闽教版小学英语第六册 Unit 2 A Visit to the Zoo Part A教学设计.doc

参赛教学基本信息作者姓名出生年月邮政编码联系电话所用教科书书名闽教版小学英语义务教育课程标准实验教科书所教年级五年级所教册次、单元第六册第二单元设计主题闽教版小学英语第六册 Unit 2 A Visit to the Zoo Part A1整体设计思路、指导依据说明本设计力求从学生的学习兴趣，生活经验和认识水平出发，在教学过程中积极探索“三环式”语篇教学模式，创造性地设计贴近学生生活的教学活动，以吸引和组织学生在课堂上积极地思考、交流和合作，使学生在视听、说唱、玩中轻松、愉快地完成学习任务，从而获得最佳的教学效果。2教学背景分析教学内容分析：本课是2012年新闽教版五年级下册第三单元 Part A 部分。本课主要讲述Sallys father带孩子们参观动物园的过程。主要内容是复习指路的主要句型，学习there be 句型的肯定形式及有关方位的介词behind、beside、near 等。文本贴近学生的生活经验，易于学生理解和接受。学生情况分析：本课的教学对象是五年级学生，他们学习英语已经有两年多了。大部分学生对英语有着浓厚的学习兴趣，并具有一定的英语听说能力。学生在课文的一些英语儿歌中接触过there be 句型，这为本节课深入学习There is/are打下了基础；学生思维活跃，敢于开口，并具有初步的观察能力，学习的主动性与参与度高。3教学目标分析1. 知识目标（1） 能听、会读、会说、会写单词：elephant, map, hill（2） 能听、会读、会说短语：over there（3） 能听懂、会读、会说句型：There is/ are2. 技能目标（1） 能用所学语言描述动物的大小、外观等特点。（2） 能根据不同的路线图用英语说出位置。（3） 能运用there be 句型和方位介词准确说出动物所处的位置。3. 情感目标观看动物与人和谐相处的图片，激发爱的情感。4. 学习策略（1） 设计任务，提高学生自主学习的能力。（2） 积极运用本课的功能句进行表达和交流。4教学重点、难点分析 教学重点：学生在日常生活中用there be 句型和方位介词描述物品所处的位置。教学难点：准确、得当的描述动物的外形特点。5教学过程设计Part One Pre-readingStep 1 Warming-up and Revision1. Greetings.2. Lets guess the riddles.T: I have some riddles. Listen and guess. I am small. I can fly. I like singing in the sky. What am I?Ss: A bird.T: You are so clever. Listen again. I always wear big black glasses on my face. What am I?Ss: A panda.T: Yes. Excellent. Listen. I am very big and tall. I have a long nose and big ears. What am I?Ss: A pig?T: Maybe. I have its photo. You can have a look. (PPT, 展示一根长长的象鼻，身体部分遮住)Ss: 大象。T: Yes. An Elephant.3. Learn the new word “elephant”T: There is an elephant over there.(指着PPT) And there is an elephant here. (指着手上大象图片) Read after me. Elephant. (设计意图：课伊始，用猜谜游戏吸引学生的注意力，激发学生的学习兴趣，激活学生的思维，帮助学生在心理上做好上英语课的准备。)4. Review the animals.T: The animals are so lovely. I love them. Whats your favorite animal? (PPT出示一张动物全家福)S1: I love horse.T: Oh, why?S1: I think they are handsome.T: I agree with you.S3: I like monkeys. They are clever.T: I like monkeys too. Ok, kids, where can we go to see the lovely animals? Yes, we can go to the zoo.（设计意图：用动物全家福来复习有关动物的单词，在与学生的自由谈话中，引导学生试着去描述动物的外形特点，激发学生对动物的喜爱之情，激活学生已有的知识储备，为新课学习做好铺垫。）Step 2 lead in Show the topic and have the students read it.T: Today we are going to learn Unit 2 A Visit to the Zoo. Part A. What do you want to know about the topic?S1: Who will visit the zoo?S2: What animals will they see in the zoo?S3: Where are the animals?(设计意图：让学生对课题进行预测，帮助他们进行合理的想象，启发了学生的思维。同时激发学生的好奇心和想进一步了解文章内容的欲望。)Part two While-readingStep 1 Listen and find the answer: What does Sallys family want to do now?T: Look the picture. Sallys family is visiting the zoo. What do they want to do now? Can you guess?S1: They want to take photos.S2: They want to go home.S3: They want to see monkeys.T: Ok. Listen to the video and find the answer.（设计意图：看图感知课文，通过猜测人物的动向，使学生自然而然进入课文情境；带着问题听课文录音，初步了解文本信息。）Step 2 Read the dialogues and answer the questions: How can they go to see the elephants? Where are the elephants?1. T: How can they go to see the elephants? S1: Go straight. Then turn right.T: Thats right. Youre so clever. How do they know it?Ss: 看地图。