Book6Unit6PartA教学设计.doc

Unit 6 A Field Trip【学习内容】本单元重点学习现在进行时的一般疑问句式的用法。主要内容是围绕主题引出的一系列词组：take pictures, watch insects, pick up leaves, do an experiment, catch butterflies, count insects, collect leaves, write a report, play chess, have a picnic. 能够运用句型“Are they doing? Is he /she doing?等句型来询问别人正在做什么，并能根据实际情况做出相应回答，在此基础上进行语言交流，展开交际活动。难点在于多数短语首次出现，并且较长不容易记忆，教师要反复操练，是学生通过活动感知语言点，从而为句型学习做好铺垫。【学习目标】1、能力目标（1）能询问他人正在做什么活动内容及基本情况，并能正确描述他人或自己正在进行的活动。能够简单描述交游活动中人物的行为、动作等，如：Hes watching insects.（2）能围绕主题展开对话，学会新知，并尝试自编对话，模仿讲述故事，鼓励学生自编自演以身边的生活为大背景的故事。（3）能够听懂、会唱本单元的歌曲“Field Trips”。2、知识目标（1）能听、说、读、写take pictures, watch insects, pick up leaves, do an experiment, catch butterflies, count insects, collect leaves, write a report, play chess, have a picnic并能在实际中运用，如：Shes watching insects.能听、说、读、写四会句型：Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are. Is he playing chess? Yes, he is. Is she counting insects? No, she isnt.（2）能听、说、认读A/B分部分Lets talk 、Read and write中的白体句子。（3）通过朗读练习三个绕口令，了解字母y和字母组合igh, qu的发音规律。（4）能理解Lets chant内容，并能用简单英语较好完成Lets play, pair work等活动项目。3、情感、策略、文化目标： （1）情感态度：激发学生热爱大自然的美好情感，培养学生细致观察的良好生活习惯。（2）学生策略：引导学生关注小组合作学习，培养沟通与交流的能力。（3）文化目标：教育学生爱护人类赖以生存的地球，培养跨文化的环保意识。 【学习重点、难点】学习重点1听、说、读、写动词短语的ing形式：taking pictures, watching insects, picking up leaves等。2学生能在实际情景中灵活运用现在进行时的各种句型进行交际。学习难点1较长短语的默写和读音。例如：do an experiment, catch butterflies2be在现在进行时句子中的用法，学生往往会漏掉。【学情分析】学生在前面两个单元的已经学习了一些动词短语，对动词-ing有了一定的了解，并掌握了一定的构词方法，因此应该设计多样的活动，使学生的语言知识系统化、条理化语言的实践活动化。在句型教学中教师也应通过活动操练使学生逐步了解掌握，不宜过分强调有关语法。【课时安排】第一课时：Lets chant A Lets Learn Lets play Lets sing第二课时：Main scene Lets start A Lets try Lets talk Lets play C Good to know第三课时：A Read and write B Listen and write C Task time 第四课时：B Lets learn Let s play C Pronunciation第五课时：B Lets try Lets talk Pair work C Story time第六课时：B Read and write Group work C Lets check第一课时A Lets chant Lets Learn Lets play Lets sing【学习内容】A Lets chant Lets Learn Lets play Lets sing【教材分析】本课时主要让学生能听、说、读、写动词短语taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies的ing形式，学会运用句型“What is he / she doing ? He / Shes ”，替换动词短语。【学情分析】第四和第五单元的教学重点都是现在进行时，学生已经有所掌握，教师应注意结合前面的单元进行新知识的教学。另外，本单元的多数短语是首次出现，如：“doing an experiment”、“picking up leaves”等，因此，教师要注意反复操练、使学生通过活动感知语言点，从而为句型教学做好铺垫。【教学目标】一、知识与技能目标：1. 能听、说、认、读单词：pictures ,insects, leaves, experiment, butterflies. 掌握固定短语：taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies2. 能熟练运用句型“What is he / she doing ? He / Shes ”，来描述本节课所学短语。3. 了解知识点/链：动词的ing形式及发音。以不发音的e结尾的动词，其ing形式是去掉单词末尾的e, 再加ing. 如：take-taking, write-writing，have-having. take pictures taking picturesShe is taking pictures. Is she taking pictures?4. 