资源简介

(共44张PPT)
Who is heavier
1
Core competences
核心素养目标
Let’s say
1.62m
1.55m
1.45m
How tall are you
I’m _____ m tall.
Lucy
Bob
May
1.62m
1.55m
1.45m
Lucy
Bob
May
______ is _______ than_______.
taller
shorter
1.62m
1.55m
1.45m
Lucy
Bob
May
Age:11
Age:8
Age:13
How old are you
I’m _____ years old.
1.62m
1.55m
1.45m
Lucy
Bob
May
Age:11
Age:8
Age:13
Make more sentence
______ is _______ than_______.
older
younger
Lucy
May
Look and say
My ruler is ______than yours.
longer
shorter
My ruler is ______than yours.
It's sunny today.
Let's go fishing!
Great !
Lead-in
Presentation
Wu Binbin's fish is smaller than Oliver's.
Presentation
[ sm l ]
Wu Binbin's fish is smaller than Oliver's.
small-smaller
Presentation
Oliver's fish is bigger than Wu Binbin's .
Presentation
[ b g ]
Oliver's fish is bigger than Wu Binbin's .
big-bigger
形容词的比较级:重读闭音节单词
双写词尾辅音再加er
Presentation
Sarah,Mike, how heavy is
your fish
It’s 2 kilograms.
It’s 4 kilograms.
Oh,Sarah's fish is thinner than Mike's.
Presentation
[ θ n (r)]
Sarah's fish is thinner than Mike's.
thin-thinner
形容词的比较级:重读闭音节单词
双写词尾辅音再加er
Presentation
Mike's fish is heavier than Sarah's.
2 kilograms
4 kilograms
Presentation
[ h v ]
Mike's fish is heavier than Sarah's.
heavy -heavier
形容词的比较级:
词尾若是y， 变y为i再加er
Presentation
My fish is heavy.
I can't move it.
Let me help you. I'm stronger than you.
Presentation
[ str g ]
I'm stronger than you.
strong - stronger
Zhang Peng is a helpful boy. So if you are strong，you can help others, too.
Watch and repeat
Look and say
bigger
smaller
thinner
stronger
heavier
Language point
how 短语疑问词
how heavy 问重量
how tall 问高度
how long 问长度
how old 问年龄
how many 问数量
询问体重的句型
How heavy are you
回答:I’m+体重+kilogram(s).
bigger
thinner
heavier
smaller
stronger
big
thin
heavy
small
strong
What can you find
1. 一般情况下在原级后面直接加er
2. 遇见重读闭音节， 词尾双写加er
3. 词尾若是y， 变y为i再加er
形容词比较级的一般变化规则
Language point
smaller
bigger
stronger
thinner
heavier
Practice: Sharp eyes
smaller
bigger
stronger
thinner
heavier
Practice: Sharp eyes
heavy
heavier
thin
thinner
strong
stronger
big
bigger
small
smaller
Next, they plan to have a picnic.
John:How heavy are you
Jim:I'm____________.
John:You are than me.
Practice: Look and say
52 kg
48 kg
52 kilograms
heavier
Wu Binbin:How big are your shoes
Mike:I wear size ___ shoes.
Wu Binbin:Your feet are _______than mine.
Practice: Look and say
38
bigger
size 37
size 38
A:How heavy are you
B:I'm____________.
A:You are than me.
Practice: Look and say
60 kilograms
heavier
A:40 kg
B:60 kg
A:How heavy are you
B:I'm____________.
A:You are than me.
You are_________than me,too.
Practice: Look and say
70 kilograms
heavier
B:70 kg
A:20kg
stronger
A:You are than me.
B:You are than me.
Practice: Look and say
A
B
smaller
bigger
A:You are than me.
B:You are than me.
Practice: Look and say
A
B
smaller
bigger
Mike’s fish is_______ than Sarah’s.
shorter
Match and say
Oliver's fish is ______than Wu Binbin's.
bigger
Match and say
7
Homework
作业设计
https://www.21cnjy.com/recruitment/home/fine中小学教育资源及组卷应用平台
（PEP版）六年级下学期
Unit1 How tall are you 单元整体分析
课时 Unit1 How tall are you B let’s learn
语篇内容 Who is heavier 类型 词汇课
语篇分析 What:Wu Binbin,Zhang Peng和小伙伴们一起去徒步，休息的时候他们讨论了他们之间的体重，以及鞋子的大小，随后他们还一起调了不一样长短大小的鱼，大家都玩的很开心。Why:让学生在完整的语篇中感受核心句型和单词的语用和语义，对比自己和他人的体重以及鞋码大小等外贸特点，引导学生树立正确的审美观，学会欣赏和尊重他人的外貌差异，学会合理饮食，增强锻炼。How:该语篇是比较经典的比较句，涉及到比较级词汇，理解核心单词smaller, bigger, thinner, heavier, stronger的词性和意义，并总结归纳形容词由原形变为比较级是需双写词尾的字母，再加-er或者是变y为i，再加-er。
教学目标教学重点、难点 在图片和教师的帮助下理解对话大意，掌握核心单词smaller, bigger, thinner, heavier, stronger的词性和意义，了解形容词比较级的变化规则；（学习理解）学会欣赏和尊重他人的外貌差异，合理饮食，保持健康的生活方式，并完成Match and say的活动，运用所学语言描述朋友们钓到鱼的特征。（应用实践）完成读写拓展活动的练习，在语篇中巩固描述他人外貌特征的语言，提升阅读能力和思维能力，促进语言的综合运用。（迁移创新）
资源选取及运用 教材、PPT及图片
教学过程：
教学目标 学习活动 效果评价
1.学习理解 在语境中，根据单词的音、形、义，学习词汇： bigger,smaller,thinner,heavier,stronger. 1.Let’s chant2.Review3.Presentation4.Let’s watch 教师观察学生能否参与互动交流，根据需要调整领读与鼓励。教师根据学生发音情况，并且利用图片让学生理解短语的意思，给与指导与反馈教师根据学生不同的水平，结合教学中出现的问题给与指导与鼓励
设计意图：本阶段学习活动旨在帮学生在语境中理解学习内容，学习核心词汇和核心语言。学生在教师的指导下看图预测对话内容，在跟读模仿中模仿正确的语音语调，内化语言，为语言输出奠定基础。
教学目标 学习活动 效果评价
2.应用实践：多种形式操练比较级，提高运用比较级的能力。 1.Language points2.Sharp eyes 教师观察学生运用核心语言进行交流的情况，根据学生表现给与指导与反馈。教师观察学生能否能够顺利完成连线题目，根据学生表现给与提示和指导。
设计意图：本阶段学习活动引导学生在游戏中巩固知识。特别是重点语句，在游戏中不知不觉完成知识的学习。
教学目标 学习活动 效果评价
3.迁移创新：利用情景，输出所学内容，完成练习，在情境中运用所学知识。 1.Look and say2.Let’s match3.Match and say 教师观察学生在小组内运用所学语言交流，教师根据学生对问题的回应与反馈，引导讨论和正确的评价。及时给与帮助和鼓励
设计意图：本阶段的教学活动旨在帮助学生内化语言知识，将所学知识运用到实际中，从学习理解过渡到运用实践，为后面的迁移创新有了真实的感受和体验。
板书设计
阶梯式作业设计：
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