教学目标：
1、知识目标
1．四会掌握单词：heavier, thinner, longer, bigger, smaller。并初步了解形容词比较级的构成的基本规律。
2．四会掌握His tail is longer than yours. His head is smaller than hers.
3. 初步了解形容性物主代词my, your, his, her, its及名词性物主代词mine, yours, his, hers, its的区别和用法。
4、运用Phonics方法，掌握ai, ay, i…e, oi, oy的正确读音。
2、能力目标
1、会用形容词比较级进行事物之间的比较和描述比较的结果。
2、能运用“音图”教学法，拼读pain, tail, day, pine, bike, dive, point, boy, toy.
教学重点与难点：
1．重点是会用let’s learn的词汇比较事物和描述事物。
2．难点是形容性物主代词my, your, his, her, its及名词性物主代词mine, yours, his, hers, its的区别和用法。
教学步骤：
1、Warm-up
（1）播放P2 Let’s chant，师生一齐吟唱。
（2）Free talk：Do you like pets? Do you have any pets? What is your pet? How tall is it? How heavy is it?
2、Presentation
（1）创设情境：Amy and Liu Yun like dogs. Amy has a Chihuahua dog. Liu Yun has a Butterfly dog. They are in the Pets’ Hospital, now. They are having a body check for the dogs. (出示“宠物医院”的两只小狗的图片)
（2）激趣讨论：猜猜两只小狗的有关信息，看谁猜对。
Who is older? Who is taller? Who is bigger? Who is thinner? Who is heavier? Whose legs are longer? Whose tail is shorter?
学习heavier, bigger, smaller, thinner, longer, shorter.
（3）听短文，完成小狗体检的表格。
Amy and Liu Yun like dogs. Amy has a Chihuahua dog. It’s 1 year old. It’s 50cm tall. It’s about 20kg. It has a long tail. It’s 15cm long. Its legs are 20cm long. Liu Yun has a Butterfly dog. It’s 1 year older than Chihuahua dog. It’s 40cm tall. It’s about 15kg. Its tail is 5cm shorter than Chihuahua dog’s. Its legs are 5cm shorter than Chihuahua dog’s.
|
Name |
High(cm) |
Weight(kg) |
Tail’s length(cm) |
Legs’ length(cm) |
|
Chihuahua Dog | ||||
|
Butterfly Dog |
Amy: Look at my dog. Its legs are longer than yours.
Liu: Yes. Its ears are longer than mine.
学习yours, mine的用法。拓展名词性物主代词：his, hers, its
3、Practice
（1）Draw a dog. Compare with your partner.
A: Look at my dog. Its legs are longer than yours.
B: Yes. Its ears are longer than mine.
学习yours, mine的用法。拓展名词性物主代词：his, hers, its
（2） Pair works: Comparison.
A: My legs are longer than yours.
B: Yes. Your arms are shorter than mine.
A: My eyes are bigger than his.
B: My feet are smaller than hers.
（3）Pair works; Compare the school things. Write them down.
My pencil is longer than yours.
Your school bag is heavier than mine.
4、Pronunciation
Look at the dog’s tail, it looks like a snail.
ai—tail, mail, snail, pain, tail, day
Mike can dive. He can ride a bike. He can plant a pine.
i?e—Mike, dive, ride, bike, pine
A boy point to a toy, he tells a doyen that’s his toy.
oy, oi— boy, toy, doyen, point
学生自己编写一个句子、一个绕口令或一个小故事
Mike is smart boy. He can dive. He can write. He can ride a bike, too. He rides a bike under a pine. A doyen is sitting under the pine. There is a toy near the doyen. The doyen points to the toy and asks: “Hi, little boy! Is this your toy?” “No. It’s not my toy.”
5、Consolidation and extension
(1)复习今天所学的内容
（2）完成一篇小作。
教学反思：将“音图教学”融于故事中
2009年2月30日
语音教学给人的感觉常常是一种枯燥无味的教学。然而，即使是枯燥的东西，但语音对小学生来说又是非常重要的。《小学英语课程标准》指出：小学英语课程教学目的就是要激发学生学习英语的兴趣，建立学习英语的自信心，培养学生具有一定的语感和良好的语音、语调、书写基础以及良好的学习习惯，培养学生用英语初步进行简单日常交流的能力。由此可见，语音教学在小学阶段也是非常重要的。
那么，在我们的课堂中，如何使枯燥的语音教学变得有趣呢？我尝试着有“音图教学法”进行教学。这里所说的“音图”是指将“音”与图意相结合，同时，还有一种意思是把字母或字母组合当成“音”进行教学，灌输给学生的一种意识是：见到这一字母或字母组合就马上联想到相对应的“音”，使字母或字母组合成为某种“音”的图象。那么，如何进行“音图”教学呢？
在六年级下册第一单元的教学中就有关于语音的教学，教学内容是ai, ay, oi, oy, i*e，在进行这一环节的教学时，我是这样进行的：
一、 以旧带新，减除畏难情绪
要想练习好正确的发音，我们可以用已学过的单词先进行练习，这一环节，特别要强调发音的正确性，模仿的准确度。从以学过的单词着手，引出要学习的字母组合，可以减除学生的畏难情绪，也可以激发学生学习的自信心。
如，在本课教ai和ay的发音时，我是先由tail这一词引出的。因为，上一节课，同学们已经学习了tail这一词，然后，我给了一幅很形象的图给同学们，并介绍说：“Look at the dog’s tail, it looks like a snail.”接着，我用夸张的口形给同学们示范了ai的发音，并读出Aa字母。同学们发现ai和Aa字母的读音是一样的，似乎有种恍然大悟的感觉：哦！原来我们今天学习的ai是和Aa字母的读音是一样的，不就是字母Aa吗？太简单了。接着出示大量的例词，让学生练习音准。
二、 用词造句，加强词义记忆。
我们一直都在强调，单词学习，词不离句。如果学生学会了这些“音图”，规则词的拼写是不成问题的，但理解词义并强加记忆反而成了学生的难点。因此，有意识地将例词组成一句有意义的句子，将有助于学生的词义记忆。如
ai—tail, mail, snail, pain, tail, day
Look at the dog’s tail, it looks like a snail.
i?e—Mike, dive, ride, bike, pine
Mike can dive. He can ride a bike. He can plant a pine.
oy, oi— boy, toy, doyen, point
A boy point to a toy, he tells a doyen that’s his toy.
三、 创编故事，增添趣味
Mike is smart boy. He can dive. He can write. He can ride a bike, too. He rides a bike under a pine. A doyen is sitting under the pine. There is a toy near the doyen. The doyen points to the toy and asks: “Hi, little boy! Is this your toy?” “No. It’s not my toy.”
将要操练的单词编成一个故事，在听故事和讲故事的过程中强化对音的操练和对词意的记忆，这有利于学生进行有趣的操练，使枯燥的语音变成了有趣的故事，在故事中学习和运用。