发了学生的学习兴趣,吸引了学生的注意力。让学生在轻松的气氛中进入学习英语的意境)。

B:Revision(复习)

T: Are you ready?Let's do the exercise,OK?

Ss:Yes, OK.

T:Look at the computer pictures .I asked and then you answers,OK?

Ss: OK. (出示颜色课件,提问这是什么颜色,通过课件分别复习了yellow / blue / black / green / white/purple/red/gray)

学生回答)

T:what color is it?

Ss:answers

T:Which do you like best? (出示颜色课件,提问你喜欢什么颜色)

Ss: I like the pink one.

T: Great. (通过复习颜色的单词提问学生“你喜欢哪个颜色?不仅对旧知复习,而且还为新课教学做好铺垫。)

活动2【讲授】讲授新课

三)Teaching the new lesson(讲授新课)

T: (师指着图片问学生喜欢哪个)

Ss:answer .

T:Which do you like better,the purple one or the blue one?

(走近一名学生拿着图片指着学生问喜欢哪个)

Ss: I like the purple one better.

T:oh ,great! I like the purple one better.Do you like it?

Ss:answers.

T: Let's do the exercise,OK?

Ss:OK.

StepII.Presentation

T: 图片展示展示新单词(gray, purple,shop,shirt)

T: 学生经行领读齐读单词

T: 学生进行替换练习

T: Which do you like better,the red one or the yellow one? (教师拿出两张衬衫图片问答)

Ss: I like the red one better.

T: Which do you like better,the green one or the pink one? (教师拿出两张衬衫图片问答)

Ss: I like the pink one better.

T: Good! One by one.分组进行联系,角色扮演

活动3【练习】拓展练习，深化理解

讲授语法知识点

T: 最高级和比较级的用法和发音,引入新朋友Mr Best. 他是一个非常傲慢自大的人,让学生用最高级造句tall tallest ,big biggest 假设学生是Mr Best.他会怎么说.学生找规律,自己发现最高级,比较级的用法,并记牢。

活动4【作业】作业

StepIII..Homework

你想买一件衣服,该如何与店员沟通?

要求:(1)自制图片,表达清楚衣服种类、大小、颜色等(2)要求对话合理,语句通顺,标点,书写规范。(3)字数不少于30词,图片和句子安排合理.

Unit3 Shopping at a Store《Class 2 Textbook p.25》

1教学目标

1. Knowledge objectives:

① 四会单词: good-better-best, small-smaller-smallest, big-bigger-biggest; ② 三会单词: long-longer-longest, short-shorter-shortest; ③ 二会单词: of course river world

④ 句子:This…is too small for… Do you have…?

2. Ability objectives:

By the end of the lesson, the students should be able to:

1. Study comparative degree and highest-level difference

2. get to know the meaning of “good-better-best, small-smaller-smallest, big-bigger-biggest, long-longer-longest, short-shorter-shortest” both in spoken and written forms, and pronounce them clearly;

3. use the phrase “too small/big/long…” both in speaking and writing;

4. use structures like This…is too small\... for… Do you have…? to talk about how to buy sth in English.

2重点难点

Focus of the lesson:

Understanding the dialogue as a whole;

学生能够熟练在真实的场景中运用比较级和最高级进行问答交流

What kind of …. ? What size do you …..?

Predicted area of difficulty:

1. Study adjective comparative degree and highest-level, eg: good-better-best, small-smaller-

smallest

2. The meaning and usage of some expressions about shopping, such as :This…is too small\... for… Do you have…?

3教学过程

3.1.1教学活动

活动1【导入】新授

Step I : Warming up and revision.

1. (PPT) Show some pictures of food, clothes, books, fruit and drinks. Ss practice the dialogue

T : Which do you like better , English or math ?

S1 : I like English better.

T: Look at this picture Which shirt is bigger, this one or that one ?

S2: The blue is bigger.

T:Which shirt is the biggest, the red one , the blue one or the yellow one ?

S3 : The yellow one is the biggest .

(设计意图:由复习上一课的知识自然的引入新授bigger , biggest 的用法,让学生在潜移默化中感受并学习形容词的比较级和最高级)

StepII : Presentation

1. T: Show some comparative degree words and superlative degree words , who can read please stand up quickly ( this group PK that group )

PPT : Read some adjectives.

原形比较级最高级

cheap --- cheaper --- cheapest short --- shorter --- shortest

long --- longer --- longest small ---smaller ---smallest

big --- bigger --- biggest good ---better ---best

(让学生观察并总结规律,然后去掉比较级和最高级,由学生自己来填,从而巩固自己总结的规律)

2. Look at the PPT read the words follow the teacher and then read together

Teacher shows a short ruler and say:

T: This ruler is too short for me. …, do you have a longer one?

S: Yes, here you are. T: Thank you.

3. Please look at this picture.(ppt2) I’m B, you’re A, who can ask me?

A: This shirt is too small for me. Do you have a bigger one?

B: Sure! This is the biggest one.

T : Write “ The / This / That _______ is too small/ big for me . Do you have a bigger/ smaller one ? ” on the BB

4. Show pictures and the dialogue to learn P38

( 以巩固复习操练的形式学习P38页,然后再通过习题的形式加强训练 P39)

T: OK,Let’s have a short rest, listen to the music about shopping .

(设计意图:利用音乐的形式引出本课的新知,为本课的教学目标服务,能够为学生学习做好语料的准备与铺垫。可以在将学生带入轻松活跃的英语课堂气氛中。)

5. Show a shop picture on the screen.

T: Hello, there’re many clothes in our shop. What do you want to buy? Can I help you? (make a dialogue with students)

S: Hello! Do you have some skirts?

