小学六年级下册英语教案：Unit 3 Where did you go-.doc

小学六年级下册英语教案：Unit 3 Where did you go?小学六年级下册英语教案：Unit 3 Where did you go?。Unit 3 Where did you go? 备课人：课时分配：6 classes for each Unit 备课时间： 3月11日单元教材分析p 单元学情分析p 六年级学生性情稳静，理性,逻辑思维突起，有效地调动他们的学习积极性和自我表现意识是本课成功的关键。本课首先以学生的生活实际为出发点, 激发学生的好奇心，吸引他们的注意力；唤起学生的感知,调整学生投入到一种轻松,和协,快乐,高昂的学习状态。单元教学目的：1才能目的1可以对过去某人所做的事情进展问答，如:What did you do yesterday? I visited my grandparents.3可以对某人过去某天所做的事情进展简单地表达。4可以唱歌曲At the Zoo2知识目的1掌握A、B局部Lets learn 、中的四会单词和句子,掌握一般动词过去式的变化规那么，含规那么变化和不规那么变化。2听说、认读A、B局部Lets learn 、Lets talk中的加粗句子。3可以认读pronunciation的音标及例词，完成单词音、形、意的连线活动。4可以理解并会说唱Lets chant。5理解Story time 、Good to know、Task time等内容并尝试借助提示表演故事中的局部内容。3情感、策略、文化等有关目的1情感态度：热爱生活，关心别人，培养学生合理安排生活的才能。2学习策略：积极运用所学语言进展交流，通过完成不同形式的记忆游戏开展学生的记忆才能。3文化目的：理解一些西方国家图标的意思，培养学生的环保意识。课时教学设计课题：Unit3 A Lets try Lets talk 备课人： 上课人：教学目的：掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵敏运用。教学重点：掌握四会句型Where did you go over your holiday? I went to Mt. Tianshan, Xinjiang. 并在实际情境中灵敏运用。 教学难点：1.可以听、说、读、写Where did you go over your holiday? I went to等句型。2. 如何在现实生活中运用所学单词、词组和句型。教具学具课件准备：录音机，磁带，单词卡，挂图。 第几课时：1探究流程 个性添加教学反思Step 1. Warm- up and revision1、Enjoy the song: At the zoo2、Daily oral practiceGood morning. Glad to meet you. How are you? What day is today? Whats the weather like today?Step 2. presentation Lets talk设计主情景“我是小小侦探”1、“谁清扫了教室”老师用课件动画形式出现一个亮堂干净的教室。出现一个老师和一个学生John。Look, our classroom. Its very clean and tidy. But who cleaned it. I dont know. I want to thank him. Can you help me to find him?J: I can help you to find him.Sarah: Hmm! I watched TV. John跑去问了Wu Yifan.W：Hmm! I played football.S1: I S2: I T: Did you help the teacher clean the classroom?引导学生答复。板书help，并朗读。Step 3. Consolidation2、Activity 23、Activity 3 Make the chant. 4、“找到了”通过课件展示John和Zoom的对话。Z: I played football at school.J: Did you help the teacher clean the classroom?Z: Yes, I did. J: Oh, Zoom. You are great!5、听录音，跟读书本对话。6、学生一起朗读对话。板书设计 作业布置Where did you go over your holiday？What did you do？ 课时教学设计课题：Unit3 A Lets learn 备课人： 上课人：教学目的：1、能听、说、读、写过去式单词went， rode，hurt和词组 went cing，went fishing;能正确使用动词过去式。2、能掌握句型Where did you go？ What did you do？及其正确的用法。3、能利用What did you do？ Where did you go？询问别人过去做的事情，并能运用于日常生活之中。教学重点：教学重点：1、能听、说、读、写过去式单词went， rode，hurt和词组 went cing，went fishing;能正确使用动词过去式。2、能掌握句型Where did you go？ What did you do？及其正确的用法。3、能利用What did you do？ Where did you go？询问别人过去做的事情，并能运用于日常生活之中。 教学难点：掌握本课的新单词及利用过去式的变化进展描绘。教具学具课件准备：录音机、磁带、挂图等。 第几课时：2探究流程 个性添加教学反思Step 1. Warm- up and revision1、Daily oral practice.Good morning! Glad to meet you. How are you? Whats the weather like today? 