Unit 1
烟台市芝罘区塔山小学 韩淑燕
教学过程：
Srep1. Warming up
T: Let’s play. Listen to me and do the actions. Stand up. Sit down. Show me your English Books. Open your books. Close your books. Look at the blackboard.
[设计意图：听口令、做动作游戏，既可以活跃课堂气氛，又能让学生集中留意力，练习听力，为上课做好心理预备]
Step 2. Presentation
1. T takes out the pictures of two trees. One is tall, the other is short.
T: Look at the two trees. A is tall. B is short. Right?
Ss: Yes. ( Read after T. )
T: tall/short. A is taller than B. B is shorter than A.
T uses the body languages to make the students understand the meanings of the two sentences. T writes them on the blackboard. Then Ss read after T.
2. T asks one student to come to the front and says: I’m taller than хх.T helps хх say: I’m shorter than Ms Han. Ss read after T. Then T has two students come to the front and the other students look at them. T helps the students say: S1 is taller than S2. S2 is shorter than S1. Ss read the sentences after T. T asks several Ss to say.
[设计意图：学以致用。教师给学生创造说英语的机会和环境，有助于提高学生的口语表达能力。]
3. T takes out two pictures of an old woman and a young girl then teaches the two words: old and young. T prompts Ss to say: C is older than D. D is younger than C. Then T takes out a picture of a boxer and teaches the word “strong”. T asks two students to come to the front and let them play a game of hand wrestling. T prompts the other students to say: S3 is stronger than S4.
[设计意图：图片、游戏都可以给学生创造说英语的机会和环境，并有助于提高学生的学习爱好。]
4. T: let’s go to the class of Ms Smart and see what they are talking about. Ss open the books, look at the text and listen to the tape. Then they need to answer the question: Is Sam stronger than Lingling?
[设计意图：带着问题听录音可以使收听更具有目地性，学生会更加集中留意力。]
Step 3. Practice
1. Read the text after T. Read together.
[设计意图：熟习课文，巩固新知。]
2. Each student writes a name card with his or her own birthday and height, then make a group survey using the sentences we learned just now. T hands out the survey forms to the students. Ss need fill in the forms. For example: I’m taller than __ .
3. Ss read their results of the survey in groups. Then T asks several students to read in the class. They can get the stickers if they do well.
[设计意图：学生通过参与、实践、体验，完成小组调查，提高了语言的实际运用能力。]
教学反思：
本教学设计有两大特点：
一、 情景教学法。情景教学法让学生置身于真实语境中学习真实的语言，充分发挥他们的主体作用。本节课我对教材内容进行了适当的调整，把课本上的死内容变成了学生的活需要，为学生提供了较真实的开口说英语的环境，教学质量得到了很大提高。
二、 任务型教学。任务型教学的倡导者认为：把握语言的最佳途径是让学生做事情。我采用小组调查的形式让学生互相比年龄大小、个子高低和身体强弱，并在小组中交流，最后在全班汇报。学生通过调查实践，提高了语言的综合运用能力，体验到了成功的喜悦。
作者：韩淑燕 单位：烟台市芝罘区塔山小学
通讯地址：山东省烟台市芝罘区翡翠路26-15
邮政编码：264000
联系电话：0535-4991757