6B Unit2 More exercise教学设计及反思
教学内容：《牛津小学英语》6B Unit2 More exercise  A. Listen, read and say
教材分析：
本节课围绕Jim和他的爸爸谈论如何进行体育锻炼展开，重点学习如何表达自己擅长以及不擅长什么，该怎么办。
教学目标：
1. 知识目标：能听说读写相关词、日常用语和句型。
2. 能力目标：能运用所学进行复述，解决实际问题。
3. 情感目标：让学生懂得要进行体育锻炼；无论在体育、工作还是学习中，都要追求更快、更高、更强。
教学重点难点：
    1、能听懂、会说、会读和会写相关单词和句型。
2、能运用所学知识进行复述和运用。
教学准备：
    PPT课件
教学过程：
Step1: Free talk and revision
T: Hello, I’m …. I’m very glad to be your teacher. And I want to know something about you.
T: Hi, what’s your name, please?
S1: Hi, I’m…
T: Look, I’m tall/ thin. You’re short/strong. I’m taller/ thinner than you. You’re…（引导学生说）
T: Nice to meet you.
S1: Nice to meet you, too.
T: Look, my hair is short, your hair is long. My hair is shorter than yours. Your hair is…（引导学生说）
T: Nice to meet you.
S3: Nice to meet you, too.
T: Boys and girls, now please make a comparison with me. You can say like this:
  I’m … than Mr Jiang.
My … is/are … than ….
S: 学生练说，教师适当评价。
（设计意图：课始，通过教师与学生外形上的比较，帮学生复习第一单元的内容，同时拉近了与学生的距离。）

Step2: Pre-reading
T: Boys and girls, look at the picture, who’s the man?
S: He’s ….
T: Yes. Look, I like playing football. And I’m a good football player.
（学习player）
T: So I run fast. （教师做动作）Do you run fast?
S4: Yes, I do. / No, I don’t.
T: How about you?
S5: Yes, I do. / No, I don’t.
T: Who runs faster, s4 or s5?
  Now, let’s have a competition. I stand here, who can touch my hand first, who will be No.1, understand? Ready? 3,2,1, go!
S: （看比赛）
T: Who runs faster, s4 or s5?
S: xx runs faster than xx.
T: Good, follow me, please.
S:（跟读）
T: xx runs faster than xx, so xx is good at running.（PPT学习be good at）
How about jumping? Do you jump high?
S?: Yes, I do. / No, I don’t.
T: Who jumps higher, s? or Mr Jiang?
  Let’s have a competition. Let’s jump together. 3,2,1, jump.
  Who jump higher?
S: Mr Jiang.
T: Yes, Mr Jiang jumps higher than xx. Follow me, please.
S:（跟读）
T: Well done. … is good at jumping, we can also say Mr Jiang does well in jumping.（PPT出示，跟读）
I think xx does well in jumping, too, right?
S: Yes.
T: Now, let’s talk in pairs, you can ask and answer like this:
  What are you good at? I’m good at…
What do you do well in? I do well in…
S: （练说）
T: （与学生交流）
（设计意图：通过师生、生生“运动长项”的比赛活动，巧妙引出单元功能---“比较”，将抽象的语言知识巧妙呈现，加深学生对比较级的认知，使学生在句型运用时更加感性化。同时适时引出be good at和do well in，铺垫对话中的难点，丰富学生的语言交际，能更有效地导入对话的学习。）

Step3: While-reading
    1、Learn the narration
T: We know each other more and more. But do you know this boy? Who’s he?
S: He’s Jim.
T: Yes. He’s talking to his dad. What are they talking about, do you know? Let’s listen carefully. Try to get the main idea about the narration.
  When we listen, we can catch the main phrases or sentences.（PPT出示）
S:（听录音）
T: What are they talking about?
S: They’re talking about PE.
T: Is Jim good at PE?
  Now please the narration by yourselves.
  When we read, we can circle or underline the main phrases or sentences. （PPT出示）
S: （自读）
T: Is Jim good at PE?
S: No, he isn’t.
T: How do you know this?
S: He does not do well in PE.
T: What does he want to do?
S: He wants to do better but does not know how.
T: Good. What does ”better” mean?
S;更好地
T: Good.
  （学习better）
T: He wants to do better but does not know how. He has no idea about it. So he’s talking to his dad about it, right?
OK. Let’s read the narration together.
S;（齐读）
（设计意图：通过图片，巧妙过渡到引言的学习。通过听录音，回答问题的方式来引导学生理解引言部分。问题的设计采取分步的方式，利于学生理解。）

