11 Small animals教学实录及点评

Module 4 The world around us Unit 11 Small animals Period 1 Animals around us

海边街小学

史志芳

Module 4 The world around us Unit 11 Small animals Period 1 Animals around us 教学目标：

1.

能听说、认读what, its, tail等; 能听、说、读、写单词mouse, dog rabbit, cat; 能用What is it?来向别人询问动物的名称；能用It is a …

来告诉别人动物的名称；能用Its … is/ are …来描述小动物的特征。

2.

通过chant, guessing game, pair work, group work, retell and act等活动，学习本课的小动物名称和核心句型。

3.

通过帮助Mickey找寻朋友，养成认真观察小动物特征的习惯，并体会人类与小动物间的深刻情谊，养成爱护小动物的好习惯。

知识结构图：

Task: Learners use the modeled sentences to describe small animas and find out specific information about animals. Key patterns: What is it? It is a rabbit.

Its ears are long. Its tail is short. Key words: mouse, cat, dog, rabbit, its, tail, what Letters: Xx Yy Zz

教学重难点：

重点：1. 学会小动物的名称词汇：mouse, dog rabbit, cat。

2. 学会询问和回答小动物的名称，并能用核心句型描述小动物的特征。

难点：1. 描述小动物特征时is/ are的正确使用。

2. 正确区别和使用its和it is= it’s.。

学情分析：

三年级的学生本学期刚刚开始学习英语，还没有学完写字母，对规范书写单词和句子还有一定难度，但是三年级的学生对学习英语充满了浓厚的兴趣，喜欢做游戏，听、说、读、演等，课堂氛围很好调动。本学期四单元，学生学习了描述人高矮胖瘦的特征词汇，如tall, short, fat, thin等，而六单元，学生已经学习了身体部位的名称，对描述小动物身体部分奠定基础。

教学用具准备：

CAI, stuffed toys。

板书设计：

Unit 11 Small animals Period 1 Animals around us I have a good friend.

mouse Its eyes are big.

dog Its tail is long.

rabbit What is it?

cat It is a dog.

教学流程：

I. Greet the class as usual.

Warming up: Enjoy a song and play a touching game.

（设计意图：学生通过唱六单元关于身体部位的歌曲和做游戏，复习已学的身体部位词汇，并活跃课堂气氛，让学生集中注意力。）

II. Lead in 1.

Enjoy some pictures about Disneyland and introduce Mickey Mouse. T: Look! Who am I? ( T wears a hair band and dress as a Mickey Mouse.) Ss: Mickey Mouse. T: Yes, I am Mickey Mouse. I’m from Disneyland and I have many good friends. 2.

Enjoy some pictures about Disney characters and introduce Mickey Mouse’s friends. T: Look1 This is my friend …. It’s a … and it’s …. 3.

Enjoy a video of the self- introduction of Mickey Mouse. Hi, I’m Mickey.

My eyes are big.

My ears are big.

My nose is big.

My mouth is big. T: What is it? Ss: It is a mouse. 4.

Learn the word “mouse” by speaking and spelling after the teacher. 5.

Let’s chant:

Mouse, mouse, Mickey Mouse, Minnie Mouse, Jerry Mouse.

6.

Make up sentences using “… is a mouse.”

（设计意图：以学生熟知和喜欢的迪士尼公园和迪士尼动漫人物入手，教师扮演米老鼠进行自我介绍，学习单词mouse，以chant和造句的方式加以练习，并为情境创设做准备。）

III. Preparation 1.

Show a picture to show what happened to Mickey today. T: As you know, I have so many good friends and I’m happy. But today, I’m sad, because I lost my friends. Can you help me? Ss: Yes.

T：It’s very kind of you. 2.

Show a LOST to show who has lost. T: Look！I’ve lost three friends.

（设计意图：以米老鼠丢朋友为情境，让学生加入到帮助米老鼠找朋友的情境中来学习核心单词和目标语言。）

3.

Look at the pictures of parts of the first animal, describe it and guess what it is. T: Look at its eyes? How are its eyes? Are they big or small?

Ss: They are big.

T: Yes, its eyes are big. How about its tail?

S1: Its tail is long.

T: What is it?

Ss: It is a dog. 4.

Learn the word “dog” by speaking and spelling after the teacher. Learn the word “its” by speaking and understanding. 5.

Let’s chant:

It is a dog. Its eyes are big. Dog, dog, dog, Its tail is long. 6.

