资源简介

(共18张PPT)
Unit 1 .How tall are you
Part B
Read and write
人教（PEP)六年级下册
Free talk
Do you like spring
Spring is coming.
What changes in spring
Lead-in
Can you think of any other changes
The … is/are getting/growing … and …
The trees are growing greener and greener.
The weather is getting warmer and warmer.
The days get warmer.
The sun gets brighter.
Do you know which season is it
Spring
Can you think of any other changes
（你还能想到其他的变化吗？）
Tips:看图，圈出正确的图片。
Spring is coming.The trees get greener and greener.
Spring is coming.The weather gets warmer and warmer.
Look and tick
Wu Binbin has a story to tell Robin.
1.Who is in the story
2.What are they talking about
Read and answer
Wu Binbin and his family are going on a trip to the countryside. Wu Binbin has a story to tell Robin.
（乡下）
Who is in the story
What are they talking about
Tips:快速浏览故事，回答问题。
Little Duck and Old Tree.
older
smarter
（更聪明的）
Shadow.
Read and answer
__________(Title)
Little Duck is watching the sun go down. It is getting lower and lower, but his shadow is getting longer and longer.
Tips:仔细阅读第一段，回答问题。
What is little duck doing
What happened to the sun and little duck
Little Duck is watching the sun
go down.
Read and answer
What happened to the sun and little duck
The sun is geting lower and lower.
His shadow is geting longer and longer.
Tips:读一读，连一连。
（越来越低）
（越来越长）
When is the duck’s shadow longer
A. In the morning. B. In the afternoon.
Read and match
__________(Title)
Little Duck is watching the sun go down. It is getting lower and lower, but his shadow is getting longer and longer.
“Why is that ” Little Duck asks his friend Old Tree. “You are older and smarter than me. Tell me—why is my shadow longer when the sun gets lower ”
Tips:仔细阅读第二段，画出关键句。
What is Little Duck’s question
___________________
___________________
Why is my shadow longer when the sun gets lower
Read and underline
__________(Title)
Little Duck is watching the sun go down. It is getting lower and lower, but his shadow is getting longer and longer.
“Why is that ” Little Duck asks his friend Old Tree. “You are older and smarter than me. Tell me—why is my shadow longer when the sun gets lower ”
Tips:仔细阅读第三段，将句子排序。
Old Tree says, “That’s easy, Little Duck. The sun goes down every day, and we grow older every day. Your shadow grows longer because you are growing taller. You are becoming a big beautiful bird!”
Why is Little Duck’s longer when
the sun gets lower
( ) Your shadow grows longer because you are growing taller.
( ) That’s easy, Little Duck.
( ) You are becoming a big beautiful bird!
( ) The sun goes down every day,
and we grow older every day.
1
2
3
4
Read and order
__________________(Title)
Little Duck is watching the sun go down. It is getting lower and lower, but his shadow is getting longer and longer.
“Why is that ” Little Duck asks his friend Old Tree. “You are older and smarter than me. Tell me—why is my shadow longer when the sun gets lower ”
Old Tree says, “That’s easy, Little Duck. The sun goes down every day, and we grow older every day. Your shadow grows longer because you are growing taller. You are becoming a big beautiful bird!”
A. Little Duck’s shadow B. Old Tree’s shadow
Tips:给故事选择一个合适的标题。
Little Duck’s shadow
Read and choose
Little Duck’s shadow
Little Duck is watching the sun go down. It is getting lower and lower, but his shadow is getting longer and longer.
“Why is that ” Little Duck asks his friend Old Tree. “You are older and smarter than me. Tell me—why is my shadow longer when the sun gets lower ”
Old Tree says, “That’s easy, Little Duck. The sun goes down every day, and we grow older every day. Your shadow grows longer because you are growing taller. You are becoming a big beautiful bird!”
语音语调准确：
语速恰当：
富有感情：
Listen and follow
Little Duck: Old Tree, the sun gets_____________,
but my shadow gets ______________. Why
Old Tree: That’s easy. Your shadow gets longer because
you are getting ____and growing _____ every
day.
Little Duck: So what will happen to me
Old Tree: Well,…
Read the story agian and finish the dialogue.
（再次阅读故事，完成对话。）
lower and lower
longer and longer
older
older
Read and fill
1.Do you agree with Old Tree Why
2.Can you answer Little Duck’s question What’s your answer
No, I don’t. Because that’s not true.
Yes, I can. It is a natural phenomena. When the sun gets higher, the shadow gets shorter. When the sun gets lower, the shadow gets longer.
