小学英语六年级下册Unit 1The fourth period（第四课时）

Thefourthperiod(第四课时)PartBLet’slearn&Matchandsay▶教学内容与目标课时教学内容课时教学目标Let’slearn通过图片、实物、课件等并结合孩子们郊游的情景，能够听、说、读、写形容词的比较级形式“smaller，bigger，thinner，heavier，stronger”等。能够熟练运用上述单词描述人物和事物的特点。能够了解部分形容词由原形变成比较级时需要双写词尾字母再加-er或者变y为i再加-er这个规则。Matchandsay能够运用B部分所学的词汇与句型描述并比较小朋友们钓到的鱼的特征，达到运用语言的目的。▶教学重点1.能够听、说、读、写形容词的比较级形式“smaller，bigger，thinner，heavier，stronger”等。2.能够灵活运用所学的形容词比较级描述人物和事物的特征差异。▶教学难点能够掌握单词heavy，thin和big的比较级的构成方式。▶教学准备1.预习《大课堂》《作业100分》《作业本》中本课时的相关内容。2.PPT课件、课文音频、视频、实物、纸鱼等。▶教学过程Step1:Warm-up&Revision&Lead-in①1.Greetings.2.Let’sdo.T：Let’ssayanddotogether.3.Revision.Showthepicturesandthewordsof“Let’slearn”inPartAonthePPT.(出示课件)Theteacherasksquestionslikethese：Whoisolder/younger/taller/shorter?Whosedressisshorter/longer?Studentsanswerthesequestionstoreviewthelearnedwordsandsentences.4.Lead-in.Ariddle：T：Icanblowitbiggerandbigger.Ialsocanmakeitsmallerandsmaller.Weneedlotsoftheminaparty.Whatisit?Ss：…◆Teachingpurpose①通过热身活动，活跃课堂气氛。再通过简单的问答复习A部分的单词，为本课的单词学习进行预热。猜谜活动极大地调动学生的积极性和好奇心，吸引学生主动学习。Step2:Presentation1.Learnthewords“bigger,smaller”.②T：Yes，theanswerisaballoon.Theteachertakesoutaballoon.Askastudenttoblowit.Whenthestudentisblowing,theteacherleadstheotherstosay,“bigger，bigger，bigger”.Thentheteacherwritesdownthewords“big—bigger”ontheblackboard.(Write“-ger”inredchalk.)Whentheballoonisbigenough,theteachertakesitinhandcarefully.T：Look!Icanmakeitsmaller.Theteachermakestheballoonsmallerandsmaller,andthenleadsstudentstosay,“smaller，smaller，smaller”.Atlast，theteacherwritesdownthewords“small—smaller”ontheblackboard.(Write“-er”inredchalk.)ShowthepictureofMikeandWuYifanonthePPT.(出示课件)T：Theyarelookingattheirfeet.Whosefeetarebigger?S：Mike’s.T：Yes.Mike’sfeetarebiggerthanWuYifan’s.WuYifan’sfeetaresmallerthanMike’s.Leadstudentstoreadthewordsseveraltimes.◆Teachingpurpose②延续热身活动的谜语，拿出谜底物品，用气球来演示bigger和smaller，使学生更加直观地理解这组形容词比较级的意义。2.Learnthewords“heavier,thinner”.③(1)PresentapictureofapiganditsweightonthePPT.T：Howheavyisit?Ss：Itis150kilograms.T：Isitheavy?Ss：Yes，itis.PresentapictureofanelephantanditsweightonthePPT.T：Howheavyisit?Ss：Itis7,000kilograms.T：Isitheavy?Ss：Yes，itis.◆Teachingpurpose③教师利用同类对比法引导学习“更重的heavier”和“更瘦的thinner”，避免给学生造成误解。同时渗透情感教育，提醒学生注意饮食健康，多运动。T：Whichanimalisheavier，thepigortheelephant?Ss：Theelephant.T：Great!Theteacherwritesdownthewords“heavy—heavier”ontheblackboard.(Write“-ier”inredchalk.)Leadstudentstoreadthewordsseveraltimes.(2)Theteacherchoosesathinstudentandaskshimorhertostandup.T：Doyouthinkhe/sheisheavy?Ss：No，he/sheisthin.T：Goodanswer.Canyoufindathinnerstudentinourclass?Ss：XXXisthinnerthanhim/her.T：Good!WhoisthinnerthanXXX?Ss：…Findthethinneststudentintheclassinthisway.Theteacherwritesdownthewords“thin—thinner”ontheblackboard.