2019-2020年六年級(jí)英語(yǔ)下冊(cè) Unit 2(5)教案 蘇教牛津版.doc

《2019-2020年六年級(jí)英語(yǔ)下冊(cè) Unit 2(5)教案 蘇教牛津版.doc》由會(huì)員分享，可在線(xiàn)閱讀，更多相關(guān)《2019-2020年六年級(jí)英語(yǔ)下冊(cè) Unit 2(5)教案 蘇教牛津版.doc（8頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年六年級(jí)英語(yǔ)下冊(cè) Unit 2(5)教案 蘇教牛津版 Teaching contents: Unit 2 Part B&C Teaching aims: 1.Able to understand, read, say and spell the words and phrases, such as, low, high, far, farther, well, better, etc. 2. Able to understand, read, and say the sentences: Able to understand, read, say and write the sentences, such as, do the boys jump higher than the girls? Yes, they do. No, they don’t. Key points: 1.Able to understand, read, say and spell the words and phrases, such as, low, high, far, farther, well, better, etc. 2. Able to understand, read, and say the sentences: Able to understand, read, say and write the sentences, such as, do the boys jump higher than the girls? Yes, they do. No, they don’t. Difficult points: 1.第三人稱(chēng)單數(shù)形式在比較級(jí)中的使用. 2.副詞比較級(jí)不規(guī)則變化. Teaching preparation: 1.教具準(zhǔn)備：圖片、錄音機(jī)、單詞卡片 2.板書(shū)準(zhǔn)備：課前在黑板上寫(xiě)好課題 Teaching procedures: A. Revision 1. T: I’m 163 centimeters. Tell me your height, please. S: I’m … centimeters. T: Can you talk something about our height? S1: Miss. … centimeters taller than … Review the words: taller, shorter. Review heavier, lighter as the same. 總結(jié)歸納比較級(jí)的幾種形式. 設(shè)計(jì)意圖: 總結(jié)形容詞比較級(jí)形式,為本課的副詞比較級(jí)做好鋪墊. B. Presentation 1. T: What time do you get up? S1: I get up at 6. S2: I get up at 6:30. T: Who gets up earlier, S1 or S2? S: S1 gets up earlier than S2. T: Does S1 get up earlier than S2? S: Yes, he does. He gets up earlier than S2. T: Yes, S2 gets up later than S1. Teach the word: early, earlier, late, later. 2. T: Pair works. Model: A: I get up at …. What time do you get up? B: I get up at … I get up earlier than you. A: I get up later than you. 設(shè)計(jì)意圖: 從舊句型入手,便于學(xué)生領(lǐng)會(huì)其中意思. 3. T: Who runs faster, A or B? Does A run faster than B? Teach the sentence “Does A run faster than B?” Pair work. Let’s start a running race between Group 1 and Group 2. ( 各組進(jìn)行競(jìng)猜，A B 進(jìn)行賽跑， 結(jié)果公布，各組競(jìng)賽。) T: Does A run faster than B? S: No, he doesn’t. He runs slower than B. Teach the word “slow” “slower”. 分別利用各式活動(dòng)進(jìn)行一系列比賽,按照以上方法逐一教授對(duì)應(yīng)單詞及比較級(jí)： (jump) low, lower, high, higher, far, farther, (read) well, better. (注意，farther, better屬于不規(guī)則變化) 設(shè)計(jì)意圖: 積極調(diào)動(dòng)學(xué)生的感官活動(dòng),調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性. C. Practice 1. Pair work. Practice the sentences. (Part B) 2.總結(jié)歸納： 副詞比較級(jí)與形容詞比較級(jí)一樣，一般是在單詞后+ er, 部分單詞雙寫(xiě)末尾字母+ er; 以輔音字母+y 結(jié)尾的單詞去y+ ier. 不規(guī)則變化，如 far, farther, well, better; 設(shè)計(jì)意圖: 把語(yǔ)言現(xiàn)象總結(jié)成理論, 有利于學(xué)生積累語(yǔ)法知識(shí). 3. 總結(jié)歸納： 副詞比較級(jí)與形容詞比較級(jí)一樣，一般是在單詞后+ er, 部分單詞雙寫(xiě)末尾字母+ er; 以輔音字母+y 結(jié)尾的單詞去y+ ier. 不規(guī)則變化，如 far, farther, well, better; 設(shè)計(jì)意圖: 把語(yǔ)言現(xiàn)象總結(jié)成理論, 有利于學(xué)生積累語(yǔ)法知識(shí). D. Consolidation 課堂練習(xí): 1. 翻譯詞組: 飛得比飛機(jī)高 舞跳得比Nancy好 起床比Ben早 睡覺(jué)比Mike遲 2. 練習(xí)冊(cè) E . E. Homework 1. Copy the words: low, slow, high, fast, late, early, far, farther, better. 2.