语篇提升：Its a sunny day. Look! There are many students in the woods. Zhang Peng is catching butterflies. Sarah is taking pictures. What is Mike doing? He is watching insects. Chen Jie and Amy are picking up leaves. Look! John is doing an experiment. They are very happy.二、情感目标：培养学生热爱大自然，学会探究、合作的优良习惯。培养学生全球化的环保意识。【学习重点、难点】本课时重点是掌握Lets Learn部分的五个动词短语的ing形式，并能进行简单问答。本课时难点是为单词insects insekt 和experiment ikspermnt 的发音。【教学准备】 教师准备录音机和本课磁带，本课词卡、第四和第五单元的词卡，本课挂图，彩笔，画有昆虫的一张图片，多种树叶，放大镜和两只试管，贴画等。【教学过程】一、热身（Warm-up）（此环节用时5分钟）说唱玩赛，激情引趣（一）歌曲、歌谣中情绪热身Lets chant教师播放第六十八页的歌谣，先请学生欣赏一遍，然后教师借助图片稍加解释，最后让学生们试着一起吟唱。注意把握节奏，可以轻敲桌子或拍手。另外， 单词treat可译成“乐事”。设计意图：在轻松愉快的节奏中，感知短语，并营造了英语课堂的氛围。（二）复习旧知中知识热身做“动作秀”游戏请一名学生到台前，向他出示一张前两单元的单词卡片，让他做动作。教师问学生们：“Whats he / she doing?” 然后再叫多名学生上台一起表演，教师再问：“What are they doing?”引导他们回答。设计意图：复习环节复习了所学的短语和教学，为下一步学习奠定了基础。（三）评价分组中注意力热身I will divide the SS into two groups: butterfly, insects. and have competitions through the whole class. I will reward them some stickers to the winner of each competition. 二、呈现（Presentation）（此环节用时10分钟） （一）话题交流，导入新课教师出示一群小学生背着背包去郊游的图片。画面可以处理得模糊些。问学生：Where are they going?引导学生回答：They are going on a trip.如果学生不会回答，教师可以引导，比如提供给学生trip 这个词。设计意图：教师在引导学生学Lets learn部分的单词短语之前，应尽可能的唤起学生已有的生活体验，使学生的英语学习能和自己的生活联系起来，不至于觉得太枯燥。（二）情景创设，理解词意1教师进一步提问：What can they do on a trip？教师引导学生猜测郊游可以做的事情。此时可以出示P70页的图片，但要进行遮盖或模糊处理。如果学生遇到不会用英语表达的活动，可以容许学生用中文表达。根据学生说的情况，教师点击图片中相应的画面，最终出现P70页的完整画面。2教师指着taking pictures的小图，问：Whats doing? 引导学生作答。教师点击taking pictures这个短语的声音，每播放一次，让学生跟读，并且鼓励学生边做动作，边读单词。教师指着图中的昆虫问：What are they？引导学生回答： They are insects. 教师带读单词insects，给学生必要的支持.教师播放catching butterflies短语声音，学生跟读。鼓励学生边做动作，边读单词。教师引导学生观察catching butterflies 和watching insects两个短语，看看有哪两个单词的拼些很相象。catch和watch两个单词只有一个字母的差别，要提醒学生注意3、教师出示一片叶子问学生：What is it？引导学生回答：leaf。再出示一片叶子，教师问：How many leaves can you see？引导学生回答Two leaves。同时教师板书：leaf-leaves。请学生对比两个单词的不同。教师播放picking up leaves声音，学生跟读，鼓励学生边做动作边读单词短语。4、教师展示所带的试管假装做实验，并用句型：“What am I doing?” 引导出短语，并出示doing an experiment的词卡。教师领读，学生跟读。教师播放声音，每播放一次，学生跟读，鼓励学生边做动作边读单词短语。experiment一词较长，若学生有困难，可分音节拼出。教师应反复带读，以便学生能够更好的掌握。设计意图：知识来源于生活并最终回归于生活当中。将词汇学习与学生们的生活紧密相联，不仅能够降低学习难度，还能提高学生的学习积极性。（三）句中学习，领读词卡1巩固短语记忆，反复领读词卡。教师领读，男生女生读、分组读，个别学生读，“小老师”领读等多种方式相结合，让学生在角色转换和反复训练中加深对词汇的感知。2. 学生对短语有了初步了解和记忆后，将短语融入句子和具体情景中，进行语言交际训练。教师播放课件：画面中只有人物的头部。教师提问：What is he doing？What is she doing？学生猜测。He is She is （四）版式呈现，视听正音Unit Six A Field TripPart A Lets chant A Lets Learn Lets play Lets singWhat is doing? Hes -ing.watching insects picking up leaves taking pictures doing an experimentcatching butterflies1通过板书呈现重点单词和句型。2教师放录音或VCD，让学生听并跟读，注意模仿语音语调。 三、练习（Practice）（此环节用时10分钟）（一）跟读模仿，听做强化1跟读录音，男女声分角色问答练习，强化模仿。2听音做动作。让学生根据所听到的短语做动作，然后打乱顺序，教师或学生读，其他学生做动作，最后四人一组，一人读，三人做动作，进行比赛，看谁做得既快又对。3Lets sing：学唱本单元歌曲 Field Trips,教师带读歌词，让学生边唱边表演。