Unit 2 In the forest板书设计及意图

教学内容 In the forest

教时第一教时

教学目标 1.学生能够听懂、会说、熟练运用单词:fox, hippo, meat, grass。

2.学生能够以小动物的身份进行自我介绍,熟练运用以下句型:Look at me. I’m a ...I’m...I like... 3.通过模仿小动物介绍自己,鼓励孩子们勇敢地秀出自己。

教学重点 1.学生能够听懂、会说、熟练运用单词:fox, hippo, meat, grass。

2.学生能够以小动物的身份进行自我介绍,熟练运用以下句型:Look at me. I’m a ...I’m...I like... 教学难点 1.熟练掌握句型I’m a...,其中的a不能漏。

2.熟练掌握句型I like...

3.学生能够在用Look at me. I’m a ...I’m...I like... .句型模仿动物介绍自己的基础上,用I can…的句型说说各自的能力。

教学准备 PPT,单词卡片,动物头饰

教学过程

Step 1 Warm up and lead in

1. Finish the puzzle

T: Today Miss Liu will take you to a place. Do you want to know

where will we go?

Ss: Yes.

T: I have a puzzle here. You can choose one color and say out the words behind, then you will know where will we go. (拼图内容:ladybird ,butterfly, cicada, tiger, bear, lamb) T: Where do they live?

Ss: ….

T: They live in the forest. Now, look at me. Today Miss Liu will take you to the forest.(读标题,并且初步感知句型Look at me.) 2. Guess riddles

T: I’ m small. I’m brown. I like bananas. Who am I?

S: Monkey.

(出示一张猴子的图片,教师模仿猴子:Look at me. I’m a monkey.学生跟读,并带头饰模仿。)

T:I’m tall. I have a long neck. Who am I?

S:Giraffe.

(出示一张长颈鹿的图片,教师模仿长颈鹿:Look at me. I’m a giraffe.学生跟读,并带头饰模仿。)

T:I’m small. I’m white. I have two long ears. I like carrots. Who am I?

(出示一张兔子的图片,教师模仿兔子:Look at me. I’m a rabbit.学生跟读,并带头饰模仿。)

[设计意图:通过复习孩子们之前学过的动物类单词,引出本节课的主题。通过模仿以上三种动物,让孩子们操练句型:Look at me. I’m a...]

Step 2 Presentation

T: Now we see a new friend. Who is he?

1.Show a shadow

T:Can you guess? Who is he? Listen.

(播放录音:Look at me. I’m a fox.请2个学生复述。)

2.Teach: fox

(学生跟读,并带头饰模仿。操练句型:Look at me. I’m a fox.) 3.The fox has more words to say. Listen.

Chant: I’m a fox, fox, fox.

And I’m small, small, small.

4.完整呈现狐狸的前三句话:Look at me. I’m a fox. I’m small. (让学生模仿狐狸的语调读这三句话)And I have a friend. (通过I have a friend.引出河马。)

5.Show a picture of hippo.(不完整的图片,通过一步步告知信息,图片一点点展现,来教学hippo。)

(信息:I’m big. I’m gray. I can swim.)

6.教学hippo

学生跟读,并且让学生模仿河马进行自我介绍:

Look at me.

I’m a_______.

I’m________.(给出小狐狸的图片,让学生由small想到这里要填big。)

(前面的fox是详细教的,这里想由扶到放,让学生自己来填一填,再读一读。)

7.T:The fox and the hippo want to have lunch together. Can you guess what do they like?

(1)What does the fox like?

(2)What does the hippo like?

(让学生根据自己的知识猜测。)

8.Listen to the fox. 教学 meat以及句型:I like meat.

用chant辅助操练:

Meat, meat,

Yummy, yummy, yummy!

Meat, meat,

I like meat.

T:Do you know any other animals like meat?(学生说过之后列举一些动物图片)

9. Listen to the hippo. 教学 grass以及句型:I like grass. 用chant辅助操练:

Green green grass,

Green green grass,

G says g,g,

Green green grass.

T:Do you know any other animals like grass?(学生说过之后呈现图片)

10.T: What will they do after the lunch?(让学生猜一猜。学生学过一些动作类的词组,因此可能会说play games 等。)

T:They want to play games with other animals, but other animals don’t know them. So, the fox and the hippo make a self-introduction.

(观看课文动画)

11.Show the passage.

(1)Read and imitate.

(2)Dub the story.

(3)Act out the story.

Step 3 Practice

T:Other animals also want to make a self-introduction to the fox and the hippo. You can be one of the animals and try to introduce yourselves.

(教师扮演小白兔进行示范。Look at me. I’m a rabbit. I’m small. I like _______. I can hop.横线处让学生进行选择A. rabbit B. rabbits让孩子们注意I like …句型的用法。引导学生说出更丰富的语句。)

评分标准:

能够基本流利地用所给句型介绍自己☆

语言流利,语句丰富☆☆

语言流利,语句丰富,并且能够加上自己的动作和表情☆☆☆T: Be brave to show yourselves, and you can make more friends. Step 4 Homework

1.Suppose you are an animal, introduce yourself to your families and friends.

2.Read a book about animals.

板书设计:

In the forest

Look at me.

I’m a fox/hippo.

I’m small/big/…

I like meat/grass/…

I can run/jump/hop…

教学后记:

本节课以旧带新,通过猜谜语复习孩子们之前所学过的动物词汇,很自然地将孩子们带到本课的学习情境In the forest,孩子们学习的热情很高。单词的学习也不是孤立的,注意让孩子们在语篇的情境中学习新单词。在学习句子的过程中,注意将句子一句句地带入,逐

渐将语言内容丰满起来,比较符合孩子们的认知规律。语言基础打扎实以后,后面的拓展操练也就一气呵成。整节课特别注重对孩子思维能力的培养,语言操练也落实地比较到位。

当然,这节课也有一些不足的地方。比如在节奏的把握上比较欠缺,前半部分太松,后半部分有点赶,以后在时间的分配上要更合理一些。其次,在最后的操练部分,为了减少学生在表达中的错误,向学生强调了I like…句型的语法要点,花了很多时间。其实这在第一课时的教学中只要稍微带过就好了,第一课时应该实现的是语篇的整体输入,语法应放到后面的课时中去。在以后的教学中应该多注意。

总得说来,这节课比较连贯流畅,孩子们学习的热情度很高,教学效果良好,基本达到了预期的教学目标。