T: Yes, go this way, please. S: Can I try it on?

T: Of course. The fitting room is over there.

S: This skirt is too long for me. Do you have a shorter one?

T: Sure! This is the shortest one. This skirt looks good on you.

S: How much is it?

T: It’s fifty yuan.

S: I’ll take it.

( 运用类似pants…的单词替换skirt引出对How much are they?运用,并通过表演的形式让学生理解 look good on 的意思,达到对所学知识学以致用的目的 )

6. Ss make the dialogue

S1 : Hello, there’re many clothes in our shop. What do you want to buy? Can I help you?

S2 : Hello! Do you have some skirts?

S1 : Yes, go this way, please. S2: Can I try it on?

S1: Of course. The fitting room is over there.

S2: This skirt is too long for me. Do you have a shorter one?

S1: Sure! This is the shortest one. This skirt looks good on you.

S2: How much is it?

S1: It’s fifty yuan.

S2: I’ll take it.

StepIII: Consolidation.

Play the tape(p36). Ss listen and answer the questions according to what they hear.( 播放两遍)

Q1: Does Xiaoxiao buy the shirt ?

Q2: How much is the shirt?

Q3: Does the shirt look good on Xiaoxiao ?

(设计意图:任务型教学模式。让学生带着任务去听,引导学生把握关键信息,指导听力并提高听力技能。)

Read the text.

Exercise

(P37 B)Read write and say

2) P39 C .Read and choose the sentence for the empty bubble

Unit3 Shopping at a Store《Class 3 Textbook p.26－27》

1教学目标

知识技能目标

⑴ 学生能够通过观察,读词发音,总结all/gr/ ur在单词中的发音规律;

⑵学生能够根据重点句型进行操练。

⑶学生能够运用形容词的原级,比较级及最高级对图片和实物进行的描述。

⑷学生能够通过听说读写四种方式熟练的掌握形容词在生活当中的运用。

学习策略目标

培养学生的判断力,观察力,激发学生积极思维,通过情景活动来培养学生学习英语的兴趣,引导全体学生在任务中积极运用所学英语进行表达与交流,做到学练结合。

2学情分析

3重点难点

学习重点:all/gr/ ur在单词中的发音规律;能够根据all/gr/ ur的发音规律读出生词;

学习难点: A: Which do you like better, ___ or____?

B: I like _____ better.

4教学过程

活动1【导入】Unit　3　Shopping　at　the　store.(revision)

Unit 3 Shopping at the store.(revision)

Step I.

Warm- up

Step II.

Revision

1. Greeting.

2. Sing a song together.

3. Divide Ss into two groups.

1. Show them pictures and talk about it.

2. Give the children about the knowledge of colors.

3. Show the dialogue to the Ss.

A: Which do you like better, ___ or____?

B: I like _____ better.

Work in pairs and tell us why.

Play a guessing game.

6. Show the pictures and read words.

7. Write more words like this:

small---- smaller----smallest

Greeting.

Try to sing.

Get more gift cards.

Try to read and find out sth.

Match the phrases .

Ask an answer.

Work together.

Guess.

Read them by themselves.

Take out the paper and write down.

通过一首伴有铃儿响叮当的乐曲来进行热身,使学生们通过歌词既复习了课文内容,又激发了孩子们的学习兴趣。

介绍评价主线,激发学生的学习兴趣,引入学生间的竞争机制。

通过观察,发现规律,培养学生语音学习的感知能力。

通过图片赏析,复习了本课中的颜色单词,在复习中又摄入了一些关于颜色的短语进行知识拓展.

机械操练便于学生在复习旧知的同时进行分类造句为后面的环节做铺垫。

巩固所学内容,通过赛制活跃课堂气氛。

通过小游戏的方式,扩展了三单的练习进而上升了一个梯度。

通过对图片的观察比较,举一反三进而复习了形容词的比较级和最高级。

通过小组合作,利用书面方式完成知识的输出,既能使之归类,又能合作总结。

教学步骤

Teaching Process

教师活动

Teacher’s Activities

学生活动

Students’ Activities

设计意图

Design Purpose

教学步骤

Teaching Process

教师活动

Teacher’s Activities

学生活动

Students’ Activities

设计意图

Design Purpose

Step II.

Revision

Step III.

Consolidation

8. Describe the pictures.

9. The energy supplement.

1. Listen to the recording .

2. Ss can buy something at the store by themselves.

3. Do the exercise.

1. I am ______(short)than Yao Ming.

2. P.E. is ______ (easy) than Math.

3. Tom’s bag is _________ (big) in the class.

4. She likes the purple car better.(用the gray car改写为选择疑问)_______________________________________

Make more sentences.

Choose the answer.

Listen and choose the answer.

Free talk.

Write down.

铺垫的作用不容小视,在本环节得以呈现。利用大量的图片,一方面给予空间想象,另一方面开拓视野学以致用。

了解国内外一些常识性知识,从而使形容词的比较级和最高级运用于生活当中。

培养学生听的能力,联系试卷听力题型,使之熟悉并巩固。

学生根据自己的能力选择不同的对话方式来展示,通过赛制激发兴趣,同时在此环节学生还可以使用教师提供的新句来做对话,进而使整个课堂又得到了升华。

笔试操练使复习的内容更加直观地体现出来。培养了学生实际操作能力。

Step IV.

Summary

1. Count the gift cards.

2. Show them a proverb.

Better late than never.

Count them together.

Read it.

由评价结果引出情感目标。

Step V.

Homework

A. Make the sentences.(用形容词的比较级或最高级编写3句话)

B. Make the dialogue.

题目:Shopping at a store.

