【正文】 ；問(wèn)路；課余活動(dòng)；業(yè)余愛(ài)好；職業(yè)；水循環(huán)（植物）。3重點(diǎn)難點(diǎn) 評(píng)論Teaching key points: Master the usage about the parative of the difficult points: The students can retell the story by using the new words and the sentences about the parative of the Step The teacher and the students greet with each Show the students some photos of our school and our the new sentences “ It’s getting??” “It’s being??”(設(shè)計(jì)意圖:這一環(huán)節(jié)我用學(xué)生們熟悉的今日的校園和池州城與昔日的校園和池州城作對(duì)比,讓他們?cè)谖覟槠鋭?chuàng)設(shè)的真實(shí)的情境中感知這些變化,讓學(xué)生們對(duì)句型 “ it’s getting??” “It’s being??”有個(gè)直觀的認(rèn)識(shí),知識(shí)的傳授顯得生動(dòng)、形象而易理解。)Scanning Read Paragraph 1 carefully and write T(true)or F(false). sun is getting higher and duck’s shadow is getting shorter and Paragraph 2 carefully and underline the little duck’s Paragraph 2 carefully and Paragraph 3 carefully and underline the old tree’s paragraph 3 carefully and finish the dialogue.(設(shè)計(jì)意圖:這一環(huán)節(jié)被稱(chēng)為“尋讀”,意為帶著思考和任務(wù)去閱讀。最后,我用一首小詩(shī)將這節(jié)課所學(xué)的知識(shí)滲透其中,也將情感目標(biāo)滲透其中,使得這節(jié)課有了升華。2)能力目標(biāo)：進(jìn)一步訓(xùn)練學(xué)生的自我閱讀能力并要求能快速閱讀后領(lǐng)會(huì)主要句子的意思。（2）Read the sentences and fill in the blank Little Water Drop sleeps in the _______ _______ very ____ be _______ up in the sky, he Water Drop goes ______ and ____ many _____ little water Water Drop bees very Water Drop and his friends ______ _______ into a lake.（設(shè)計(jì)的目的：加深對(duì)重要詞匯的理解達(dá)到對(duì)詞匯的掌握，使學(xué)生將更多的注意力放在語(yǔ)句中，讓單詞的記憶不再孤立。設(shè)計(jì)任務(wù)：After reading the passage, ask the students conclude the useful words and expressions in reading.(設(shè)計(jì)目的：由學(xué)生自己總結(jié)本課的知識(shí)點(diǎn)和語(yǔ)法項(xiàng)目，有利于培養(yǎng)學(xué)生自主學(xué)習(xí)的良好習(xí)慣)StepⅦ看有關(guān)水的紀(jì)錄短片，了解地球上水資源嚴(yán)重缺乏的情況，根據(jù)學(xué)校當(dāng)前存在學(xué)生浪費(fèi)水的現(xiàn)象比較嚴(yán)重對(duì)學(xué)生進(jìn)行環(huán)境保護(hù)教育。Questions:1)What’s the weather like?2)Does Little Water Drop feel very hot in the river? 3)Where is he going? 4)Who does he meet when he goes up? 5)Does he meet many of his friends in the sky? 6)Does Little Water Drop bee very heavy? 7)How does Little Water Drop feel when the sun es out? 8)Can help little water drop go up to the sky again?(采取小組競(jìng)賽的形式完成本任務(wù)，每答對(duì)一題給小組加10分)StepⅣ Work in groups 任務(wù)設(shè)計(jì)：Discuss the passage carefully in groups, then try to draw the rout of Little Water Drop小組合作畫(huà)出水循環(huán)的簡(jiǎn)圖根據(jù)水循環(huán)簡(jiǎn)圖口頭描述水循環(huán)過(guò)程，然后寫(xiě)出來(lái)。3． 教學(xué)重點(diǎn)和難點(diǎn)： 1)使學(xué)生通過(guò)閱讀進(jìn)一步理解水循環(huán)的過(guò)程 2)對(duì)文章能聽(tīng)、讀、理解及獲取其中的主要信息 3)學(xué)會(huì)運(yùn)用與短文有關(guān)的重要詞語(yǔ)4． 教學(xué)方法：情境教學(xué)法、直觀教學(xué)法、任務(wù)型教學(xué)法等5． 教具準(zhǔn)備：小水滴和風(fēng)先生等頭飾、多媒體課件、錄音機(jī)、磁帶等 6． 教學(xué)過(guò)程： StepⅠ:warm up 1)Greeting each other 2)Say a chant to review what they learned in I’m ’m ’m from the ’m ’m ’m from the ’m ’m ’m from the Ⅱ Leading in Miss Flower and Little Water Drop are good is feel very Flower is asks Little Water Drop give her some Little Water Drop is too wants to ask his friends to help her where are his friends? Can they help Miss Flower? Now let’s read the Ⅲ 課文展現(xiàn)與分析，初步感知短文。這就需要通過(guò)創(chuàng)設(shè)真實(shí)的情景幫助學(xué)生理解，采用多種教法逐步一突破重、難點(diǎn)，進(jìn)一步引導(dǎo)學(xué)生結(jié)合自己的生活經(jīng)驗(yàn)去理解表達(dá)。)Demonstration and practice The scientist explains the change regulation of the teacher makes an experiment about the shadow.(設(shè)計(jì)意圖:這一環(huán)節(jié)中,我運(yùn)用了自然法和活動(dòng)教學(xué)法,旨在通過(guò)實(shí)驗(yàn)去探究影子長(zhǎng)短變化的規(guī)律,大大激發(fā)了學(xué)生的學(xué)習(xí)熱情。)Step Skimming The students read the story quickly and choose a title for the story.(設(shè)計(jì)意圖:這一環(huán)節(jié)之所以被稱(chēng)之為“略讀”,目的是讓學(xué)生們通過(guò)快速通篇閱讀,把握文章的主要內(nèi)容。第四篇：pep小學(xué)英語(yǔ)六年級(jí)上冊(cè)教學(xué)設(shè)計(jì)PEP小學(xué)英語(yǔ)六年級(jí)上冊(cè)Unit 1 Shadow教學(xué)設(shè)計(jì)教學(xué)目標(biāo) Knowledge aims: Teach the students the new word “shadow” and the new sentences “It’s getting??” “It’s being??”.Ability aims: The students can use the sentences about the parative of the adjectives in real goals: Guide the students to love their the students to grateful to their 評(píng)論此節(jié)課面對(duì)的是六年級(jí)的學(xué)生,他們經(jīng)過(guò)了四年的英語(yǔ)學(xué)習(xí),單詞和句型的儲(chǔ)備都達(dá)到了一定的量,但也存在了兩極分化的問(wèn)題,因此,我在教學(xué)難度的設(shè)計(jì)上注重了由簡(jiǎn)到繁,循序漸進(jìn),在任務(wù)設(shè)計(jì)時(shí)注重閱讀能力和寫(xiě)作能力的雙提高。五上：老師；日常活動(dòng)；食品；家務(wù)勞動(dòng)；居室；自然物。教師在教學(xué)中注意知識(shí)的前后聯(lián)系）第一冊(cè)：學(xué)習(xí)用品；身體部位；顏色；動(dòng)物；食品和飲料；數(shù)詞。（2）（名詞）知道名詞有單