寫(xiě)出響應(yīng)單詞的比較級(jí) 3. Make up sentences. The writings on the blackboard: Unit 2 More exercise Do the boys run faster than the girls? Yes, they do. No, they don’t. Does A jump farther than B? Yes, he does. No, he doesn’t. 附送： 2019-2020年六年級(jí)英語(yǔ)下冊(cè) Unit 2(6)教案 蘇教牛津版 一、教學(xué)目標(biāo)： 語(yǔ)言知識(shí)及技能目標(biāo)： 1.能正確地聽(tīng)、說(shuō)、讀、寫(xiě)詞匯： more，be good at, do well in, get stronger 2.能正確地運(yùn)用對(duì)話(huà)中的日常交際用語(yǔ)和三會(huì)詞匯和句型： player, need help with, do better in, do some / more exercise, jog to school I’m good at …. I do well in… I jump higher than some of the boys in my class. 學(xué)習(xí)策略及語(yǔ)言功能目標(biāo)： 1.能正確地理解掌握對(duì)話(huà)內(nèi)容，并能初步朗讀。 2.能運(yùn)用本課所學(xué)語(yǔ)言進(jìn)行“擅長(zhǎng)或不擅長(zhǎng)科目／項(xiàng)目”的對(duì)話(huà)交際活動(dòng)。 情感態(tài)度目標(biāo)： 1.創(chuàng)設(shè)民主、自然、寬松的課堂氛圍，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，提高學(xué)生運(yùn)用英語(yǔ)的能力，使學(xué)生樂(lè)于模仿，敢于開(kāi)口，主動(dòng)參與教學(xué)活動(dòng)。 2.學(xué)習(xí)的過(guò)程中，引導(dǎo)學(xué)生關(guān)心他人，培養(yǎng)學(xué)生助人為樂(lè)的好品質(zhì)。 二、教學(xué)重難： 1.正確地聽(tīng)、說(shuō)、讀、寫(xiě)詞匯： more，be good at, do well in, get stronger 2.能正確地運(yùn)用對(duì)話(huà)中的日常交際用語(yǔ)和三會(huì)詞匯和句型： player, need help with, do better in, do some / more exercise, jog to school I’m good at …. I do well in… I jump higher than some of the boys in my class. 三、教學(xué)準(zhǔn)備： 1.多媒體課件，寫(xiě)好的板書(shū)卡片。 2.在黑板上預(yù)先寫(xiě)好課題：Unit 2 More exercise 四、教學(xué)過(guò)程： Step1. Warm-up 1. Greetings T: Good morning, boys and girls. S: Good morning, Miss Xu. T: How old are you? S: I’m 13/14. T: I’m 33. I’m older than you. I think I’m not very tall, so I wish I was taller. Do you think so? OK, let’s enjoy a song together. 2. Enjoy a song: （設(shè)計(jì)意圖：歌曲激趣，營(yíng)造氛圍。英語(yǔ)歌曲是提高學(xué)生英語(yǔ)學(xué)習(xí)興趣和學(xué)習(xí)效率的有效方法之一。這首動(dòng)聽(tīng)的歌曲既能感染學(xué)生，調(diào)動(dòng)學(xué)生的情緒，歌詞中的單詞又能為新課學(xué)習(xí)作鋪墊，自然導(dǎo)入新課。） 3. I hope I will as tall as a tree, I wish I’m taller than Yao Ming, I hope I can run as fast as Liu Xiang. But that’s not true . I want to get stronger, so I must do some exercise. Now let’s do some exercise, I say, you do, swim ,run ,jump, swim fast, jump high, run fast. （設(shè)計(jì)意圖：本節(jié)課的內(nèi)容貼近學(xué)生的生活實(shí)際，如果直接進(jìn)入課文內(nèi)容，既要學(xué)習(xí)生詞，又要學(xué)會(huì)I’m good at …. I do well in…. I jump higher than some of the boys in my class. 等句型必然會(huì)給學(xué)生學(xué)習(xí)增加一定的難度。因此我們可以在free talk 部分復(fù)習(xí)一些動(dòng)詞，這樣就降低了對(duì)重點(diǎn)句型操練的難度。） Step2. Presentation 1. T: Who can run fast in our class? Ss: …. T: Good. But I think he runs faster than some of the boys in our class. He is good at running. Please look at the picture.(出示劉翔圖片) 2.出示姚明圖片。 T：Who is he? What is he good at? 引導(dǎo)學(xué)生回答，并引出新知player. He is good at playing basketball. He is a good basketball player. 教學(xué)詞組 a basketball player 3.T: Liu Xiang is good at running. Yao Ming is good at playing basketball. I’m your English teacher, What am I good at? Yes, you’re right. I’m good at English. T: What are you good at? 引導(dǎo)答出: I am good at Maths . T: Oh, You are good at Maths. 總結(jié)出“be good at” 操練 be good at 師生問(wèn)答 T----S1,S2 生生問(wèn)答 S1-----S2 What are you good at? I’m good at …. Are you good at PE? What are you good at, Art or PE? 4.I’m good at English. I also can say, I do well in English. What about xxx. 替換句子：He does well in running. You do well in Maths. ( 課件) 操練 do well in 師生問(wèn)答 T----S1,S2 生生問(wèn)答 S1-----S2 What do you do well in? I do well in…… Are you do well in PE? How about you? What does he / she do well in? He / She does well in…. 