外研社英语三年级起第四册Module 5 Unit 2 Beijing is bigger than Tianjin.教案和教学反思.docxVIP

外研社英语三年级起第四册Module 5 Unit 2 Beijing is bigger than Tianjin.教案和教学反思 　教材分析: 　Beijing is bigger than Tianjin.设计的内容是比较两个事物的特征，让学生加强巩固比较级的用法，了解不规则比较级bigger。生活化的内容贴近学生生活实践，祖国的河流、山川、城市，让学生更热爱我们的祖国。 　学情分析: 　四年级的学生沉淀了一定的听、说、读、写英语技能，在第一单元中，我们已经学习了部分形容词的比较级及形容词比较级的运用。由于四年级的学生活泼，喜欢争强好胜，教师借助教具，设计多个游戏，引导学生积极投入课堂，学得扎实。 　教学目标: 一、知识目标： 　1、掌握单词：Mount Qomolangma, the Great Wall, the Summer Palace. 　2、掌握句型 Beijing is bigger than Tianjin. 　二、技能目标： 　1．在语言知识中渗透听、说、读、写的技能； 　2、能用所学句型比较和描述两个事物。 　3、在竞赛、游戏中学习英语，培养学生初步的自我评价的能力。 　三、思想教育点： 　培养学生积极参与，激发和培养学生的兴趣，使学生树立自信心，培养学生乐于与他人合作的精神。 　教学重点和难点: 　教学重点：形容词的比较级及比较级的运用。 　教学难点：能熟练运用比较级句型和描述两个事物。 　教学过程 　Step Ⅰ、Warm up 　1. Greeting. 　T: Good morning, boys and girls. 　Ss: Good morning, Ms Pan. 　T: How are you, boys and girls? 　Ss: Fine, thank you. And you? 　T: I am fine too. 　2、Guessing game. 　T: Look at Ms Pan.I will do some actions, guessing please. 　Teacher helps students review the words we had learned before, lead into new words. Teacher divides students into four group this moment. 　(tall , short , big , strong , long , walk , talk , sing , swim……) 　T: Excellent! All the students do a good job. Give each group two stars. 　设计意图：预热环节带领学生进入英语课堂，集中学生课堂注意力的效果。“猜一猜”游戏调动学生的积极性，复习旧知引入新知，学生在欢快的情绪中进入英语课堂。 　Step Ⅱ、Presentation. 　1、Learn the new words. Let Ss repeat the simple sentences. 　⑴Draw one big circle and one small circle on the board. Label the bigger one “A”and the smaller one “B”. Point to the bigger one and say：“A is bigger than B.” three to four times,then write the “bigger” on the blackboard. (Use the red chalk.) 　⑵ Take out two colour pens, yellow colour pen is long,blue colour pen is short. Point to the yellow colour pen say：“Yellow colour pen is longer than the blue colour pen.” three to four times,then write the “longer” on the blackboard .(Use the red chalk.) 　⑶ Draw two vertical lines.One line is high,other line is low. Point to the high line and say：“This line is higher than that line.”three to four times,then write the “higher” o