2、Learn part1: Jim’s trouble
T: It means that Jim has some trouble in PE. What’s Jim’s trouble? （学习trouble）Can you guess? You can answer like this:
  Maybe he does not do well in…（PPT显示）
S; （预测对话内容）
T: He does not do well in running and swimming. How do you know this? Please read the dialogue.
S:（自读）
T: How do you know Jim does not do well in running. Can you read the sentences for us？
S:（找句子，并读）
T: Yes. And Ben runs faster than Mike.
T: From the sentences, we know Jim does not do well in running. How about swimming? How do you know? Read the sentences.
S:（找句子，并读）
T: Who swims faster, Jim or his friends?
S: Jim’s friends swim faster than him.
T: Yes. What about jumping? Does Jim jump high?
S: He jumps higher than some of the boys in his class.
T: Do you know Jim’s trouble now? Discuss in pairs.
S:（交流）
T: Who can tell me Jim’s trouble?
S:（学生汇报）
3、Learn part2: Dad’s advice
T: So his dad gives him some advice. （学习advice）What does dad say?
  Please read the dialogue again.
S:（自读）
T: What does dad say? （What’s dad’s advice?）
S: 读
T:（适时板书）do more exercise（学习more）, get stronger, do better in PE
4、Learn part3: Jim’s plan
T; And Jim has some plan. （学习plan）What does Jim want to do? Please read the sentences for us.
S: 读
T:（适时板书）get up earlier（学习earlier）, do some exercise, jog to school, play ball games
（设计意图：把对话的学习分成了3个板块，这样便于学生整体把握。在每个板块的学习中，又以问题为线索，引导学生阅读，圈划，让学生真正理解文本。）

5、Read the text
T: Boys an girls, we know a lot about Jim now. Let’s read the text. Follow me, please.
S: 跟读

Step4: Post-reading
1、Complete the exercise after the text
T: Boys and girls, now let’s judge.
（出示书后判断，学生判断，教师追问）
2、Retell the text
T: Boys and girls, now please look at the blackboard.
  Jim has some trouble. He does not do well in running and swimming. Ben runs faster than him. Mike runs as fast as Ben. His friends swim faster than him. So his dad gives him some advice. He can do more exercise and he’ll get stronger and do better in PE. And Jim has some plans. He’ll get up earlier and do some exercise. He’ll jog to school and play ball games.
  Can you retell the text? Just have a try.
S: 学生据板书复述
3、Help Mr Jiang
T: You see, I’m very thin, right? I want to get a little fatter and stronger. Can you help me? Please discuss in pairs.
S: 学生讨论
T: Now, who can give me some good advice？
S: 提出建议，教师及时评价
（设计意图：在读后的最后一个环节，我设计了一个说话活动，引导学生运用已学的知识来帮助别人，既拉近了与学生的距离，又让学生活用所学知识进行交际。）

Step5: Summary
T: Boys and girls, do you know “Olympics”? The spirit of the Olympics is…（PPT出示，让学生读）
T: I think all of us should learn this spirit, not only in the sports, but also in our works and studies. Right?
（设计意图：通过引入奥林匹克的精神，引导学生追求更高。）

Step6: Homework
T: Today’s homework:
  1. Read part A after the tape.
  2. Write down your advice for me and e-mail me at 350521809@qq.com.
T: So much for this lesson. Thank you, boys and girls. Goodbye!


Blackboard design:
                      Unit2  More exercise
       Jim’s trouble  →      Dad’s advice  →        Jim’s plan
          （烦恼）             （建议）             （计划）
         ∧
running  swimming      do more exercise        get up earlier
…runs faster than…      get stronger            do some exercise
…runs as fast as…       do better in PE          jog to school
…swim faster than…                           play ball games

谢谢楼主  抱走了