6B Unit 2 More exercise教案及教學反思（通用2篇）
6B Unit 2 More exercise教案及教學反思 篇1
教學課題
unit2 more exercise
課型
新授課本課題教時數(shù)：6 本教時為第1教時 備課日期：2月22日教學目標：一、知識與技能：1、能聽懂、會說、會讀和會拼寫單詞low, slow及其比較級2、能聽懂、會說、會讀和會寫句型：do the boys jump higher than the girls? does jim swim slower than david?二、過程與方法：通過運用句型進行問答，熟練掌握副詞及比較級。三、情感態(tài)度與價值觀：通過學習本單元內(nèi)容，鼓勵學生制定鍛煉身體的計劃，強健體魄。 教學重點、難點：能正確理解、掌握四會單詞和句型教學方法與手段：多媒體課件，單詞及句型卡片，學生信息表，情景教學法、交際法教學過程： 教師活動學生活動
設計意圖step 1 teaching organization:t: i’m glad to see you again.與隨班生進行簡單的交談。 what day is it today? what date is it today? what time is it now? do you like…? does he/she have…? does he/she swim/run/jump fast/high?step 2 revision:1. have a dialogue with ss. i am taller than mary. how about you? are you taller than mary?2. ask some students to come to the front and ask ss to make sentences. step 3 presentation:1. t: yes, you should do more exercise. show the title of the unit and read together t: do you like sports? what sports do you like best? t: can you jump? jump, please. let two students jump together. jump in the front, and then ask ss can i jump high? can you jump higher than me? use this way to teach the word, high (higher), low (lower).try to say: a jumps higher than b. ---b jumps lower than a.2. t: can you jump forward? jump forward, please. a jumps farther than b.teach: far farther指導隨班生朗讀這個單詞。 t: so we can say “b does well. but a does better than b.”teach : well better3. t: you like playing football. so i think you run fast, right? the girls don't like sports. so i think the boys run faster than the grils.teach: fast, faster, slow, slower show pictures and say wb runs fast. does mike run faster than him?t: look at the other boys, make dialogue like this.4. t: what time is it now? what time do you get up every day? how about you? what time do you get up? compare these two students.a gets up earlier than b. ---b gets up later than a.teach: early, earlier, late, latershow pictures, let the ss make a dialogue.5. ask ss to give a summary to the forms of the comparative degrees.step 4 presentation:1. ask ss to have a look at the pictures in page 17, and then make dialogues in pairs.show picture 1: t：look .the boys jump higher. the girls jump lower. t: do the boys jump higher than the girls? ask ss to use the words in blue box to make sentences and draw pictures or make gestures to explain their dialogue.step 5 homework:ss make sentences using the comparative degrees of adverbs. part css answerss make dialoguesss read the titles1: i like ...s2: i like ...s: yes.(jump)ss learn the wordsss learn the wordsss learn the wordsss learn the wordsss ask and answers1: it's ... i get up at ...s2: i get up at ...try to say a gets up earlier than b. ---b gets up later than a.ss make dialogue1.直接+er2.有e+r3.變y為i+er4.雙寫+er5.以+ly組成的副詞前面+more6.不規(guī)則ss: yes, they do.ss practice in pairs and then ask ss to come to the front and show their dialogues in the front. ss use the word in the box to make sentences.
