六年级下册《C》优秀教学设计小学英语人教（PEP）版三年级起点-六年级英语教案

PEPBook8Unit1Howtallareyou?PartCStorytimeSubjectEnglishDuring40minTeachingmaterialPEP8Unit1CStorytime,PPTAnalysisofstudentsGenerally,thispartisprovidedforstudentsingradesix,whohavelearnedEnglishformorethanthreeyears.Usually,thestudentsingradesixhaveastrongsenseofcuriosityandarewillingtosayandact.What'smore,intheformerpart,theyhavelearnedthesentencessuchas‘Howtall/heavyareyou?’‘I’m…than….’etc.Theyalsohavelearntthewordssuchastaller/stronger/heavier….whichwilllayagoodfoundationforthemtoenjoythestory.TeachingandlearningobjectivesKnowledgeobjectivesThestudentsareabletolisten,understandandreadthewords:goalkeeper,catch,reach,teamworkReviewthesentences“Howtallareyou?Howheavyareyou?He’s___tallerthan____.Thestudentsareabletounderstandthesentences‘Footballisteamwork.He’salmostbiggerthanthegate.’Thestudentsareabletounderstandthestory,readthestoryandactthestory.2.Abilityobjectives1)Thestudentsareabletoflexiblyusethesentencestructure“Howtallareyou?Howheavyareyou?He’s___tallerthan____.intheirdailylife.2)Helpthestudentstobuildtheabilityoflistening,speaking,readingandacting.3)Helpthestudentstobuildtheabilityofcooperationandcommunication.AffectiveobjectivesKnowtheimportanceofteamwork.Trytogetathoroughunderstandingofoneself.Keypoints1)Reviewthesentences“Howtallareyou?Howheavyareyou?He’s___tallerthan____.2)Thestudentsareabletounderstandthestory,readthestoryandactthestory.Difficultpoints1)Thestudentsareabletounderthesentences‘Footballisteamwork.He’salmostbiggerthanthegate.’2)Actthestory.TeachingmethodsTask-BasedLanguageTeachingApproach.TeachingaidsMultimediadevice;Board;TeachingproceduresTeacher'sactivityStudents'activityDesigner'sintentionandobjective(意图)Stepone:Warmingup/Pre-readingFreetalk1.Guidethestudentstofreetalkwiththeteacher.Eg:What’syourname?Howtallareyou?Whatanimaldoyoulike?…2.GuidethestudentstolookatthefirstpictureofPPT.Askthemaquestions:Whichanimaldoyoulike?Why?1.Freetalkwiththeteacher.2.Answerthequestion:Ilikethe….Becausethe….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：Howtallareyou?Howheavyareyou?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。Steptwo:While-readingWhile-reading1.Listenandanswer.①TalkaboutPicture1.TrytoguesswhodoesZoomandZipwant?②ListentothedialogofPicture1andanswer:Dotheyallwanttobethegoalkeeper?Howdoyouknow?Lookandguess.Havethestudentstrytoguess‘whowillbethegoalkeeper?Why?Watchandanswer.Havethestudentswatchthevideoofthewholestoryandanswer:Whowillbethegoalkeeperatlast?Why?Makethestudentsknowthemeaningof‘almostbiggerthanthegoal’accordingtoshowthemapicture.Lookandguess.ShowPictures2-4,Askthestudentstolookatpicturesandtrytotellthereasons:Whycan’ttheybethegoalkeeper?Readandfindout.=1\*GB3①HavethestudentsreadaboutPicture2-3andfindthereason:Whycan’tMr.DeerandMr.Zebrabethegoalkeeper?=2\*GB3②Havethestudentsknowthemeaningof‘catch’accordingtoacting.=3\*GB3③Havethestudentstrytoact.=4\*GB3④HavethestudentsreadaboutPicture4andfindthereason:Whycan’tMr.Giraffebethegoalkeeper?=5\*GB3⑤Haveonestudentactlikethegiraffe.Haveotherstudentsactliketheothersanimals.Toshowthemeaningof‘Yourneckistoolong,theotherscan’treachyou.’=6\*GB3⑥Havethestudentsknowthemeaningofteamworkaccordingtoshowingsomepictures.Lookandthink.T:WeknowMr.Hippowasthegoalkeeperatlast.Socanhecatchtheball?Canothersreachhim?Soheisreallyexcellent.Guesswith‘Maybetheyneedafootballplayer.’,‘Maybetheyneedagoalkeeper.’Answerwith‘yes,theydo.’Becausetheysay:I’dliketohaveatry.Ican’twait.Guessandtellthereason.Forexample:Ithinkthegiraffewillbethegoalkeeper.Becauseheistallerthantheotheranimals.Answerwith“Mr.Hippo.Becauseheisalmostbiggerthanthegoal.’Saywith‘Wow,heisalmostbiggerthanthegoalkeeper.’Discussingroupsandtrytosaylikethis:Thezebracan’tcatchtheball.Mr.DeerisshorterthanMr.Zebra….ReadaboutPicture2-3andfindthereason:Mr.DeerisshorterthanMr.Zebra.(Heisnotall/strongenough.)Mr.Zebracan’tcatchtheball.Dotheactionandsaytheword.Lookatthepictures2-3andthewordsontheboard,actthispart(Picture2-3)ofstorywiththeirownwords.ReadaboutPicture4andfindthereason:Heistootall.Heisthetallestone.Hisneckistoolong.Theotherscan’treachhim.Footballneedsteamwork.Actlikethegiraffeandtheotheranimals.Readthesentence:Sorry,Yourneckistoolong,theotherscan’treachyou.’Lookatthepictureandtrytounderstandthemeaningofteamworkandreadthesentencewithteamwork.Ss:Hecancatchthecall.Otherscanreachhim.Heisanexcellentgoalkeeper.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’dliketohaveatry.Ican’twait。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almostbiggerthanthegoal，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,‘Yourneckistoolong,theotherscan’treachyou.’同时为理解footballneedsteamwork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。Stepthree:Post-readingPost-reading1.Listenandfollowthetape.Havethestudentslistenandfollowthetape.2.Readthestory.Havethestudentsreadthestoryingroups.3.Actthestory.Havethestudentsactthestoryingroups.Therearetwoleversforthestudentstochoose:onestarortwostars.Goonthestory.Havethestudentsgoonthestory.T:Isthistheendofthestory?Whatabouttheotheranimals.Ifyouaretheotheranimals.Howdoyoufeelnow?Nevermind.Intheforest,therearemanyotherclub.Ifyouareoneofthem,whichclubdoyouwanttogo?Why?Whathaveyougot?Askthestudents‘whattheyhavelearnttoday.’ListenandreadthewholestoryafterthetapeReadthestoryingroups..Chooseonelevertoactitoutingroups.Goon