清华一条龙小学英语1B Unit 4 Lesson 22 教学设计
安庆市开发区尤林小学 赵飞鹤
Teaching Contents:
清华大学“大、中、小”一条龙教材1B Unit 4 Lesson 22
Analysis of the Following Aspects:Ⅰ> Teaching Materials
本课时主要学习用英语表达事物的长短，其内容贴近一年级学生的生活和学习实际，有利于他们在真实的语言情景中培养运用英语进行交际的能力。教材强调学生在学习过程中的感悟、体验、实践、参与以及思维能力的发展，在良好的语言环境中，融学习情感、学习能力的形成与语言学习的全过程中，突出兴趣培养，重视学科内容的有效融合，注重培养学生自主学习的意识和能力。
本课生词有：tail, long, short.主要句型是：The monkey has a long tail. The rabbit has a short tail.
Ⅱ> Students
1、小学一年级的学生，由于年龄小，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。
2、学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等。而且，在1A中，学生学过几个小动物的单词，也学习了have当做“有”的含义。
3、学生已经能听懂一些课堂指令，能就一些简单的问题进行口语问答等。
Designing Ideas:：
《英语课程标准》明确指出，学生的发展是英语课程的出发点和归宿。小学英语课的主要目标是培养学生用英语做事情的能力。新课程提倡任务型教学，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式完成教学目标。本着这一思想和理念，我在设计课堂教学时从激发和保持学生的学习兴趣入手，精心创设生活化语言情景，开展丰富多彩的活动，让学生在我的指导下交流语言，从而感受用英语交流的乐趣和愉悦感，培养学生初步用英语进行交流的能力。
Teaching Aims:
1、 Knowledge Aims:
（1）能够听、说、认读单词：tail, long, short.
（2）能听、说、认读句子：The monkey has a long tail. The rabbit has a short tail.并能灵活运用句型。
（3）会唱本课歌曲。
2、 Ability Aims:
（1）能够在实际生活中用英语表达熟知事物的长短，并使用句型 “Xxx has (a) long ….” “Xxx has (a) short …”
（2）培养学生根据语境猜测语意的能力和在尝试中自我修正的学习策略。
3、Emotion Aims:
培养学生的竞争意识和细心观察周围事物的良好习惯。
Important Points &Difficulties:
Important Points：听、说、认读本课单词与句子。
Difficulties：理解has 的含义。灵活运用新知识描述事物的长短。
Teaching Methods：
1、生活化的情景有利于培养学生的语言运用能力，“情景交际法”是本课主要的教学方法。
2、TPR教学法主要针对儿童的身心特点设计的，运用该法根据指令做动作，能充分调动学生的各种感官参与学习，有助于对知识的理解和内化。
3、在学习方法上，主要运用全程式自主学习方式，从学生的需求入手，将学习内容与学生的日常生活经验相结合，在协同学习的环境中体验、参与，从而建构个人的经验，创造个人的知识。
Teaching Aids:
toy rabbit, toy monkey, CAI materials， cards, pencils,sticks
Teaching Steps:
StepⅠ( Warm-up ＆ Lead in)
1、Greetings
2、Touching Game.
Have the students do actions quickly. First,the teacher can give these orders: Touch your face/mouth/ear/eye/hand……Then, the teacher says “Touch your tail” loudly and repeats the word “tail” for several times.
T writes down the new word on the blackboard.
[设计意图：带领学生做快速反应小游戏，吸引学生注意力，调动学生学习兴趣，顺利引出新词汇，进入新课教学]
StepⅡ( Present the new words and sentences)
1、Show a toy monkey and point at the monkey’s tail.
T: We haven’t tails. Animals have tails. Look, the monkey has a tail. It has a long tail.
Have several students touch the tail and practise to say “tail”.
Show the CAI. Ask the student to observe more animal’s tail .
Ask the students to guess whose tails they are.
[设计意图：向学生展示玩具小猴的尾巴，让学生直观地理解含义，加深记忆]
2、Elicit new words: long, short
T: You’re so clever . I love animals, do you love them? What animal do you like?
Encourage the students to express their favourite animals.
After that, T acts like a rabbit and encourage the students to guess what animal the teacher likes.
3 、Show a toy rabbit and compare its tail with the monkey’s.
T: The monkey has a long tail. The rabbit has a short tail.
T repeats “long” and “short” for several times and writes down the words on the blackboard.
[设计意图：通过比较得出结论，自然地教授 long 与short 这对反义词，同时让学生意识到长与短具有相对性。]
4、Practise
T shows a long stick and a short stick. Have the students practise to say the words.
Play a game.
Have the students change the distance of their hands according to the instruction .
Encourage the students to discribe something long or short. Before the practice, the teacher gives a model first.
T: The pencil is long.
