Cppt配套的板书设计及意图

东华小学

英语

科

(六) 年级第（下）册第（1）单元教案

备课人：

汪芠

使用人：汪芠

第（五）课时

课Unit 1 How tall are you? 题

课型

读写课

Read and write 内容

Read and write 修改意见

本节课是新版PEP Book8六年级下册Unit1 How tall are you?中的第五课时，是一节读写课。本节课主要学习的内容是Read and write。这是一篇教配图故事，讲述小鸭子观察到自己影子的长短变化，于是向好朋友老树提问，材老树对比自身给出了回答。通过这篇故事的学习，巩固本单元的重点内容：分析

形容词比较级的用法。本节课的重点是读懂短文，掌握形容词比较级的用法，同时，理解科普知识“太阳的位置和影子的关系”。

本节课的难点是能够用形容词的比较级描述影子的变化以及别人的变化。

“配图故事”对于学生来说是一个感兴趣的内容，本课时除了让学生学会如何运用形容词比较级以外，还渗透了科普知识，即“太阳的位置和影子学的关系”把英语课和科学课进行有机的学科整合。学生在读写的过程中巩固生了本单元的知识重点。六年级的学生善于思考、理解力强、勇于尝试，因此，分析

这节读写课以学生阅读理解，回答问题、模仿跟读、复述故事为主要教学环节。其目的是通过阅读文本既培养学生阅读理解能力，提取有效信息，也提升学生的朗诵技巧和模仿说的能力，还有提升写作等综合语言运用的能力。

1. 知识与技能目标：

（1）能够在文段中捕捉不同类型的信息，通过简单的推理，提炼出文段的主旨大意。

（2）能够用形容词比较级描述影子的变化，并根据阅读所获取的信息完成填充内容梗概的活动。

（3）能够完成读后思考和讨论问题。

2. 学习策略目标：

教学目标

（1）通过本节课的学习，培养学生阅读的能力，学习阅读的方法，掌握阅读的技巧。

（2）引导学生能够倾听其他同学的不同意见并思考、讨论，表达自己的想法。

3. 文化意识目标：

通过这节童话故事的学习，让学生了解太阳的位置和影子的关系。

评价方法：

教本节课采用了多元化的评价方式，口头评价与小组竞赛相结合，注重培学评养和激发学生学习的积极性和自信心。本节课设计小鸭组、老树组、太阳组、价

小草组、花朵组的方式，全班同学分为5大组比赛，最后看哪个小组的得分多就取胜。板书跟这节课的句型相结合，趣味性高，有效地激发了学生的积

极性。

1. 情境设置法：创设生动、具体的场景，让学生在情境中感知、理解、体验

教学2. 合作学习法：学生在小组中讨论、探究问题，各抒己见，培养学生的高阶方思维能力。

法

3. 任务型教学法：教学过程中，学生需要运用不同的阅读策略理解故事、回答问题并获取信息。

小鸭和老树的对话，并综合运用语言。

Teaching Procedure 一）Pre-reading 1. A game:

Opposites（说反义词游戏）

T: Before our class, let's play a game. For example, Group1 and 2, you say tall, and others you say short. Understand? Let’s go! (tall, short, bigger, smaller,

hotter)Let’s change. Wow! You did a good job. One point for each group! 2. View and say T: Spring is coming! Look at these 4 pictures. Which one belongs to spring? 2,4. What's the difference betweenNo1 and No2? Look at picture2. The sky is clearer and the sun is brighter. The trees are getting green. Can you think of any other changes? More people are on the street. We take off our coat. It's getting warmer.