通過師生之間的相互對話拉近師生之間的關系，營造良好的課堂氛圍，為整堂英語課的學習作鋪墊。
通過師生的互動，復習上節(jié)課所學習的句型，從而引出本節(jié)課的主題。
創(chuàng)設情景，讓學生在一個完整的情景中學習新授內(nèi)容，有助于學生更好地掌握，更好地理解所學內(nèi)容。
結合句型學習單詞，詞不離句，讓學生更好地掌握語言知識，并初步能夠運用。
句型的教授由簡到難，并以板書的形式呈現(xiàn)，給學生思考的時間，放手讓學生自學。
讓學生觀察單詞，回憶上節(jié)課形容詞變比較級的規(guī)律，總結副詞變比較級的規(guī)律，鼓勵學生發(fā)現(xiàn)學習。
由陳述句轉換到一般疑問句，通過書上的句型呈現(xiàn)，讓學生更扎實地掌握新知識。
板書設計： unit 1 more exercise? fast faster high higheri jump higher than tom. ben runs faster than me.授后小記：在新授完所有的副詞比較級之后可以進行總結，復習一下變化規(guī)則。并讓學生找出形容詞比較級與副詞比較級用法的不同之處。這一點在在句子中可以充分體現(xiàn)出來，避免在操練時出錯。另外，當主語為第三人稱單數(shù)時的句子還需要進行強調(diào)，避免遺漏動詞的第三人稱單數(shù)形式。授課日期： 3 月 3 日
教學課題
unit2 more exercise
課型
新授課本課題教時數(shù)：6 本教時為第2教時 備課日期：2月22日教學目標：一、知識與技能：
1.能正確理解、掌握a部分會話，并能朗讀、初步表演對話。
2.能正確地運用對話中出現(xiàn)的日常交際用語交流。
3.正確掌握b部分出現(xiàn)的四會單詞low lower, slow slower, late later, early, earlier, , well better,和ben runs faster than tom .jim is not as strong as the other boys.句型 4.掌握b部分中出現(xiàn)的三會單詞 far farther 二、過程與方法：通過運用句型進行問答，熟練掌握副詞及比較級。三、情感態(tài)度與價值觀：通過學習本單元內(nèi)容，鼓勵學生制定鍛煉身體的計劃，強健體魄。 教學重點、難點：
1.能正確理解、掌握b部分單詞。 2.能熟練運用句型操練單詞。教學方法與手段：多媒體課件，單詞及句型卡片，學生信息表，情景教學法、交際法教學過程： 教師活動學生活動
設計意圖step 1 sing a song. step 2 free talk. 與隨班生進行簡單的交談。t: good morning, boys and girls. t: what date is it today? t: what day is it today? t: are you as tall as ?？ t: who is taller ,you ortom t: who is younger ,you orsu yang t：do you run fast? do you jump high? do you swim fast? step 3 presentation and drillt有和學生的對話引出b部分單詞的教學。t: do you swim fast?引出同類單詞的教學。 1. 教師板書low lower, slow slower, late later, early, earlier, , well better,far farther，讓學生靜聽，后模仿、跟讀。 2 .教師繼續(xù)創(chuàng)設情景用句型引出單詞并引導學生說句子。t： flies the kite lower. 讀。 3 .運用剛才所學句子操練。讓2個學生做動作大家一起說 step 4 practice and consolidation 1.讓學生聽錄音，模仿跟讀單詞。 鼓勵隨班生跟著錄音一起讀。step 5 布置作業(yè)： 1抄寫形容詞和他的比較級。 2 看圖寫句子（c部分圖片）。1.《i wish i was taller 》2.between the teacher and the students.ss: good morning.ss: it’s the …ss: it’s monday.s3: i’m younger than su yang learn the new words.read the new words.教師板書句子.讓學生靜聽模仿跟讀。然后集體升降調(diào)朗。ss: swims slower than . gets up earlier than jump farther than . …4.運用剛才所學句型和單詞小組內(nèi)學生進行交流。 5.小組內(nèi)學生匯報剛才所說的句型，分組進行，看哪組學生說的又流利、又正確。 6.talk in pairs then ask and answer. 2.游戲： a：一學生說形容詞他的同桌說出比較級。 b：分集團接龍說單詞。 3.再次讓學生聽錄音，模仿跟讀單詞。在學生跟讀中，糾正學生朗讀中出現(xiàn)的錯誤。 4.在學生能正確朗讀的基礎上讓升學自己總結部分形容詞比較級的變化規(guī)則。
在教師與學生輕松愉快的英語日常交際中，學生們自然的進入英語學習的狀態(tài)。
在游戲中學生體驗到了學習的快樂，能將所學知識融入實際生活之中。增強了知識的實用性。
通過學生自己的觀察與發(fā)現(xiàn)，再歸納總結形容詞比較級的變化規(guī)則。板書設計： unit 1 more exercise?
