6BUnit1教学案例

1、Involve me, I will understand The planning for 6B Unit1 Who is younger? Part A类别：小学英语 编号：_ 一、Introduction of the teaching material本单元的Part A语篇主要涉及两种事物的比较，通过Ben, Jack和Su Hai之间的自由对话引出本单元的主要语言项目形容词比较级。主要词汇有：meet-met , tall, taller, younger, twin, minute, also, go for a walk, have a chat, the only child

2、,日常交际用语及句型：A: Are you as tall as? B: No, Im taller than A: Whos younger, you or Su Yang? B: Su Yangs twenty minutes younger than me. Do you have any brothers or sisters, Jack? Youve got结合语篇，用图片或动作将比较级的概念传授给学生；联系生活实际，引导学生将所学知识运用于生活。 二、Teaching objectives 1.找准一个支点兴趣 “学习的最好刺激，乃是兴趣。”本课力求通过新鲜别致的桌椅摆放，形式多样

3、的活动参与，师生的平等交流等，充分激发起学生的学习热情。2.把握一条途径活动亲身体验是获取知识的最佳途径，本课设计了看课件、猜人物、颂歌谣、演对话、唱歌曲等形式的体验活动，充分调动学生的眼、耳、手、嘴等多种感官，让学生在活动中感知，在活动中发展。3.认定一个目标交际学习英语的最终目的在于回归生活，真实交际。本课通过做游戏、识单词；看图片、学句型；开展“家庭联谊会”铺设情境、运用新知；联系课外、介绍家人、实践新知等这样一系列的分层次任务活动，让学生习得知识。三、Teaching importance and difficulty1.重点：能流利朗读、理解语篇，并尝试运用形容词比较级于生活中。2.

4、难点：asas和than的理解运用。四、Teaching preparation1. 教具准备：A camera, 多媒体课件一套、单词卡片、食物投影仪。2. 学具准备：全家福一张或家人单人照、报纸、老花镜、围裙、拐杖等。3. 桌凳准备：将桌凳摆成条形状，六人一组。4. 课题准备：板书课题：Unit1 Who is younger?五、Teaching proceduresStep 1 Warming up1. Say a rhyme “Its Spring Festival again”.（边拍手边朗诵）【设计意图：“未成曲调先有情”。以一首Its Spring Festival again

5、开始，既活跃了课堂，又复习了旧知（有关Spring Festival的活动; 同时还集中了学生的注意力，为本课教学定下了轻松、活泼的基调。】2. Greetings and free talk.T: Hi, boys and girls. Welcome back to school! Nice to see you again.Ss: Hello, Lucy. Nice to see you, too.T: What day is it today? S1: Its.T: What date is it today? S2: ItsT: Yeah. Its the first day of

6、the new term. Lets talk about our life in winter holiday. What did you do in winter holiday? What did you do at Spring Festival? （辅以体态语解释语言）【设计意图：通过与学生的自由对话，逐步过渡到语篇教学中来。】Step2. Presentation and drill1. Before listeningActivity 1:T: You had a good time in winter holiday and you ate much nice food. I

7、found some of you are getting taller. David, would you please stand up?S3: Yes, please.T: Oh, you are taller than me. But Im taller than her. (tall, taller, than) Look, Im shorter than David. And Helen is shorter than me. (short, shorter)【设计意图：对于本语篇中涉及的语法教学，教师从自身找话题，将自己与学生进行比较。通过师生比较，学生有了亲切感和认同感，因而能

8、积极地去掌握形容词的比较级。结合生活实际设计一些常识性的问题，引导学生在真实的语境中运用语言。如，向学生提问：“Which is bigger, the elephant or the pig?”引导学生同桌讨论并试着用英语回答，之后请学生自己设计一些类似的问题并做出回答。此时，老师将着眼点放在比较级的应用上，而不是比较级的构成形式上。】Activity 2:T: How old are you? S4: Im thirteen years old.T: And you? S5: Im twelve.T: So you are younger than him.T: Hi, Nancy and

9、 Jack. Would you please stand up?S6 & S7: Yes.T: Who is taller, Nancy or Jack?【设计意图：联系本班同学的实际情况引入话题，也可以使用实物或图片引导学生进行小组练习，词汇要与语篇词汇相一致，可让学生自带一些文具、玩具等。教师所画的图要注意趣味性和创新性，如，a small cat和a big mouse,让学生看图说：Who is stronger, the cat or the mouse?在编制简短语篇对话的过程中，鼓励学生适当拓展对话，如增添一些趣味性的动作，使对话更加完整、自然、有情趣。】2. Whil

