Unit3 At the zoo.docx

At the Zoo 教学设计一、设计说明 教学内容Unit3 At the zoo教学目标: 1学生能听懂、会说、认读两个有关动物的生词beargiraffe。 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。教师应引导学生由简单到复杂学会较完整具体地谈论自己喜欢的动物或好朋友。 学情分析 本案例适合小学三年级第二学期的学生。有了第一学期对动物的学习和认识他们学习本单元的内容就显得比较轻松和简单。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。 二、教学详案 教具准备 1. 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。教学方法 1. 游戏教学法。 2.任务驱动型教学法。 教学步骤 1.Warm up 1.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, tall T: 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 intitules 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。 Revision 1.Ask and answer. T: Do you like animalsDo you like the zoo? What is this? Ss: Its a dog team/cat team T: 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。 Presentation 1.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 ” Ss: Its big.: 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. T: Look there, whats that? 看完长颈鹿老师学生一起看另一种动物梅花鹿。这一环是以游戏形式出现的先只出示物的臀部再出示整个动物让学生来猜这既是一个发散思维过程同时又起到了复习单词的目的还为下一个教学环节起到了铺垫作用。 T: Is it a giraffe S2: No its a deer. T: Good! The giraffe is tall. It has a long neck. The deer is short. T: Who can say something about the elephant? S: It has a short tail. It has a short neck. It has small ears. It has a short neck. It has small eyes. T: OK. Now, listen to the text carefully! What animals can you hear in the text? 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。 S:Giraffe,deer. T: Read together Practice T: Who has a short tail? 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: Practise 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光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. Congratulat即时的评