(Write“-ner”inredchalk.)Leadstudentstoreadthewordsseveraltimes.ShowthepictureofJimandJohnonthePPT.(出示课件)T：HowheavyisJim?Ss：Heis52kilograms.T：Whoisthinner?Andwhoisheavier?Ss：Johnisthinner.Jimisheavier.T：DoyouknowwhyJimisheavier?Maybeheeatstoomuchfastfood.Soweshouldeatlessfastfoodandexercisemore.Thenwe’llbemorehealthy.(Writedownthekeysentences“—Howheavyareyou?—I’m…kilograms.”ontheblackboard.)Leadstudentstoreadthesentencesseveraltimes.3.Learntheword“stronger”.④ShowthepictureofZhangPengandSarahonthePPT.(出示课件)T：ZhangPengisahelpfulboy.Lookatthispicture.Sarah’sbagistooheavy.Shecan’tcarryit.ZhangPenghelpsher.DoyouknowwhyZhangPengcancarrythisheavybag?Ss：…T：Becauseheisstrong.Sowhoisstronger，SarahorZhangPeng?Ss：ZhangPengisstronger.T：Wonderful!Soifyouarestrong，youcanhelpothers,too.Theteacherwritesdownthewords“strong—stronger”ontheblackboard.(Write“-er”inredchalk.)Leadstudentstoreadthewordsforseveraltimes.◆Teachingpurpose④情景导入学习“strong—stronger”。同时，渗透情感教育，鼓励学生助人为乐，尽自己的能力多帮助别人。Step3:Practice1.Watchandread.Theteacherplaysthecartoonof“Let’slearn”.Studentswatchthecartoonandtrytoreadafterit.2.Playgames.⑤(1)Workinpairs.Comparethesizeofschoolsuppliesorbodyparts.Asksomepairstoshowtheirworks.Thegroupwhichdoesagoodjobcangetapaperfish.(2)Findthedifferencesandtrytodescribethem.Theteachermakesamodel：LilyisyoungerthanLucy.Thestudentwhomakesasentencecangetapaperfish.◆Teachingpurpose⑤设计以游戏为主的练习环节，不仅可以使学生在一段时间的学习过后放松下来，还可以在愉悦的氛围里对所学知识进行练习与运用。Step4:Consolidation&Extension⑥“Matchandsay”1.Askthestudentswhogetthepaperfishtostandupandtrytodescribetheirfish.Makeamodel:Mypaperfishisthin./Mypaperfishisbig./…T：Youcanfindyourfishinyourbook.2.Finishthematchingtask.T:Today，thechildrengofishinginapool.Pleaseobservethefishinthepool.Theyaredifferent.First，pleasehelpeachchildchooseafish.Matchthemwithaline.3.Askstudentstocompareeachchild’sfish.Makeamodel:Mike’sfishisbiggerthanSarah’s./Sarah’sfishisthinnerthanChenJie’s.4.Showtime.Studentsstandupandsaytheirownsentences.◆Teachingpurpose⑥通过Matchandsay这个板块引导学生完成连线任务，并使用所学知识对不同形态的鱼进行描述和对比，培养学生的语言综合运用能力。▶板书设计▶作业设计1.Writedownthekeywordsintheexercisebook.2.Dotheexercise.(见“成才路”系列丛书《作业100分》对应课时作业P4第三题)▶教学反思1.本节课充分运用动作演示法来导入新课，让学生在观察、比较和发现中去学习新知识，真正体现了“学中用，用中学”的原则。2.采用创设真实场景、图片对比、实物展示等多种方式教学单词，注重学生学习方法和学习策略的培养，引导学生自主学习。3.多个游戏活动的设计激发了学生的学习兴趣，调动了学生的学习热情，营造积极的学习氛围，很好地吸引了学生的注意力。4.整个课时环节紧密，流程清晰，能够很好地达成本课时的教学目标。5.充分利用身边的道具，让学生在体验中学习，在学习中体验，使他们在比较中加深了对形容词比较级的理解，学习起来更加轻松。