2、Hangman game. ( watch, wash, clean, play, visit)3.做游戏，Guess, whats my favourite animal?让学生描绘他们喜欢的动物，引导他们这么说:Its my favourite animal. Its cm tall. Its tail is cm long. It likes to eat.It can.Guess, whats this?Step 2. presentation3、老师问学生：What do you usually do on Sundays?6、呈现词组：watched TV, washed clothes, cleaned the room, played football and visited grandparents.强调这些过去式的发音。/t/, /t/, /d/, /d/, /id/。7、Activity one: Bingo!8、师生问答。语言内容，媒介9、Activity two: 摘苹果游戏10. 老师领读 Lets learn局部。Step 3. ConsolidationLets find out.1、老师通过CAI出示图片，提问：板书并认读：do-did, water-watered.2、老师问几个学生：What did you do？3、Do a survey。学生之间互相理解，并做好记录。完成后上台进展讲解。4、填入所缺的单词。 板书设计 作业布置rode a horserode a bikewent cinghurt my footwent fishing A.抄写本课时的四会单词3遍。B.和别人谈一谈自己上个周末的活动。课时教学设计课题：Unit3 B Lets try Lets talk 备课人： 上课人：教学目的：1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。2、掌握四会句型How did you go there？I went there by plane。教学重点：1、能听、说、读、写过去式单词ate，took，bought，gift和短语took picture；能听说认读单词beach，basket，part，licked，laughed和短语went swimming。2、掌握四会句型How did you go there？I went there by plane。教学重点：1、能听、说、读四会句型How did you go there？I went there by plane2. 如何在现实生活中运用所学单词、词组和句型。教具学具课件准备：1 the teaching pictures2 the figure pictures3 some photos4 radio and tapes5 word cards and figure cards 第几课时：3探究流程 个性添加教学反思Step 1. Warm- up and revision1. Hang-man game ( went to a park, went swimming ,went fishing, went hiking, read books)2 游戏Bingo3. Lets try Step 2. presentation1. chant (1) 老师用课件呈现chant在课件上出现几幅图片NIGHT pARK JUNE等，然后在YES的地方出现一个人(2) 学生二人小组说唱书本上的chant (3) 学生用手头的卡片自编一个chant2. Lets talk (1) Listen and do(2) Look and answer(3) Listen and read Step 3. ConsolidationActivity 1.Lets find out (见表格2)Activity 2 The story of ZoomActivity 3 GuessingTask-time1) pair workB: I (did)/ Yes, I did.2) 在问答过程中完成书中所示的表格.3) 邀请几组同学到前面汇报调查结果Blearn教学难点：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。教学难点：1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday？的灵敏运用。2、如何在现实生活中运用所学单词、词组和句型。Step 1. Warm- up and revision1) Free-talk:T: What day is today?A: Today isT: What day was yesterday? (强调 yesterday)B: Yesterday/ It wasT: What did you do yesterday?C: I (did)yesterday. ( 用前几课时已经学的词组)2) Chain-drill:C: I (did)yesterday. What did you do yesterday?D: I (did)yesterday. What did you do yesterday?E, F( ask the teacher)T: I went to a park yesterday.Step 2. presentation1) Lets learn:继续Chain-drill,由T 引出并出示新授词组:went hiking.2) 学生已经理解了go 的过去式后, T 边用I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing.3)Ask and answer:A: T ask and Ss answer.B: S1 ask and S2 answer.C: S3 ask and T answer.