字数:30-50词左右。

分层布置作业,照顾不同能力学生的需求,让不同层次的学生得到发展。

Blackboard design

Unit 3 Shopping at the Store.

(revision)

A: Which do you like better, ___ or____?

B: I like _____ better.

Teaching reflection

Unit3 Shopping at a Store《Class 5 Textbook p.31》

1教学目标

知识目标:字母组合在单词当中的正确发音和短文的理解。

能力目标:培养学生独立的理解和分析能力。

情感目标:培养学生热爱生活的情感。

2学情分析

六年级的学生已经熟练掌握了有关于衣服,颜色的词汇,语法中形容词的比较急和最高级也已经学习,对于本课的操练和理解没有问题,主要是阅读和语音操练环节。

3教学重难点

教学重点

1.字母组合“ch”和“sh”的正确发音。

2.综合复习和短文的阅读训练。

教学难点

短文的阅读综合训练。

4教学过程

4.1.4教学活动

活动1【讲授】Can　i　try　this　shirt　on　　

一、Class beginning and greeting.

Good morning, class .Let’s listen to a song together.

二、Reviewing

1、Read the words of colors and clothes with the PPT shows on the screen.

2、Review Adjective、 Adjective comparative degree and Adjective superlative degree with PPT show .

3、Answer the questions:

(1) 、What’s your favorite color/animal/food?

(2) 、Who’ your favorite player/singer/writer/artist/scientist?

(3)、Which do you like better, math or English ?

(4)、Which country is the largest in the world ?

4、Act out the dialogue in lesson 3.

二、Try to sound them correctly.

1、How to pronounce“ch”.

(1) Read “which” after the teacher and feel how to pronounce.

(2) Read other three words by themselves and feel.

(3) Give the answers.

(4) Find out more words like this ,and write them on the Bb.

2、How to pronounce“sh”.

3、Open the books to page 42 and take some notes.

三、Let’s build our reading skill.

1、warming up-----riddles.

(1)、Which letter is a question?

------Y(why)

(2)、Which letter has much water in it ? ------- S(sea)

2、Open your books to page 43, and read the passage by students themselves.

(1)、Paragraph division (分段) for the passage.

(2)、Underline (划下来) the words or phrases you don’t understand.

(3)、Write the strange words on the Bb and Explain them .

3、Read the passage after the tape.

4、Discuss(讨论) the following questions in groups according (根据)to the passage.

(1)、when does Xiaoxiao go shopping with his mom?

(2)、what clothes does Xiaoxiao see?

(3)、Which shirt does Xiaoxiao like, the purple one or the gray one ?

(4)、What’s wrong with the shirt ?

(5)、Does the clerk give them the biggest shirt ?

(6)、What does Xiaoxiao’mom say ?

(7)、How much is the shirt ?

(8)、Is Xiaoxiao happy ? Why ?

5、listen and translate.

6、用第一人称改写短文。

(1)、Write the first paragraph by the teacher

(2)、Let the students sum up the rules.

人称代词变化:Xiaoxiao--- I 、his---my、they---we、him---me

三单形式变原形:goes---go、sees---see

直接引语不变

四、The ending of the class.

1、Learn a proverb

Fine clothes make a man.

Unit4 Going to the Fun Park《Class 1 Textbook p.34》

1教学目标

1. 学会询问各类场所的所在位置及描述其大致位置的一组问答句:where is the …?

it’s near /next to /behind …能用how can i get to the …?来问路,并用crossing ,

turn left ,turn right,go straight,turn right.等句子来指路。

2.掌握单词:post office,hospital,bookstore,turn left ,turn right,go straight,turn right.

2学情分析

学生有实际问路的经验,能够在一定打的语境下有礼貌的会话。

3重点难点

掌握四会单词及词组,能在实际情景中运用所学的句型。学会询问各类场所的所在位置及描述其大致位置的一组问答句。方位词的使用。

4教学过程

4.1.1教学活动

活动1【导入】导入

step1.warm up

教师放歌曲“they are in the zoo.'’师生齐唱。

活动2【讲授】新课

step 2.presentation

1单词呈现

(1)“请你猜猜”活动

教师课前在黑板上画一个框,将hospital,post office,bookstore,park,library,school等单词卡片反面朝外贴在黑板上作为地图,每张卡片面都写着数字。教师指着其中一张卡片说:“now i am in no•l. please{what place it is.is it a zoo/school/park…?”教师要注意先出示两个学生的场所,第三次再让学生猜的时候,他们首先会考虑学过的词汇,这时再呈现新词cinema。教师示范朗读,学生跟读。教师带领学生拼读并cinema。

(2)继续做“请你猜猜”活动。

教师说:“no.3 is a cinema.we can see a film 出示单词cinema.”接下来教师拿出一封信,说:“1 want to post the letter•shall i go to the cinema? where shall i go? yes!post office.”教师继续利用黑板上的卡片让学生猜:“is it a post office?”并领读post office。教师指着黑板上post office的位置说:“look at the map.the post office is here.”然后问:“where is the post office in our town?”让学生根据实际情况回答。

(3)同法教授hospital,bookstore,science museum。

(4)整合读五个新单词和句型。

2、听音正音

教师放a部分let's learn的录音,学生跟读。

教师请学生重点读单词next to和句子“where is the cinema?”

“ it’s next to the bookstore.”并注意纠正其发音。

3、pair work

教师请学生先在方框里填上单词或短语,再根据所填写的地图进行描述,如:the post office is near the museum.the cinema is next to the post office.”等。

step3 .practice

1、听音贴图。

2、看图快读单词。

3、根据板书呈现的地图,利用句型“where is the ---?”