The students can use some Chinese when they can not say something in English.
[设计意图：让学生联系生活，寻找周围有明显长短特征的事物，培养学生的发散性思维]
5、Practise the new sentences.
T touches her hair and a boy’s hair.
T: Who has long hair? Encourage the students to answer it.
T:Yes, I have long hair.. He has short hair.
Have the students pay attention to the word ”has”.
Make the comparison about the students’ hair. And have the students say the sentences：________has long/short hair.
Use the similar method and have the students say the sentences: ________has a long/short pencil.
Show the rabbit and the monkey again. Encourage the students to say the sentences: The monkey has a long tail. The rabbit has a short tail.
StepⅢ(Extend some new sentences)
1、Show the CAI. Ask the students to pay more attention to the boy’s and the girl’s hands and make the comparison. They can use these sentences: The boy has a long stick. The girl has a short pen.
2、Find the tails.
T sticks some animals cards one by one on the blackboard. Some animals have no tails ,.Some animals have no ears or nose
T: What’s this ? Please find its tail/nose/ears.
After the students find the tail, the nose or the ears, encourage them to say sentences.
S1: The elephant has a long nose.
S2: The rabbit has long ears. ……
[设计意图：将新知融入游戏中巩固操作，培养学生灵活运用所学进行语言交际的能力]
StepⅣ(Wrap-up)
1、
Listen to the tape.
2、
Listen to the song and sing.
StepⅤ（Homework）
1、
Sing the song
2、
Practise to describe the things arrounding you.
Blackboard Design:
Unit 4
Opposites
Lesson 22
long __________________________________
tail
short______________
清华一条龙小学英语1B Unit 4 Lesson 22 教学设计
1、小学一年级的学生，由于年龄小，好动、爱玩，好奇心和好胜心都很强，对一切新鲜事物都感兴趣，尤其是刚刚开始接触英语，学生的新奇感特别强，在英语课堂上也表现得特别积极。
2、学生已经学过了一些基本的用语，如“This is a/an…”、“That’s a…”等。而且，在1A中，学生学过几个小动物的单词，也学习了have当做“有”的含义。
3、学生已经能听懂一些课堂指令，能就一些简单的问题进行口语问答等。
《英语课程标准》明确指出，学生的发展是英语课程的出发点和归宿。小学英语课的主要目标是培养学生用英语做事情的能力。新课程提倡任务型教学，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式完成教学目标。本着这一思想和理念，我在设计课堂教学时从激发和保持学生的学习兴趣入手，精心创设生活化语言情景，开展丰富多彩的活动，让学生在我的指导下交流语言，从而感受用英语交流的乐趣和愉悦感，培养学生初步用英语进行交流的能力。
Teaching Aims:
1、 Knowledge Aims:
（1）能够听、说、认读单词：tail, long, short.
（2）能听、说、认读句子：The monkey has a long tail. The rabbit has a short tail.并能灵活运用句型。
Difficulties：理解has 的含义。灵活运用新知识描述事物的长短。
Teaching Methods：
1、生活化的情景有利于培养学生的语言运用能力，“情景交际法”是本课主要的教学方法。
2、TPR教学法主要针对儿童的身心特点设计的，运用该法根据指令做动作，能充分调动学生的各种感官参与学习，有助于对知识的理解和内化。
3、在学习方法上，主要运用全程式自主学习方式，从学生的需求入手，将学习内容与学生的日常生活经验相结合，在协同学习的环境中体验、参与，从而建构个人的经验，创造个人的知识。
Have the students do actions quickly. First,the teacher can give these orders: Touch your face/mouth/ear/eye/hand……Then, the teacher says “Touch your tail” loudly and repeats the word “tail” for several times.
[设计意图：带领学生做快速反应小游戏，吸引学生注意力，调动学生学习兴趣，顺利引出新词汇，进入新课教学]
T: We haven’t tails. Animals have tails. Look, the monkey has a tail. It has a long tail.
Have several students touch the tail and practise to say “tail”.
Show the CAI. Ask the student to observe more animal’s tail .
Ask the students to guess whose tails they are.
[设计意图：向学生展示玩具小猴的尾巴，让学生直观地理解含义，加深记忆]
2、Elicit new words: long, short
T: You’re so clever . I love animals, do you love them? What animal do you like?
Encourage the students to express their favourite animals.
After that, T acts like a rabbit and encourage the students to guess what animal the teacher likes.
[设计意图：通过比较得出结论，自然地教授 long 与short 这对反义词，同时让学生意识到长与短具有相对性。]
[设计意图：让学生联系生活，寻找周围有明显长短特征的事物，培养学生的发散性思维]
[设计意图：将新知融入游戏中巩固操作，培养学生灵活运用所学进行语言交际的能力]