由此,T 引出新授词组: read a book.4) 自编chant. Chant together.见附录5)Listen to the tape and repeat. pay attention to the pronunciation of: went, read.6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.Step 3. Consolidation通过各种游戏，操练所学词组Activity 1 找伙伴Activity 2 我是侦察兵Activity 3 记忆大挑战Task-time1) pair workB: I (did)/ Yes, I did.2) 在问答过程中完成书中所示的表格.3) 邀请几组同学到前面汇报调查结果板书设计 作业布置How did you go there？I went there by plane。 1.朗读对话。2.用词组或短句来描绘自己爸爸或妈妈上周末的活动情况，并且写下来。课题：Unit 3 B Lets learn 备课人： 上课人：教学目的：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。教学重点：1、能听、说、读、写过去式单词ate，took，bought gift和短语took picture等2、能运用句子How was your summer holiday？ What did you do there？对别人在假期里所做的事情展开问答。 教学难点：1、 掌握四个动词短语过去式的读音和拼写以及句型What did you do over your holiday？的灵敏运用。2、如何在现实生活中运用所学单词、词组和句型。教具学具课件准备：1 the teaching pictures2 the figure pictures3 some photos of the teachers4 radio and tape5 the word cards and figure cards 第几课时：6 探究流程 个性添加教学反思Step 1. Warm- up and revision1) Free-talk:T: What day is today?A: Today isT: What day was yesterday? (强调 yesterday)B: Yesterday/ It wasT: What did you do yesterday?C: I (did)yesterday. ( 用前几课时已经学的词组)2) Chain-drill:C: I (did)yesterday. What did you do yesterday?D: I (did)yesterday. What did you do yesterday?E, F( ask the teacher)T: I went to a park yesterday.Step 2. presentation1) Lets learn:继续Chain-drill,由T 引出并出示新授词组:went hiking.2) 学生已经理解了go 的过去式后, T 边用I went ( 这个动词用动作表示)yesterday.表达自己昨天去做什么了,边做动作.让学生帮老师说出: went swimming, went fishing. 3)Ask and answer:A: T ask and Ss answer.B: S1 ask and S2 answer.C: S3 ask and T answer.由此,T 引出新授词组: read a book.4) 自编chant. Chant together.见附录5)Listen to the tape and repeat. pay attention to the pronunciation of: went, read.6)Reading in 2 parts: T say the phrase loudly, Ss say it lowly; T say the phrase lowly, Ss say it loudly.Step 3. Consolidation通过各种游戏，操练所学词组Activity 1 找伙伴Activity 2 我是侦察兵Activity 3 记忆大挑战Task-time1) pair workB: I (did)/ Yes, I did.2) 在问答过程中完成书中所示的表格.3) 邀请几组同学到前面汇报调查结果板书设计 作业布置1.听本局部的录音，读给朋友或家长听。2.活动手册课时教学设计课题：Unit 3 B read and write 备课人： 上课人：教学目的：1、 能读懂并理解Read and write的内容，并完成其中的任务2、 学生可以通过看图讨论预测故事的开端和进一步开展来激活相关背景知识或储藏词汇3、 可以通过完成读后活动训练在语篇中捕捉不同信息类型和考虑才能4、 可以在阅读中获取有用的句型口头描绘一下自己一天的活动教学重点：本课的教学重点是掌握四会词组,并用所学词组和句型进展调查 教学难点：本课的教学难点是灵敏运用所学的内容进展交际。教具学具课件准备：1 the teaching pictures2 the figure pictures3 some photos4 word cards and figure cards 第几课时：4探究流程 个性添加教学反思1.阅读前1看一看，说一说。老师要求学生按教材要求与同桌讨论：How did Wu Yifan meet Max？ What will happen？完成后可在全班交流，老师把学生们的想法用简单的句子写在黑板上2老师让学生分类，哪些是好的事情？从而引出主题：life is full of good news and bad news。