1AM4U2教案-杨行中心校陆珊珊

1、1A Module 4 Unit 2Topic: In the zoo1. Language Learning Objectives:(1) Language Focus:ü Using nouns to identify animals e.g. bearü Using several sentences to describe an animal.(2) Language Skills:u Listening:ü Identify the key words in an utterance by hearing the pronunciatione.g., p

2、anda, bear, tiger, monkeyu Speaking:ü Use wh-questions to find out specific information about a thing. e.g. Whats this?ü Use pronouns to refer to particular thingse.g. Its a tiger.ü Use Itsto describe the features of the animals e.g., Its fat/lovely/strong.ü Use several sentences

3、 to describe an animal.2. Important and Difficult Points:(1) Important Points:ü Using nouns to identify animals e.g. bearü Using several sentences to describe an animal.(2) Difficult Points:ü Using several sentences to describe an animal.3. Teaching Aids:computer, word cards, pp, book

4、1A, animal headgear.4. Teaching Process:ProceduresContentsMethodsPurposeI. Pre-taskPreparationWarming up1. Sing a song <In the zoo>通过唱歌营造英语学习氛围。II. While-taskProcedure1. zooShow a picture of the zoo.Look. This is a zoo.Who is coming?Who is he/she? Kitty and Eddie are in the zoo. Listen careful

5、ly, how many animals can they see?Yes, we know they can see four animals. But we dont know what they are. Now lets find it.用图片引入今天课堂主题。用提问方式引出本堂课的主人公。用提问的方式将学生带入情境中去。让学生带着疑问进入到情境中，想要探寻是哪些动物。2.monkey(Show a picture of a tail and have students guess whats the animal)Elicit: monkeySong:Theres a monkey

6、in the zoo.Theres a monkey in the zoo.Theres a monkey in the zoo.La la la la la la la.What colour is the monkey?How is it?Read the dialogue all class, and then invite girls to be Kitty and boys to be Eddie.Pair works. Then invite some pairs to perform.通过猜一猜的方式引发学生学习的兴趣。用简单的儿歌帮助学生快速掌握单词monkey。用提问方式将对

7、话框完整。用分角色朗读的方式为之后的pair works做铺垫。让学生自己分角色扮演，在朗读过程中明白monkey的特点。3. tiger(Play a roaring of a tiger)Have students guess who is coming.Elicit: tigerSong: Theres a tiger in the zoo.Theres a tiger in the zoo.Theres a tiger in the zoo.La la la la la la la.What colour is the tiger?Its orange and black.Show a

8、 picture of small tiger.Look！Its a tiger.Its _.Then change some other tigers.Elicit: strong.Have students imitate a tiger.Im strong.Chant: Tiger, tiger, Big and strong. Tiger, tiger, Run run run.Listen to the dialogue:Kitty: Wow, whats that?Eddie: Its a tiger. Its orange and black. Its big and stron

9、g.Pair works.Then invite some pairs to perform.通过吼叫声让学生猜一猜，引入新动物的学习。用熟悉的歌曲为老虎唱首歌。从而中学习tiger.用提问方式引入老虎本身的特点学习。感受不一样的老虎，让学生体会老虎的多样性。用模仿老虎的方法学习strong，增加孩子的趣味性。用简单的chant练习tiger and strong.用Kitty和Eddie对话的方式引出tiger的特点介绍，让学生学习。用学生自主的对话练习模仿描述出老虎的特点。4.pandaShow a panda appear quickly and disappear.Elicit: pa

10、ndaShow a small panda picture, and ask, “Is this a panda?”Lets watch a video and find the answer.Read a chant:Baby Panda,Mother Panda,One and two.Baby Panda,Mother Panda,I see you!What colour is the panda?How is it?Complete the dialogue.用快速出现的熊猫吸引学生注意。用一张小熊猫的照片询问是否是熊猫，激发孩子的学习欲望。并通过可爱的视频，让学生理解熊猫的长大过程

11、。用简单的小儿歌增加学生对小熊猫和大熊猫的学习。用看图询问的方式让学生自己说出熊猫的特点。根据之前的学习让学生自己填一填。5.bearKitty: Look! Its a bear, too.Is this a bear?No, no, no. Whats this?Elicit: bearChant: Whats this? Whats this?Its a bear.Whats that? Whats that?Its a pear.The bear and the pear.The pear and the bear.Golden eyesIs this a bear or a pand

12、a?Complete the dialogue.Kitty: Look! Its a panda, too.Eddie: No, no, no. Its not a panda.Kitty: Whats _?Eddie: Its a _.Its _.Its _.用语音让学生辨别熊猫和狗熊。用儿歌的方式将bear和pear两个相似容易混淆的单词进行区分。让学生用火眼晶晶的方法辨别狗熊和熊猫。从之前的范文，到后来的给提示完成，到现在的完全没有提示，让学生根据之前的内容反馈出几个句型来描绘一个动物。III. Post-taskActivity1. Read the story.What animal

13、s can Eddie and Kitty see in the zoo?Show all dialogues.Read the dialogues.Girls will be Kitty, and boys will be Eddie.将整个故事对话框整体出现，让学生分角色朗读，回忆学过的动物以及他们各自的特色。2. Read and act.Kitty is very happy. She takes some pictures. Now she show her pictures to her friend.What will they talk about?Read the dialogue and invite two pairs of students to act it out.Eddie and Kitty can see many animals in the zoo. We should love animals. Animals are our good friends.注重故事的完整性，让学生感受到Kitty在动物园中的精彩瞬间。通过读一读，试着演一演，激发学生的学习兴趣，巩固知识点。最后点明本课的情感目标。5. Writing Design:M4U2 In the zooWhats? What co