1 You and me名师教学设计2

You and me教学设计

一、教学目标：

1.知识目标：

（1）能简单询问别人的长相，以及相关的具体个人信息，并能进行比较。

例如：What’s …like? How tall are you? How heavy are you?

How old are you？

How long…?

How big…?

（2）能听懂会说：I’m ….

I’m…

than …. My…

is/are…. than yours.

等句子，并能在实际情景中运用。

（3）能够掌握五上Unit 1 和六下Unit 1的四会词汇和句子。

2.能力目标：

（1）培养学生的语言运用能力和自主探究能力。

（2）培养学生获取信息处理信息能力。

3.情感、策略目标

（1）情感目标：培养学生热爱教师，和同学互相帮助的情感。

（2）策略目标：培养学生自主合作学习的能力。

二、教学重、难点

1、重点:掌握形容词的比较级以及对个人信息咨询的句子。

2、难点:比较级的归纳和在情景中的应用。

三、课前准备

1.课件和相关词卡

2.记录信息的相关表格

3.学生当堂练习题

Step1. Preparation

1.Greetings between T and Ss

My …is/are…

T: Now class begins .Hello, boys and girls .Ss: Hi, Miss Yu .T: How are you ?Ss: I’m fine, thank you..T:

I’m fine too.

T: I know your math teacher is Miss Cui. What’s she like?

问2—3个学生，让他们回答。

(设计意图：通过师生交流，引出部分话题)

2.Let’s chant

T:We know our teachers are young, smart and kind, sometimes they are strict. Now let’s chant for them. Please clap your hands and say it with me.

课件展示Chant 内容.（学生看课件2.chant）

T: Clap your hands and say it with me.

T: Our teachers are hardworking, we should love and respect them. 学生看

课件3

（设计意图：以chant 形式复习部分形容人的形容词，

同时德育渗透：尊敬热爱老师）

3.

T：Look at the screen. Read the words together . 课件4教师课件出示单词，让生认读，教师的评价要到位,表情要好！

Well done !

（设计意图：出示形容词原形让生来认读，为后边的比较级的复习做了很好的铺垫。）

Step2.Presentation( Words , grammer and usage)

（一）单词训练

(1)板书主句型How old…

are/ …

?I’m …

.和词汇older, younger

T: This year I’m 26 years old .How old are you, boys and girls ? 师问一生S1(师边说边板书主句型How old …are…

? )

S1：I’m 13 years old .

T: So I’m older than you .教师出示词卡older ,让生书空并板书。

师指着该学生说，You’re younger than me .引出younger ,生书空，师板书。

(2)板书How tall …

are …

?和词汇taller, shorter

T: I’m 165cm tall .

How tall are you ?师问S2

S2：I’m 150cm tall .

T: So I’m taller than you.（出示词卡taller，shorter）You’re shorter than me.引出taller和shorter,生齐拼,师板书。

T: I’m 15cm taller than you .

(3)板书How heavy …

?和词汇heavier, stronger, thinner

T: I’m 54kg .How heavy are you ?师问S3

S3: I’m 40kg .

T: I’m heavier than you . （将词卡heavy翻过来就是heavier）并且师边做动作边说I’m stronger than you，too . You’re thinner than me .出示词卡stronger和thinner.

引出heavier, stronger和thinner,找单个学生拼读，师板书。

(4) 板书smaller和bigger

T: I wear size 37 .How big are your feet ?问S4师走到一学生跟前用脚比划。

S4:I wear size 36 .

T: My shoes are bigger than yours .(师板书主句型My shoes are …

)Your shoes are smaller than mine .出示词卡bigger和smaller,生书空，师板书smaller和bigger。

(5)longer的板书

T：师做测量自己的胳膊状，Look !My arms are 60cm long .How long are your arms/legs ?师问S5

S5:师走到该生面前做测量状，说His arms are 55cm long .

T: So my arms are 5cm longer than yours .师边说边板书longer .

师说My hair is longer than his .师指着一短头发学生说。

（二）词句链接

（1）用课件5

展示两张对比明显的照片，让学生进行比较。给学生自主复习时间，用…

than …

句式。

T: Now besides you and me, here come two famous people,

Look, who are they?

.

S1: They are Yao Ming and Liu Xing.

