1、廣州市小學(xué)英語六年級(jí)下冊(cè)Unitl教學(xué)設(shè)計(jì)Unitl Xiaoling's New ApartmentDialogue教師：天河區(qū)體育東小學(xué)蘇珊學(xué)生：天河區(qū)體育東小學(xué) 六年級(jí)一、教學(xué)內(nèi)容分析本節(jié)課是本課的第1節(jié)課，主要學(xué)習(xí)比較級(jí)。比較級(jí)的學(xué)習(xí)，學(xué)生在五年 級(jí)下冊(cè)已初步接觸，和六年級(jí)上冊(cè)的進(jìn)一步學(xué)習(xí)。本課繼續(xù)學(xué)習(xí)形容詞比較級(jí)， 通過本節(jié)課的學(xué)習(xí)，讓學(xué)生能夠熟練地運(yùn)用比較級(jí)描述事物的前后變化。教學(xué)對(duì)象分析六年級(jí)的學(xué)生通過五年的英語學(xué)習(xí)，大部分的學(xué)生已基本上有較強(qiáng)的自學(xué) 能力。英語語言基礎(chǔ)較好，但仍有少數(shù)學(xué)生對(duì)語法及概念性知識(shí)的理解運(yùn) 用有一定難度。因此，本節(jié)課的教學(xué)活動(dòng)，將采取復(fù)習(xí)、對(duì)比和

2、合作學(xué)習(xí) 等多種活動(dòng)，鞏固和扎實(shí)比較級(jí)知識(shí)，提高學(xué)生的口頭運(yùn)用和書面表達(dá)能 力。讓不同層次學(xué)生能夠在本節(jié)課中都能夠有所收獲。、教學(xué)目標(biāo)1、語言知識(shí)：A全班學(xué)生能理解并掌握形容詞比較級(jí)在英語中的運(yùn)用。B有能力的學(xué)生能通過形容詞比較級(jí)的學(xué)習(xí)，自行歸納語言知 識(shí)規(guī)律。2、語言技能:3、情感態(tài)度:能正確發(fā)音本課新單詞及變化后的比較級(jí)單詞 能運(yùn)用所學(xué)知識(shí)用比較級(jí)描述事物的前后變化A在學(xué)習(xí)合作中，增強(qiáng)學(xué)習(xí)英語的興趣與參與熱情；B通過對(duì)話學(xué)習(xí)，懂得尊重別人，禮貌待人，養(yǎng)成良好的行為 習(xí)慣。4、學(xué)習(xí)策略：A學(xué)生主動(dòng)獲取信息B通過多種形式了解并掌握知識(shí)。四、教學(xué)重點(diǎn)：形容詞比較級(jí) much + comparat

3、ives of adjectives 的正確運(yùn)用; 一般過去時(shí)的正確運(yùn)用五、教學(xué)難點(diǎn)：一般過去時(shí)的正確運(yùn)用 六、教學(xué)媒體：實(shí)物、多媒體七、 PROCEDURES:1. Look at the picture on page 2 and answer questions (2 minutes)a) How many people are there in the picture? Who are they?b) Where are they?c) What are they doing?- Individual feedback2. Read the dialogue and answer qu

4、estions (5 minutes)a) Where are the good apples?b) Is it dangerous to go too high?c) What does Jim say to Meimei?- Students read for 2 minutes- Individual feedback3. Practice of language points (5 minutes)Give good-intentioned warnings- Model: In the dialogue, Jim says to Meimei, “ BE CAREF！ULDON T

5、GO TOO HIGH! IT S DANGEROUS” !-Present to students four pictures, which are as follows. (a) a man climbing a hill, (b) a girl swimming in a river, (c) a driver driving a car, (d) a boy riding a bicycle- - What is he/she doing? What should you say to him or her? Please fill in the blanks.- - Whole cl

6、ass /individual feedbackCan you REACH them?- - Ask students to respond in whole sentences to my questions in each of the following situations(a) Put my book on the desk, stand near the desk first, and then step away from the desk. Eachtime ask the question “ Can I reach the book? ”(b) Reach out my h

7、and to the lower light and ask“ Can I reach the light? ” Then, reach out myto the higher light and ask“ Can I reach this light?”(c) Put my keys on the top of the blackboard. Ask“ Can I reach my keys? ” and “ can xxx (thshortest student of the class) reach them?”Read the dialogue aloud (5 minutes)Rea

8、d after the tape onceRead in pairsPair check in whole classPassage (28 minutes)Comprehension of the passage (12 minutes)Read the first paragraph of the passage and answer questions (7 minutes)How is the day?Is everyone busy?What are they doing?What is Meimei doing?What is Jim doing?Are some apples h

9、ard to reach?- - Students read the first part of the text for 3 minutes- - Individual feedback- - Write the answers to each question on the blackboard in phrasesRead the rest of the passage and answer questions (5 minutes)Who has more apples, Jim or Lilei?Whose apples are better, Jim s or Lilei s?-

10、- Students read this part for 2 ms- - Individual feedback- - Write the answers on the blackboard in phrasesPractice of language points (6 minutes)The apples ARE HARD TO REACH.- - Model: The light is hard to reach.- - Prompts: jeans - wash, box - carry, work - do, door - open, words - rememberMine ap

11、ples are MUCH BIGGER.- - Present to students 4 sets of 3 objects on an OHP transparency. They are different in size, length, height, and weight respectively.- -Model: “ pear ” The first pear is small.The second one is bigger than the first one.The third one is much bigger than the first one.- - Visu

12、al prompts: tables, rulers, trees, boxesRetell the passage (10 minutes)State the comprehension questions in part A, and the whole class respond with the help of the information on the blackboard and of the teacherStudents work in pairs. One states the comprehension questions, and the other answers.S

13、tudents retell the passage individually.七、教學(xué)過程:ProcedureTeaching stepsTeacher's activitiesPupil's activitiesPurposeLeadingSing a songChant1、Play CD-ROM2、Do some actions1、Sing the song2、Chant and clip1、Warm up2、Review the comparativePre-task1、Review the content of dialogue2、Sum up the structu

14、res about comparative1、Give ss some questions about dialogue.2、Write down the structures on BB1、answer the questions2、Read the structures and remember them.1、Let ss find some comparative from dialogue2、Let SS know the structures about comparativeWhile-task1、Practise the comparative structures -adj.1

15、- Give ss some examples: material object and pictures about school2- Game: drive the train3- Play the courseware: give a model and check out ss' answer1-Speak out the comparative structures2- Make sentences about comparative one by one3- look at the Screen and fill the blanks.1- practice ss'

16、 spoken2- practice ss' using by comparative3- practice the ss' writing2、Practice the comparative structures -adv.1-Play the courseware : give a model and practice1- Action and speak out the sentencesFrom adj. To adv.3、Do a gameplay the coursewareAction and guess the sentencesPractice spoken and thinkingPost-taskExpandinggive a model and check inShow their homework and practice spokenPut the knowledge into lifeHomework1、完成教材P342、找出身邊的比較級(jí)并造句.（5個(gè)物體比較5個(gè)動(dòng)作比較）3、預(yù)習(xí) UNIT8課后反思本節(jié)課是本課的第二節(jié)課，主要總結(jié)、歸納比較級(jí)。比較級(jí)學(xué)生 在第一、二單元已有接觸；本課在學(xué)習(xí)形容詞比較級(jí)的同時(shí)，拓展融 進(jìn)了 unit8的副詞比較級(jí)。首先，我先讓學(xué)生