“ it’s next to the ----.”自编对话

step4. production

“小小设计师”活动

教师先带领学生认读六个表示场所的单词或短语:library,post office,hospital,science museum,cinema,bookstore,接着告诉学生:“现在你们都是城市设计师,请大家设计一张地图,设计之后会有记者来采访。”让学生利用单词卡片设计城市规划图,并在班级里选几名学生充当小记者去采访“设计师”,逐个提问:“where is the hospital/…?”由“设计师”来回答问题。

活动3【作业】结束

step5.progress

1、做配套相应的练习。

2、 summary:what have you learned today ?

3、 homework :学生背诵并抄写本课时的四会单词。

Unit4 Going to the Fun Park《Class 2 Textbook p.35》

1教学目标

1. Knowledge abjectives:

① Ss can read, speak, listen , and write: cross , ticket, cross the street, park our bikes ,careful (more careful , most careful ), park our bikes, do the exercise, see a doctor, get to, on your left/right, go down this street ② Ss can read, speak, and listen : take some medicine, reach, We should ……. Ss can listen and speak:one adult , flip a coin , vitamin, stay up late

④ 句子:There is a ……

2. Ability abjectives:

By the end of the lesson, the students should be able to:

1. Learn about the expression of what we should do and what we shouldn’t do?

2. Use structures like “There is …to make sentences.

2重点难点

Focus of the lesson:

学生能够运用以下句型对应该做的事情进行问答。

What should we do? We should ….You should…

Ss can use be more careful, cross the street, park our bikes to make sentences.

Predicted area of difficulty:

1. 学生能够正确区分和使用 “careful, be more careful”.

2. The pronunciation of “exercise”.“careful”

3教学过程

3.1.1教学活动

活动1【导入】新授　

Step I : Warming up and revision.

T: show a map to practice. (P47)

A: How can we get to the _______?

B: Go down this street and turn left. It’ll be on your right.

A: Thanks.

(设计意图:通过复习问路内容,让学生巩固上一节课的内容。)

StepII : Presentation

T draw the traffic lights on the BB and say (PPT1)

when the light is red, What should we do ?

Ss : We stop.

T: Yes .We must stop. We should be more careful.

Ss:Read and learn it. Ask and answer in pairs.

A: What should we do ? B: We should be more careful.

T: When the light is green. What should we do now?

Ss: We should cross the street.

The same way of learn the sentences.

T: When the light is yellow . What should we do?

Ss: We should wait.

Practice: Task S1(What should we do ? Ss : We should…..)

(设计意图:让一个学生随便指红,绿灯的标志问所有学生回答)

2. (ppt 2) show a parking of a picture

T: We rode our bikes to the amusement park. Look ! Here is amusement park. There is a parking on the corner.What should we do now?

S1: We should park our bikes.

Ss : read “park out bikes”

3.(ppt3) show a ticket box

T: There is a ticket box. We should buy tickets there.

Ss: learn” ticket box”

Ss: read “We should buy tickets there

4”.(ppt4) Show a “adult” and “children”

Ss learn adult

StepIII: practice

1.Practice in paris:

Show the picture on the PPT.

A: What should we do first/now?

B: We should___________

(park our bikes, do the exercise, seen a doctor, take some medicine)

2. show a time table to practice what should you do ?

7:00 get up 7:50 go to school 8:00 have classes

11:30 go home 12:00 have lunch 5:40 play basketball

(设计意图: 让学生用教师给的图表来练习本课问答句,进一步巩固所学句型)

3.Listen to the tape and repeat. Learn some more phrases.

do the exercise, see a doctor, take some medicine, park our bikes,

ask and answer in pairs.

StepIV: Consolidation.

1. Make a dialogue in groups

2.Listen to the tape on page 53 and do the exercise.

3.Read and choose True or False.

StepV: Homework.

Unit5 Riding the Roller Coaster《Class 1 Textbook p.44》

1教学目标

1. Knowledge objectives:

① Students can listen, speak, read and write the following words according to the pronunciations: tall / short /old / young (比较级,最高级),

② Students can listen, speak and read the following word below: roller coaster (4下L3) coins , of course cm (centimeter ) , welcome aboard , still

③ Students can communicate with the sentences below:

How tall are you? I’m 150 cm tall. I’m shorter than you are./I’m shorter than you.

Jim is the tallest.

2. Ability objectives:

By the end of the lesson, the students should be able to:

1. Students can listen, speak, read and write the key words and speak the sentences.

2. Use structures like How tall are you ? I’m 160cm tall. I’m taller than you are. Jim is the tallest. to talk about degrees and compare.

2学情分析

3重点难点

3. Focus of the lesson:

Ask and answer about the degrees and compare the height and age.

4. Predicted area of difficulty:

1. How to compare the height and age when the person changes.

2. The numbers greater than 100.

3. The pronunciation of the word “centimeters”.

5. Emotion objectives:

To have a healthy body, they should get into good habits in the daily life.

4教学过程

4.1.1教学活动

活动1【讲授】新授

Step I: Greeting and warming up.

Show some adjs. eg: tall, short, old, young, and their comparatives on PPT. Chant first. Then play Brain Storm.

Show some pictures of the adjs. or the comparatives. Ask the students to remember them quickly. Then show some other pictures which contains or needs the words above. Let the students choose the correct positions of the words.

设计意图:通过简单的小游戏充分复习形容词,(tall—taller—tallest, etc.)以及比较级和最高级,并利用游戏中的情景或句子,让学生复习形容词,比较级,最高级的用法。

Step II: Presentation

1. Review numbers

Eg. One to one, one to two………

(为学生充分扩展相关知识,发散思维,可以让学生联想到其他的词组。)

百位数字的表达法

2. Introduce the key structure.

How tall are you? I’m 150cm tall.