單詞
swims slower than .
gets up earlier than jump farther than .授后小記：新知識的導入自然，學生容易接受，并及時地鞏固，有助于學生更好的掌握并能舉一反三。從學生自身情況導入課文主角jim的情況，學生容易從心理上接受，并深入學習。在新知識的學習中從詞到句，并讓學生進行朗讀，對于新長句型的掌握有好處。授課日期： 3 月 4 日
6B Unit 2 More exercise教案及教學反思 篇2
教學課題
unit2 more exercise
課型
新授課本課題教時數(shù)：6 本教時為第3教時 備課日期：2月22日教學目標：一、知識與技能：1、能聽懂、會說、會讀和會拼寫詞組be good at, do well in 等2、能熟練運用副詞的比較級3、能運用自己的語言描述jim的情況二、過程與方法：能夠掌握副詞及比較級，并能用自己的語言正確描述jim的情況三、情感態(tài)度與價值觀：通過學習本單元內(nèi)容，鼓勵學生制定鍛煉身體的計劃，強健體魄。 教學重點、難點：
學生能熟練掌握副詞的比較級，并能用自己的語言正確描述jim的情況。教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導: 情景教學法，操練法教學過程： 教師活動學生活動
設計意圖step 1 revision:1. say something about you or your friends with comparative degree of adverbs.與隨班生進行簡單的交談。2. show some pictures and ask ss to make dialogues and try to find some mistakes from the others, and try to correct them.3. wanted: 10 basketball players ask ss to use the expressions like this: i run faster than . do you jump higher than me?...teach: player, eg: basketball player, football player, volleyball player…step 2 presentation:1. t: , you are strong, you run faster, jump higher than the other boys. so i think you are good at pe, right?t: what kind of sport are you good at? ok. you are good at basketball. you are good at playing basketball.teach: be good atask some students as models.then ask and answer2. t: you are good at english. you do well in english.teach: be good at = do well in3. t: now i know what you are good at. then i want to know what jim is good at and what he isn’t good at. let’s listen and answer.t: yes. jim is good at english and maths, but he does not do well in pe.t: he wants to do better but does not know how.teach: don’t know howt: so, what is he doing now?1.t: ok, let’s listen to their conversation, and know about jim’s problems.t: does jim run fast? who runs faster than him?t: yes, they are strong, and mike is good football player. does jim jump high?t: that’s true. he jumps higher than some of the boys in his class.teach: that’s true. some of the boys5. read the dialogue after the teacher, then read together.2.t: now you know about jim’s problems, can you say sth about it?引導學生根據(jù)板書上所學習的新詞組、句型，對課文對話部分進行再整理，用自己的語言表達出來。鼓勵隨班生一起編對話。step3. consolidationt: now can you tell me about your problems?鼓勵學生模仿，對自己存在的弱項進行描述。step4. homeworkcopy the new phrasestry to recite the textprepare for the rest of the textss say sth. about them and their friends.ss make dialogues and find mistakes from each other, and correct.ss talk about themselves with comparative degree of adverbs.s: yes.(師引導)i’m good at pe.s: i’m good at basketball.s1: what are you good at?s2: i’m good at …ss listen and try to answer the questions.s1: jim is good at english and maths.s2: he isn’t good at pe.ss repeat the sentence.ss learn and translates: he is talking to his dad about it.ss watch the flash.s: no, he doesn’t. mike and ben run faster than him.s: yes, he does.ss learn the sentence and the phrase.s(師提示): jim is good at english and maths, but he does not do well in pe. ben runs faster than him, he’s strong. mike runs as fast as ben, and he’s a good football player. but jim jump higher than some of the boys in his class. he wants to do better in pe, but does not know how. so he is talking to his father about it.
