C板书设计及意图

Unit 1 How tall

are you ? C Let’s learn

柔远小学 谭书艳 课时目标:

（1）能够听、说、读、写单词：younger, older, shorter, longer, taller。

（2）能够运用上述单词描述人或动物的外貌特征。

（3）能够理解形容词比较级的基本构成，即在词尾加–er （4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me. （5）引导学生关注自己身边的人，培养学生学习英语的热情，树立学好英语的信心。

重点: （1）能够听、说、读、写单词：younger, older, shorter, longer, taller。

（2）能够运用上述单词描述人或动物的外貌特征。

（3）能够理解形容词比较级的基本构成，即在词尾加–er （4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller.

You’re ...than me.

难点: （1）正确的使用四会单词描述人或动物的外貌特征。

（2）能够灵活运用句型How tall are you? I’m ...meters. I’m taller.

You’re ...than me.

（3）单词meter的认读。

教学准备:

多媒体课件、卡片、调查表。

教学过程: Step 1 Warm up

1. Greeting T: Good morning, everyone.

Ss：Good morning, teacher. T: How are you today?

Ss：I’m fine, thank you. And you? T: I’m fine, too. Are you ready for English class?

Ss：Yes.

2. Let’s chant.

T: Now let’s chant together. OK?

Ss：OK. Be tall. Be tall. Be tall, tall, tall. Be short. Be short. Be short, short, short. Be long. Be long. Make your arms long. Step 2 Lead in T: Boys and girls, let’s play a game. Guess. Who is he/she?

T：This is a man. He’s 226cm. He’s a basketball player. Who’s he?

Ss：Yao Ming.

T：Yes. Go on. This is a man, too. He is a singer. He likes singing.

Ss: Zhou Jielun. Step 3 Presentation 1. Teaching the new words “taller, shorter, younger, older, longer”.

(1) Look at the pictures about Yao Ming and Zhou Jielun.

T: Look at Yao Ming. What’s he like?

S1: He’s tall/ strong...

T: Look at Zhou Jielun. What’s he like? S2: He’s tall/ thin...

T: Who’s taller, Yao Ming or Zhou Jielun?Ss: Yao Ming. T: Yes, Yao Ming is taller than Zhou Jielun. T: We can also say “Zhou Jielun is shorter than Yao Ming.”

（2）Show the pictures about Liu Xing and Qi Baishi.

T：Do you know them? How old is Liu Xing? How old is Qi Baishi?

通过年龄比较，引导学生说出：Liu Xing is younger than Qi Baishi.

Qi Baishi is older than Liu Xing. 教师带读句子，理解句子，跟读句子。

学生们具备了理解和迁移的能力，能通过教师的引导说出新句型。

（3）Show the pictures about dresses.

a.呈现Amy和

Chen Jie裙子的图片。学生根据裙子长短的数据，互相说句子。

Amy’s dress is _______ than Chen Jie’s.

Chen’s dress is _______ than Amy’s.

b. 指名说。板书longer, shorter领读，拼读，指名读，齐读。

c. 理解句子，齐读句子。

（4）升降调领读新单词，两人读单词，找出共同点，总结形容词比较级的构成规律，即在词尾加-er，并告诉学生er发/ə/。

2. Teaching the sentences “How tall are you? I’m... meters. You are ... than me.”

(1)用下面的句型比较班里同学的身高。

××× is taller/ shorter than ×××. 学生们通过观察自己的同学说句子，积极性很高，踊跃参与。但是教师要告诉比较矮的学生们多运动，多吃蔬菜水果，就会长高，使学生们体会到老师的关心。

(2）通过学生说句子，老师适时的引出句型How tall are you?(板书句型) T: How tall are you, ×××? 引导该生说出I’m 1.65 meters. (板书句型) (3) Teaching the word “meter”

通过me-ter, 以旧带新的方式教读单词，加深记忆。

(4) Teaching “I’m... meters.”

a. 教师教授学生带有小数点的数字的读法。

b. 指名学生说身高。

T：How tall are you? S1: I’m 1.63 meters. How tall are you?

S2: I’m ... How tall are you?

T: I’m 1.62 meter. You’re taller than me. (板书句型) c. 两人一组，仿照板书句型练习对话。

d. 指组演练。

设计意图：通过学生比较身边同学的身高，学习新句型，模仿新句型。充分发挥学生的自主学习能力，引导学生关注身边的人。

3. Let’s learn

Show the pictures about John and Zhang Peng.

T: Who are they?

Ss: Zhang Peng and John. T: How tall is John? Let’s learn the dialogue.

（1）Listen to the tape and answer the question.

（2）Open the books and follow the tape.

（3）Read in roles.

T: Please read in pairs. 教学资源：录音机、磁带

设计意图：通过听录音，跟读录音，分角色朗读，集中学生注意力，提高听读的效果，巩固所学的知识。

4. Work in pairs and make a new dialogue.

仿照课文，两人一组遍对话。指组表演对话。

Step 4 Practice

1. Let’s play a game. Guess the words.

(1)教师出示单词词卡，用白纸遮住单词的一部分（开头或结尾），学生快速猜出单词并大声读出来。

Step 5 Summary

T: What did you learn about this lesson? 学生自由说，教师总结。

1.形容词比较级的基本构词规律是词尾加-er。

2.形容词比较级是两者之间(人或物)的比较，句型构成：

A + 系动词be + 形容词比较级

+ than + B.

(am, is ,are)

板书设计:

Unit 1

How tall are you?

A Let’s learn

tall

taller

How tall are you?

short

shorter（更矮的）

(多高)

young

younger

I’m … meters.

old

older

(米)

long

longer

You are taller than me.

short

shorter（更短的）

A + 系动词be + 形容词比较级

+ than + B. （形容词比较级加-er）

(am, is ,are)