人教(PEP)英语第三年级上《We Love Animals》教学设计
教学目标:
1. Grasp the main sentences: Look! I have a 鈥Α Oh, really? May I have a look? Sure. Here you are. Oh, it鈥檚 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 鈥淟et鈥檚 do鈥潯ry to say these phrases and respond the actions correctly.
教学知识:
(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。
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鈥湺栊云邂澃愕难愿嗟幕嵘咸ū硌荩蚰7露锝猩⑿翁蚋纱喟缪莨适轮械男《锏龋し⑺堑难盎裕盟醒白匀坏赝角敖⑽酉氯サ难按蛳禄
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 鈥Α@刺籽麓驶恪?梢愿聪暗谝坏ピ奈木哂闷反驶悖诨疃形始岸锖臀木叩难丈佣聪暗诙ピ难丈拇驶悖锏揭孕麓桑痘酆突钣眯ЧI杓频幕疃钇昧鞒诨疃写锏郊纫钤究翁茫终莆罩叮患妊傲吮镜ピ掠镅灾叮指聪暗揭酝芍兜墓πА=淌υ谡龅ピ目翁靡忌希ν怀 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。
教学过程:
一、 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鈥檝e 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,通过鈥湽鲅┣蜮澋姆绞讲欢咸岣哐幕峄澳芰Α#
(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!
二、Presentation
a. Listen to the tape (Unit 1, Let鈥檚 chant)
b. Try to say: Look! I have a ruler/ pencil/ pen and so on.
T: Now close your eyes, please. Don鈥檛 open your eyes. I have something to show you. 鈥 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. 鈥
d. 自然引入感叹语Great! Cool! Wow! Super!
三、 Practice
a. Choose an animal and says that look, I have a 鈥Α The students else use the words: Cool! Super! Great! Wow!
b. Let鈥檚 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,分别命名为鈥淐ool, Great, Super, Wow鈥澠渲兄挥幸桓鲅砗蟪钟幸环计蛞桓龆锿婢摺K敲嫦蛉逖玖ⅲ貌煌挠锏饕来嗡党鲡淚 have a 鈥Αb潱 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 鈥Α (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.
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