鼓勵學生運用副詞的比較級對自己和朋友進行描述，拉近學生間的關系，氣氛融洽，營造良好的英語學習氛圍。通過征求是個籃球運動員，讓學生結合自身進行描述，激發(fā)學生的積極性，也引出了新知識。新知識的導入自然，學生容易接受，并及時地鞏固，有助于學生更好的掌握并能舉一反三。從學生自身情況導入課文主角jim的情況，學生容易從心理上接受，并深入學習。在新知識的學習中從詞到句，并讓學生進行朗讀，對于新長句型的掌握有好處。在學習完左半部分后，鼓勵學生根據(jù)板書上所學習的新詞組、句型，對課文對話部分進行再整理，用自己的語言表達出來，鍛煉學生的語言運用和表達能力。板書設計： unit 1 more exercise?
i jump higher than tom.
ben runs faster than me. be good at do well in 授后小記：本課首先通過提問和回答，復習上節(jié)課的內(nèi)容后，對課文的右邊部分進行學習。在新授時，我讓學生帶著兩個問題what’s dad’s suggestion?what will jim do?聽錄音，在錄音之后回答問題。在多媒體媒體手段的幫助下，學生能夠地理解課文，并搜索到相關的信息。通過充分地感知材料，學生產(chǎn)生學習問題，激發(fā)好奇心和求知欲，從而提前作好學習課文的心理、知識準備。在聽的基礎上，讓學生說，在這種聽說練習的過程中，基本理清課文內(nèi)容。在回答問題之后，我再放錄音，讓學生跟著錄音朗讀課文。我還讓學生小組讀、男女生讀，最后還讓學生們進行了分角色表演，充分地融入到課文中去。 授課日期： 3 月 7 日
教學課題
unit2 more exercise
課型
新授課本課題教時數(shù)：6 本教時為第4教時 備課日期：2月22日教學目標：一、知識與技能：1. 學生能用自己的語言對jim進行描述2. 學生能夠判斷e部分的問題3. 學生能夠從錄音中抓住重點并正確完成d部分內(nèi)容。二、過程與方法：能夠掌握副詞及比較級，并能用自己的語言正確描述jim的情況三、情感態(tài)度與價值觀：通過學習本單元內(nèi)容，鼓勵學生制定鍛煉身體的計劃，強健體魄。 教學重點、難點：學生能熟練掌握副詞的比較級，并能用自己的語言正確描述jim的情況。教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導 操練法教學過程： 教師活動學生活動
設計意圖step 1 revision:1. t: we have known something about jim, can you say something about jim. 與隨班生進行簡單的交談。2. fill in the blanksjim is ______ ______ english and maths, but he does not ______ ________ _______ pe. he tells his father that his classmates can run and swim ______ than _______. his father asks him to do _______ _______, then he‘ll get _________ and do ________ in pe. so jim will get up ________ every day, do _______ exercise _______ he ________ to school, ________ to school in the morning and play ball ______ ________ school. he thinks he‘ll __________ __________ soon.4. have a comparison between you and jim. step 2 presentation5. t: jim is visiting a zoo with his friends. they have a lot of fun there. ask ss to guess what happen in the zoo. encourage ss to use as much english as they can.direction: first find the keywords in the sentences, butterflies/bees, monkeys/bears, fish/ducks. 6. then listen to the tape carefully, especially the key words. a. ask ss to listen to the tape and try to take some notes. give them some guide when necessary.b. listen to the tape again, and then fill in the blanks.c. listen to the tape again and correct all the answers.d.listen and write down the tape script.5. ask the ss read part e, and ask them to finish the sentence judge below. find the answers in the dialogue and underline them. check their answers, and then have a dialogue according to their information.鼓勵隨便生一起操練對話。