M2U1.doc

教学设计首页课题Module 2Unit1Animals in the zoo课型新授课时第1课时授课时间年 月 日项目内容个性化设计教学目标1能听、说、读、写单词 work, gate. kilo, hay, cage, 50kilos of hay， 并能正确运用to和past描述时间。 2. 通过听力练习、交流、讨论和合作，运用一般现在时态，谈论Mr. Tang的职业和一天的工作，并且运用介词描述：At six oclock, Mr Tang opens the gates.3. 动物和人类可以互助，要善待我们的动物朋友，与动物和谐相处。教学重难点理解介词to和past的用法，并且能够正确而运用两种方式描述时间。教学方法与手段方法：启发式教学，听说教学法手段：录音机，磁带，卡片使用教材的构想根据教材的螺旋上升式的特点，学生从一年级上学期开始就已经学习过动物这一话题，所以对于五年级的学生来讲，这并不是一个新的话题。本节课是讲述zoo-keeper一天中是怎样照顾小动物的，根据学生的知识水平、认知水平和心理发展水平，通过趣味性强的有关动物的话题，紧密联系学生的生活实际（去动物园的看动物的体验），激发学生学习动物类单词和话题的学习动机。板书设计Unit1 Animals in the zoo教学设计续页教学流程个性化设计调控一、Pre-task preparation :1. Review known animal vocabulary(show the pictures ) Point to each of the pictures of animals and invite different students to name the animals.2. (show the picture of a man ) T: Whos he? S: Hes a zoo-keeper. T: Yes, hes Mr Tang. Hes a zoo-keeper. He works in a zoo.3. Read the words: work works二、While-task procedure:1. T: What does Mr Tang do in a zoo? Listen to the tape.2. Listen again and repeat.3. (hang a small blackboard) Read the timetable and learn the words: gate, cage, kilos, 50 kilos of hay.4. Ask questions about the time when Mr Tang does things in the zoo.e.g. T: What time does Mr Tang open the gates?S: He opens the gates at six oclock.(pay attention to the word: opens )5. Learn the time: twenty to nine.6. Ask questions about the food.e.g. T: What does Mr Tang eat?S: He eats noodles and chicken.T: What do the tigers eat?S: They eat meat.T: How much?S: 10 kilos of fruit.7. Working in pairs, the students ask and answer the other questions of animals.三、Post-task activity.Using the completed task and the timetable on Page 22 of the Students Book invite different students to talk about what Mr Tang does in the morning at the zoo.e.g.: Mr Tang is a zoo-keeper. He works in a zoo. Then can you tell when Mr Tang open the gates and clean the cages? S: At six oclock, Mr Tang opens the gates. At half past six, he cleans the cages.一上课就让学生见到活泼可爱的动物，增加了课堂气氛，同时又为下面作了充分准备。用问题引出将要听的内容一是给学生听的要求，二是帮助学生更好地理解内容，为学生学习提供良好的氛围。当堂达标设计Exercises of workbook . 作业设计练习1. Talk about your daily life with your deskmate.2. Write some sentences about zoo-keepers daily life.预习Preview the words and text on P4教学反思现象与归因分析改进措施教学设计首页课题Module 2Unit1Animals in the zoo课型新授课时第2课时授课时间年 月 日项目内容个性化设计教学目标1通过交流、讨论、合作、阅读理解，找到课本中问题的答案。2. 在完成学习任务的过程中，熟练运用特殊疑问句。e.g. How much hay do they eat?/ What do the elephants eat?/ What time do you feed the elephants?3. 引导学生了解动物和培养学生热爱动物的情感态度。教学重难点正确运用特殊疑问句，并回答。教学方法与手段方法：启发式教学，情景教学法手段：录音机，磁带，卡片，幻灯片使用教材的构想对教材内容进行适当的补充。在巩固练习部分，运用特殊疑问句提问更多关于动物的疑问句。使课堂内容更贴近学生的生活。E.g. What time do you feed your cat?板书设计Unit1 Animals in the zoo教学设计续页教学流程个性化设计调控Pre-task preparation:1. Review : feedfeeds openopenseateats havehascleancleans workworks2.Daily talk :T: What time do you get up? What time does he get up? When do you eat your breakfast? When does he eat his breakfast?3. Say something about a zoo-keeper.e.g. S: Im a zoo-keeper. I work in a zoo. I feed the animals. At six oclock, I open the gates. At half past six, I clean the cages. I like the animals.1. Ask some questions about the zoo-keeper.e.g. What time do you open the gates?While-task procedure:1. Look at the timetable (P22)T: What do the tigers eat?S: They eat meat.T: How much meat do they eat?S: They eat 10 kilos of meat.Write down the sentences: How much meat do they eat?They eat 10 kilos of meat.2. Working in pairs.3. (show some pictures) T: Look, this is Mr Tang. Hes a zoo-keeper. This is Ben and kitty. They ask Mr Tang Some questions.4. Listen to the tape and repeat.5. Listen again then look at their books and read the sentences.6. Act out this dialogue.Post-task activities:1. Look at the slide of P23. (Ask and answer)T: What time does Mr Tang feed the monkeys?S: He feeds them at eight oclock.T: What do the monkeys eat?S: They eat fruit.T: How much fruit do they eat?S: They eat 10 kilos of fruit.2. The teacher fills in the blanks.3. Working in pairs, the students ask and answer similar questions to complete the other two cards.