资源简介

2019-2020学年度第
二
学期
四
年级
班
英语
教案
课题
Module1Unit2
He’s
cool
课型
新授
课时序数
1
备课人
审核人
授课人
授课日期
教学目标
1、学生能听懂、会说并认读单词：cool
\
little
\
cute.2、学生能听懂、会说并认读句子:
This
is
this
is
my
big
brother,
He’s
cool.
3、根据每个人的特征并用适当的词来修饰。
教学重点
1、学生能听懂、会说并认读单词：cool
\
little
\
cute.2、学生能听懂、会说并认读句子:
This
is
this
is
my
big
brother,
He’s
cool.
教学难点
用适当的形容词描述人和物。
预习作业
课本单词
媒体
教具
多媒体、点读笔、图片、单词卡
教
学
活
动
个性化思考
Step
1:
Warm
up1.
Chantis
a
little
girl>.2.
Using
the
adjectives
to
describe
your
classmates.Example:
This
is
Xiaoyong.
He
is
a
clever
pupil.Step
2:
PresentationListen
and
point.1.
Point
out
the
different
meanings
of
the
word
“cool”.
In
this
unit,
“cool”
means
fashionable,
and
it
is
most
commonly
used
to
mean
“quite
cold”.
The
word
“cool”
has
other
meanings
as
well,
but
they
are
ones
that
the
students
are
unlikely
to
come
across
in
the
future.2.
Listen
to
the
tape
and
underline
the
new
words.
Write
down
these
adjectives
on
the
board,
and
then
learn
these
new
words.3.
Listen
to
the
tape
again.
Read
the
text.
Close
your
book.
Show
the
pictures
of
text.
Choose
some
students
to
describe
the
pictures.Step
3:
Teacher-student
interaction1.
Listen
and
say,
then
say
the
poem
and
do
the
actions.
Play
the
spoken
version
of
the
poem.
And
have
the
students.
Repeat
each
line.
Play
the
tape
and
have
the
students.2.
Tell
the
students
that
they
are
going
to
work
in
groups
of
three
or
four.
Do
the
Part5
and
Part6.3.
Game.Explain
that
they
are
going
to
play
a
game
where
they
have
to
whisper
some
information
to
their
classmate.
That
classmate
has
to
whisper
the
information
to
the
next
person.
The
last
person
to
say
what
he/she
heard.Then,
the
other
students
listen
carefully
to
find
out
if
the
message
has
changed
at
all.
这节课主要采用挂图提问，练习操作，表演对话的方式进行授课。整体来说，学生掌握较好，能够默写并能读出单词，也能够写出与课文中相应的句子。
板
书设
计
Unit
2
He’s
cool.mother
---
nicebig
brother
---
coollittle
sister
---
cutefather
---
clever
作业布置
1、抄写新单词。2、读熟课文。
教
学反
思
成功：这节课主要延续上节课的内容，继续学习以及学会运用This
is
my
big
brother.He’s
cool.这类语句介绍家人，并说明其性格特征，学习并能识别运用单词cool,little,cute,并能根据提示书写father
,mother.不足：对于个别单词或句子的发音仍有待加强，如；shy的发音，He’s…易念成He
is…。在书写方面，部分的学生的英语书写过于潦草，书写格式不正确。改进：在今后的教学中，应更加注重学生的发音以及单词的书写。

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