Read and try to practice with teacher. Teacher draws two rulers on the blackboard, and asks the students to compare their height in groups of girls and boys. If they can speak or do well in this class, they will grow taller and taller.

设计意图:自然引出评价方式,利用比较身高来调动学生积极参与到评价中。

3. Practice.

(1) Show some numbers eg: torty, fifty, etc, and ask the students to read them. Then add some units. Then tell them the meanings.

Eg. m—meter cm—centimeter km—kilometer g—gram kg--? Etc.

设计意图:突破难点。让学生复习数字,为表达身高做铺垫。

(2) Teacher leads a dialogue with measuring someone’s height.

T: How tall are you ? S:I’m 140cm tall.

T: How tall is xx? Ss: He’s 140cm tall.

Then lead another one.

Ss: XX is taller than XXX /he is/ him.

Practice the same-meaning sentences first. (句式比较简单,所以不做重点训练。)

Then talk in pairs and the others compare together.

Chain practice like this.

(3)T: How old are you ?

S1: I’m 12 years old.

T: I’m older than you are. I’m 30 years old.

Practice some pairs.

设计意图:将数字和单位名称放到对话中,机械操练。进一步巩固所学知识。

Step III. Practicing and addition.

Listen to the tape and answer the questions。

1. How tall is Jim ?

2. Who is the shortest

3. Can Qiaoqiao ride it? Why ?

设计意图:创设情景,发散学生思维,让学生自主练习,能表达出xxx is taller than xxx.

(2) Group work.

Make a survey in groups of four or five by using the sentences. And ask one to report each group.

设计意图:小组合作,语言交际。

Step IV. Exercise.

按照例句写句子

Step V. Production

Ask the students to make a chart of their friends or families. Then write down their information simply. Try to report like this:

My mom is 40 years old. My dad is 45years old. My dad is older than my mom.

(教师可以鼓励学生多写一些家庭成员及他们的信息,鼓励多比较。)

设计意图:将所学知识转化成生活中真实的场景,达到运用语言进行交流的目的。

Step VI. Homework.

Unit5 Riding the Roller Coaster《Class 2 Textbook p.45》

1重点难点

教学重点:学习句式:I’m 形容词比较级 than you (are). ,

I’m the形容词最高级。

教学难点:灵活运用比较级和最高级句式。

2教学过程

2.1.1教学目标

1、知识目标: 1) 学会简单的形容词比较级和最高级。 2)交际用语 How tall +be动词+主语? I’m _____cm tall. I’m形容词比较级 than you (are). I’m the形容词最高级. 3) 进行重点句型的扩充学习。 2、能力目标:能运用所学知识在创设的情境中进行熟练交际,并与实际生活相联系。 3、情感目标:将本课与学生生活紧密联系,增强学生对英语的兴趣,并教育学生要有健康的体魄,养成良好的生活习惯。

2.1.2教学活动

活动1【导入】step1

Warming-up 1、Greetings 2、Introduction 3、Sing along. Step 2 Leading in Step3 Revision 1、复习:数字 2、复习:tall, taller, tallest 3、复习:short, shorter, shortest

活动2【讲授】step2

T: Look at the picture. What are they doing? (PPT)

T: I’m 160cm tall. And how tall are you? I’m taller than you are. (做出比身高,并做出比他高的手势) How tall are you? (问另一个比教师高的学生) Oh, I’m shorter than you are. You’re taller than me. When we want to ask others’ height, we can use “How tall are you?” (板书) We could answer like this: I’m ___cm tall. (板书,强调cm在本课是复数形式,领读。) 进行比较时用:I’m ___er than you (are). (板书,强调than的发音,领读。)

T: Now, let’s act. Who wants to come here? Practice with your partner. OK, stop here. Now, show time. Who can try? Who is taller between them? Who is shorter between them? You did very well. Let’s give us a big hand. Look at the two pictures. What are they talking about? You did a good job. How old are you? (对另一学生问) How about you ? I’m 30 years old. I’m older than you are. And you’re younger than I am. Look at this word: young, 年轻的. Read after me. Spell it. Who can tell me: young的比较级? 那最年轻的,怎么说呢? 领读:young, younger, youngest. Now, read them two by two. When we want to ask others’ age, we can use “How old are you?” (板书, old贴在黑板上。) We could answer like this: I’m___ years old. (板书) 进行比较用I’m older/younger than you are. (younger贴在黑板上) Now, let’s act. Work in pairs. Stop, show time. Who can try? Who is older between them? Who is younger between them? Good job. 1、T: Let’s look at page 46 and listen to the tape. 2、领读课文。 3、Play the tape.

活动3【练习】step3

T: Boys read the first two sentences, and girls read the last two sentences. Another way, girls read the first two sentences, and boys read the last two sentences. Excellent. T: Are you tired? Now let’s play a game. (开心夺旗) 每组派一个代表,选做。(答错让学生进行纠正。) (PPT 出示闯关练习) Play the tape. Let me test you. (PPT 出示图片及正确答案) Let’s go on. Do the exercise D. I’ll give you one minute to finish it. Are you finished? Let me test you. Who can act Bob? Who can act Andy? Who can act Jane? 提问:True or false? (PPT 出示正确答案)

活动4【作业】step4

T: This is our lesson today. Now who can tell me what have you learnt in this lesson? T: Make a survey: 完成表格,介绍自己的年龄和身高,调查两个朋友的年龄和身高,并进行比较。OK? Bye-bye!