（这是一种自然现象，太阳升高时，影子变短；太阳高度降低时，影子变长。）
Think and discuss
Good to know
lower and lower
longer and longer
Can you answer Little Duck’s question What’s your answer （
Because the length of the shadow is based on the height of the sun. When the sun gets lower, the shadow is longer.
Think and discuss
There are many changes around our friends. Talk about the changes in your friends.（我们身边的朋友也有很多变化，谈谈你身边朋友的变化吧。）
My______is better and better
In the new year, My teacher is older, But she looks younger.
Tom’s hair is short. but I think he is cool.
________is _______.But I think he is_________________.
______can’t________________
But he/she can_____________
_________________________.
（外貌）：heavier, thinner, shy, quiet, shorter, stronger,long hair, short hair....
（能力）：run fast, play the pipa, play basketball well, swim, do kung fu, cook, sing,dance...
Let’s write
1. 跟读课本P8页的语篇。
2. Talk about the changes in your family.
（完成作业单一）
3. 阅读绘本故事《Changes》
Homework中小学教育资源及组卷应用平台
PEP六下Unit1 How tall are you!单元整体设计
第一部分 单元教学设计总思路
一、教学理念
《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。确定单元大任务和具体的小任务。秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。
二、单元教材分析
（一） 单元主题意义分析 项目 内容
主题意义 ◎交往 √ ◎感情 ◎态度
单元功能：询问、介绍
育人价值 培养学生观察分析能力，学生能够在语境中描述人、动物、物品的外部特征
（二） 教材分析 本单元的话题比较丰富，对话A讨论恐龙，词汇A讨论人物外形，对话B购鞋，而读写部分和故事则是两个关于比较的故事，基于单元主题的丰富性，所以将单元大任务设置为“Measurement in daily life”,培养学生的跨学科意识，引导学生再描述、测量、汇报的过程中真实地使用语言。单元话题内容设计五个语篇，分别是一节词汇对话融合课，一节单词课，一节对话课，一节读写课和一节故事课，围绕着“Measurement of the age and height”“Measurement of the size and the weight”“Stories about measurement ”而展开。在形容词比较级的学习中，引导学生对自己和身边人有更加细致、数据化的了解，并进行适当的描述和比较。 语篇一是结合了主情景图和A部分的对话课，语篇通过Miss White带领孩子们去恐龙博物馆参观的情景呈现本课时的核心词汇和句型，张鹏和Mike在大厅里讨论恐龙的高度，最高的恐龙有4米高，而小的恐龙没有张鹏高，最后拓展部分通过“量身高活动”调查班上同学们的身高，看谁有机会免费进入恐龙博物馆参观。 语篇二是本单元的第二课时，继续延续单元子话题“Measurement of the age and height”讨论年龄、身高之间的比较。语篇通过主情景图Miss White和孩子们在教师外面的谈话展开，Miss White和Sarah谈论她们之间的年龄差，张鹏和John讨论他们的身高差，陈洁和Amy讨论他们裙子的长短，本课时采用听听力，完成表格的形式，呈现比较级的语用和语义。 语篇三是一节对话和单词的融合课，围绕单元子话题“Measurement of the size and the weight”而展开，语篇通过Mike和吴斌斌谈论周末去徒步的事情展开学习，Mike想要购买新的衣服和鞋子，因为他长高了，来到鞋店后，Mike和吴斌斌都试了鞋子，Mike穿7码的鞋，吴斌斌穿37码，他们惊喜的发现中西方是由鞋码差异的，然后他们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。 语篇四是一节阅读教学课，语篇体裁是故事，本课时通过描述季节、气候的变化，到描述太阳位置的变化会让人的影子长短不一样，解答小鸭子的疑惑以及理解大树回答包含的深沉含义，最后再回归描述人的变化，培养学生说话的得体性。 语篇五是一节故事课，继续延续子话题“Stories about measurement”开展学习，故事内容讲的是Zoom和Zip打算为足球队招聘守门员，吸引了很多动物前来面视，通过多个不同体型动物的尝试，最终Hippo以身高、体重、力量的优势胜出，成为守门员。语篇的结尾设置了一个耐人寻味的问题：Hippo真的能胜任守门员的工作吗？成为一名守门员需要哪些条件？引发学生思考。
三、学情分析