2.阅读中1第一次阅读：老师要求学生尝试快速阅读文本，捕捉关键信息，给图片排序2第二次阅读：老师要求学生再次阅读文本，概括并写出这一天发生在吴一凡一家的三件好事和两件坏事。3第三次阅读：理解更多细节。4老师放自制的课件，呈现几名学生讲述自己同事经历好事情和坏事情的不寻常的经历5老师引导学生结合自己的实际情况，写出发生在自己身上的一件好事情、坏事情和自己的对策。3.阅读后1老师补充中国传统故事，塞翁失马，焉知非福。2完成活动手册。 板书设计 作业布置1.抄写四会词3遍。2.课后继续交流同桌的周末或前天的活动信息。课时教学设计课题：unit 3 B Letscheck Story time 备课人： 上课人：教学目的：1.可以完成Lets check2.能理解story time中故事教学重点：1.可以完成Lets check2.能理解story time中故事 教学难点：1.可以完成Lets check2.能理解story time中故事教具学具课件准备：1 the teaching pictures2 the figure pictures3 radio and tape 第几课时：6 . x K b 1.c o M探究流程 个性添加教学反思Step 1 Warm-up.1.利用词卡，帮助学生复习各个词汇动词及其过去式2. Free Talk:老师先和较优秀的学生示范，然后让生生合作完成。例如：(1) What did you do yesterday？(2) Did you /he / she ?主要复习本单元的主句型。出示学习目的Step 2 pre-reading.1.“绕口令”活动。以此介绍： twister, tongue twisters.板书并教读。2.老师出示挂图，师生一起用过去式讨论挂图内容。Step 3 In-reading.1. General reading.(略读) 让学生快速阅读课文，并答复：A. Did they read tongue twisters together? B. Did Mike fly kites? C. Did the dog jump into the river?Check the answers.2. Detailed reading(细读) 让学生仔细阅读课文，完成课后练习题2 Number the sentences.可以独立阅读，也可以小组合作。校对答案。3. lets read(读写)完成课后练习题1 Finish the sentences.4. Listen to the tape.首先静听然后跟读。5. Read aloud. (朗读)同时小组找出短文中不理解的句子进展讨论。读完之后质疑释疑。Step 4 post-reading1.复述对话在此环节中，老师要帮助学生找出key words.以降低难度。同时，要教给学生如何找【关键词】：p 。2. Story time(1)让学生先独立阅读。找出不理解、不会读的地方。(2)共同释疑。(3)听录音，跟读。(4)分角色读或表演。根据学生的程度选择Step 5 progress做本局部根底训练的练习。 板书设计 作业布置A.学生听录音，跟读对话，书写四会句型。B.利用所学的知识调查朋友的有关活动信息，并记录下来。F132.f132.更多教案编辑推荐六年级下册英语教案：Unit 1 How tall are you?How tall are you? period 1 Section A Lets learn Do a survey and report p5老师寄语：I study English , Im happy.Learning aims(学习目的) 1.掌握四会单词：younger, older, taller, shorter, longer。2.能认读句型：How tall are you ? Im 1.61meters.Youre older than me.Important difficult points(重难点)重点：掌握形容词比拟级的构成。难点是;How tall are you ? Im 1.61meters.Youre shorter than me.的理解和运用。导学探究Step1 : 预习温故用时5分钟请正确读出以下单词,并说出它们的汉语意思展开小组比赛，看谁记的短语多1.young_2.old_3. tall_4.short_ 5. long_6. thin_ 7. how many_8. how old_Step 2. 新课内容展示用时15分钟1.请两个孩子到讲台上T:How old are you?S1: Im 11years old. T: You are young. (板书young)S2: Im 12 years old. T: You are young, too.T: Who is younger? S1: Im younger(板书younger)T: Who is older? S2: Im older.(板书old_older) T: Yes, S1 is younger than S2. S2 is older than S1.T: Say Im tall.(做手势) S1: Im tall. S2: Im tall,too (板书tall)T: Who is taller? Who is shorter? Ss:S1 is taller , S2 is shorter.老师再拿两把长短不一的直尺longer, shorter,than.2.使用准备好的单词卡片稳固新单词和学习meter。Eg: one meter, two meters, 1.61 meters, 4.76meters3.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.4.小组反复操练以上句型。5. Lets learn page 5. 听录音，仿读单词和对话Step 3. 