pep六年级下册第一单元集体备课教案

详细内容

板书设计
Unit 1 Part B Let’s learn
bigger His tail is longer./…
smaller His head is small./…
longer
heavier
thinner
费县小学英语集体备课教案
2011年2月
六年级下册第一单元课题Unit 1 How tall are you? 第五课时
教学目标1.掌握主要句型：How heavy are you? I′ m ¬¬¬¬48 kg.
I’m thinner than you，and shorter.
2.能询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题，并能在实际生活中运用。
3.学中用，用中学，培养学生养成运用英语解决问题的好习惯。
教学重难点1、 本课的重点是学会正确询问体重并根据回答作出讨论，涉及的句型是：How heavy are you ? I‘m _____ kg. I′ m thinner than you，and shorter.
2、 难点：根据实际情况灵活运用How tall/long/heavy… are you？能正确运用长度和重量单位。
教具
准备1、 课前准备录音机磁带。
2、 教师准备本课时所需的表格。
对本主备稿的评价
教 学 过 程二次备课
Step 1 Preparation
1. Let’s enjoy the song” my pets”.
2. Free talk
参考句型： How are you? How old are you? How long is your desk？How tall are you?
I’m…. I’m taller / … than you.
（3）找出高矮、胖瘦、年龄大小差距较大的三组学生，让其他同学通过比较说句子。A is ...than B.
设计思路：通过师生，生生对话，来复习旧知识，来复习旧句型，同时来简化新句型学习的难度。
3. Act out the dialogue on page 4.
设计思路：激发学生的表现欲望，使其思维进入相关知识领域。
4. Review the words.
设计思路：使学生进入轻松活跃的学习氛围，为本课教学做铺垫。
Step 2 Presentation
1. let’s try
（1）学生自己阅读课本中的相关画面，进行预测。Please look at the pictures carefully.
（2）教师播放录音，学生选择正确的图画。Listen to the tape and try to find out the picture.
（3）教师再次播放录音，学生听录音填入缺少的单词。Listen again and write down the missing words.
（4）教师订正正确答案。Let’s check up the answer.
（5）请有能力的学生根据听到的内容试着说一句话。Would you try to say a sentence to describe the pictures?
设计思路：让学生初步感知本课时的主要句型。
2.教 How heavy are you? I′ m ¬¬¬¬48 kg.
I′ m thinner than you，and shorter.
(1) T: I am 55 kg heavy. How heavy are you?
引导学生回答后再引导学生反问老师，Can you ask me?以学说并练习句子
How heavy are you?(板书)
SS read this drill one by one.
T: OK. How heavy are you?
S: I’m 48 kg.
T: Oh! You are healthy.
同位利用该句型相互询问。
设计思路：学中用，用中学以便于学生快速掌握。
(2)老师找一名学生S
T: I am 55 kg. How heavy are you?
S: I’m 50 kg.
T: You are 50 kg .which one is thinner?
S: I am thinner than you and I am shorter than you.
T: Good .Yes. You are thinner than me, and shorter.
T: Follow me please. I′ m thinner than you，and shorter.
SS read this drill one by one.
同位利用How heavy are you ? I‘m _____ kg. I′ m thinner than you，and shorter.相互操练。
3.教How big are your feet ?
（1）教师出示自己的脚，说T: I wear size 23.How big are your feet?
学生回答后引导反问老师。How big are your feet?以操练问句。
教师板书How big are your feet?
SS read this drill one by one.
教师然后询问其他同学。
同桌之间再相互操练改句型。
4.教How long are your legs?
教师指自己的腿的，说 Look at my legs. My legs are 95 cm long. How long are your legs?
引导学生回答并反问，以练习问答。
教师板书How long are your legs?
SS read this drill one by one.
教师然后询问其他同学。
同桌之间再相互操练改句型。
5. 用上面同样的方法教学生说问句：How long are your arms?。
设计思路：把句子学习融入到创设的情景之中，使学生易于接受新句型，排除了干燥无谓的学。学中用，利于学生快速有效的掌握。
Step 3 Practice
1. 教师提出问题。How heavy is Zhang Peng?
Is Zhang Peng bigger and stronger？
2．Listen to the tape and follow the tape.
2．小老师领读对话，并感知对话内容。
3．小组之间相互操练该对话。
设计思路：在操练完重点句型之后在听录音，可以降低难度，减轻学生的学习压力，培养学英语的信心。通过提问问题，让学生带着问题，有针对性的听录音进一步训练学生的听力。
Step 4 Production
1 小组比赛，分角色表演对话。
2．make a survey.
(T：请同桌相互调查.)
YouYour friend
Height
Legs
Feet
3. Make a report.
根据调查情况，同桌做出简要汇报。
For example：
S：Hi, I′ m Mike. I′ m 145cm tall. I′ m taller than Tom. Tom′ s feet are bigger than me .My legs are longer than Tom.
设计思路：此活动与学生的实际生活相联系以便于巩固叙述所学语言用引导学生关注生活，让学生学以致用。
Step 5 Progress
1 Finish the exercises book on page5.
2 listen to the tape at home.
3 Survey and finish the table at home.
LengthWeight
EraserAn egg
PencilYou
DoorAn elephant
From Fei Xian to
Ni Nanpig
设计思路：进一步的练习，来训练学生的英语逻辑思维，同时调查表的完成便于培养学生的在生活中的观察能力。
板书设计
Unit 1 Part B Let’s talk
How heavy are you? I′ m______.
How ____ are your feet? I wear size______.
How ____are your legs? ¬¬¬____cm.