复习动词在单三人称的句型中的用法，同时归纳动词+s的用法，为后面的课文学习铺垫。通过谈话自然引出主题，为学生的语言输出提供了良好的氛围。反复操练what和how引导的疑问句学生声情并茂的分角色扮演课文，有助于理解和记忆课文。看图复习，有效的提高可课堂效率。当堂达标设计Do part 2 Ask and answer of Page 21作业设计练习1. Read the dialogue2. Make a dialogue according to the text.预习Preview the words and text on P22教学反思现象与归因分析改进措施教学设计首页课题Module 2Unit1Animals in the zoo 课型新授课时第3课时授课时间年 月 日项目内容个性化设计教学目标1能听、说、读、写单词 left, right, up, down. 并能运用go to, go up, walk along的句子为他人指路。 2. 通过看地图、交流、讨论和合作，体验、实践，运用祈使句为他人指路。3. 培养学生热心帮助人的习惯。教学重难点正确运用go to, go up, walk along的句子为他人指路。 教学方法与手段方法：启发式教学，听说教学法，手段：录音机，磁带，两张地图，一张幻灯片使用教材的构想 适当补充教材内容。运用两张地图，请学生在创设的情境中，运用所学句型为他人指路。板书设计Unit1 Animals in the zoo 教学设计续页教学流程个性化设计调控Pre-task preparation:1. Listen to a song “Penguins game”2. T: Which word do you hear?S: Left, right.3. Learn the words : left, right4. The students stand up, and then do the actions.5. One student says the words, the others do the actions.6. The teacher does the actions , then say to the students “down, up”7. Learn the words; then the boys say the words “down, up” and the girls do the actions.8. Learn: along. Draw a picture on the board and say the meaning.9. Read the five words.10. Say the rhymeLeft, left right, right up, down and alongLeft, left right, right go up and go down.While-task procedure:1. (hang the map) T: Look, this is Gongnong Road. You go to Gongnong Road. My school is on the right.2. Learn the phrases: on the right on the left3. T: Wheres the supermarket? Is it on the right?S: Its on the left. T: You can say “Go to Gongnong Road. The supermarket is on the left.4. Working in pairs.5. (hang another map) T: This is Renmin Road. If you dont know how to get to the bank, hospital. Please ask your deskmate.6. Invite a group to act out the play.7. T: Wheres Dongfang Cinema? How do you get to the cinema?S: T: Go to Renmin Road. Walk along Renmin Road. Cross a road. The cinema is on the right.8. Learn the phrases: walk along, cross the road.9. Say again, the students repeat.10. Encourage the students to say them.11. Look at the slide (P24)Read the words: Yanan Road, Rainbow Hotel, Holiday Hotel, Moon Park, tourist.12. Listen to the tape and repeat.13. Working in pairs, as one student is giving the directions, the other student is tracing in pencil the route to Moon Park.Post-task activities:1. The students ask and answer question about places on the map.2. Now listening:(1) Listen to the tape twice and trace Mouse Kikis directions in pencil on the map and to mark where the cheese is.(2) Show the students map.节奏欢快的歌曲让学生身心愉快，很快进入学习状态。把单词编成儿歌，使学生在轻松的气氛中复习巩固新授词汇，加深学生的理解和记忆。通过设计贴近学生真实生活的情景，在对话中培养学生语言的综合运用能力。边听边画图，充分体现了培养学生创造和想象思维能力的原则。当堂达标设计Do the Work book 5B作业设计练习1. Display the street plan of the area near your school and say about your school.2. Draw a parrot. (standing, flying, sitting, eating, or talking)预习Preview the words and text on P24教学反思现象与归因分析改进措施教学设计首页课题Module 2Unit1Animals in the zoo 课型新授课时第4课时授课时间年 月 日项目内容个性化设计教学目标1能听、说、读、写单词 branch，正确运用形容词描述鹦鹉。2. 通过看图片、交流、讨论和合作、实践，正确运用句型Go down the steps./ Walk up the steps. 为他人指路。3. 培养学生热爱动物的情感态度。教学重难点正确运用句型Go down the steps./ Walk up the steps. 为他人指路。教学方法与手段方法：启发式教学，体验式教学手段：录音机，磁带，卡片，两张幻灯片使用教材的构想 适当补充教材内容，在对话的基础上让学生用There be句型描述。板书设计Unit1 Animals in the zoo 教学设计续页教学流程个性化设计调控Pre-task preparation:1. Say the rhyme: Left, left right, right up, down and along Left, left right, right go up and go down.2. Look at the slide (P24). Working in pairs, the students take turns to ask and answer questions about the map.e.g. S: Where is the Holiday Hotel? S: Go along Yanan Road. The Holiday Hotel is on the right.3. Look at the slide (P25)T: Where are the elephants?S: Go to Zoo Road. The elephants are on the left.4. T: If you are here. You go down the steps. Cross the road. Walk up the steps. The elephants are on the left.5. Learn the sentences: Go down the steps. Walk up the steps.6. Working in pairs, the students ask and answer the parrots or birds.7. Listen to the tape and repeat.8. The students read the dialogue.While-task procedure:1. The students take out their par