合作交流，师生共建用时10分钟1.领读Lets learn 中的句子。并纠正读音。2.T:How tall is Zhang peng? S:He is 1.61 meters.T:Who is older Zhang peng or John? S: Zhang peng.T: Zhang peng is taller and older than John. 3灵敏运用所学单词句子。4.plete :Do a survey and report.(学生反复操练) 老师们：在今后的每一节课都要灵敏运用所学句型，请学生造句，要具有培养学生的创新意识。Step 4. 达标检测用时5分钟一、.读单词，选图片。(多 选)A. younger B. taller C. shorter D. older E. longer1._ 2. _ 3. _二.按要求写单词。1.写出以下词的比拟级。young _ short _ tall _ old _long_ nice _ fine_2.meter(复数)_ foot (复数)_mouse (复数)_ 三、 情景会话：根据情景选择句子。 1. 我有1.61米高可以说：A.I am 1.61 meters. B. I am 1.61 meter . 2. 你比我大，可以说：A. You are old than me. B. You are older than me. 3. 你比我矮，可以说： A. You are shorter than me. B. You are short than me. 四、 找出栏中与栏中相对应的答语，把标号填入提早括号。( ) 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./pp学后反思：叫学生总结用时分钟Step 5.安排当堂作业1.课后默写younger, older, taller, shorter, longer, thinner than ,meter2.课后背诵p5 Lets learn板书标题 Unit 1How tall are you?Lets learn Do a survey and report p5板书内容设计：younger older taller shorter longer How tall are you ?Im 1.61meters.Youre older than me.教学反思： /ppperiod 2 Section A Lets try Lets talk p4一、教学目的与要求1、能听懂、会说单词：hall, meter/metre ,than, bothHow tall is it? Maybe 4 meters. Thats the tallest dinosaur in this hall. Its taller than both of us together .并能在情景中运用。2.能听懂Lets try，并完成任务。二、教学重难点能听懂、会说Thats the tallest dinosaur in this hall. Its taller than both of us together . How tall are you ? Im 1.65cmeters.并能在情景中运用。导学探究Step1 : 预习温故用时6分钟读一读，译一译;1.younger_ 2.older _ 3.taller_4.shorter_/pp5.longer _6.dinosaur_7. first_8.second_T: How tall are you? Ss: Immeters.T: Who is taller? S: Im taller than S: Im shorter thanStep 2. 新课内容展示用时18分钟1. Lets try:Listen to the tape and circle1.The first dinosaur eats_ . A. vegetables B. meat 2.The_ dinosaur is taller. A. first B. second2.教读板书以下单词和重点句子：dinosaur ， Thats the tallest dinosaur in this hall. Its taller than both of us together . How tall are you ? Im 1.65cmeters.3. Lets learn page 5. 听录音，分角色读对话4 .Ask the students to read the dialogue 4times.T: What are Zhang peng and Mike talking about?S: They are talking about the dinosaurs. T: How tall is Zhang peng ?S:He is 1.65 meters.T: Who is taller,Zhang peng or the small dinosaur?S: Zhang peng.5.请学生翻译重点句子并做好笔记，全班齐读对话。Step 3. 合作交流，师生共建用时6分钟1.分角色表演对话。灵敏运用所学单词句子造句。提示：tallest 是tall的级。more 是many的比拟级。Step 4. 达标检测用时8分钟一、根据汉语提示选一选，填一填。1.那是这个厅里的恐龙Thats the_( tallest, taller) dinosaur in this hall.2.它比我两加起来还高。Its _( tall, taller) than both of us together.3.你有多高？ How _( taller, tall) are you? 4. 我身高1.65米。 