10、e reading Learn the forewordT: This is the last day of the vacation. Su Hai wanted to have a walk. Look, she met Ben. Who is with Ben? Oh, he is Bens cousin, Jack. He is younger than Ben and hes shorter. Su Hai was very glad to see them. What did they talk about? Lets listen.【设计意图：教师直接出示本课语篇图片或多媒体影像

11、资料，做如上介绍。然后以问题为突破口，引导学生整体学习语言的引言部分。】Activity 1: T introduces the picture and learn the foreword.Activity 2: T asks Ss to preview and try to retell it in class.Activity 3: T asks Ss to listen and answer the questions. Learn the textT: Boys and girls, lets read the exercise carefully.(呈现语篇编写的练习)Then a

12、sk Ss to listen to the tape and do the exercise. Listen to the whole text two times and then divide the text into three parts.Part 1: Jack, this is Su Hai Hello, Su Hai.Part 2: Su Hai has a twin sister I want to meet her one day. (Talk about Su Hais twin sister Su Yang.)Q1: Whos taller than Su Yang?

13、Q2: Whos younger than Su Hai?Part 3: Do you have any brothers or sisters, Jack? So, youve got a brother. (Talk about Jack and his brother, a little dog.)【设计意图：这一段内容不难，教学中教师采用朗读的方法引导学生学习，启发学生想象语篇中的人物还可以怎样进行问候，以练习的形式对语篇中涉及的重点语法知识进行巩固。】Step3. Practice1. Watch the cartoon and repeat. 2. Read after the t

14、ape.3. Read the text and try to act it out. 【设计意图：教师应尽可能地多让学生去阅读语篇，帮助其理解语篇内容。在长句的朗读及语气上也做相应的指导。因为学生的语篇能力的提升包含语法、语音和语言等诸多技能的提升。】Step4. Production 1. 出示事先准备好的一些卡片，卡片上有些简要的信息，分发给学生，引导学生用卡片上的信息相互提问和交流。图片（your friend, your cousin, your sisterAge: 12 Weight: 35kgHeight: 150cm2. Sing a song “Family members

15、”.3.组建若干“临时家庭”教师示范一组学生，运用报纸、老花镜、拐杖、围裙等道具来扮演不同的角色。各小组分工扮演。开展“家庭联谊会”运用新知。For example: Family No. 1与Family No.3联谊。【设计意图：心理学表明：上课30分钟左右是学生思维的低谷。通过学生的演一演活动，又重新唤起了学生的激情，将学生的思维带入了又一个巅峰。通过开展“家庭联谊会”这样一项“任务型”活动，让学生在真实的情境中，迁移知识、运用知识，激发学生的创造性思维，同时培养学生分工协作、表演交际的能力。】Step5. Consolidation(拿出一张Jack全家合影照片，Jack的爸爸、妈妈、

16、Jack和一条小狗)T：How many people are there in Jacks family? 对学生进行跨文化教育，Ss：Three. T：No, four.（并解释说：“在西方国家，dog被视为人类的忠实朋友，甚至还可以将其比喻为人。”学生们也明白了“ a lucky dog ”和 “a clever dog”的意思。）【设计意图：对学生进行跨文化教育，还向学生说出：在西方国家，dog被视为人类的忠实朋友，甚至还可以将其比喻为人，常常使用 a lucky dog 和 a clever dog来夸赞人。同时还有这样一些用法：dog-eat-dog（竞争激烈）；Don't

17、 put on the dog（不要得意）；Don't wake a sleeping dog（不要打草惊蛇）扩大了学生的知识面，让学生在学习语言的同时感受西方文化。】Step6. Summary and homework1. 观看全家福动漫，边看边说，渗透情感教育，从而结束本课。T: I have a big family. My grandpa is older than my grandma. He is also taller than her. My uncle is younger than my father, but he is stronger than my fat

18、her. I love my father, my mother, . They love me too. We are all happy. Happy, happy, forever!【设计意图:结合课堂教学，渗透品德教育，让学生懂得尊敬长辈、孝敬父母是一种美德，和谐的家庭是一家人的荣耀。】2. Homework Listen, read and recite the text. Talk about the family photos and try to use “as as” or “ than”. Preview Part B and Part C.【设计意图：将所学知识说给家人听，既巩固所学知识，又与家人分享英语学习的成果和快乐。】六、Blackboard design: Unit 1 Who is younger?go for a walk A: Are you as tall as? have a chat B: No, Im taller thanthe only child A: Whos younger, you or Su Yang?Twin, minute, meet-met