Unit6 At the Safari Park《Class 1 Textbook p.44》

1教学目标

1. Knowledge objectives:

① Students can listen, speak, read and write the following words according to the pronunciations: tall / short /old / young (比较级,最高级),

② Students can listen, speak and read the following word below: roller coaster (4下L3) coins , of course cm (centimeter ) , welcome aboard , still

③ Students can communicate with the sentences below:

How tall are you? I’m 150 cm tall. I’m shorter than you are./I’m shorter than you.

Jim is the tallest.

2. Ability objectives:

By the end of the lesson, the students should be able to:

1. Students can listen, speak, read and write the key words and speak the sentences.

2. Use structures like How tall are you ? I’m 160cm tall. I’m taller than you are. Jim is the tallest. to talk about degrees and compare.

2学情分析

3重点难点

3. Focus of the lesson:

Ask and answer about the degrees and compare the height and age.

4. Predicted area of difficulty:

1. How to compare the height and age when the person changes.

2. The numbers greater than 100.

3. The pronunciation of the word “centimeters”.

5. Emotion objectives:

To have a healthy body, they should get into good habits in the daily life.

4教学过程

4.1.1教学活动

活动1【讲授】新授

Step I: Greeting and warming up.

Show some adjs. eg: tall, short, old, young, and their comparatives on PPT. Chant first. Then play Brain Storm.

Step II: Presentation

1. Review numbers

Eg. One to one, one to two………

(为学生充分扩展相关知识,发散思维,可以让学生联想到其他的词组。)

百位数字的表达法

2. Introduce the key structure.

How tall are you? I’m 150cm tall.

设计意图:自然引出评价方式,利用比较身高来调动学生积极参与到评价中。

3. Practice.

(1) Show some numbers eg: torty, fifty, etc, and ask the students to read them. Then add some units. Then tell them the meanings.

Eg. m—meter cm—centimeter km—kilometer g—gram kg--? Etc.

设计意图:突破难点。让学生复习数字,为表达身高做铺垫。

(2) Teacher leads a dialogue with measuring someone’s height.

T: How tall are you ? S:I’m 140cm tall.

T: How tall is xx? Ss: He’s 140cm tall.

Then lead another one.

Ss: XX is taller than XXX /he is/ him.

Practice the same-meaning sentences first. (句式比较简单,所以不做重点训练。)

Then talk in pairs and the others compare together.

Chain practice like this.

(3)T: How old are you ?

S1: I’m 12 years old.

T: I’m older than you are. I’m 30 years old.

Practice some pairs.

设计意图:将数字和单位名称放到对话中,机械操练。进一步巩固所学知识。

Step III. Practicing and addition.

Listen to the tape and answer the questions。

1. How tall is Jim ?

2. Who is the shortest

3. Can Qiaoqiao ride it? Why ?

设计意图:创设情景,发散学生思维,让学生自主练习,能表达出xxx is taller than xxx.

(2) Group work.

Make a survey in groups of four or five by using the sentences. And ask one to report each group.

设计意图:小组合作,语言交际。

Step IV. Exercise.

按照例句写句子

Step V. Production

Ask the students to make a chart of their friends or families. Then write down their information simply. Try to report like this:

My mom is 40 years old. My dad is 45years old. My dad is older than my mom.

(教师可以鼓励学生多写一些家庭成员及他们的信息,鼓励多比较。)

设计意图:将所学知识转化成生活中真实的场景,达到运用语言进行交流的目的。

Step VI. Homework.

Unit6 At the Safari Park《Class 2 Textbook p.45》

1教学目标

1. Knowledge objectives:

① Students can listen, speak, read and write the following words according to the pronunciations:

take off, tall/warm/cold enough, take out, get fat, stay with me, pocket

② Students can listen, speak and read the following word below: roller coaster (4下L3), coins,

prepare for, have an exam, of course, inside, must, rule

③ Students can communicate with the sentences below:

You’d better …… What a / an ……..!

2. Ability objectives:

By the end of the lesson, the students should be able to:

1. Listen, speak, read and write the key words and phrases.

2. Summarize the usage and structures (phrases) of adjs.

3. Give some suggestions by using the structure had better… and the imperative

sentence.

4. Master the structure of exclamatory sentence.

2学情分析

3重点难点

Focus of the lesson:

1.The usage and structures of adjs.

2.Give suggestions by using had better and the imperatives.

Predicted area of difficulty:

1.Summarize the structures of adjs.

2.The usage of the phrase had better.

4教学过程

4.1.1教学活动

活动1【导入】新授

Step I: Greeting, warming up and revision

1. Chant together to review some adjs. Eg: tall—taller—tallest, old—older—oldest, short—shorter—shortest, etc.

2. Show some pictures. Ask the students to talk about the information in groups of four.

Eg.: Jim is 150cm tall. Tom is taller than him. Lili is too short.

设计意图:复习形容词,发散学生思维,整合形容词,为本课铺垫。

Step II: Presentation

1. Lead sentences and do remember the evaluation.

设计意图:学生能够表达一些有关形容词的句型时,教师及时用感叹句给出一些评价,并尽可能的让学生听懂,记住一些简单的感叹句。

T: I want to play basketball. I’m tall. But XX is not tall enough.

Introduce the new word enough and learn to read with the phonetics.

Lead to the phonetic: /f/ f, fe, ph, gh. And practice with classifying some words.

/f/ f fine, five, four, ph photo, phone, elephant, gh enough, cough

Evaluation: What a good boy/girl (用感叹句做评价,并贯穿始终,渗透语法教学。)!

2. Introduce the phrase adj+enough.

Lead to some scenes such as drink the coffee, ride a bike, play soccer. Ask the students to practice with a pattern like it below.

I want to drink the coffee. It looks cold enough.