费县小学英语集体备课教案
2011年2月
六年级下册第一单元课题Unit 1 How tall are you?
教学目标1听、说、认读Let’s read部分的内容，特别是能听、说、认读单词：squid, lobster, shark, seal, whale和单位词ton, meter, kg, cm;能听、说、认读句子：Can dive into the deep cold water./jump out of water. Each up to 20cm long.并能正确完成填充句子的练习。
2能够正确完成Match and say连线、表述的练习。
3能够正确完成Let’s check部分听音圈图的练习。
教学重难点
教学重点：让学生理解、会读文段内容，能正确理解几个单位词：ton, meter, kg, cm.并了解sperm whale 和 killer whale的区别。
教学难点：是对长度、重量、大小的单位区分以及表达
教具
准备1录音机，录音带。 2、相应的图片
3.学生调查鱼的资料。
对本主备稿的评价
教 学 过 程二次备课
1.Preparation
(1) Let’s sing.
(2) 出示单词卡片，复习A、B两课Let’s learn 中的单词。
(3)Let’s check.
教师放该部分录音，学生听录音完成听音圈图的练习。然后教师核对答案。
设计意图：在欢快的歌声中复习所学的形容词比较级，既创设了良好的英语学习氛围，又激发了学生的学习兴趣。
2. Pre---reading
1) Teach: each / Each up to 20cm long.
先出示几支相同长度的铅笔，每支都长20厘米。Look! I have some pencils here. How long are they? 拿一把量一量其中的一支铅笔，让学生看刻度回答。 The pencil is 20 cm long. 再用一支铅笔去量其他的铅笔，通过比较让学生得出几支铅笔长度相同的结论，教学生说句子：each up to 20 cm long.
T： Look ! Each up to 20cm long.（板书）
Read the word and the sentence after teacher.
Read the sentence one by one/ together.
2) Teach: deep/ can dive into the deep cold water, can jump out of water.
T: (图片出示一只海豚) Dolphin is a good swimmer. They like diving. They can dive into the deep cold water. They can jump out of water.
(领读并板书)：
deep
Can dive into the deep cold water
Can jump out of water.
Read the word and the sentences after teacher.
Read the sentences one by one/ together.
设计意图：在阅读前，利用课件创设情景，突破文中的难点句子，为下面的阅读扫除了部分障碍。
3. In ---reading
T : “Today, Let’s get to know two kinds of whales, sperm whales and killer whales.(板书并领读) Do you want to know something about them?
(1) Let’s read the dialogue quickly and silently, and find out the answers to the questions:
a. How long is the sperm whale?
b. How long is the killer whale?
c. How heavy is the sperm whale?
d. How heavy is the killer whale?
Then check the answers.（在引导学生回答的过程中教单词meter和ton.)
(2)This time let’s read the dialogue as carefully as you can, find out something difficult and new words, then answer these questions ,you can talk about with your partner:
1. How many teeth do they have? How long is each tooth?
2. What does a sperm whale eat ? What does a killer whale eat?
3. What can they do ?
Ask: Who has questions? (教师对学生提出的生词squid, lobster, shark, seal, even进行教学并板书，对提出的难点进行突破。对其中较难记忆的单词 squid, lobster，采用音义结合法记忆。)
Then check the answers.
(3)This time let’s read the dialogue again, and write the answers on your books .
Then check the answers.
(4)（教师播放录音）Let the students listen to the tape, correct their pronunciation.
(5) Listen and repeat.
(6) Read the dialogue after teacher.
(7) Read the dialogue after the little teachers.
(8) Read the dialogue in groups.
设计意图: 让学生带着问题去读文章，并且让学生找出难点和疑点，与老师进行探讨，这样能诱发学生自主尝试的动机，培养其自主学习的能力。
4. Post---reading
(1) Let the students work in pairs.
(2) 让学生根据课文内容试着自编chant.
A sperm whale is longer,
Longer, longer, longer.
A killer whale is shorter,
Shorter, shorter, shorter.
A sperm whale is bigger,
Bigger, bigger, bigger.
A killer whale is smaller,
Smaller, smaller, smaller.
A sperm whale is a good diver,
Diver, diver, diver.
A killer whale is a good swimmer,
Swimmer, swimmer, swimmer.
(3)（让学生拿出搜集的鱼类资料，）Let the students work in groups of four, and make up a new dialogue, then ask some groups to act it out。
设计意图：通过听、说、读、写，对所学语言进行重组和创造，以促进语言活动中多维能力的发展。
5.Progress
(1)Sum---up.
(2) Do exercises.
(3) Match and say.
Homework :
（1）Read the dialogue.
（2）搜集一些动物的资料，用英语谈论他们的长度，重量,大小等。
板书设计
Unit 1 Part B Let’s read
sperm whale Each up to 20cm long.
killer whale Can dive into the deep cold water.
meter Can jump out of water.
ton
each
squid
lobster
shark
deep
seal