5.T: I’m good at English, but I don’t do well in PE. I need help with my PE. How can I do better in PE? Can you help me? S1: You can run in the morning. S2: You can go for a walk after supper. S3: You should do some exercise S4: You can jog to school every day. T: Good ideas, I should do more exercise, then I can do better in PE, and I’ll get stronger. 引出并教學(xué)新知do some exercise , do more exercise, do better in, jog to school, get stronger. （設(shè)計(jì)意圖：用學(xué)生耳熟能詳?shù)娜宋锘蛘呱磉叺娜宋飦?lái)進(jìn)行be good at, do well in 的教學(xué)效果不錯(cuò)，并且學(xué)會(huì)用所學(xué)的知識(shí)進(jìn)行困難的解決，真正做到學(xué)以致用。） Step3. New Lesson Part A 教學(xué) 1. 出示圖片 T: Look, This is Jim and his father, what are they talking about? Let’s have a look and try to know. ( 課件) （設(shè)計(jì)意圖：在這個(gè)環(huán)節(jié)中采用多媒體呈現(xiàn)每一個(gè)場(chǎng)景，使學(xué)生身臨其境，為學(xué)生創(chuàng)造語(yǔ)言環(huán)境，讓他們?cè)诨顒?dòng)中學(xué)習(xí)語(yǔ)言、運(yùn)用語(yǔ)言，因?yàn)榻逃酋r活的，學(xué)生是鮮活的，教學(xué)內(nèi)容也是鮮活的，教育源于生活，課堂也要源于生活。因此，脫離生活、脫離環(huán)境的教學(xué)是不會(huì)有生命力的。用多媒體來(lái)調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，從而提高課堂教學(xué)效率。） T: Are you clearly? Let’s listen again and try to answer my questions 出示問(wèn)題： Q1: What is Jim good at? Q2: What doesn’t Jim do well in? Q3: How can he do better in PE? 播放Flash后，核對(duì)答案。 A1: Jim is good at English and Maths. A2: Jim doesn’t do well in PE. A3: Do more exercise, get up earlier, jog to school, play ball games. 2. 出示判斷題，播放錄音，學(xué)生跟讀 T: Read after the tape then judge the sentences, true or false. 1). Jim is as strong as the other boys. 2). Ben runs faster than Jim. 3). Jim jumps higher than some of the boys. 4). Jim swims faster than his friends. 5). Jim wants to do some exercise at weekends. 核對(duì)答案：F T T F F( 課件) 讓學(xué)生讀句子，并回答It’s true / false. Step4. Consolidation 1.學(xué)生自讀課文。 分男女生朗讀課文。 分小組朗讀課文（三人／兩人一組） 2.做填空題，核對(duì)答案。朗讀一遍passage. ( 課件) （設(shè)計(jì)意圖：在課文的處理上，在前面知識(shí)點(diǎn)進(jìn)行講解的基礎(chǔ)上堅(jiān)持整體呈現(xiàn)，通過(guò)多種不同的練習(xí)及朗讀形式讓學(xué)生初步有所感知，能夠理解課文的大概意思，并能?chē)L試著復(fù)述。） Step5. 拓展延伸 Discuss in pairs. Q1: What subject do you do well in? Q2: What subject don’t you do well in? Q3: How can you do well in it? I’m good at ______. Because I ______ I’m not good at ______. I want to do better in ______ I’ll ______. Ben does more exercise , he plays ball games ,jogs to school, gets up earlier , he gets stronger, after two months later ,,look he is running faster than other boys. So we say :Nothing is difficult if we do by heart in it。 （設(shè)計(jì)意圖：創(chuàng)設(shè)民主、自然、寬松的課堂氛圍，激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的興趣，提高學(xué)生運(yùn)用英語(yǔ)的能力，使學(xué)生樂(lè)于模仿，敢于開(kāi)口，主動(dòng)參與教學(xué)活動(dòng)。 在學(xué)習(xí)的過(guò)程中，引導(dǎo)學(xué)生關(guān)心他人，培養(yǎng)學(xué)生助人為樂(lè)的好品質(zhì)。滲透德育教育） Step6. Homework 1. Listen and read Part A after the tape three times. 2. Copy the new phrases four times. 3. Make up a similar dialogue with your friends. （設(shè)計(jì)意圖：小學(xué)生英語(yǔ)聽(tīng)說(shuō)領(lǐng)先，讀寫(xiě)應(yīng)該緊跟。因此，我請(qǐng)學(xué)生在聽(tīng)讀了A部分后抄寫(xiě)本課詞組。創(chuàng)新是一個(gè)民族進(jìn)步的靈魂。小學(xué)生想象豐富，我鼓勵(lì)他們自己在課后編自己的對(duì)話(huà)，學(xué)以致用。） 板書(shū)： Unit 2 More exercise do more exercise be good at get up earlier do well in play ball games get stronger do better in jog to school