Then lead to the new phrases take off, put on, take out by using this pattern. And practice more in pairs.

Evaluation: What a good …! / How wonderful ……!

设计意图:用enough的重点短语,句式导出其他重点短语,提高课堂效率。Take off等短语难度不大,在这个句式中得到充分操练。

3. Students book.

Listen to the tape of p66 and learn some more.

Evaluation: What…! / How……!

4. Group work.

Show some pictures. Ask the students to talk freely in groups.

Eg.: XX is too short. XX is tall enough. XX is very old. etc.

Evaluation: What…! /How…!

设计意图:学生能够自主的说出一些含有tall enough等短语的句子。还可以扩展出enough+n.的短语。

Summarize the usage and structure of adjs.

too, very, so, + adjs. adjs. + enough 比较级+ than 最高级+ 三者以上范围

(可以扩展出too…to, enough to do, better and better等等。视情况而定。)

5. Lead in.

Show some scenes of adjs. Lead to the key structure with a pattern.

XX is too short to play basketball. He’d better eat more vegetables to get taller.

6. Introduce. He’d better----- He had better + do…

Lead to some scenes with PPt. T: I’m tired. I’d better take a rest.

Then lead a T-S dialogue. T: You are too young. S: You’d better stay with me.

Introduce the new phrases here. stay with me, have an exam, prepare for, get fat and so on.

7. Practice.

Ask the students to give suggestions as many as they can freely. (每个图片都让学生尽量多的说句子,发散学生的思维。)

Then work in pairs.

S1: I’ bored. S2: You’d better…

Evaluation: What a …!

8. Game time. Divide the class into four or more groups. Show some scenes on PPt. Ask each group to watch the pictures and think about the matter and their suggestions. Then talk group by group.

设计意图:尽可能发挥学生自主学习能力,思考问题的能力。发散思维,巩固重点had better do。

9. Evaluation. What a……!/ How……!

Then ask the students to practice freely.

设计意图:隐性语法教学。本课评价用感叹句,五年级学过的句型,所以无需再做细致的讲解,学生通过听,说,观察,总结能够自由运用感叹句。如有困难可以做适当的补充。

Step III: Practice

1. Student book.

First listening. Listen and follow.

Second listening. Listen and complete some exercise.

Exercise 1.

(1) Qiaoqiao wants to _____________.

(2) Qiaoqiao had better___________________.

(3) To ride the roller coaster. We must________________and______________.

Then check the answers. And lead to the new word coin with the phonetic / ɔi/.

2. Writing exercise.

Exercise 2.

(1) Jack is too ________to go there.

(2) Billy is ________than me.

(3) He is ________in our class.

(4) The tea looks _________enough to drink.

(5) You sing __________of the four.

Step IV: Production

1. Show some scenes on PPt. And ask the students to write sentences with had better freely.

Maybe they can write some negative sentences.

Introduce the negative form of had better.

Eg: You’d better not go out.

Step V: Consolidation

1. Listen and finish the exercise on p67.

Unit7 Oh! That's My Son!《Class 1 Textbook p.64》

1教学目标

1. Knowledge objectives:

① Listen , speak, read and write the words : pink, hair, sweater, look like, lose, half, half an hour ago

② Listen , speak, and read words : blond, brown, son ,daughter,

③ Key structures: What are you wearing ? What does he/ she look like ?

④ 音标: /au / /h/

2. Ability objectives:

By the end of the lesson, the students should be able to:

1. Listen , speak, read and write the words and phrases : pink, hair, sweater, look like, lose, half, half an hour ago

2.Get to know the meaning of “hair, sweater” both in spoken and written forms, and pronounce them clearly.

3. Guess the meaning of the phrase “look like”.

4. Use the words “pink, hair, sweater” both in speaking and writing.

5. Use the structures “What are you wearing ?I’m wearing …What does he/she look like? He has …” to talk about their friends and communicate with others in English.

2学情分析

3重点难点

3. Focus of the lesson:

1. Understanding the dialogue as a whole use I’m wearing … He has …” to talk about the appearance of sb..

2. Role playing the dialogue with the right pronunciation, intonation and sentence stress.” What are you wearing ? I’m wearing …What does he/she look like? He has….”

4.Predicted area of difficulty:

1.The pronunciation of “blond, brown”

2. The usage of the adjectives

4教学过程

4.1.1教学活动

活动1【讲授】新授

Step I :Warm up.

T: Hello, class! Ss:…

T: Let’s sing a song “What are you wearing?”

T: Now, let’s play a game. Say these clothes as quickly as you can.(PPT)

gray pants,pink gloves,a purple dress,a yellow coat…

设计意图:通过演唱歌曲,做游戏的形式复习了颜色和衣服,可以为后面的练习提供词汇,达到铺垫的作用,同时激发学生的学习兴趣。

Step II : Presentation

Tr. : Today I’m wearing a black dress and brown boots.

What are you wearing?

S1: I’m wearing …(Bb)

Tr. points one student and asks “What is he/she wearing?”

S2: He/She is wearing….

Practice in pairs:

.A:I’m wearing a black dress and brown boots.

What are you wearing?

B:I’m wearing _______.

A: What’s he/she wearing?

B: He’s / She’s wearing _______.

设计意图:通过教师的穿着过渡到学生的穿着,学习本课的重点句型,使句型运用到我们的生活中。其实这个句型在五年级学习过,但时间间隔较长,部分学生恐怕有所遗忘,所以用Pair work的形式,进一步练习。

Tr.: Look! This is my friend 。 What is she wearing ? S3: She is wearing a yellow shirt.

Tr.: What does she look like ? Do you know? (ppt)

She has big blue eyes and long blond hair.