T: Yes. There is a map over there. ( 指向PPT) （1）Lear the new word “map” a, a, / /; / /, / /, mp（2）Drill the sentence “There is a map over there.” (指出教室左右两边的世界地图和中国地图)2. T：Ok. Lets follow the direction. Go straight. Then turn right. Oh, there are some elephants behind the hill. (课件呈现路线图)（1）Learn the new words “hill” h he hill ill will (2) Drill “There are some elephants behind the hill.”3. Describe the pictures and then find the difference between two pictures using “There is a _ _the hill.” “There are some _ _ the hill.” There are some bears beside the hill. There is a bear beside the hill.There are some monkeys on the hill. There is a monkey on the hill.There are some elephants behind the hill. There is an elephant behind the hill. T: Compare the left and the right. Can you find something?(设计意图：通过观察、比较，描述两幅图的不同，让学生自主学习发现There is 与 There are的区别，给学生提供半开放的语言支架，培养他们的语言运用能力。4. T: Look. There is an elephant behind the hill. Who is it? Lets have a look. （PPT呈现一只从小山后走出来的可爱小象。）Ss: Baby elephant. T: There is a baby elephant. It is small. Its lovely. How do you feel about his father and mother? (PPT呈现出小象的父母。)S1: They have long noses.S2: They are strong.S3: They are tall and big.T: Yes. They are so tall and big. This is a happy family. Do you like them?Ss: Yes.T: Come here. I can take a photo of you and the elephants. (让学生上台与PPT上可爱的大象一家人合影。)（设计意图：通过不同问题的呈现进一步步引导学生读懂语篇，并在此过程中用自然拼读法学习新单词，在语篇情境中操练新句型；通过图片引导学生描述大象的形态特征，直观、形象的画面刺激学生的表达欲望；与大象的合影，激发了学生对动物的喜爱之情。）Step 3 listen and imitate(1) Read after the video(2) Act out in roles.Part Three Post-readingStep 1 Fill in the table and retell the story.WhoWhat HowWhere Sallys familywant to see the elephants Go straight.Turn right.behind the hillStep 2 Discuss in groups. Fill in the blank , then tick or cross. Its Sunday today. We are in the zoo. Now we are looking at the monkeys. There are two baby monkeys on a _. They are _. We want to see the pandas. Where are they? Look! There is a _ over there. Go straight. Turn _.Now we can see the pandas. They are eating bamboo. I took many _ of them. (1) We go to see the animals on Sunday. ( ) (2) We read the map and find the pandas. ( ) (3) The pandas are on the hill. ( )Step 3 To be a zoo guide. 1. T: Well. Its our turn to go to visit the zoo. (Play a video about Hangzhou Zoo)2. T : Animals are very lovely. We should make friends with them. 3. T: Boys and girls, you did a good job today. Now, there is a test. If you finish, you will get a beautiful card about animals. Do you want to try? ProjectThis is Hangzhou Zoo. The guests want to know the information about it. Can you introduce the zoo with the map? Discuss in groups and then make a report.Welcome to Hangzhou Zoo. There is/are _in the zoo. They are _and_. You can_. Then _. They are on/beside/ behind/ near _. （设计意图: 阅读后，安排了复述课文、做相似的阅读题、当动物园导游这三个任务，帮助学生内化知识点，提供语言输出的真实情景；观看动物与人和谐相处的录像、送可爱的动物贺卡，进一步激发学生对动物的喜爱之情，引导学生要与动物交朋友，学会爱和保护它们。）Step 3 Homework 1. Finish the activity book Unit 2 Part A. 2. Use the sentence “ There is/are _ on/behind/beside_.” to introduce our school, park or home.(设计意图：作业是课堂的延伸，安排学生用所学句型来介绍学校或家这些生活中熟悉的场所，培养学生的综合语言运用能力。)附板书设计：Unit 2 A Visit to the Zoo Par