Chapter 2 We are special（教案）-2025-2026学年新版香港朗文（2019）英语四年级上册

新版香港朗文四年级上册英语 《Chapter2 We are special》教案 授课教师：________ 授课时间：_________ 累计___课时 课题 《Chapter2 We are special》 课型 新授课 教材 分析 《We are special》围绕个体独特性展开，帮助学生认识并表达人物在外貌、性格、能力等方面的差异。通过学习描述特征的词汇与句型，学生能够用英语介绍自己和他人，并理解每个人因不同而特别。 重点掌握外貌描述（has/have+特征）、性格表达（is+形容词）及能力陈述（can+动词、be good at+动名词），同时体会“special”的深层含义，培养尊重差异、接纳自我的积极态度。 教学 目标 能说出：运用tall short long hair short hair curly hair straight hair glasses freckles dimples等词汇准确描述人物外貌特征 会使用：正确运用She has He has They have I am You are He is等句型结合形容词描述性格与能力如shy friendly funny kind helpful good at can play the piano speaks two languages 能表达：用I am different and that makes me special We are all special in our own way等句子表达个体独特性并回答What makes you special 培养态度：通过了解自己和他人的特点建立自信学会尊重差异接纳自我与他人 教学 重难点 ▲重点： 1.准确运用外貌特征词汇如tall short long hair short hair curly hair straight hair glasses freckles dimples描述人物外貌 2.熟练使用She has He has They have I am You are He is等句型结合shy friendly funny kind helpful等形容词描述性格，并用can play the piano speaks two languages be good at dancing等表达能力 ■难点： 1.理解并正确使用has/have与is/can在不同人称中的搭配，避免语法混淆 2.深入体会We are all special in our own way I am different and that makes me special等句子的情感内涵，能在真实语境中自信表达自我独特性 教学 准备 教师准备：熟悉教材内容，准备好《We are special》课文录音、人物图片卡及词汇卡片，制作包含外貌、性格、能力词汇的PPT课件，设计“Find Someone Who”活动表格和“Guess Who”游戏示例，准备学生自画像模板与评价表，调试多媒体设备播放语音材料。 学生准备：预习本课词汇如tall short long hair curly hair glasses freckles dimples shy friendly helpful kind，复习句型She has He is I can Be good at，带上铅笔、彩笔和练习本，思考自己的外貌特征、性格特点与特长，准备参与课堂描述与互动活动。 流程 教学设计 二次备课 导入 方式：情境创设与互动问答相结合 内容：教师微笑着走进教室，手中拿着一幅色彩鲜艳的班级合照贴在白板上。她轻轻指向照片中几位外貌和表现各不相同的同学，用轻柔而富有感染力的声音说：“Look at our class photo. Do you see how everyone looks different? Amy has long straight hair and glasses. Ben is tall with curly hair. Chloe smiles a lot and has dimples. David is quiet but draws so beautifully.” 接着，教师转身面向全班，举起一张写有“SPECIAL”的大卡片，清晰地读出这个词，并问：“What does ‘special’ mean? Is it only about looking different? Or can it also be about how we act, what we can do, who we are inside?” 学生们开始小声讨论，有的说“Because I can sing”，有的说“I have freckles like Chloe”。教师点头微笑，继续引导：“Today, we’ll learn how to describe what makes each of us special—our looks, our personality, and our talents. Let’s discover the wonderful things that make YOU unique!” 目的：通过展示真实班级影像激发学生兴趣与情感共鸣，借助贴近生活的具体人物特征引出本课核心词汇与句型，初步建立“特殊”不仅指外在差异更包含内在特质的认知，为后续学习描述外貌、性格与能力的语言结构做好铺垫，同时营造尊重差异、欣赏自我的课堂氛围 教学内容与过程 环节一： 教师活动：教师展示四张人物卡片，分别呈现Amy、Ben、Chloe和David的形象与特征。指着第一张卡片说：This is Amy. She has long straight hair and wears glasses. She is quiet but good at reading. 然后引导学生观察并重复句子，逐一介绍其他三人，强调外貌词汇tall, short, curly hair, dimples, freckles等的发音与用法。 学生活动：学生认真听教师描述，跟读每句英文，模仿语音语调。在教师提示下，尝试用“She has…”或“He is…”说出每个人物的一个特征，如：Ben has curly hair. Chloe has dimples. 设计意图：通过视觉辅助与结构化语言输入，帮助学生建立外貌词汇与目标句型的联系。使用真实课文人物增强教材关联性，确保语言输出紧扣主题。反复操练“has/have”结构为后续准确表达打下基础。 环节二： 教师活动：教师播放课文录音，要求学生边听边圈出听到的性格词和能力词。播放结束后，提问：Who is friendly? What can David do? 并列出黑板上的关键词组：is shy, is helpful, can play the piano, is good at drawing。带领学生朗读这些短语，区分“is + 形容词”用于性格，“can + 动词原形”表示能力。 学生活动：学生专注聆听录音内容，识别关键信息并做标记。根据问题回答完整句子，例如：Chloe is kind and helpful. David can draw very well. 跟随教师朗读短语，注意形容词与动词搭配。 设计意图：通过听力任务提升信息捕捉能力，强化性格与能力类词汇的实际应用。明确语法功能差异有助于避免混淆“is”与“can”的使用场景，促进语言准确性发展。 环节三： 教师活动：教师出示两位虚拟学生的对比档案（Lily和Tom），示范比较句：Lily is taller than Tom. Tom is more outgoing than Lily. 解释比较级构成规则（taller, faster）及more + 多音节形容词形式。随后提问：Is your friend quieter than you? 引导学生思考自身与同伴之间的差异。 