（二）游戏巩固，任务落实1游戏： 拼单词教师出示单词短语卡片：taking pictures，watching insects， picking up leaves， doing an experiment，catching butterflies学生拼读。教师适当讲一些速记方法，如：catch和watch两个词可以对比记忆；butterflies可以分为butter和fly，fly的复数形式为flies等等。教师出示以上单词图片，学生以四人小组为单位抢拼单词，拼读时小组成员可以提供帮助。教师可将图片打乱顺序，让学生在图片下面拼写出相应的单词短语。2Lets play教师拿一张词卡快速在学生面前闪一下，问学生：Whats he / she doing? 让他们迅速抢答。【当堂测试题】3Read and choose.（选择正确的答案。）（ ）1. He is _ pictures.A. taking B. take C. takeing （ ）2. Mike is doing _ experiment.A. a B. an C. （ ）3. What _ doing?A. is B. is he C. Is he（ ）4. She _ insects. A. watch B. is watching C. is watch（ ）5. We are _ butterflies.A. catch B. is catching C. catching答案：ABBBC四、拓展（Extension）（此环节用时10分钟） （一）活动运用，语篇提升1小组自编对话，例如：S1: Hello!S2: Hi, Amy. S1: What are you doing?TS2: Im doing an experiment. What about you?S1: Im doing my homework.S2: Lets go to the park this afternoon.S1: Great.2小组活动小组设计一个郊游活动表，并用英语说一说。Its a sunny day. Look! There are many students in the woods. Zhang Peng is _. Sarah is _. What is Mike doing? He is_. Chen Jie and Amy are _. Look! John is _. They are very happy.（二）总结赏析，情感升华1总结各小组得分情况，并对优胜小组进行适当奖励。2大自然的美，是我们永远探究和追求的对象。（三）作业分层，自主发展Homework:1听录音五遍，对发音进行模仿。2运用学生词卡或自制词卡来背短语。3. 自己试着描述一幅郊游的场景，并用英语描述一下，写成小短文。【课后反思】第二课时Main scene Lets start A Lets try Lets talk Lets play C Good to know【学习内容】Main scene Lets start A Lets try Lets talk Lets play C Good to know【教材分析】 本课时在上一节单词短语的基础上，进行会话练习。所用到的句型以前也学过，如果词汇过关的话应该问题不大，关键是创造尽可能多的机会让学生在实际中运用。【学情分析】学生前面已经学习了现在进行式的单数一般疑问句，教师应借助于学过的知识学习复数的一般疑问句，这能起到事半功倍的效果。【教学目标】 一、知识与技能目标1. 能熟练朗读并模仿本节课对话。2. 能表演本节课对话。3. 能在实际生活中运用本节课句型“Are they?”的结构及其答语来创编对话。4. 了解知识点/链：本课时主要学习现在进行时的一般疑问句形式及其肯定、否定回答，只要把陈述句中的be动词提到句首，句末改成问号就可以。用Yes或No来进行回答。如：They are taking pictures.（陈述句）-Are they taking pictures? （一般疑问句）-Yes, they are.（肯定回答）No, they arent.（否定回答）catch butterfliesHe is catching butterflies. They are catching butterflies.Are they catching butterflies?二、情感态度目标通过模拟真实的课堂情景的创设，帮助学生体会野外旅游的乐趣，增长有关课外知识，激发学生热爱大自然的美好情感，培养学生细致观察的良好生活习惯。【学习重点、难点】1. 本课时重点是能听懂、会说本课对话。学会情景运用句型“Are they? Yes, they are / No, they arent.”。 在情景中使用对话的句子，并能恰当的替换句中的动词短语。就主题图提供的场景进行交际会话。2. 教学难点是掌握句型Are they ? 及其答语。理解单词woods, classmates的读音。【教学准备】1、教师准备：录音机和本课磁带、彩笔、本课挂图和词卡、相应的头饰2、学生准备：自制词卡或学生用词卡【教学过程】一、热身（Warm-up）（此环节用时5分钟）说唱玩赛，激情引趣（一）歌曲、歌谣中情绪热身教师播放第六单元:P78页Lets sing歌曲，学生听音齐唱。设计意图：通过歌谣进一步复习学过的单词短语，并且通过让学生用学过的单词短语进行替换练习，激发学生学习的兴趣以及表演欲望。（二）复习旧知中知识热身1“单词排序”活动教师每次请三名学生上台，每人抽一张卡片，上面是每一张分别都是写名字写做什么写地点，然后形成随意组合的一句话。请学生读出随意组合后的句子。2Lets start “动作分类”活动打开六十八页讨论这一部分的图画。先介绍要求，教师说：“Look at the picture. The boys and girls are going on a field trip. What are they doing? Lets divide them into two groups. One belongs to A(Birds or Animals), the other belongs to B(Plants).”接着讨论，小组互相问答，最后完成填表。设计意图：通过游戏的方式引导学生进一步复习前面学过的句型和单词短语。