We love animals教学设计

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We love animals教学设计

Unit 4 We love animals

I.Teaching aims:

1. knowledge aims:

(1). Grasp the main sentences: Look! I have a …. Oh, really? May I have a look? Sure. Here you are. Oh, it’s nice! I like it. Thank you. / Thanks. And get the students to use these sentences to communicate with each other.

(2). Grasp the new words: cat, dog, monkey, duck, panda, rabbit, bird, pig, elephant, mouse, bear, squirrel. And get the students to introduce these animals in English.

(3). Grasp the words: Cool! Super! Great! Wow! 并能够在实际情景中恰当地使用。

(4). Grasp the TPR activities in the part of “Let’s do”.

Try to say these phrases and respond the actions correctly.

2. non-knowledge aims:

(1)能尽情发挥表演才能,多角度地逼真地模仿动物,如动作,形态,表情和声音。玩TPR的听听做做活动时,动作协调,表演活泼大方;

(2)学会主动赞扬周围的人及物,并能对他人的赞扬作出正确的反应,即表示感谢;

(3)了解中国、美国、加拿大、澳大利亚四个国家最具代表性的动物,并能正确判断出动物与国家是否相应。

II. 学情分析:

学习了前面三个单元的孩子,对这套PEP教材语言项目的编排已熟悉并接受了。在学习用品,自己的身体部位及颜色的英语学习之后,他们很期待下一个主题的学习,善于模仿的小学生,最喜欢动物了,所以这一单元他们会学得主动而轻松。而在本册书过半的时候,教师也已了解课堂学习中哪些学生活泼哪些较不活泼,教师就要充分利用本单元的生动有趣的内容,把握时机,给那些想只听不动的“惰性气体”般的学生以更多的机会上台表演,或模仿动物叫声、形态或干脆扮演故事中的小动物等,激发他们的学习积极性,让所有学习自然地同步前进,并为接下去的学习打下基础。

III. 教学策略:

在这一单元的教学中,教师要富有童心,尽可能生动活泼地表现动物形态或表情,充分利用体态语言让学生理解会话的含义,帮助记忆,并培养用英语思维的能力。如在学习常见动物名称时,可以充分运用体态语,以惟妙惟肖的形态和声音直接呈现单词,学生因为模仿而生趣,因活动而更有记忆。要注重学生对bear and bird的发音区分,既能听清楚,又能说清楚。在教学方法上,侧重点放在运用句型I have ….来套学新词汇。可以复习第一单元的文具用品词汇,在活动中问及动物和文具的颜色,从而复习第二单元的颜色的词汇,达到以新带旧,知识积累和活用效果。设计的活动要活泼流畅,在活动中达到既要活跃课堂,又掌握知识;既学习了本单元新语言知识,又复习到以往旧知识的功效。教师在整个单元的课堂引导上,应突出 love 这个词的含义,要能运用自己的表情声音展示动物的可爱和自己对他们的喜欢之情,使整个单元主题学习始终有与动物亲近、交朋友的温馨气氛。本单元在用身体语言来辅助教学时,模仿动物要多角度,如dog, 既可以用双手背朝前放在两侧太阳穴,也可以woof, woof地叫,当然,还可以尝试运用学生自创的体态语,让学生的学习主动性因得到教师的肯定和鼓励而得到发挥和保持。

IV. Teaching arrangement:

Lesson 1: A: Let’s talk Let’s play

Lesson 2: A: Let’s learn Let’s do

Lesson 3: A: Let’s make Let’s sing C: Story time

Lesson 4: B: Let’s talk Let’s play Culture

Lesson 5: B: Let’s learn Let’s do Let’s sing

Lesson 6: B: Let’s check Let’s chant

Lesson 1

I. Teaching aims:

1. Learn to use: I have a rabbit / panda / monkey / zoo, and Super! / Cool! / Wow! / Great!

2. Review some words which the students have learned.

II. Preparation:

a. Some toys of animals

b. Recorder and tape

c. words’ cards

III. Steps:

(1). Warm-up/Review

a. Sing a song: How are you? 可有对唱,伴随拍手等形式。

b. Greets to pupils with sentences they’ve learned.

Review some words which the students have learned.

c. Drive the train, eg: ( 在每节课前用3-5分钟的时间进行不同形式的口语会话联系。会话内容可根据所学内容逐步增加,通过“滚雪球”的方式不断提高学生的会话能力。)

(1) A: Good morning, Mike. Nice to meet you.

B: Hi, Wu Yifan. Nice to meet you.

(2) A: Good morning, Miss Green. How are you?

B: Fine, thank you.

(3) A: Good afternoon, Chen Jie. This is Zoom.

B: Hello, Zoom. Nice to meet you!

C: Nice to meet you, too!

(2). Presentation

a. Listen to the tape (Unit 1, Let’s chant)

b. Try to say: Look! I have a ruler/ pencil/ pen and so on.

T: Now close your eyes, please. Don’t open your eyes. I have something to show you. … OK. Open your eyes, please. Look! I have a rabbit. A rabbit.

Learn to say: rabbit. This is a rabbit. Look! I have a rabbit.

c. Use this form, let pupils learn to say: dog. This is a dog. Look! I have a dog. …

d. 自然引入感叹语Great! Cool! Wow! Super!

(3). Practice

a. Choose an animal and says that look, I have a …. The students else use the words: Cool! Super! Great! Wow!

b. Let’s play:According to the book, let students act the animals, and act , sound like them. Woof! Woof! Mew! Mew! Quack! Quack!(提高学生的表演能力,增加童趣。)

c. Guessing game: Show the part of the animals, eg: an ear, a nose etc.

d. True or false: 4个学生为一组,分别命名为“Cool, Great, Super, Wow”其中只有一个学生身后持有一幅图片或一个动物玩具。他们面向全体学生站立,用不同的语调依次说出“I have a ….”, 请全体学生判断谁说了真话。

(在游戏中滚动复习所教的动物单词,提高学生的积极性,渲染课堂轻松、活跃的气氛。)

e. Listen to the music , and pass the toy , when the music stops, the student having the toy should stand up, and say :I have a …. (在音乐声中,感受英语带来的乐趣,同时有效地巩固句型。)

f. Read to the tape.

Practice and act this dialogue.

IV. 教学反思:

表达自己拥有什么动物玩具时,学生都会很踊跃。拿来家中自己的动物玩具,并且已经知道它的英文说法,学生会十分愿意向班里其他同学炫耀,这时很需要这种炫耀,体现他们敢于并乐于用所学到的英语来表达,而且,大家会对这种炫耀作出一种肯定,这样学生的积极性也就更高了。

Lesson 2

I。Teaching aims:

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