6. play a gamet: now let’s play a game to see who has a better memory. ask ss to have a look at part f. give ss 1 minute to remember the first 3 pictures. then ask some ss to say something about them. ss may have a group work to finish the rest 5 pictures.step3 consolidation用所給詞的適當形式填空：1. i‘d like ______(take) a walk.2. she likes ______(grow)flowers3. would you please ______(put) the vase on the desk?4. you need ______(do) your homework.5. i like ______(peach).step4 homeworkrecite part a and efinish the workbook page4-5.help ss to finish their description of jim using their language.ss read and fill in the blanksss make a comparison and talk about themselves.ss say what they think about.ss listen and fill in the blanks.ss read and judge, then read the dailogue.encourage the students to use different sentence patterns to ask questions. they may ask like this “who runs faster, the boy or the girl?” “does the girl run faster than the boy?” also they may use opposite words to do pair work. “this girl runs faster than the boy.” the other one can say “so the boy runs slower than the girl.” it makes the practice more competitive. 先鼓勵學生用所學語言對課文部分進行復述，然后出示課文部分復述的填空，進一步完善，讓學生進一步掌握課文部分內(nèi)容，并學習模仿，用自己的語言對課文部分進行描述。通過圖片的呈現(xiàn)，讓學生根據(jù)圖片自己預測對話內(nèi)容，幫助學生初步了解對話背景，然后找出關進的單詞，幫助學生正確完成聽力填空，提高其自信心。e部分的對話比較簡單，所以放手讓學生自己閱讀并進行判斷，培養(yǎng)學生的自學能力。游戲環(huán)節(jié)注重培養(yǎng)學生對語言的運用能力，學生可以自己運用句型結構，而不是被書本框死，有助于學生能力的提高。通過設計題型進行新舊知識的鞏固，幫助學生更好地掌握薄弱環(huán)節(jié)。板書設計： unit 1 more exercise?授后小記：本節(jié)課我先鼓勵學生用所學語言對課文部分進行復述，然后出示課文部分復述的填空，進一步完善，讓學生進一步掌握課文部分內(nèi)容，并學習模仿，用自己的語言對課文部分進行描述。然后通過圖片的呈現(xiàn)，讓學生根據(jù)圖片自己預測對話內(nèi)容，幫助學生初步了解對話背景，然后找出關進的單詞，幫助學生正確完成聽力填空，提高其自信心。e部分的對話比較簡單，所以放手讓學生自己閱讀并進行判斷，培養(yǎng)學生的自學能力。 授課日期： 3 月 8 日
教學課題
unit2 more exercise
課型
復習本課題教時數(shù)：6 本教時為第5教時 備課日期：2月22日教學目標：一、知識與技能：
1.掌握副詞以及比較級的使用。
2.能聽得懂、會說、會讀和會拼寫late later, early earlier, far farther..。
3. 掌握會話中出現(xiàn)的三會單詞和詞組far, traffic , well, jog, do well in , have problems with , do more exercise, animal show, go fora walk..
4.能聽得懂、會說、會讀和會寫四會句型：ben runs faster than jim . do the boys jump higher than the girls? yes ,they do. does jim swim slower than david? no, he doesn’t.
5.能聽得懂、會說、會讀日常交際用語. that’s true. well done. jim is not as strong as the other boys. mike runs as fast as ben..二、過程與方法：通過多種形式的復習，幫助學生正確掌握單詞和句型。三、情感態(tài)度與價值觀：通過學習本單元內(nèi)容，鼓勵學生制定鍛煉身體的計劃，強健體魄。 教學重點、難點：
正確掌握b部分出現(xiàn)的四會單詞,和句型。教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導 操練法教學過程： 教師活動學生活動
設計意圖step 1 warming up step 2 1.free talk. 與隨班生進行簡單的交談。2.play a game. say something about themselves.step 3 revision 3 學生小組內(nèi)表演會話內(nèi)容。鼓勵隨便生一起操練對話。4 教師讓學生根據(jù)實際情況說自己的優(yōu)勢i’m taller than i’m younger than i’m stronger than xxxmy father is taller thanmy pencil is longer than ’si’m good at maths ..i’m good at english . …i run faster than . i swim slower than . tom jump higher than .…5.have a dictation about the words and the phrases.6.do some listening practice .step 3 say the rhyme together.step 4 practice and consolidation1. 游戲； 用所學的句型來猜班級的同學2.教師投影本單元的練習題請學生完成(略)step 5 homework：1 完成《補充習題》的聽力與筆試部分。
listen to a song.
between the students and the teacher.