（三）评价分组中注意力热身I will divide the SS into two groups: A, B. and have competitions through the whole class. I will reward them some stickers to the winner of each competition. 二、呈现（Presentation）（此环节用时10分钟）（一）话题交流，导入新课教师用课件出示Lets try三幅图片。引导学生就图片内容提问：Who are they？What are they doing？请几位同学就画面进行描述。此时教师可以就画面提问，引出本课的重点句型：Are they ？引导学生用Yes，they are. / No, they arent.进行回答。教师通过提问，引出classmates一词。Eg：Are they watching their classmates？教师板书单词，学生跟读。教师可引导学生：classmates是一个复合词，由class和mates组成，便于学生记忆。（二）情景创设，理解语意教师让学生看提前在黑板上贴好四至五组人物图片，如：Mike and Wu Yifan，Sarah and Amy，教师提问：Who are they？，让学生回答：They are。教师把catching butterflies的单词短语卡片面朝下贴在第一组人物的下面，说：Guess， What are they doing？引导学生用Are they？猜。学生理解游戏规则后，再请两名学生作一个动作，请学生试着来猜：Are they？其他学生判断：Yes， they are./ No, they arent.教师在黑板上画一棵树，问：What is it？引导学生回答： It is a tree. 然后，教师再画一些树并介绍说： What is it now? It is a woods. 教师板书woods，学生跟读单词。教师在小树林里画两个人，问：Where are they?引导学生回答： They are in the woods. 学生学说句子：Where are they? They are in the woods.（三）交际练习，板式呈现1通过课件呈现一张几个学生在树林里采摘树叶的图片。师生问答，生生问答等基本操练形式进行简单有效的交际训练。T: Where are they? S: They are in the woods.T: Are they catching butterflies? S: No, they arent. They are picking up leaves.2教师带读单词“wood”与“woods”. 让学生用开火车问答的形式进行。3通过板书呈现重点句型。Unit 6 A Lets talkMain scene Lets start A Lets try Lets talk Lets play C Good to knowin the woods watching my classmates 相关简笔画Are they ? Yes, they are.No, they arent.（四）问题视听，整体感知看对话部分的VCD，整体感知对话，教师根据对话提出几个问题：(1) What is John doing?(2) Where are his classmates?(3) Are they catching butterflies?(4) Are they picking up leaves?答案：(1) He is watching his classmates. (2) They are in the woods.(3) No, they arent. (4) Yes, they are.教师播放录音，学生带着问题听并回答问题，回答问题的同时也大致了解文章大意。三、练习（Practice）（此环节用时10分钟）（一）跟读模仿，歌谣强化1播放录音，让学生跟读课文。通过听录音纠正学生的发音，注意让学生模仿录音中的语音语调，形成语感和语速。2给课件中的人物配音。注意让学生模仿录音中的语音语调。3小组分角色朗读。师生读，男生女生读，生生读。让学生在不同形式的模仿中使发音准确，形成良好的语感。4自编chant.What are you doing? What are you doing? Im watching , Im watching. Im watching my classmates.Where are they? Where are they? They are in the woods. They are in the woods.Are they catching butterflies? Are they catching butterflies?No, no, no. They are picking up leaves.学生边拍手边表演。（二）游戏巩固，表演生成1做“猜动作，练句型”游戏Lets play教师请一名学生上来背对大家，再请两名学生上来，面向大家并向台下的学生展示一个短语，然后一起做卡片上的动作，如：catching butterflies，台下的学生一起问：“What are they doing?” 站在前面的学生用“Are they ?”句型来猜卡片上的短语。教师及时表扬奖励。该游戏使学生情绪高涨，其中，动作表演复习了短语，学生的猜测和回答的活动，充分复习了句型。2Good to know教师说：If we go on a field trip, what do we need? , 引导学生思考，然后让学生打开课本第七十八页，和学生一起讨论郊游所带的物品。教师告诉学生出游时应做有心人，把要带的东西准备好，避免出游不便事情的发生。四、拓展（Extension）（此环节用时10分钟） （一）活动运用，任务落实1任务活动中运用学以致用Make a survey ：我是小记者请组内学生扮演小记者进行采访正在干什么，并作汇报。参考句型： Hello!Hi!What are you doing?What is / Li Lei/Zhang Hong doing?Whats he /she like?He/She is tall thin strongHe She likesAre they picking up leaves/ catching butterflies/ doing an experiment?Yes, they are. No, they arent.