《Ｉ ｌｉｋｅ　Ｍｏｎｋｅｙｓ》教学设计与评

教学设计与评教学内容：EEC Primary EnglishGrade 3 Lesson 9 Part A:Look there!Its a monkey. Do you like monkeys?Yes, I do. 教学目标：能听、说单词like，并根据自己的喜好在实际中应用；能听懂、会说Lookthere！Lookhere!DO you like monkeys?Yes,I dONo,ldont并能在实际情景中灵活运用。在教学中渗透热爱动物，保护动物的意识和品质。 教具准备：教师准备：多媒体课件、动物头饰若干；学生准备：课前收集的动物卡片或英文名称。 教学流程： Step 1 Wanning-up,Chant a. Fall in and free talk. ( 略) b. Revision and chant. (师生共同做侧耳倾听的动作，课件播放各种动物的叫声。)T: What s this? Ss: its a dog. T: Today, Lets go to the zooand meet our lovely animals.Areyou happy?(课件播放小动物在动物园里快乐嬉戏的画面。) Ss：Yehh!(学生欢呼雀跃，情绪高涨。) T：Letgo!(哨声起，生踏步走到精心布置的挂满动物头饰的“动物园”，选择自己喜欢的头饰戴在头上。) T:Do you remember “Littletiger”? Ok, Lets chant together. Little tiger,Little tiger closeyour eyes. Little dog, Little dog openyour mouth. Little panda, Little pandawave your hands. Little rabbit, Little rabbitmove your foot. Little cat, Little cat say Hello! Little monkey,Little monkeyLaugh, Laugh, Laugh. 评析：情境导入为创设轻松、和谐、民主的课堂氛围打下基础，并且使英语学习回归生活。chant热身不仅很好地复习了旧知识，而且调动了学生学习的积极性，增强了学习英语的内驱力。 step 2 Presentation T:Now, we have so many animals. Look here!Its a bear. Look there!Its a hippos.(做游 Look there! Look there! Its akangaroo.(做跳跃动作。) Do you understand? Please sayafter me.(教师手指教室内戴头饰的学生。) T:(指熊猫) Ss: Look there! It s a panda. 评析：充分利用头饰，从学生认知规律入手，由浅入深，由易到难，降低了英语语言学习的难度。 T:Well, please look at me. I like monkeys (教师笑着抚摸两个截有猴子头饰学生的头。) I like pandas. I like rabbits. Do you understand? What does itmean in Chinese? Ss: 喜欢 T:I like.(师生富有表情的练发音。) T:Look here! cat, cats;tiger,tigers. Look there! panda,pandas。 (利 T:I like monkeys. What do youlike? SI: I like dogs. T:Well done, I like monkeys. Doyou like monkeys?If you like mon-keys,You can say Yes, I do. T:Do you like pandas? SI: Yes, I do. T:Lets play a game, Ill askyou Do you like.? If you like,please say Yes, I do.and stand up,ready? 评析：教师灵活运用体态语言，使知识内容的呈现生动、直观、形象，展示了视听说用的情境变化的教学过程，在讲练结合中，使学生知、情、意、行各方面素质获得全面提高。 T:Well, now lets listen to thctape and read after it.(略) T:Look there! (对一个很脏的猴子玩偶做难过的样子)I dontlike it. Do you like it?(Ss均表示If you dont like it. you cansay No, I dont. Step 3 Consolidation 1.开火车，小组比赛 2依据歌曲Ten lttie candls的旋律填词并演唱，小组竞赛表演，可以用上自己课前收集到的动物卡片或名称。 3.T:Ok, good job! But Idlike to know which your favoriteanimal is. So lets ask each other. 评析：采用采访形式，学生争先恐后参与活动，成为活动的主人，他们在轻松、民主的氛围中巩固了知识，锻炼了英语交际能力，教师也得到了良好的教学反馈。 T: We all like the animals, butthe zoo isnt really the animalshometown.Where is their realhometown? Ss:大自然。 T:Yes, lets look at the ani-mals in nature, OK? (学生观看多媒体动物录像) T:Do you like animals? SI: Yes, I do. T: The earth belongs to both ani-mals and human begins.We should livepeacefully together. We should try togive them a better living. Environmentand protect them from being hurt. Doyou think so? SI: Yes. T:OK! Lets begin from now on!Time is up.Good-bye everyone. 评析：结束语知识性与思想性融为一体，既强调了本课知识的重点，又对学生进行了思想教育，使学生对所学内容有了一个更高层次的认识，使英语教学的目的得以充分的发挥。 总评： 本课重点是培养学生听说英语的能力，难点是运用所学的语言，根据创设的情境进行交际。为了做到突出重点，化解难点，课堂上教师运用头饰、多媒体等辅助教学，充分调动了学生的积极性，活跃了课堂气氛。 在教学伊始，教师通过情境导入，歌曲热身，创设英语氛围，激发学生语感，把学生的思维引向课堂。在