Unit 3 part C 教案4

Unit 3-Part C-教案教学目标：（1）学生能听懂、会说、认读两个有关动物的生词：tail, giraffe。（2）能运用形容词tall，short来描述人或动物。（3）听懂会说两个常用语Yeah. Youre right.（4）以活动为途径，渗透任务型教学，让学生在玩中学，学中玩，寓教于乐。通过小组竞赛和激励性评价，让学生学会与人沟通合作，形成良好的团队精神。教学重点：（1）掌握四个句子：The giraffe is tall. The deer is short. Youre tall. Im short.（2）运用所学的词句It has It is描述动物和扩展使用句型He has .She has描述人。学情分析：本案例适合小学三年级第二学期的学生。小学生活泼好动，具有较强的模仿和接受能力，对新事物比较感兴趣，喜欢听他人说英语，愿意表达自己的情感，乐于与他人交流。因为本课时学习的内容与动物有关，学生更是表现出不一般的学习能力。 教具准备：1. CAI教学辅助课件。2. 制作一些动物头饰，有大象、熊猫、猴子、老虎、老鼠、猫、狗、鱼等。3. 在评价方面，制作一个过程性评价五种动物赛跑比赛，看谁跑得快又远。教学方法：1. TPR教学法。2. 游戏教学法。3.任务驱动型教学法。教学步骤：Warm up1. Sing a song “They Are in the Zoo”.歌曲营造活跃轻松的气氛，并为引出zoo作铺垫。2. Point to own parts of body with one partner.3. Revise some adjective with action: big, small, short, thin, fat, tallT: Tall, tall, tall! Make yourself tall. Big, big, big! Make your eyes big. Long, long, long! Make your arms long. Short, short, short! Make yourself short. Small, small, small! Make your eyes small.4. Each group introduce a name of animal themselves.热身环节让学生复习以前学过的身体部位的单词及一些形容词，为本课学习打下基础。同时，发挥学生的主动性，让他们为自己组取一个动物名字进行小组竞赛。有趣的同时，从一开始就培养他们的合作精神。并由此开始了一个过程性评价。Revision1. Ask and answer.T: Do you like animals？Do you like the zoo? What is this?Ss: Its a dog team/cat teamT: Now we are at the zoo. The class is a zoo.2. A riddle: Its an animal. Its big and very tall. It has a long neck and a long tail. It has small ears and small eyes. What is it?3. Draw a giraffe on the blackboard.通过问答，复习所学的动物名词。由谜语（伴随体态语言）引出giraffe，过渡自然，并为下面的内容作铺垫。教师利用简笔画，便于学生理解。Presentation1. T: Today well have a competition: wholl be the best of animals? The commentator should describe the animals.提出任务，有利于培养学生的语言交际能力，同时让学生有目的、有针对性地学习。2. T: Look at the giraffe! Big or small?在这里，老师和学生一起找长颈鹿的生理特点，把热身环节的形容词和身体部位词语都用上了。在简笔画长颈鹿的旁边出示板书“Look at the、It is tall/short/fat/thin、It has ” S: Its big. T: Look, whats that? S: Its a tail. T: Long or short? S: Long. It has a long tail. T: Whats that? S: Its a neck. It has a long neck. T: How about this? S: Its an ear. It has small ears. S: It has small eyes.在看完动物后，马上进入到课文部分。先让学生听课文，练习听力，同时让学生在情景里尽量理解课文；然后分句听课文；最后跟读课文，对课文有一个整体把握。PracticeT: Who has a short tail?这个教学环节是一个发散思维环节，CAI课件提供了三个动物的身体部位，分别是短尾巴、小耳朵和大眼睛，让学生根据这三个部位来说动物，达到复习动物单词的目的。 S: A pig has a short tail. (Rabbit/sheep/elephant) T: Who has small ears? S: A cat has small ears. (Dog/bear/mouse) T: Who has big eyes? S: A panda has big eyes. (Tiger/monkey/fox)Activities T: Animals are lovely. I love animals. Do you love them? 这是一个操练句型环节。老师制作了许多动物头饰，有大象、老虎、熊猫、猴子、猫、狗、猪、鱼、老鼠等，让每一个学生都选择一个自己喜欢的动物朋友，在小组里讨论自己的动物朋友的特点，再给大家表演。动物是人类的朋友，在这里可适时地贯穿对学生地情感教育，让学生爱护动物，保护动物，和动物交朋友。 S: Yes. T: Now, choose your animal friends. T: I have an animal friend. Its a panda. S: A pig. /A tiger. / A rabbit. T: Panda is my friend. It has big eyes. It has short tail. Its black and white. S: Practice the sentence by yourselves.这一环节是句型操练环节，但是操练又不是机械性的操练，而是每个学生根据自己选择的动物进行描述，操练有趣味性，学生愿意开口练习。Activities T: Miss Bao is your good friend, yes or no? 老师在教学活动中与学生的关系不仅是师生的关系，更应该是朋友关系，教师以此切入点设计一个介绍自己的好朋友的情景。老师先示范描述自己的一个朋友（班级里的一位同学）同时出示这个好朋友的画像，然后让学生猜这个朋友是谁。老师事先布置好学生准备自己同班级中好朋友的画像，在小组活动中介绍自己的好朋友，让其他人根据他的描述及画像提供的信息猜一猜他的朋友是谁。学生熟悉自己朝夕相处的朋友，说起来很自然。这个环节也是一个对课文的拓展，把课文中的句型“It has”拓展到 “I have ”, “He has”, “ She has”. S: Yes. T: I have big eyes. I have a small mouth.I have a good friend. He is tall and thin.He has small eyes and a small nose.He has two big ears. Guess “Whos he?”（描述完后教师将背后的画像展示出来, 帮助学生猜测） S: He is Wang Tao. T: Great! You are right. T: Say something about your good friend in your group. Let others guess “Who is your good friend in the class?” Who can try? T: Now, Lets see which group is No.1. Congratulations. 即时的评价和过程性评价结合，在课的最后来个终结性评价，学生在学习的过程中