Im 1.65 _( meter, meters)二、读一读，选一选1. Thats the tallest dinosaur in this hall. A. 我身高1.65米。2. Its taller than both of us together. B.你有多高？ 3. How tall are you? C.那是这个厅里的恐龙。4. Im 1.65 meters. D.它比我两加起来还高。三、选一选，填一填,译一译1.peter is _taller ，tall than Chen Jie.2. The maths teacher is_old， olderthan the Chinese teacher.3. The _ old， olderteacher likes playing football.4. The ruler is_ ( shorter , short).5. The yellow pencil is _(shorter, short) than the red one.学后反思：叫学生总结用时分钟Step 5.安排当堂作业1.给父母,伙伴读读Lets talk.板书内容设计：Unit 1How tall are you?Lets try Lets talk p41. Thats the tallest dinosaur in this hall. 2. Its taller than both of us together .3.H ow tall are you ? Im 1.65cmeters.4.tall_ taller_tallest many_ more_most教学反思：/ppperiod 3 Section B Lets learn Match and sayp7Learning aims(学习目的)1.掌握四会单词：thinner, heavier, bigger, smaller, stronger。2.能认读句型：How heavy are you ? Im 52 kilograms. Youre heavier than me.Important difficult points(重难点)重点掌握5个形容词比拟级的构成。难点是对新句型 How heavy are you ? Im 52 kilograms. Youre heavier than me. .的理解和运用。导学探究Step1 : 预习温故用时5分钟一、读一读，口译1. Thats the tallest dinosaur in this hall. 2. Its taller than both of us together. 3. How tall are you? 4. Im 1.65 meters. 二、读一读，写一写，译一译给出它们的比拟级1.thin_2.heavy_3.big_4.small_5.strong_Step 2. 新课内容展示用时15分钟1.请两个胖瘦不一样的孩子到讲台上T:Who is thin? S: A is thin.T:Who is heavy? S:B is heavyT: Yes, A is thin. B is heavy.(板书 thin, heavy)2.选两个个子较瘦的孩子：T: They are thin. Who is thinner? S:A is thinner.T: 板书thinner,提醒孩子们观察thinner的写法。再用一样的方法教heavier.3选两个大小不一样的书包进展比拟，引出big, small. T : Which is the bigger schoolbag? What color is it? Ss: The yellow schoolbag is bigger.(板书big _ bigger)T: Which is the smaller one? What color is it? S: The red one. (板书small_ smaller)4.做一个强壮的手势教strong,抽两个孩子做一样的手势比拟，教stronger.T: Ask one boy pupil: How heavy are you? Help him answer: Im 54 kilograms.T: Oh! You are heavier than me. 板书教读。5.听录音。学生跟读。Step 3. 合作交流，师生共建用时10分钟1领读Lets learn 中的句子。并纠正读音。. T:How heavy is Jim? S:He is 52 kilograms.T:Who is heavier Jim or John? S: Jim.T:Say Jim is heavier than John. S: Jim is heavier than John2.请孩子们归纳总结黑板上的比拟级形式，强调：heavy_ heavier(变y为i加er) big_ bigger thin_ thinner(双写加er)3.四人一组合作学习Match and say然后表演。灵敏运用所学单词句子Step 4. 达标检测用时5分钟一、写出以下形容词的比拟级1.big_ 2. small _ 3.thin_ 4. Heavy_ 5.strong_ 6.happy_ 7. angry_8.hot_二、读句子，选图片A. B. C. D. 1.The Englishman is very strong. 2.This egg is bigger than that one. 3.The girl is shorter than the boy. 4. The panda is heavier than the duck.三、把汉语和英语匹配1.你体重多少？ A. Sarahs fish is smaller than Amys.2.我体重48公斤。 B. He is stronger than her.3.你比我重。 C. How heavy are you?4.John 比Mike瘦。 