T: Look! Shadows. They are tree's shadows. What about this shadow? ... What's this shadow? A duck's shadow. Today we are going to enjoy a story about the little duck. This story is from Wu. He tells Robin. 【设计意图】游戏引入，复习旧知，活跃气氛，渗透新词。通过讨论图片中季节的变化激活相关背景知识及话题词汇。

二）、While-reading 1. Predict: 呈现故事主情境图。

T: Who's in the story? There is an old tree and a little duck in the story. Do you want to say something about this picture? Who is taller? We can say the little duck is... What's this story about? Whose shadow? 【设计意图】观察情境图，让学生预测，培养学生的读图能力和思考能力，让学生带着问题进入阅读，激发阅读的兴趣。

2. 1st reading: Skimming 找出故事主旨

T: Whose shadow? How do you know that? Read the story. You have 15 seconds. In paragraph 1, his shadow. his means little duck . In paragraph 2, the key words is "my shadow" means little duck. In paragraph 3, your shadow. This is the title of the story: little duck's shadow.

【设计意图】略读，找出故事的主旨，对文本的大意有初步的了解。

3. 2nd reading: scanning

T: Who is younger, old tree or little duck? When is the duck's shadow longer? Please read

it again and try to find the answer. Who is younger? How do you know that? Old tree or little duck. When is the duck's shadow longer? In the afternoon. How do you know that? Little duck is watching the sun go down. It's getting... The sun goes down in the afternoon. The sun is getting lower and lower. The shadow is getting longer and longer. In the morning, the sun is higher and higher, the shadow is getting_______. Let's watch the video. Let's listen and follow.

【设计意图】扫读，进一步熟悉文本，通过找出关键词句，培养学生获取信息的能力。同时，引导学生探究影子形成的过程。把英语课和科学课进行有机的学科整合。

4. 3rd reading: reading in detail

T: Little duck has a question. What is the question? What does the old tree answer? Read the story again, and try to underline them. What is the little duck's question? "Why is my shadow longer when the sun gets lower?" Why does he ask the old tree? Because he thinks old tree is smarter than him. Let's listen and follow. 【设计意图】细节阅读，了解文本细节信息，培养学生获取信息的能力。

5. Discuss in a group

T: But we can think more. Do you agree with the old tree? Why? Discuss in your group Because of the sun light. T: Why does the old tree answer like that? Maybe this answer can make little duck happy. Just like your parents sometimes. Let's listen and follow.

【设计意图】通过对文本的解码，让学生进一步理解故事。并通过一系列的开放性的问题，引导学生思考，培养学生批判性的思维能力，把故事本身的人文性和科学性有机的整合在一起。

6. Finish the dialogue T: Read and story again and finish the dialogue on page 9. Check the answers. 【设计意图】课本练习，巩固、检测学习情况。

7. Read together 三)、Post-reading 1. Retell the story 板书

T: Do you like this story? Let's retell the story together. These are the key words. Little duck is watching the sun go down. But his shadow is getting longer and longer. He asks the old tree. Because the old tree is smarter. He got the answer from the old tree. We watch more. We ask more. We think more. We are getting smarter and smarter.

T: Look at the last sentence. "You are becoming a big beautiful bird." This is a beautiful wish for little duck. You are just like little ducks. I think you are becoming big beautiful birds, too, as long as you work hard. That's my beautiful wish for you.

【设计意图】用思维导图帮助学生复述故事，为下一步的产出做好铺垫。同时，通过这篇故事的学习让孩子在生活中学会观察、提问、思考，We watch more. We ask more. We think more. We are getting smarter and smarter.从而提升学生的核心素养，即适应终身发展和社会发展需要的必备品格和关键能力。

进行情感的渗透，

2. Watch the micro-course

T: We grow up every day. We changes every day. How to write about the changes in people? Let's watch the micro-course. 【设计意图】通过观看微课指导学生如何用比较级写朋友的变化的作文。

3. Write a passage T: Please write your friend's changes. There are 2 levels for you. You can choose one you like. 四、Homework Choose one level 【设计意图】分层作业，照顾不同层次学生的能力，让每个学生都学有所获。

板书设计

Unit1 How tall are you?

Read and write

Little Duck's shadow

Ask

Answer

Think

Watch

大树

smarter

It is getting longer and longer

小鸭

You are becoming...

G1 G2 G3 G4 G5 以场景中的人物比赛