Look at the picture of another dog and try to describe it. T: Look at the picture. What is it? Ss: It is a dog. T: Now look at the dog carefully and try to describe it. What is it? It is a dog. Its mouth is ______. Its eyes are _______. 7.

Pair work: Ask and answer in pairs. S1: What is it? S2: It is a _____.

Its ______ is/ are _______. 8.

Try to find Mickey’s friend in the Disney Park. T: Can you find my friend, Dog? Where is it? Ss: …

（设计意图：学生通过帮助米老鼠找第一个朋友布鲁托，进而学习单词dog和核心句型，为文本学习打下扎实基础。）

IV. Presentation

Show the LOST again and ask students to find the second friend. 1.

Listen, look and choose T: Listen to the text, look at the three animals and choose the correct animal: Which is Mickey’s second friend? （Play the recording.）

T: What is it? Ss: It is a rabbit. 2.

Learn the word “rabbit” by speaking and spelling after the teacher. 3.

Read and underline: Read the text in silence and underline how the rabbit is. 4.

Read and act: Read the text again and try to act it out. 5.

Look and retell: Look at the rabbit and try to retell the text with actions. 6.

Try to find Mickey’s friend in the Disney Park.

(设计意图：通过帮助米老鼠找寻第二个朋友兔子，学习单词rabbit和文本，进一步巩固核心句型。学生通过表演兔子的特征，帮助记忆和复述文本，学生乐于参与。) V. Practice 1.

Group work : Show the LOST again and ask students to find the last friend. T: Look! What is it? Ss: It is a cat. ( Learn the word “cat” by speaking and spelling after the teacher.) T: Now this time, work in groups and describe my last friend Cat. This is my friend. Its _____ is/ are _______. What is it? It is a ______. 2.

Try to find Mickey’s friend in the Disney Park. （设计意图：学生通过小组合作讨论，认真观察，互帮互扶完成描述小动物的任务，让学生都能开口说英语，描述小动物。）

VI. Group work 1.

Show pictures of the cartoon characters in China and the western countries. T: Mickey Mouse and his friends are from the US. However, we have many famous characters in China. Look！They are coming. Who are they and What are they? S1: It is Monkey King. It is a monkey. S2: It is Kung Fu Panda. It is a panda. T: Yes. They are famous too, they are our friends and they are just around us. (Change the cartoons characters into small animals.) 2.

Take out the small animals in your desks and describe them in your groups. Then ask other students: What is it? （设计意图：课桌内小动物毛绒玩具给了学生惊喜，学生拿着玩具用目标语言描述小动物的特征并让其他同学猜，再次操练目标语言并体会小动物们与人类的情谊：小动物就在我们身边。点本课主题。）

VII. Emotional education Enjoy beautiful pictures of small animals with music. T: It’s a cat. It’s cute.

It’s a rabbit. It’s white.

It’s a dog. It’s brave.

It’s a mouse. It’s small.

It’s a monkey. It’s lovely.

It’s a panda. It’s naughty.

It’s a butterfly, It’s beautiful. T: The small animal are cute and lovely. They are around us. They are our friends. So everybody, please love animals. （设计意图：美轮美奂的图片带学生进入情感的享受，同时学生用眼睛观察并说出看到的动物名称和它们的特征，体会人类与小动物的情感，呼吁大家爱护小动物。）

VIII. Summary and homework T: Today we learnt the names of some small animals and how to describe them. This is your homework. 1. Copy the words below and try to remember them.

mouse, rabbit, dog, cat.

2. Read the text on page 54. 3. Watch small animals around you carefully and try to describe them.

教学反思：

呈现想象：

1.

这节课上，情境创设贴近学生，学生感兴趣。设计层层深入，以各种各样丰富的教学活动为载体，让学生学习和掌握核心单词和句型。

2.

小组合作有序，互帮互助，学生参与度高，兴趣浓厚，课堂气氛高涨。

3.

本堂课上，教师用肢体语言与学生沟通，指令明确，教学活动进展顺利。

不足：

1.

情境创设虽贴近学生，但不真实，以动漫小动物代替真实生活中的小动物，有待思量。

2.

整堂课机械操练较多，学生掌握牢靠，但是静心思考时间不多，比较疲惫。

3.

情感渗透不足，学生没有深刻感觉到对小动物的热爱之情。

改进措施：

1.

教学设计要有静有动，要多留时间给学生静心思考和读书。

2.

情感线的设计与情境创设要贴近学生实际，并贯穿教学始终，让学生在“有温度”的课堂上学习知识，学会做人。