英语人教版六年级下册6 下 Unit 1 B Read and write.doc

教学设计Unit 1 How tall are you ? B Read and write一、（设计思路）Design idea: We should promote quality education and the all-round development of the students. We should establish efficient class.（一）(指导思想)Teaching guidance: According to the New Curriculum, we should develop students comprehensive language competence. At the same time, teacher should help students gain a sense of achievement and self-confidence. As time goes on, we will develop students reading abilities and foster students thinking ability. （二）(设计理念)Teaching theories：For students in grade six, we will provide them to improve their cooperative, investigative and thinking abilities and strengthen their interest in studying English. Language is closely connected with our life. So I set a real situation to learn English. We read the passage and talk about the question- Why is Little Ducks shadow getting longer and longer in the afternoon? Our students are eager to know the answer, but they cant find the reason. For their age, they have a strong desire to know about science around us. The pupils are interested in explore the nature. We can broaden students horizons and enrich their life experience. Students can imagine the following plot and develop their language in English. Teacher can help awareness use language appropriately. And the assessment is closely combined with the main point of this period. Students learn to cooperate with others, and develop different ways to learn English.（三）(教材分析)Analysis of textbook：The content of this period belongs to PEP Book II for grade six. Part B Read and write is the fifth period of Unit 1. The topic is Little Ducks shadow. Students should mainly know the basic rules about adjectives comparative forms. Meanwhile students can imagine the following plot about the story. They can use adjectives comparative forms to express their idea and continue the story. We should develop students language and foster their thinking abilities. （四）(学情分析)Analysis of students: Students have learnt the basic rules about adjectives comparative forms in part A and B. The key pattern: XXX is taller than XXX. Students can get the main idea of this story with the help of the picture. Students have rich imagination. They can share their ideas with us. Students can develop their language according to their imagination. They can use pictures and simple sentences to continue the story. Or they can write a short passage. Anyway, their language is useful and meaning in the situation. Different students in different levels can develop their language and ability by learning this story.（五）(教学目标)Teaching aims:1. Enable students to know the changes in spring. Talk about spring by using these words: longer, shorter, higher, lower. 2. Enable students to read the story and get the main idea, at the same time, they can guess the meaning of the new words in the context. Students can finish the exercises and get a certain ability of learning English, especially improve their writing ability.3. Try to understand the story and use the key words and phrases: lower and lower, longer and longer, smarter, older, taller. Students can talk about Little Ducks question: “Why is my shadow longer when the sun gets lower?” and try to find the answer.4. Understand the meaning of the word: shadow with the help of Zhang Yuxins shadow I collected days before. We can find the phenomenon in the real life. Students can get the answer by watching Zhang Yuxins different shadows carefully. 5. Try to change the story into a dialogue, then it act out in pairs. 6. Enable students to imagine the following plot and continue the story. Meanwhile teacher tries to help students develop their writing ability after reading.（六）(教学重点)Key points：The key patterns: Why is Little Ducks shadow longer when the sun gets lower? Different points：Students can get the meaning of the word: shadow. 二、（教学准备） Teaching preparations：(教具准备)：PPT, photos of Zhang Yuxins shadow, torch, head dressers of Little Duck and Old Tree, pictures of Little Duck and Old Tree.(学具准备)：Head-dressers of Zhang Wu Yifan and Robin. 三、（教学过程）Teaching steps：B Read and writeStep 1: Warm-up1. Greetings and sing a song-Four seasons.T: Whats your favorite season?Ss: Spring.T: Why? Ss: Because I can go on a picnic. T: Me too. Because there are beautiful flowers in the tree.(设计意图：歌曲-四季，节奏轻快活泼，歌词简单易懂，容易将学生的注意力吸引到英语课堂上，询问学生喜欢的季节及原因，与学生进行亲切的交流，开门见山，引出与本节课相关的话题-春天。)2. Talk about the changes between spring and winter.T: What a fine day today! Spring is coming. What differences can you find? Share us your idea.Ss: Its getting warmer and warmer. The day is getting longer and longer. The night is getting shorter and shorter.T: Great. The sky is clearer. The sun is brighter. I get up earlier.(设计意图：教师通过谈话，让学生发现春天的变化。