Unit 1 She’ s very nice.教案板书设计

Book 6:

Module 1 Unit 1

She’s very nice.

联丰小学

李

芳

一、教学目标：

知识目标：能听懂、会说、会读naughty, nice, shy, clever，并且会说句子She’s /He’s/It’s very…。

能力目标：通过所学单词和句式学会描述人物或动物的特征和个性，进而培养学生的综合语言运用能力。

情感目标：通过实际表演，使学生学会如何描述人物或事物的特征和特点，教育学生要从小做一个带人友善的人，要尊重他人，广交朋友。

二、教学重难点

重点：本课词汇及用于描述的语言结构。

难点：灵活、正确运用本课所学句式。

三、教学准备

图片、磁带、录音机、习题板

四、教学过程

I. Greeting II. Warming up Game: I say…, I say…. (Reviewing some adj. they’ve learnt.) III. Presentation T:During this winter holiday, I knew two friends. Now let

me introduce then to you all.( T shows the pictures and introduce with the sentences: ‘This is…. He/She is very….) IV. New lesson and Drills 1. T: And our friend Panpan also has got many friends. Let’s listen and find out who they are.( After listening, have the Ss call out their names. Then T writes them down in a table.) 2. listen again and find out what they are like. Go on filling in the table. (T teaches the new words ‘nice’, let the Ss spell it, and think over some words with ‘ice’, for example ‘rice, mice’. Then ask Ss: Who is nice in our class? to practise. By using the same ways, to teach the new words ‘clever, loud, naughty’. 3. T teaches the word ‘but’,and the words ‘shy, a bit, quiet’. 4. Chant: nice, nice, nice, he’s very nice. Loud, loud, loud, he’s very loud. 5. Read the text after the teacher. 6. Mime the tape recorder. 7. Read together. V. Exercises ★ Fill in the blanks with the words below. careful, Parrot, quiet, clever, nice, bit

1. He’s very . He can make e–cards. 2. She’s very . She always helps people. 3. Be ! (小心！) 4. Be ! （安静！）

5. What’s like? 6. Sam is a shy. VI. Get the Ss take out the photos or pictures they’ve prepared before class. Have them introduce their photos. VII.Summary VIII.Homework 教学反思：

在这堂课上我首先引入学生们喜闻乐见的卡通人物及影视人物，以他们的典型性格特征为例进行本课的单词教学。学生们很感兴趣，纷纷愿意帮助我完成板书，急于表达自己对周围人的性格的看法，学生们的这种积极参与的情绪也带动了我，使我的课越上越有劲。

然后在单词的应用方面，我采取了小组合作学习的方式，让学生在小组内运用单词。但是我发现在小组合作学习时，如果没有明确的分工，或者没有人来督促参与活动，小组合作学习根本没有意义，只是流于形式。所以应在每个小组内，选出了每个组的小组学习监督员，明确监督员的任务和职责，并通过评比的形式来检验小组活动情况和监督员的工作。这样，学生学习掌握单词的效果很好，小组合作学习也起到了应有的作用。我想，如果想让小组合作学习更完美些，更应该把监督员的作用体现在课下，监督本组的同学在课下说了多少单词，这样学生学习的效果一定会更进一步。