▶TeachingContents&TeachingAimsLet’slearnBeabletolisten，speak，readandwritethecomparativeadjectives“smaller，bigger，thinner，heavier，stronger”throughpictures，actualobjectscoursewareandothermethods.Beabletousethewordsabovetodescribethecharacteristicsofpeopleandthings.Understandtherulesthatsomeadjectivesfromtheoriginalformtothecomparativeformrequirethedoublesuffixletterandthenplus“-er”orchange“y”into“i”andthenplus“-er”.MatchandsayUsethewordsandsentencestructureslearnedinPartBtodescribeandcomparethecharacteristicsofthefishthechildrencaught.▶TeachingPrioritiesBeabletolisten，speak,readandwritethecomparativeadjectives“smaller，bigger，thinner，heavier，stronger”.Beabletoflexiblyusethecomparativeformsofadjectivestodescribethedifferencesbetweenpeopleandthings.▶TeachingDifficultiesBeabletomasterthecomparativeformsofthewords“heavy，thin，big”.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Revision&Lead-in1.Greetings.2.Let’sdo.3.Review.4.Lead-in.1.Greetings.2.Sayanddotogether.3.Answersomequestions.4.Guessariddle.Arousestudents’interestinlearning.LeadstudentstoreviewtheadjectivestheyhavelearnedinPartA.Leadinthenewlesson.Presentation1.Teachthewords“bigger，smaller”.Watchtheballoongetbigger.Watchtheballoongetsmaller.Learnthewords.Useaballoontoshow“bigger”and“smaller”，andmakestudentsunderstandthemeaningoftheadjectivesintuitively.2.Teachthewords“heavier,thinner”.Learnthenewword“heavier”byobservingthepicturesandansweringthequestions.Learnthenewword“thinner”bysearchingforthethinneststudent.Usethecomparisonmethodtoteach“heavier”and“thinner”.Avoidmisunderstanding.Emotionaleducation：Payattentiontoahealthydietanddomoreexercise.3.Teachtheword“stronger”.Observethepictureandanswertheteacher’squestions.Learnnewwordsincontext.Emotionaleducation：Dothebesttohelpothers.Practice1.Playthecartoonof“Let’slearn”.Watchthecartoonandtrytoreadafterit.Thedesignofagame-basedpracticecannotonlyhelpstudentsrelaxafteraperiodoflearning,butalsopracticeandapplytheknowledgeinapleasantatmosphere.2.Playgames.Workinpairs.Comparethesizeofschoolsuppliesorbodyparts.Findthedifferencesbetweenthetwogirlsinthepictureandtrytodescribethedifferences.Consolidation&Extension“Matchandsay”1.Askthestudentswhogetthepaperfishtostandupandtrytodescribetheirfish.2.Finishthematchingtask.3.Askstudentstocompareeachchild’sfish.4.Showtime.1.Standupandtrytodescribetheirfish.2.Finishthematchingtask.3.Compareeachchild’sfish.4.Standupandsaytheirownsentences.Leadstudentstofinishthematchingtask.Letthemusetheknowledgetodescribeandcomparedifferentformsoffish，soastocultivatestudents’comprehensivelanguageusingability.Homework评价测试听力部分(30分)Ⅰ.Listenandchoose.(听录音,选出你所听到的内容)(10分)()1.A.young B.younger C.longer D.long()2.A.where B.way C.which D.watch()3.A.small B.big C.thin D.heavy()4.A.bigger B.heavier C.big D.heavy()5.A.kilogram B.centimetre C.metre D.heavierⅡ.Listenandjudge.(听录音,判断所听句子与所给图片是否相符。相符的画“√”,不符的画“×”)(10分)Ⅲ.Listenandwrite.(听录音,填空)(10分)1.Mikeiscm.He’sthanme.

