Unit 3 At the zoo Part B.doc

Unit3 At the Zoo 教学设计Teaching contents: Unit 3 Part B Lets learn, Lets do and Lets check.Teaching aims:1. Knowledge aims:1) Ss are able to master these words: small, big, long and short.2) Ss are able to use the sentence “It has” to describe animals.2. Ability aims:1) Students are able to listen, say, read and write something about animals.2) Students learn to work in pairs and groups.3. Emotion aims: Students know they should love animals. Teaching focus and difficult points: 1. Three - skill words: small, big, long and short. 2. Three -skill sentence: “It has.” Teaching aids: CAI, word cards, some animal toys , some stickers and animal erasersTeaching procedures: Step 1 Warm-up 1. Greetings. 2. Free talk. 活动设计意图：自由对话能促进师生之间的融洽关系，能迅速将学生带入英语学习的氛围。3. Lets chant. Revise the four words: thin, fat, tall and short.活动设计意图：用chant的形式来复习已学的知识，让学生不会感到枯燥，显得活泼，同时将学生的兴趣一下子调动起来了。Step 2 Presentation and practicePresent the three-skill words.1. Lets sing.You love animals very much! Today lets go to the zoo again! Listen! The animals are saying “Hello!” to us.活动设计意图：此处播放的是迪士尼影片里面一段问好的歌曲，简单易学，关键是动画很吸引孩子们的眼球。）Now, lets say “Hello!” to the animals: Hello, Elephant! Do, oh, do. Hello, Tiger! Do, oh, do. Hello, Panda! Do, oh, do. Hello! Hello! Hello! 活动设计意图：用我们课本上已学的歌曲来回应，孩子们就由被动变为主动了，课堂气氛会更热烈些。2. Show the students to see the two elephants to teach big and small. Then show them to see the two monkeys to teach long and short. Read and write them.（1）First, point the big elephant to teach big. Show the word card of big and ask the students to read the word one by one. Then teach small by the same way.(2) Let the students look at the monkeys tails and teach long and short. Show the two word cards and read them in groups.（3）Show a picture of an ostrich and finish the blackboard-writing.活动设计意图：此处用由大象和猴子组成的这样一个模拟动物园情境，让孩子们有身临其境的感觉，让他们用自己的双眼去发现，同时让孩子们初步认识今天的生词。鸵鸟图片的再现帮助老师完成板书，从而为后面的活动做好准备。3. I point, you say!The teacher points the words on the blackboard and asks the students to read them.4. I say, you point!The teacher says the new words and asks some students to point them on the computer.5. Work in pairs: big small, long short.Divide the students into two groups to say the opposite words: big or small.Ask the boys and girls to say the opposite words: long and short. 6. Look at the cartoon and find the four words. ( 1 ) Show the cartoon by CAI. Let the students to look at it for the first time and try to hear the four words: big, small, long, short. ( 2 ) Compare the elephant with the mouse with big and small. Then compare the monkeys tail with the rabbits tail with long and short.活动设计意图：这个卡通的设置是希望学生能够通过视听来感受并理解今天的生词，从而能够熟练掌握它们。Step 3 Presentation and practice Present the three skill sentences.1. Invite a boy to the board. Show the students a bear and say: “I have a big head. He has a big head, too. ”Then point at the bear and say “It has a big head.”Repeat with the same way. “I have small ears. He has big ears. It has small ears.” Then talk about the tail and the eyes.活动设计意图：用我们自己的身体部位来练习三会生词，更加形象具体，学生也易于接受，进而进入重点句型的教学，整个过程循序渐进，将本来较复杂的句子变简单多了！ 2. Show the four pictures by CAI one by one and ask the students to fill in the blanks.活动设计意图：选取了四个有代表性特征的动物来让学生描述，简单明了。 3. Lets check. Ask the students to open the books. Listen and tick. ( 1 ) Listen to the tape for the first time, students only listen this time. ( 2 ) Let the students listen again and tick the right pictures. ( 3 ) Ask the students to show the answers and then check the answers in class. 4. Lets relax: Lets do. (1). Listen and do. Let the students listen to the recorder and do after it. (2). I say, you do. Step 4 Consolidation and extension1. Play the guessing game. Show the animal pictures which are covered by something by CAI one by one, then let the students to guess what they are. 活动设计意图：将动物的局部给遮挡起来，通过对图片的描述让孩子们猜猜图中的动物名称，通过神秘面纱的一步步被揭开，孩子们开心极了，课堂气氛特别活跃，真正让学生感受到了“乐中学”。2. Riddle! ( 1 ) Show the riddles by CAI one by one.( 2 ) Ask some students to read the riddles.( 3 ) Let some students guess and then show the right answers tothe students. 活动设计意图：猜谜语一直是孩子们非常喜欢的一种活动，让学生通过读句子，从句中的重点词语去猜谜语，难度不大却还能考查学生对新词的理解和掌握，可谓是一举两得！Step 5 Homework Try to describe somebody or something with“It has.” with big, small, long and short. Then present the sentences next class.Blackboard DesignUnit 3 At the Zoosmall shortbiglong a small head. It has long legs.教学反思：本节课的重点是教学四个生词和句型It has.。通过自由对话、chant等形式的热身让学生的兴趣一下子被调动起来，在教学生词时，我利用大象和猴子的毛绒玩具帮学生创设了一个模拟的动物园情境，从而在教学生词时会更加形象具体，在学生初步感知了生词之后，我又通过对鸵鸟身体部位的描述，利用卡通片等手段让孩子们对生词有更进一步的理解，从而为后面的运用做好铺垫。通过对身体部位的描述自然过渡到句子的教学，真正做到将句子与词紧密联系起来。然后利用CAI呈现图片让学生完成句子来操练单词，后面的Lets check.是检测学生的掌握情况，Lets do.是让