（小组活动时更换自己的同伴，跟新同伴做对话）通过以上调查活动，激发学生练习兴趣，培养学生口语表达能力，学以致用。2练习任务中落实随堂检测（1）Read and choose. （读一读，给下列问句选择正确答案。）（ ）1What is she doing? A. They are in the lake.（ ）2What are they doing? B. I am watching my friends.（ ）3Where are they? C. No, they arent.（ ）4Are they watching insects? D. She is taking pictures.（ ）5What are you doing? E. They are picking up leaves.（2）Read and choose.（读一读，选择正确答案。）（ ）1Are they _an experiment? A. doB. makeC. doing（ ）2What _ she doing?A. are B. isC. am（ ）3My sister is _ up leaves. A. pickingB. to pickC. pick（ ）4-Are they watching insects? -No, _ . A. they arentB. they areC. he is（ ）5They are _ the woods. A. onB. inC. of（答案：（1）D E A C B（2）C B A A B ）（二）总结赏析，情感升华本节课我们主要学习了现在进行时的一般疑问句形式及其肯定、否定回答，只要把陈述句中的be动词提到句首，句末改成问号就可以。教师提问句型：“Are they? Yes, they are / No, they arent.”学生回答。对于赢得比赛的小组给予祝贺，对于输得小组给予鼓励。教育学生珍惜友谊，尊敬师长。（三）作业分层，自主拓展1听磁带录音三遍，跟读Lets talk部分进行模仿。2Make a new dialogue with your partner.（和同伴创编一个新对话。） 3进一步熟悉野营装备物件名称，为下节课“野营设备知多少”竞赛活动做准备。【课后反思】第三课时A Read and write B Listen and write C Task time【学习内容】A Read and write B Listen and write C Task time【教材分析】 本课时主要让学生四会掌握“Are you ? 和Are they? ”其中Are you ? Yes, they are / No, they arent.”这个句型不太常用，因此在前面.的Lets talk部分没有作为重点句型练习。教师应注意引入的方式并适当加以操练。【学情分析】学生在上一节课已经初步学习了句型“Are they ? Yes, they are. / No, they arent.”,所以本节课学起来可能比较容易，但句型“Are you ? Yes, we are. / No, we arent.”是第一次出现，可能学生学习时会遇到困难，所以本课应加大对该句型的操练，从而使学生学会在实际情境中熟练运用。【学习目标】一、知识与技能目标1. 能听、说、认读短语：eat lunch, have a look, sweet food, do an experiment on句型：Are you eating lunch? No, we arent. Are they eating the honey? Yes, they are. 2. 能朗读并理解本节课文本。3. 能阅读并理解其他相关话题的文本。4. 能联系本节课的文本话题进行相关小习作。范文：Look at the picture. There are many children in the park. The children go to the nature park. Look! Mike is picking up apples. Wu Yifan and Amy are taking pictures. Chen Jie is catching butterflies. Sarah is counting insects. John and Zhang Peng are doing an experiment. They are very happy.5. 了解知识点/链：like to do something；do an experiment on somebodyWe are doing an experiment. Are you doing an experiment? Yes, we are. / No, we arent. They are eating the honey. Are they eating the honey? Yes, they are. / No, they arent.二、情感态度目标培养学生认真观察、善于思考、学会合作、积极探究、勇于且善于交际的良好的生活、学习习惯。【学习重点、难点】学习重点: 使学生四会掌握：Are you? 和Are they.? 并能够在情景中运用。学习难点: 1. 句型What do ants like to eat ? They dont like it .的理解。 2. 本课重点句型的书写对于一些学生来说会有一些难度。【学习准备】教师准备课件、录音机和磁带、彩笔、VCD、词卡、John，Chen Jie和Wu Yifan的头饰等。【学习过程】一、热身（Warm-up）(此环节用时5分钟) （一）歌曲、歌谣中情绪热身1Sing a song “Field Trips”2放第六十八页录音，让学生们吟唱， 板书：We can watch the ants and see what they eat. 引导学生理解其含义。设计意图：唱英语歌曲，用TPR教学法演唱自编Lets do，让全班同学动起来，创设学习英语的情境，激发学生学习兴趣。（二）复习旧知中知识热身Play a game.玩转盘游戏，复习旧知识。- What is he / she doing?