D. Im 48 kilograms. 5.他比她强壮。 E. Youre heavier than me.6.Sarah钓的鱼比Amy 的小。F. John is thinner than Mike.四、连词成句 1. the. is that, giraffe, tallest(.) 2. taller, than, he, is, me(.) 3. heavy, you, are (?) 学后反思：叫学生总结用时分钟Step 5.安排当堂作业1.读熟Lets learn. 2. 比拟同学，家人用英语表演Lets learn。板书内容设计：Unit 1 How tall are you?Lets learn Match and sayp7tthin_ thinner big_ bigger(双写加er)heavy_ heavier r(变y为i加er)small_ smaller strong_ stronger(直接加er)How heavy are you? Im 52 kilograms.教学反思：/ppperiod 4 Section B Lets try Lets talk p6Learning aims(学习目的) 1. 能听懂Lets try，并完成2个任务。2.掌握句型：What size are your shoes, Mike? Your feet are bigger than mine.My shoes are size 37. Important difficult points(重难点)重点:听懂Lets try, 流利朗读Lets talk, 掌握3个重点句子。难点是对3个重点句子的掌握理解和运用。导学探究Step1 : 预习温故用时5分钟一、表演Lets learn: S1: How heavy are you? S2: Imkilograms.S1: You are heavier/thinner than me.S1: How heavy is he ? S2: Heskilograms.二、读一读,连一连:Thinner stronger bigger smaller heavier go hiking go shoping /pp更大的 更小的 更瘦的 更重的 更强壮的 去购物 去远足Step 2. 新课内容展示用时15分钟1.Lets try: Listen to the tape and circle the right answer.2.板书教学重点句子：1.) What size are your shoes?2.) Your feet are bigger than mine. 3.)My shoes are size 37.3. Lets learn page 5. 听录音，分角色读对话4 .Ask the students to read the dialogue 4times.Q1 :What size is Mikes shoes? Q2: What size is Wu Yifans shoes?Q3: How heavy is Mike? Q4: How heavy is Yifan?T: Write the sentences on the blackboard. S: Understand them. 1.) What size are your shoes? 2.) Your feet are bigger than mine.3.)My shoes are size 37.5.请学生翻译重点句子并做好笔记，全班齐读对话。Step 3. 合作交流，师生共建用时10分钟1. 读一读，译一译重点句子：1.) What size are your shoes?2.) Your feet are bigger than mine. 3.)My shoes are size 37.2.分男女角色，小组角色表演，灵敏运用所学单词句子3.记下笔记，读读记记： have a look so small size37 look tallerStep 4. 达标检测用时5分钟一、英汉匹配1. What size are your shoes? A.我穿37码的鞋。2. Your feet are bigger than mine. B. 你看起来比我高。3. My shoes are size 37. C. 你穿多大码的鞋？4. You look taller than me. D. 你比我重。.5. You are heavier than me. E 你的脚比我的大。二根据对话p6判断对错。(对的写A.错的写B( )1. Mikes shoes are size37.( )2. Wu Yifans shoes are size38( )3. Mikes feet are bigger than Wu Yifans.( )4. Wu Yifan looks taller than Mike.( )5. Wu Yifan, is two kilograms heavier than Mike学后反思：叫学生总结用时分钟Step 5.安排当堂作业板书内容设计：period 4 Section B Lets try Lets talk p61.) What size are your shoes? 2.) Your feet are bigger than mine. 3.)My shoes are size 37. 1. have a look 2. so small 3.size37 4.look taller教学反思：period 5 Section B Read and write p8Learning aims(学习目的)1. 能听,说，认读单词 countryside, lower. Shadow, smarter, bee。2.能读懂小短文，并能完成相应的练习。 Important difficult points(重难点)重点:能