精品教案和反思-《Unit 1 How tall are you？》-六年級英語-馬夢婕.docx

Unit 1 How tall are you?Period 1 Section A Lets learn Do a survey and report 東川四小 馬夢婕一、Learning aims(學習目標) 1.掌握四會單詞：younger, older, taller, shorter, longer。2.能認讀句型：How tall are you ? Im 1.61meters.Youre older than me.二、Important &difficult points(重難點)重點：掌握形容詞比較級的構成。難點:How tall are you ? Im 1.61meters.Youre shorter than me.的理解和運用。三、教學過程Step1 ：Warm-up and Preview請正確讀出下列單詞,并說出它們的漢語意思（展開小組比賽，看誰記的短語多）1.young_2.old_3. tall_4.short_ 5. long_6. thin_ 7. how many_8. how old_Step 2：Presentation請兩個孩子到講臺上T:How old are you?S1: Im 11years old. T: You are young. (板書young)S2: Im 12 years old. T: You are young, too.T: Who is younger? S1: Im younger(板書younger)T: Who is older? S2: Im older.(板書old _ older) T: Yes, S1 is younger than S2. S2 is older than S1.T: Say Im tall.(做手勢) S1: Im tall. S2: Im tall ,too (板書tall)T: Who is taller? Who is shorter? Ss:S1 is taller , S2 is shorter.老師再拿兩把長短不一的直尺教會longer, shorter ,than.1. 使用準備好的單詞卡片鞏固新單詞和學習meter。Eg: one meter, two meters, 1.61 meters, 4.76meters2. T：How tall are you? S:Im T: Help the students to answer ：Im meters. T:Say A is taller than B. B is shorter than A.3. 小組反復操練以上句型。4. Lets learn page 5. 聽錄音，仿讀單詞和對話Step 3：Consolidation & Extension領讀Lets learn 中的句子。并糾正讀音。1. T:How tall is ZhangPeng? S:He is 1.61 meters.T:Who is older ZhangPeng or John? S: ZhangPeng.T: ZhangPeng is taller and older than John. 3運用所學單詞句子小組內自編對話上臺表演。Step 4： 達標檢測1.讀單詞，選圖片。(多 選)A. younger B. taller C. shorter D. older E. longer 1._ 2. _ 3. _2.按要求寫單詞。（1）寫出下列詞的比較級。young _short _ tall _old _long_ nice_fine_（2）meter(復數(shù))_foot (復數(shù))_mouse (復數(shù))_ 3. 找出欄中與欄中相對應的答語，把標號填入提前括號。( ) （1） How are you? A.I have fifteen.( ) （2） How tall are you ? B. Im 15 years old.( ) （3） How old are you ? C. Im fine.( ) （4） How many books do you have? D. Im 1.49 meters.Step 5：Homework課后默寫younger, older, taller, shorter, longer, thinner than ,meter板書內容設計：Unit 1How tall are you?younger older taller shorter longer How tall are you ? Im 1.61meters.Youre older than me.教學反思：本課時中教師引導得非常到位，不管是帶讀還是對話部分，能夠引導學生積極參與到課堂中來。只是學生認知水平參差不齊，教師在應用游戲教學時，就會導致接受能力好的與接受能力差的學生不再同一水平上學習，不能一起交流、合作