外研版四年级下册AmyistallerthanLingling教学设计.doc

Module 5 Size
Unit 1 Amy is taller than Lingling.
市八小 孙婕
Ⅰ. Teaching aims
1 . Knowledge aims:
a .Vocabulary
old---older young---younger strong---stronger than
b .Target language
Amy is taller than Lingling.
2 . Emotion aim:（情感目标）
By comparing with others , we can help each other and we may learn something from our friends . And after that , we can become a better man.
Ⅱ. Teaching important points
1 . Vocabulary
old---older young---younger strong---stronger than
2 . Target language
Amy is taller than Lingling.
Ⅲ.Teaching difficult points
1 . How to pronounce the words with -er.
2 . Ss can use the words with -er and than to make sentences correctly.
Ⅳ.Teaching aids
some ID cards , word cards , beautiful stickers , many pictures .
Ⅴ.Teaching procedures
Step 1: Greeting and self-introduction.
Step 2: Warm up
Let’s stand up and say a chant “What is it ?” It’s an animal . Can you guess what it is ?
Step 3:Presentation
a . Present the new words “old” and “young”.
T : Do you like animals ? I really like sheep . Look at the screen .(T will show Ss a picture about Man Yangyang)This is Man Yangyang , he is ninety-two years old . I think he is old . Get Ss to repeat the word several times . Then use the same way to present “young” and ask Ss to read it .
b . Present “older” , “than” and “younger”
First show them a picture about an old man .(He is seventy-eight .)Then show another old man to Ss .(He is eighty-two .) By comparing with the two old men , we can lead in “older” .Get Ss to reapeat and pay attention to the pronunciation of -er .
T : Mr. Ha is older than Mr. Hu . (Show the word card of than to Ss and repeat it . After that , ask some Ss to make sentences . A is older than B . )
Next , the teacher can use the same way to present “younger” and make sentences . Ss can say : A is older than B . And B is younger than A .
c . Present taller and shorter
Show the pictures of giraffe and lion . Then compare giraffe with lion , lead in taller and shorter . The teacher will make sentences for Ss , and then asks Ss to speak out by themselves .
d . Use the same way to present stronger and make sentences .
Step 4: Drill
a . Let’s make up a chant together then say
b . Groupwork
The teacher and Ss will take out their ID cards ,then teacher should make a model for Ss . Get four Ss into a group to practice for several minutes then act out . (They can get a star for each sentence .)
Step 5:Listen and learn
Listen to the tape and fill in the blanks .
Then get Ss to read out the sentences together .
Step 6:Consolidation
Look and say .(Let’s PK .The teacher will show Ss some pictures and they can make as many sentences as they can .And they can get the stars .)
Ⅵ.Summary
T : We have learned by comparing with others , we can learn from them , and we can help each other . From now on , we can make progress together .
Ⅶ.Homework
a . Listen to the tape for two times and try to remember the dialogue .
b . Talk about somebody that you like with your classmates or friends .

Blackboard Design :

Module 5 Size

Unit 1 Amy is taller than Lingling .

Mr.Ha is older than Mr.Hu .

Teaching feedback :
本课主要学习形容词的比较级。针对四年级学生的身心特征结合学生已有的认知水平，我设计了多种行之有效的教学方法，为了激发学生的学习兴趣，调动学生学习积极性，我根据本课内容把学生分为四个小组。课前热身阶段我利用比较有感染力的生命之杯为组员打气活跃了课堂气氛，引领学生进入英语世界，创设了轻松的学习氛围。接着用体态语复习以前学过的六个形容词big，small，long，short， tall，short激发了学生学习兴趣，并为后面的学习奠定了基础。
在新词呈现时，我利用姚明刘翔等名人效应，利用学生之间比高矮，和学生比年龄，掰手腕等方式 ，呈现了这几个单词tall  taller old  older  young .younger   strong  stronger  等，再用满身强壮肌肉的举重运动员的照片练习新单词strong。由于这几位都是学生所熟悉的名人，学生练起来兴趣盎然，然后在小组内用体态语对比较级单词进行了巩固训练，学生轻松地认识掌握了这几个新单词。
在训练环节，我利用了同学们熟悉的老朋友Daming，Sam,Amy,Lingling引入比较级句型的学习。通过让学生听录音感知比较级句子Amy is taller thanLingling  . Sam  is shorter than Daming 等来学习比较级句型，并引申到现实生活中训练句型。和他们的搭档比年龄，身高。使我们的知识来源于生活应用于生活，达到了实用效果。
在拓展延伸阶段，我设计了联系实际说句子的“脱口秀”活动，使学生能学以致用,锻炼孩子综合应用语言的能力,。最后依照教材的要求设计了笔头训练，让学生思考讨论大屏幕上的形容词比较级填空练习，这样安排使学生做到了不仅会读会说，而且会写。
在家庭作业的布置上，为了照顾到各个层面的学生我设计了家庭作业超市，让他们根据能力自己选择，使所有的学生都能参与进来。
不足之处：
在处理课文时由于对学生能力估计不足，一些问题学生不明白其意思，导致讨论时部分学生参与热情不够。