T: How old is Yao Ming? 师边说边补充板书How old …

is …?

S2: He’s 33 years old.

T: How old is Liu Xing?

S3: He’s 21 years old.

T: Who is younger?

Ss: Liu Xing is younger than Yao Ming .Yao Ming is older than Liu Xing.

（2）T: Now, discuss these two pictures like this .One asks, the other answers.

then compare them. Using these words and sentences .1,2 Go !（师边说边指着课件中的提示）

教师示范说句子，然后让学生在小组内讨论,师检查3-4个学生。

（3）T：My arms are longer than his . What about Yao Ming’s and Liu Xing’s arms and legs? Whose arms are longer? Look, you can say : Yao Ming’s arms are longer than Liu Xing’s. Liu Xing’s arms are shorter than Yao Ming’s. Please go on comparing.2-3生展示。

（4）情感教育：（课件6）

Don’t laugh at the shorter and the thinner student .We should help each other .

（不要嘲笑较矮较瘦的同学。我们应该互相帮助。）

（设计意图：将词融合到句型中,学生自主复习比较级，同时渗透情感教育，培养学生互相爱护、互相帮助的品质。）

（三）归类点拨（课件7）

(1)T: We have learned so much. Now let’s write .What can you find? (Can you find the rules ?) Begin. 找学生来总结规律。

（设计意图：让学生写出一些词的比较级，然后让学生自己总结，找出规律，达到自主探究的目的。

Step3.Practice (Sentences tructures and application)

（一）整合话题

T:

Just now we compared Yao Ming and Liu Xing. Now please compare you with me.

(点击课件8先出现照片，再出现问题，再出信息卡)

T: Look. There’s a picture, who’s she?

SS: It’s you.

T: Yes. It’s me .Please ask me .

SS: How tall are you?

How heavy ? How old?... 此时教师一一回答时。

T:教师指着自己的信息表说：

T: This is my information card. Now take out your card .(课件9)

教师和一学生示范。

T: How old are you?

S1: I’m….

T: I’m … than you.

Ask and answer with your partner like this, compare each other and finish your card .

A: How old are you?

B: …

A: I’m … than you .

A: How tall are you?

B: ...

A: I’m … than you .

A: How heavy are you?

B :...

A: I’m …than you .

A: How long are your ...?

B: ....

A: They are ....

than yours.

A: How big are your feet?

B: …

A: My … are …than yours.

教师检查2—3组学生询问的过程。

（设计意图：让学生在询问中记录相关信息，同时培养学生在实际情景中综合运用语言的能力。）

(二) 分层训练

(再出现下一张课件10：你我比一比)

T: Just now, you compared you with your partner, now please compare you with me.(师示范)

I’m … than you.

You are … than me.

My arms/…

are shorter/…

than yours. （评价语：Well done !Wonderful!）

（设计意图：让学生在You and Me的比较中自我展示，用所学比较级的句型，培养学生说的能力。）

(三) 自主展示

（课件11写电子邮件）

T: You speak very well. But I don’t know all of your information, now write an e-mail to me like this .Tell me your information and our diversities.（学生写完后，找2个学生朗读。教师纠正发音和书写。）

（设计意图：让学生在完成了说的练习之后进行写的练习，训练学生综合运用语言的能力。）

Step4. Production (Exercises in class.)（课件12.13）

让学生做一做，选一选，写一写。Get Ss to do exercises in seven minutes. T checked the answers .

T: We have learned so much today, can you finish the exercises by yourself?

（设计意图：通过检测词汇、主句型的运用，让学生当堂达标，以提高学生的读写能力）

Step5.Progress

1.小结

（课件14）

T: Today we have learned these words and sentences . Let’s chant。

（设计意图：一个简短的chant进行总结，将所学词汇和句型融合，形式活泼节奏明快，减少了复习课的枯燥。）

2.Homework：（课件15）

Ask your partents’ weight/height/age and so on, then compare with yourself and write down the result using these words and sentences .

（询问你父母的体重、身高和年龄等，然后和你自己相比较，并且用比较级形式的句子记下来。）

（设计意图：开放性和实效性结合，综合运用，让学生采集自己家人的信息并试着用所学的比较级句型写下来，培养学生实际运用语言的能力。

放you and me的背景音乐，结束本课。