学生活动：学生理解比较句含义，模仿造句描述身边同学，如：My brother is stronger than me. Anna runs faster than Jack. 在教师鼓励下大胆开口，进行简短对话练习。 设计意图：引入初步比较结构拓展语言表达维度，使学生不仅能描述单一特征，还能进行相对判断。贴近生活的问答激发真实交流动机，深化对“不同即特别”的认知。 环节四： 教师活动：教师组织小组活动，分发“Special Me”表格，包含三栏：Appearance, Personality, Talent。示范填写自己的信息：I have short brown hair. I am friendly and kind. I can speak English and Chinese. 鼓励学生独立完成表格，并准备一分钟口头介绍。 学生活动：学生安静填写个人特征表格，运用所学词汇与句型组织语言。完成后在小组内轮流发言，介绍自己，如：I have glasses and short hair. I am shy but helpful. I am good at drawing. 设计意图：通过个性化写作与口语输出整合语言技能，实现从输入到产出的转化。自主表达增强自我认同感，体现“每个人都是独特的”核心价值观。 环节五： 教师活动：教师邀请几位学生上台分享“My Special Self”介绍，适时给予积极反馈，如：That’s wonderful! You are special because you can play the piano! 最后全班齐读主题句：We are all special in our own way. I am different, and that makes me special! 学生活动：部分学生勇敢站上讲台展示成果，其余学生认真倾听并鼓掌支持。全体起立朗读结束语句，声音洪亮，情感投入。 设计意图：公开表达锻炼自信心与公众演讲能力，正面评价营造安全包容的学习环境。集体朗读强化主题记忆，升华情感目标，巩固尊重差异、珍视自我的态度养成。 拓展 与小结 拓展延伸： 1. Work in pairs to interview a classmate and find out three ways they are special using the sentence patterns learned in class 2. Create a "Special Me" poster with a self-drawing and labels showing your appearance personality and talents using full sentences 3. Write five sentences about how family members are special at home using has is can or good at 4. Play a guessing game by describing a famous person’s features and abilities without naming them for others to identify 课堂小结： 1. We use has have to describe appearance such as tall short long hair glasses freckles dimples 2. We use is am are with adjectives like shy friendly kind helpful to talk about personality 3. We use can or be good at to express abilities such as can play the piano speaks two languages good at drawing 4. Everyone is different and that makes us special we are all special in our own way 板书 设计 《We are special》 一、Key Concepts / Questions Appearance → tall · short · long hair · short hair · curly hair · straight hair · glasses · freckles · dimples Personality → shy · friendly · funny · kind · helpful · quiet · outgoing Abilities → can play the piano · speaks two languages · good at singing/drawing/running · fast runner 二、Sentence Structures & Grammar Describing appearance: · She has long curly hair. · He has glasses and freckles. · They have short hair. Describing personality: · I am shy but kind. · He is funny and friendly. · We are outgoing. Expressing abilities: · I can swim well. · She can speak English and Chinese. · He is good at drawing. ★ Subject-verb agreement: [has] → third person singular (She/He/It) [have] → I / You / We / They [is] → for traits (He is… / She is…) 三、Core Messages & Reflection → Everyone is different. → No one is exactly like me. → I am different, and that makes me special. ★ What makes you special? → We are all special in our own way. 教学 反思 成功之处：学生能够准确使用外貌特征词汇如tall short long hair short hair curly hair straight hair glasses freckles dimples来描述人物外貌，并且熟练掌握了She has He has They have I am You are He is等句型结合形容词描述性格及能力。课堂上通过互动游戏和小组讨论，学生们积极参与，对个体独特性的理解有所提升。 不足之处：部分学生在使用has/have与is/can时仍存在语法混淆，特别是在第三人称单数时容易出错。此外，虽然大多数学生能够说出We are all special in our own way I am different and that makes me special等句子，但在真实语境中自信表达自我独特性方面仍有待提高。 改进设想：针对语法混淆问题，可以在后续课程中增加更多针对性练习，比如设计一些情境对话让学生反复操练has/have与is/can的正确用法。同时，为了增强学生在实际交流中的自信心，可以组织更多角色扮演活动或模拟面试场景，鼓励他们大胆展示个人特点。 教学亮点：在“Find Someone Who…”互动游戏中，学生们表现出了极大的兴趣和创造力，不仅能够准确运用所学语言知识，还自发地加入了一些课外学到的新词汇，体现了良好的学习迁移能力。 待解决问题：如何更有效地帮助那些较为内向或缺乏自信的学生，在日常生活中也能自如地表达自己的独特之处，这需要进一步探索适合他们的个性化支持策略。 学科网（北京）股份有限公司 $