2.I’mthanyou,butyouarethanme.

3.M:Isthebrowndogthantheblackone?

W:No,it.

4.SarahisandthanChenJie.

5.W:Howisyourcat?

M:It’s2kg.It’sthanyours.

笔试部分(70分)Ⅳ.Readandwrite.(按要求写出下列单词的相应形式)(10分)1.become(动词-ing形式)2.angry(比较级)

3.hot(比较级)

4.I(名词性物主代词)

5.Amy(名词所有格)

6.tall(最高级)

7.twelve(序数词)

8.foot(复数)

9.kilogram(缩写形式)

10.happy(比较级)

Ⅴ.Readandchoose.(选出每组中不同类的一项)(10分)()1.A.clearerB.bigger C.small()2.A.shorter B.heavy C.stronger()3.A.five B.first C.fifth()4.A.getting B.become C.growing()5.A.beautiful B.smart C.shadowⅥ.Choosethebestanswer.(选择最佳答案)(10分)()1.—Howtallareyou?—

A.I’m150cmtall.B.I’m30kg.C.Iwearsize36shoes. D.Mylegsare70cmlong.()2.Mysisteris2cmshorterme.

A.thanB.thenC.withD.on()3.I’m12yearsold.Mysisteris15yearsold.

A.I’m3yearsolderthanmysister. B.I’m3cmshorterthanmysister.C.Mysisteris3yearsolderthanme. D.Mysisteris3cmtallerthanme.()4.tailis38cmlong.

A.It’s B.Its C.It D.Itis()5.—Howisyourbestfriend?

—He’s16yearsold.A.old B.long C.tall D.large()6.Yourhairislongerthan.

A.my B.yours C.mine D.me()7.shoesaresmaller?

A.Who B.Who’s C.Whose D.Whom()8.Inspring,itgets.

A.warmandwarm B.warmerandwarmC.warmandwarmer D.warmerandwarmer()9.Lilyis45kg.Maryis40kg.Lilyis5kgthanMary.

A.heavy B.heavier C.taller D.lighter()10.—Whyismyshadowgrowinglonger?—Becauseyouaregrowing.

A.theshort B.theshortest C.tallest D.tallerⅦ.Readandchoose.(根据问句选择合适的答语)(10分)()1.Howoldisyourbrother?

()2.HowtallisMike?

()3.Howheavyareyou?

()4.Whatsizeareyourshoes?

()5.Whoisthinner,JohnorJim?A.Heis180cm.

B.Johnisthinner.

C.Heistwelveyearsold.

D.Size38.

E.I’m52kg.Ⅷ.Look,readandwrite.(看图,补全句子)(10分)1.ZhangMeiisthanChenHua.

2.Themouseistheelephant.

3.Theelephantisthebear.

4.Thegiraffe

thebear.5.PencilAPencilB.

Ⅸ.Readandanswer.(阅读短文,回答问题)(10分)Hi!MynameisSarah.I’m160cmtalland45kg.MyfriendNancyis3cmtallerthanme,butsheisverythin.She’s2kgthinnerthanme.Tomistallandstrong.He’s10cmtallerthanme,andhe’s15kgheavierthanme.Jackis2cmshorterthanTom.He’s5kgthinnerthanTom.MybrotherTimisolderandtallerthanTom.He’s5cmtallerthanTom,buthe’sasheavyasTom.1.Howtallarethey?SarahNancyTomJackTim2.Howheavyarethey?SarahNancyTomJackTim