Teach “blond” with this picture.

Tr. :What do you look like?

S1: I have small black eyes and short black hair.

Tr. points one student and asks “What does he/she look like?”

S2:He/She has….(Bb).

Ss practice in pairs.

A: What do you look like?

B: I have small black eyes and short black hair.

A: What does he/ she/ your…look like?

B: He/ She has big blue eyes and long blond hair.

设计意图:通过图片遮挡的设计,引发学生对我朋友的长相的好奇心,理解句型What does she look like ?的含义,并通过图片讲解了本课的新单词blond。然后通过小组练习,使学生更加牢固的掌握本节课的重点句型,同时把所学语言运用到生活中。

Step III: Practice

Play a guessing game.

Read a passage,then guess who my sister/my brother is.

设计意图:通过这个游戏,培养学生的阅读能力和解决实际问题的能力,同时活跃课堂气氛,增加学习的乐趣。

Step V: Production.

Play the tape .Listen and read the text.(P66)

2. Tr.:Qiaoqiao is missing. His dad ask a policewoman for help. Listen and answer the questions

( )1.What does Qiaoqiao look like ? He has ___.

A. big blue eyes and long brown hair.

B. small brown eyes and short brown hair.

C. small black eyes and short black hair.

( )2. What’s he wearing? He’s wearing a ____.

A. green skirt B. green shirt C. blue coat

( )3. Is he wearing glasses?

A. Yes, he is. B. No, he isn’t.

( )4. “Half an hour ago” means____.

A. an hour ago B. thirty minutes ago

3. Learn the pronunciation /h/ half, how, he , who, whose,

设计意图:通过听,跟读,以及听力练习,培养学生读的能力和听的能力,并在听力中解决“Half an hour ago”这个词组的含义,并且学习了音标[h].

Step VI: Consolidation.

Exercise

1.按要求完成句子。

missing, when, find, you, son, your, did (?) (连词成句)

2.She is wearing a pink shirt and blue pants.(划线部分提问)

3.He has short red hair and small black eyes.(划线部分提问)

2. Can you write?

My Friend

I have a good friend. He is Tom. He is 12 years old. He is a handsome (cool) boy./She is a beautiful (nice) girl . He/She is tall/short/fat/thin. He/ She has _____. He/She’s wearing _____. He likes singing.

设计意图:培养学生写作的能力。

StepⅦ: Homework.

A 单词(4+1)

sweater , hair , pink ,

B 短语(3+1).

half an hour ago , look like

C 对话

A: What’s he/she wearing?

B: He’s/She’s wearing… .

A: What does he/she look like?

B: He/ She has… .

Unit7 Oh! That's My Son!《Class 2 Textbook p.65》

1教学目标

1. Knowledge objectives:

①Listen , speak, read and write the words :as…as, clown, tall/short/old/long/young, shorter/younger/smaller

come out of, rest room

②Listen , speak, and read words heavy, heavier

③ Key structures: Is …as tall as…? No, … is shorter than …

2. Ability objectives:

By the end of the lesson, the students should be able to:

1. Listen , speak, read and write the words :as…as, clown, tall/short/old/long/young, shorter/younger/smaller

2.Get to know the meaning of “as…as, taller than” both in spoken and written forms.

3. Use the phrase “as adj. as ”. to make sentences.

4. Use the words “shorter, taller” both in speaking and writing.

5. Use structures like “ Is he as tall as you ? ” to talk about their friends in English.

2学情分析

3重点难点

Focus of the lesson:

1. Use the structures “ Is he as adj. as you ? He is adjer than I am ” to ask and answer.

2. Role playing the dialogue with the right pronunciation, intonation and sentence stress

Predicted area of difficulty:

1.The comparative degree of adjectives comparison.

2.How to use the phrase “ as…as”

4教学过程

4.1.1教学活动

活动1【导入】新授

Step I :Warm up.

Greeting.

Revision “What does he /she look like ? and What’s he/she wearing ?”

Give some pictures to practice.S1: What does he/she look like ? S2: …

Free talk. S1: What is he/she wearing ?S2…

Who can do it quickly?

Eg: big—bigger—biggest

long — short— tall— small— old— young— heavy----

Step II : Presentation.

Tr.: (ppt)Look, He is 150cm tall. She is 150cm tall, too. So I say he is as tall as she is.

Guess the meaning of the phrases “ as tall as”.

(ppt) She is 10 years old . I am 10 years old, too. So you can say she is as old as I am .(Ss can say the answer with the teacher together)

Read and learn the new phrases “as…as”

StepⅢ: Practice

Make some phrases like this “ as tall as”

S1: as long as. S2: as big as . S3: as small as ….

Practice in pairs.

Tr.: Now, I have some pictures, please make some sentences just like above with “ as…as”.( give some pictures to practice “as…as”) ( long, big, short, heavy ,young , old , happy , scared…)

Then check some students, and let them say the rules about the phrases ‘ as…as”

设计意图:通过练习让学生自己总结规律比教师直接给出规律让学生记忆要掌握的牢固一些,同时也能发挥学生学习的主动性。

Step IV: Play a game.

Divide the Ss into some groups, let them make sentences with “…~er than …” and “… as ~ as…” just like this:

I am ….

He/She is ….

I’m ~er than he/she is.

I’m as ~ as he/she is. We are the same.

He/She is/I’m the ~est.

设计意图:通过学生自由交谈,让学生大胆地自信地主动运用英语进行交流。学生能力在不知不觉中逐渐得到培养和提高,也体现了英语生活化。

Step V: Production.

Tr.: Qiaoqiao is missing. What will they do ? Now, let’s listen and read the test and answer the questions.