1.read and act the dialogue.
2. repeat the dialogue.
這一步驟主要是通過相互問好來拉近老師和學生的距離，讓他們做好上英語課的準備,調(diào)動學生說英語的積極性。同時也通過復習學過的句型，為接下去的教學作好伏筆。通過聽聽寫寫的方式來檢查學生對本單元的單詞與詞組的掌握情況。板書設計： unit 1 more exercise?
do …than … ? yes, they do. / no, they don’t. does … than … ? yes , he / she does. / no , he /she doesn’t.授后小記：通過課文部分的朗讀或者背誦，根據(jù)課文內(nèi)容進行問答和表述，檢查學生對課文部分的掌握情況。以游戲的形式進行句型的復習，能夠緩解復習所帶來的緊張感，營造輕松愉快的英語氛圍，有助于學生更有效率地上課。語音部分的教學通過圖片讓學生了解句義，有助于學生將注意力集中在發(fā)音上，并舉一反三。本節(jié)課涉及了聽力練習，這部分聽力很好地訓練了學生聽的能力，時間允許的話可以讓學生進行句型重復，相信學生會本單元的內(nèi)容會有一個新的認識。 授課日期： 3 月 11 日
教學課題
unit2 more exercise
課型
練習本課題教時數(shù)：6 本教時為第6教時 備課日期：2月22日教學目標：一、知識與技能：
1、全面復習掌握本單元的內(nèi)容，通過練習和講評得以鞏固和知新。
2、 區(qū)別與練習一、二單元的內(nèi)容，為單元測驗做準備。二、過程與方法：通過多種形式的練習，幫助學生正確掌握第二單元的內(nèi)容。三、情感態(tài)度與價值觀：通過練習，培養(yǎng)學生正確的解題思路和策略。 教學重點、難點：全面復習掌握本單元的內(nèi)容，通過練習和講評得以鞏固和知新。教學方法與手段：講授法、討論法，并結合課后繼續(xù)指導教學過程： 教師活動學生活動
設計意圖step one: review unit 21 recite the adv. words: low lower &high higher; slow slower & fast faster; far farther; late later & early earlier; well better2 sentences:與隨班生進行簡單的交談。 do you run faster than them? yes, we do. does he go to school earlier than her? no, he doesn’t.step tw review unit 1 1 recite the adj. words: old older& young younger; short shorter& long longer, tall taller; big bigger& small smaller; fat fatter& thin thinner; heavy heavier& light lighter 2 sentences: who is taller than me? liu tao is. whose hair is longer, mine oryours? yours, i think.step three: explain the workbook鼓勵隨班生一起完成練習。 explain the exercises of the workbook.step four: homework prepare for the test of unit 2.recite the adv. wordsrecite the sentences.recite the adj. words:recite the sentences.
通過聽聽寫寫的方式來檢查學生對本單元的單詞與詞組的掌握情況
通過聽聽寫寫的方式及造句來檢查學生對本單元的句型的掌握情況。板書設計： unit 1 more exercise?
what are you good at?
how about you?
who is good at pe(maths, english, chinese) in your group?… is not as strong as …授后小記： 本節(jié)課主要設計了各種題型，復習鞏固本單元的各個知識點，從學生完成的情況來看，大部分學生對本單元的知識掌握得還可以，但是學生對于動詞遇到第三人稱單數(shù)需要變成第三人稱單數(shù)形式還是掌握的一般，總是會有各種遺漏，在今后的教學中要進一步鞏固練習。采納了姚老師的建議，增加了句型轉換的訓練，這是學生的薄弱環(huán)節(jié)，學生對于句型的掌握還需要加強。 授課日期： 3 月 14 日