此话题贴近学生的生活，看到学校校园的玉兰树开花的图片，感知并运用本单元所学习的形容词比较级，谈论天气、树木、白天和晚上时间长短的变化，活跃学生思维。)Step2. Presentation 1. Pre-reading(1) Introduce the content of the page 8. Look and tick the right pictures. T: Talk about the pictures, and tell us the meaning of the picture. Ss: Winter, spring, cold, warm.(设计意图：学生通过读图，选出符合春天的图片。)(2) Changes in spring.T: Show the picture of spring in our school.Ss: The sky is clearer. The weather is warm. There are flowers in the tree. The day is getting longer. The night is getting shorter. T: Perfect. And the sun is brighter. we are feeling better in spring. The hazy days are becoming less and less.(设计意图：教师用PPT呈现一幅春天的校园图片，给出关键词，让学生从天空、天气、白天和晚上四个方面谈论，使用比较级句型进行描述春天的变化。教师在此用春天来了，阳光明媚，人们心情也好多了，雾霾的日子越来越少了，教育学生保护环境的重要性。)2. While-reading(1) Read the passage and try to understand it.l The first reading.T: Question: Who is in the story? Ss: Little Duck and Old Tree.(设计意图：学生自主阅读短文，并根据自己所需要了解的信息快速浏览，获取关键信息。)l The second reading.T: Read the passage again, and choose a title for this passage, then write the title.Ss: Circle the new words you dont know, and try to guess their meaning according to the context. Think about the questions: What is Little Duck doing?When does the story happen? (设计意图：在第二次阅读时，圈出自己不懂的词或短语，并根据需要，寻找细节信息，放慢阅读速度，在找到的关键信息处划线或做标志。)l The third reading.(1) Listen and repeat.T: Read the passage and listen to the tape, children.Ss: Follow the tape, and try to imitate the pronunciation, tune, and intonation.T: Guide students to fill in the blanks, and finish the dialogue. Then find the key words and retell the story.(2) Role play.T: Use the key words: lower and lower, longer and longer, older and smarter, longer, lower, older, longer, taller. Ss: Act out the story in roles. (设计意图：在第三次阅读文本时，先听音模仿，对自己不会读的词汇不懂的词进行重点识记。完成相关练习，补全对话。当我们复述短文时，先整理出关键词，再根据关键词进行复述。)3、After-reading(1) Talk about the questions with your partner: Questions: Do you agree with the Old Tree? Why?(2) Discuss the questions in your group.Questions: Can you answer Little Ducks question? Whats your answer?(3) Use PPT to show the reason.T: Look at these shadows carefully. What can you find?Ss: The shadow is getting longer and longer. Because the sun is getting lower and lower. The light goes directly, and the angle of the elevation of the sun is changing.T: You can get the answer from the picture. (设计意图：阅读后，教师可以根据鸭子遇到的疑惑，培养学生的发散思维，让学生动脑思考。在通过PPT呈现张瑜馨同学的影子变化图，让学生直观地感知影子变化规律。接着，通过一张图来解释影子的变化与太阳的高度有关，角度在不断变化，再加上太阳光线在空气中（或同一种物质中）是直线传播的，再讲解一些生活中的折射现象，开拓学生的知识视野，培养他们探究科学的意识和兴趣。)(4) Circle the words with -er, and find the rules .T: Can you find the rules according to the adjectives comparative forms?S1: Add er directly. S2: Double the last letter and add er.S3: Change the last letter y into i, then add er. T: Great. And there is another form. That is: add more before the words with more syllables, such as: interesting, beautiful, wonderful.(设计意图：学生圈出文中带有-er的单词，总结规律，养成良好的学习习惯。)Step3. Practice and extension(1) T: Listen and read the text again.T: Read the passage with your partners.Ss: Read the passage fluently.(2) Role playT: Whod like to act out the story?S1 & S2: Id like to have a try. First I wear my hair-dresser.(3) Continue the story.T: Can you continue the story? Or try to continue the dialogue between Little Duck and Old Tree.Ss: Extend the story according to their thought.(设计意图：学生通过再次听音模仿，学习准确的语音和语调，为角色表演做好铺垫。通过角色表演，学生能够强化对文本的印象。英语课程标准提出要“倡导学生体验参与”，“重视通过做事学习知识。”学生可以发挥自己丰富而独特的想象力进行续编故事，将思维的培养和语言的发展在语境中有机的结合起来，达到了学以致用的教学效果。)Step4. SummaryToday, weve learnt some reading skills during three periods: pre-reading, while-reading, after-reading, and know the main idea of the passage. Students can develop their ability while reading. (设计意图：在结束本节课时，用本单元的谚语：少即是多。（Less is more.），鼓励学生要努力学习，积极思考，积少成多，举一反三，能够做到触类旁通，养成良好的学习习惯和行为习惯。)Step 5: Homework：Continue the story. T: You can draw pictures or write a passage. Its up to you. Or you read the story fluently as possible as you can.（设计意图：学生可以根据自己的能力选择作业的形式，这里也体现了分层次布置作业的特点，学生可以根据自己的能力，完成相关作业，可以调动学生学习的积极性和主动性。）(板书设计)Board design:Unit 1 How tall are you? B Read and write Little Duck: Why is my shadow getting longer? Old Tree: Thats easy. Because the sun goes down every day, and you grow older every day. Your shadow grows longer because youre growing taller. Little Tree: Is that true? What will happen to me? Old Tree: Well, Difficult words：lower and lower, shadow, smarter, grows四、(教学反思) Feedback：（思得、思失、思效、思改）思得：本节课学生在创设的语境中，运用本单元所学的形容词比较级形式，谈论春天以及春天的变化，让学生积极思考，发现冬天和春天的不同，切入话题，引出故事。一个主线-鸭子的影子变化，两条思路-鸭子的疑虑和老树的回答。阅读前，教师通过谈话，发现春天的变化，激活已知。阅读中，学生通过三次阅读，接触文本，根据需要，获取相关信息，逐步深入的理解文章，并在读中掌握阅读技巧。正如英语课程标准提出的那样：“倡导学生体验参与”，“重视通过做事学习知识。”阅读后，学生能够完成相关练习，体验阅读的快乐，并运用自己丰富的想象力续编故事，进一步发展语言，提高语言的表达能力，将思维的培养和语言的发展在语境中有机的结合起来，体现了语言学习的工具性。同时，学生不同思维方向，既让故事得到延伸和拓展，又赋予了小鸭子和老树童话般的语言色彩，让我们走进故事，走进儿童的心灵深处，体现了语言学习的人文性。思失：首先，本节课由于课堂时间所限，在故事复述和表演环节处理得比较仓促，学生参与较少。其次，评价手段较为单一，过程性评价仅限于肢体动作和语言，没有创造性的评价方式。最后，在课堂结束时，没对