- He / She is - What are they doing?- They are 设计意图：在玩游戏中复习旧知识，寓教于乐，既调动了学生学习英语的兴趣又为后续学习做了铺垫。（三）评价分组中注意力热身Divide the students in groups According to the roles in the dialogue Ill divide the students in three groups. They are Wu Yifan Group, John Group and Chen Jie Group. 设计意图：小学生精力充沛，但注意力不能长时间集中。评价分组使教师得以集中学生的注意力并充分激发了学生的热情，通过分组记分来展示不同组之间的学习情况，让学生之间有所对比，真正成为了学习活动的主人。二、呈现（Presentation）(此环节用时10分钟)（一）话题交流，导入新课T: Do you like field trips?Ss: Yes, I do.T: Why?S1: Because I can pick up leaves.S2: Because I can take pictures and catch butterflies.S3: Because I can do an experiment.T: Really? What experiment?S3: I watch insects.T: Great! I have two friends. They are doing an experiment, too. What experiment? Do you want to know? Ss: Yes.设计意图：师生共同围绕本单元的话题“A Field Trip”展开交流，结合将要学习的对话提出问题，设置悬念，激发学生通过本节课学习可以得到答案的欲望。（二）情景创设，交际练习利用多媒体教学手段，创设情景。T: Look! Who are they?Ss: They are Chen Jie and John.T: Yes. They are doing an experiment on the grass. What experiment? Lets go and have a look. 设计意图：交流话题后利用多媒体教学手段，创设情景；用语言描述，引入情景，引导学生在情景中自然感知、理解内化和运用语言。（三）问题视听，整体感知1. Watch and answer（1）T：Watch paragraph 1 and answer the first question: What experiment are they doing?（2）Watch the flash.（3）T：What experiment are they doing?Ss: What do ants like to eat?（4）Show CAI to studentsT: Are they eating the carrots?Guide the students to answer: No, they arent. They dont like them.T: Are they eating the tomatoes?Ss: No, they arent. They dont like them.T: Are they eating the potatoes?Ss: No, they arent. They dont like them.T: Are they eating the vegetable?Ss: No, they arent. They dont like it.T: Oh, they dont like the carrots. They dont like the tomatoes. They dont like the potatoes. They dont like the vegetable. What do they like to eat? Lets watch the second paragraph and the answer.Question 2: What do ants like to eat?（5）Watch the second paragraph. Then answer: They like the honey. They like sweet food.（6）Show CAI to the students A: What do cats like to eat?B: They like _. They dont like _. A: What _ monkeys like to _? B: They like _. They dont like _. Thats interesting.设计意图：在教学中首先要让学生从整体上感知语篇，设置悬念，激发学生的求知欲。然后针对课文主要内容设计有效的问题来帮助学生理清文章的脉络, 利用设计问题的信息差，使学生在问题的引领下整体把握课文，调动学生听的积极性和回答问题的积极性。（四）任务跟进，获取详情1. Lets sing.（自编歌曲，配三年级歌曲“An Apple A Day”的调）The ants like to eat sweet food. And they are eating the honey. The cats like to eat fish.What do you like to eat?2. Read and fill in the blanks.Wu: Hey! What are you doing there? Are you _?John: No, _. We are doing _ experiment.Wu: What experiment?John: _ do ants like to eat?Wu: Thats interesting.Chen: Come and have a look at the ants.Wu: Are they eating the vegetable?John: No, they arent. They _ like it.Wu: Are they _ _?John: Yes, _ _. They like sweet food.Wu: I like sweet thing