本刚上 六年级的学生学英语已经三年了，六年已形成较好的英语学习习惯，绝大多数的学生掌累了一定的词汇、句型，以及了解一些常见的语法，具备了基本的英语听、说、读、写技能。大部分学生对英语有着浓厚的学习兴趣，也掌握了学习英语的方法，但仍有些学生在英语学习上由于基础薄弱和态度不好，造成英语学习困难重重。当然他们也喜欢引起别人的注意，重视老师的表扬，不怕犯错，很少有羞怯感。他们的记忆力好，形象思维好，但缺乏理性思维，逻辑思维不强。他们爱玩、爱唱、爱游戏、爱活动，这一切都是小学生身心发展的特点。当然六年级个别学生还存在顽劣和懒惰倾向，上课爱搞小动作，作业完成不及时的坏毛病，学习效率也较差。 业 级学生 握并积 法知识， 他们喜 逻辑
四、单元整体设计思路
本单元通过四个子话题，在不同的场景中比较人物、动物、物品等，诠释了单元主题“Measurement in daily life”。单元中的各个语篇与单元主题之间相互关联，而各语篇之间相互递进，相互促成，构成三个单元子话题，即“Measurement of the age and height”“Measurement of the size and the weight”“Stories about measurement ”。单元各语篇之间进行关联分析与整合利用，从学生认知发展的逻辑及“学习与理解-应用与实践-评价与迁移”出发，重新整合了单元教学内容，促进学生核心素养的融合发展，使学生在不断循环复现的主题语言和不断丰富的主题信息、视角中发展深度理解并能够连贯、有逻辑地表达主题意义地能力。本单元的学习旨在通过学习中的观察和测量，培养学生观察分析能力，学生能够在语境中描述人、动物、物品的外部特征，培养学生了解跨学科知识的意识
五、单元总目标
( 一 )能力目标 (1）运用句型比较人或动物的外貌特征：How tall is it It’s...How tall are you I’m.. （2）正确使用形容词比较级的单词询问或描述人物和事物的特点：How tall are you I’m 1.61metres. How old are you I’m 12 years old. （3）运用句型询问他人的鞋码大小、体重等：What size are your shoes Your feet are bigger than mine.How heavy are you I’m...kilograms. （二)知识目标 (1)能够听、说、读、写单词和词组：younger, older, taller, shorter, longer和句型How tall are you I’m ...meters. How old are you I’m 12 years old.的语用和语义，并在实际情景中谈论或对比身高和年龄。 (2)能够听、说、认读单词和词组：smaller, bigger, thinner, heavier, stronger，kilogram, size （3）能够听、说、读、写句型：How tall are you I’m ...meters. How old are you I’m 12 years old. (三)情感目标: 培养学生观察分析能力，学生能够在语境中描述人、动物、物品的外部特征，培养学生了解跨学科知识的意识 。
六、单元设计框架
（一）单元课时安排及板块分配（示意图）
第二部分 分课时教学设计
【第 5课时】
教师 授课内容 Part B: Read and write
A [What]主题意义和主要内容 本课时是一节阅读教学课，语篇体裁是故事，本课时通过描述季节、气候的变化，到描述太阳位置的变化会让人的影子长短不一样，解答小鸭子的疑惑以及理解大树回答包含的深沉含义，最后再回归描述人的变化，培养学生说话的得体性。 [How]文本结构和语言修辞 本节课是一节读写课，旨在培养学生的阅读技巧，提升学生的写作能力。
二、教学重难点
教学重点 1.理解故事内容，并能完成相应的读写任务，理解新语言的语用和语义，了解影子变化的原因 2.能够按照正确意群及语音、语调朗读对话。
教学难点 1.理解故事大意，完成相应的读写任务，完成写作任务“My friend is better and better”，培养学生的读写能力
三、教具准备
PPT、板书
四、教学过程设计
教学环节 教师活动 学生活动 设计意图
Pre- task Greeting Let’s sing Guessing game Greeting to the teacher
While-task Look and tick . S1: spring S2:spring … 本部分通过融合A,B部分的内容创设情景，让学生能在一个连贯的语境中理解和学习新词。
3.Read and answer Who is in the story S1:Old tree and little duck 通过观察图片，发现信息，引出新词的学习，让学生能更直观的感知。
3. Read and match S1:A S 2: B 通过找规律引出本节课的重点单词，学生对这种方式更感兴趣，同时也增加了学生的视觉、听觉的语言输入，为后面输出打下基础。
4. Read and underline S1: why is my shadow...
5.Read and choose 通过思考，加深对对话的理解
Post-task 1.Listen and follow S1:AB 训练学生的听力和图文匹配能力，提高学生对新词的理解能力，同时也是检验学生的学习方式。
Read and fill Think and discuss S1:Look....
5:Summary
6.Homework 分层作业，自主拓展，有利于学生的语言表达和写作能力的发展。
五、板书设计

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