【第三届教案评比】[103号参评教案]1B Unit 4 Lesson26含山县环峰小学 陈晓玲
时间：2014/8/21 17:01:49 阅读:3254
清华一条龙小学英语1B Unit 4 Lesson26教学设计
含山县环峰小学 陈晓玲
一、教材分析
清华一条龙小学英语1B Unit 4 的标题是Opposites，目标是学习动物名称和描述动物特征的形容词，例如；猴子有长（long）尾巴，兔子有短（short）尾巴。1B Unit 4 Lesson26学习长颈鹿(giraffe)和鸭子(duck)的单词，并通过长颈鹿和鸭子的比较，学习单词高(tall)和矮(short)。
二、教学目标
1、知识目标
（1）掌握单词4个：giraffe，duck，tall，short
（2）复习重现单词：long, big, fat, fast, who以及elephant等动物单词。
（3）学习、巩固Who is ...?句型。
2、情感目标
长颈鹿高，能够得着高处的树叶，小鸭子矮，能吃到草丛里的虫子，他们各自有着自己的本领，小朋友都有着自己的优点，相互之间要相互帮助、友好相处。
三、教学重难点
1、重点是掌握新单词和Who is ...?句型。
2、难点是单词giraffe的发音；Who is ...?句型在适当情景中运用。
四、教学准备
录音材料，单词卡片，教学挂图, 动物卡片（作为奖品奖励课堂表现好的学生，再利用这些奖品设计动物园），some worksheets
五、教学过程
Step 1 Warm-up& Review
1.Greeting.
2. Sing a song. The monkey has a long tail.
3. Making sentences with “long”.
1
2
Show Picture1and inspire students to say: The rabbit has a long ear.
Show Picture2 and inspire students to say:The elephant has a long nose.
指着班上某个女生的长发，启发学生说出：Xxx has long hair.
[设计意图] 复习已学歌曲，既活跃课堂气氛，又为本节课学习新的歌曲做准备。复习单词long，引出反义词short，导入新课。
Step 2 Presentation & practise1
1. Draw two lines. One is A. The other is B. Encourage Ss to say：A is long. T: Yes. A is long. B is short. Teach new word: short.
2. Draw two circles. One is C. The other is B. Encourage Ss to say: C is big. T: Yes. C is big. D is not big. D is small. Students repeat: D is not big. D is small.
3. Draw a giraffe. A is changed into giraffe’s neck. C is changed into giraffe’s head.
T: What’s this?
Ss: 长颈鹿/Giraffe
Teach new word: giraffe
4. Draw a duck. B is changed into duck’s neck. D is changed into duck’s head. Teach new word: duck
5. By comparing, students can understand the giraffe is tall and the duck is short. Teach new words: tall, short.
[设计意图] 先在黑板上画两条直线，让学生比较，由已学单词long，导出新单词short.再画两个圆，让学生比较大小，复习已学单词big,并学习新表达not big, small不是本节课的学习内容，只做了解。学生对黑板上的两条直线和两个圆很好奇：老师要干什么？这时老师可以将直线和圆组合起来画giraffe和duck, 自然过渡到两个动物单词的学习中来，充分利用了简笔画在英语课堂中的作用。
Step 3 Presentation & practise2
1. Draw on the paper.
Following teacher, draw a big head, then draw a small head; draw a big mouth, then draw a small mouse; draw a long neck, then draw a short neck; draw a big body, then draw a small body; draw long legs, then draw short legs（教师一边讲，一边画，给学生做示范,学生在准备好的纸上画长劲鹿和鸭子的简笔画）
T: What’s missing?
Ss: 尾巴/ tails、eyes、ears（让学生将所缺的身体部位补上）
2. Using the pictures they draw, students learn “Who is tall/ short? The ...is tall/ short.”
T: Who is tall?
Encourage Ss to point and say: The giraffe is tall.
Repeat the two sentences.
T: Who is short?
Encourage Ss to point and say: The duck is short.
Repeat the two sentences.
3. Page 58. Listen to the tape. Ss listen and read along.
4. Work in pairs.
5. Sing the song on Page 59.
[设计意图]在学生掌握新单词后，通过画画，感受big等形容词的含义，并利用简笔画，进行对话学习，由单词到句子，循序渐进。
Step4 Consolidation.
1. T: Where can we see a giraffe?
Ss: zoo/动物园（在黑板上画zoo, 将giraffe和duck放在动物园里）
T: We can see the giraffe and the duck at the zoo. Any more?
Ss: tiger, monkey, panda....（将相应的动物图片贴在黑板上）
2. Talk about these animals.
T: Do you like the rabbit?
S1: Yes, I do.
T: Why?（为什么？）
Encourage Ss to say: The rabbit is fast. The rabbit can jump. （可以借助态势语暗示学生）
Using the same way, talk about the other animals.
3. Design their own zoo.
Students choose 3-5 animal cards and stick on the zoo. Tick the sentences（选择该动物的理由） and read them. Each group has a work- sheet and some animal cards.
Worksheet
The elephant is big.
The duck can swim.
The elephant has a long nose.
The rabbit can jump.
The monkey is thin.
The bird can sing.
The duck is short.
The giraffe is tall.
The fox is thin.
The rabbit is fast.
The wolf is bad.
The panda is fat.
4. Report like this.
I like the monkey. The monkey is thin.
....
[设计意图] 设计动物园的环节，是笔者想通过小组合作，培养学生合作学习的意识；学生在用英语做事情的过程中，达到运用语言的目的。
Step5 Sum-up
T: Today we learn new words and sentences.( Teacher points and students read.)
T: You are great. The giraffe is tall. He can eat the leaves in the tree. The duck is short. He can eat the worms in the grass.(借助树叶和虫子，帮助学生理解句子意思) So who is good? Who is not good?（引导学生说出自己的想法）
T: Yes. They all have their good points . You all have your good points . You should help each other and be friendly each other.（同桌互相拉手，表示友好）
[设计意图] 学生在比较高、矮的学习过程中，可能会造成过高、过矮的同学的歧视，因此在情感教育中，及时告诉他们，每个人都有自己的长处，要相互帮助、友好相处。
Step6 Homework
1、 比较爸爸，妈妈和自己的身高，能用英语对家人说：Dad is tall. Mum is not tall. I’m short. 或Mum is tall. Dad is not tall. I’m short.
2、 听本课的录音，将歌曲唱给家人听。
六、教学反思
1、简笔画辅助教学，激发了学生的好奇心。
由两条直线比较长短，再画上两个圆，比较大小，学生对黑板上画的直线和圆感到很好奇，当老师将直线和圆组合成动物时，学生们才恍然大悟，也为草草几笔完成的简笔画而发出感叹：好像啊！好可爱啊！
2、新旧知识的有机融合，加大了课堂的容量。
本节课只有四个新单词，但复习重现的单词有: long, big, fat, fast, who以及elephant等已学的动物单词。在描述动物的特征中，又复习了前几课的的句子以及1A中的“can”句型，新旧知识的融合，有效的整合了教材，提高了课堂教学效果..
3 任务活动的设计，调动了学生的主动性。
本节课的巩固环节，笔者布置设计动物园的任务，在小组合作完成任务的过程中，培养学生的合作意识；学生通过用英语做事，达到运用语言的目的。
