PEP版六年级英语下册The fourth period第四课时.docx
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PEP版六年级英语下册Thefourthperiod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或者是变y为i，再加-er。
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
单词heavy，thin和big的比较级的构成方式。
▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》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-in
1.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：
…
◆Teachingpurpose
热身活动活跃课堂气氛。
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:
Presentation
1.Learnthewords“bigger,smaller”.
T：
Yes，theanswerisaballoon.
Theteachertakesoutaballoon.Askastudenttoblowit.Whenthestudentisblowing,theteacherleadstheotherstosay,“bigger，bigger，bigger”.Thentheteacherwritesdownthewords“big—bigger”ontheblackboard.（Write“-ger”inredchalk.）
Whentheballoonisbigenough,theteachertakesitinhandcarefully.
T：
Look!
Icanmakeitsmaller.
Theteachermakestheballoonsmallerandsmaller,andleadsstudentstosay,“smaller，smaller，smaller”.Atlast，theteacherwritesdownthewords“small—smaller”ontheblackboard.（Write“-ler”inredchalk.）
ShowthepictureofMikeandWuYifanonthePPT.（出示课件）
T：
Theyarelookingattheirfeet.Whosefeetarebigger?
S：
Mike’s.
T：
Yes.Mike’sfeetarebiggerthanWuYifan’s.WuYifan’sfeetaresmallerthanMike’s.
Leadstudentstoreadthewordsforseveraltimes.
◆Teachingpurpose
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的意义。
2.Learnthewords“heavier,thinner”.
（1）PresentapictureofapiganditsweightonthePPT.
T：
Howheavyisit?
Ss：
Itis150kilograms.
T：
Isitheavy?
Ss：
Yes，itis.
PresentapictureofanelephantanditsweightonthePPT.
T：
Howheavyisit?
Ss：
Itis7,000kilograms.
T：
Isitheavy?
Ss：
Yes，itis.
◆Teachingpurpose
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.）
Leadstudentstoreadthewordsforseveraltimes.
（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.）
Leadstudentstoreadthewordsforseveraltimes.
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.）
Leadstudentstoreadthesentencesforseveraltimes.
3.Learntheword“stronger”.
ShowthepictureofZhangPengandSarahonthePPT.（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.
◆Teachingpurpose
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:
Practice
1.Watchandread.
Theteacherplaysthecartoonof“Let’slearn”.Studentswatchthecartoonandtrytoreadafterit.
2.Playgames.
（1）Workinpairs.Comparethesizeofschoolsuppliesorbodyparts.
Asksomepairstoshowtheirworks.
Eachgroupwhichdoesagoodjobcangetapaperfish.
（2）Findthedifferencesandtrytodescribethem.
Theteachermakesamodel：
LilyisyoungerthanLucy.
Thestudentwhomakesasentencecangetapaperfish.
◆Teachingpurpose
设计了以游戏为主的练习环节，使学生在一段时间的学习过后，可以放松下来，在愉悦的氛围里对所学知识进行练习与运用。
Step4:
Consolidation&Extension
Matchandsay
1.Askthestudentswhogetthepaperfishtostandupandtrytodescribetheirfish.
Makeamodel:
Mypaperfishisthin./Mypaperfishisbig./…
T：
Youcanfindyourfishonyourbook.
2.Finishthematchtask.
T:
Today，thechildrengofishinginapool.Pleaseobservethefishinthepool.Theyaredifferent.First，pleasehelpeachchildchooseafish.Matchthemwithaline.
3.Askstudentstocompareeachchild’sfish.
Makeamodel:
Mike’sfishisbiggerthanSarah’s./Sarah’sfishisthinnerthanChenJie’s.
4.Showtime.
Studentsstandupandsaytheirownsentences.
◆Teachingpurpose
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对比，培养学生的语言综合运用能力。
▶板书设计
▶作业设计
1.Writedownthekeywordsontheexercisebook.
2.Dotheexercises.（见“状元成才路”系列丛书《创优作业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&TeachingAims
Let’slearn
●Beabletolisten，speak，readandwritethecomparativeadjectives“smaller，bigger，thinner，heavier，stronger”throughpictures，actualobjectscoursewareandothermethods.
●Beabletousethewordsabovetodescribethecharacteristicsofpeopleandthings.
●Understandsomeadjectivesfromtheoriginalformtothecomparativeformrequirethedoublesuffixletter，thenplus“-er”;orchanging“y”into“i”，thenplus“-er”.
Matchandsay
●UsethewordsandsentencepatternslearnedinPartBtodescribeandcomparethecharacteristicsofthefishthechildrencaught.
▶TeachingPriorities
●Beabletolisten，speak,readandwritethecomparativeadjectives“smaller，bigger，thinner，heavier，stronger”.
●Beabletoflexiblyusethecomparativeformsofadjectivestodescribethedifferencesbetweenpeopleandthings.
▶TeachingDifficulties
●Thecomparativeformsofthewords“heavy，thin，big”.
▶TeachingProcedures
TeachingStages
Teacher’sActivities
Students’Activities
TeachingPurposes
Warm-up
&
Revision
&
Lead-in
1.Greetings.
2.Let’sdo.
3.Review.
4.Lead-in.
1.Greetings.
2.Sayanddotogether.
3.Answersomequestions.
4.Guessariddle.
Arousestudents’learninginterest.LeadstudentstoreviewtheadjectivestheyhavelearnedinPartA.Leadinthenewlesson.
Presentation
1.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：
Payattentiontoahealthydiet，anddomoreexercise.
3.Teachtheword“stronger”.
Observethepictureandanswertheteacher’squestions.
Learnnewwordsincontext.Emotionaleducation：
Dothebesttohelpothers.
Practice
1.Playthecartoonof“Let’slearn”.
Watchthecartoonandtrytoreadafterit.
Thedesignofagame-basedpracticecanhelpstudentsrelaxafteraperiodoflearning,practiceandapplytheknowledgeinapleasantatmosphere.
2.Playgames.
Workinpairs.Comparethesizeofschoolsuppliesorbodyparts.
Findthedifferencesbetweenthetwogirlsinthepictureandtrytodescribethedifferences.
Consolidation
&
Extension
Matchandsay.
1.Askthestudentswhogetthepaperfishtostandupandtrytodescribetheirfish.
2.Finishthematchtask.
3.Askstudentstocompareeachchild’sfish.
4.Showtime.
1.Standupandtrytodescribetheirfish.
2.Finishthematchtask.
3.Compareeachchild’sfish.
4.Standupandsaytheirownsentences.
Leadstudentstofinishthematchtask.Letthemusetheknowledgetodescribeandcomparedifferentformsoffish，soastocultivatestudents’comprehensivelanguageusingability.
Homework
1.Writedownthekeywordsontheexercisebook.
2.Dotheexercises.
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