C国家获奖教案

Unit 3 At the zoo

Part A

教学目标:

1. 能听说和认读单词giraffe、tall、short、fat、thin,并恰当地运用;

2. 能听懂、会用句型“Look at„, It’s so„”来介绍动物,并能在实际情境中运用;

3. 通过let’s do,让学生巩固所学词汇,同时培养学生的语言节奏感。

4. 激发热爱自然、热爱生活的积极情感,培养爱护动物的良好品质。教学重难点:

1. 能听、说、认读giraffe,tall,fat,thin,short, 并放在句型中“Look at...It’s (so)...”中正确运用;

2. 单词“giraffe”“thin”“short”的发音。

教学准备:单词卡片,ppt, 动物头饰, 动物卡片

教学步骤:

Step 1 Warm-up

1. Greetings

T: Good afternoon, boys and girls, nice to meet you.

2. Today, I bring some gifts for you. Look, I have so many animal cards, if you do well, you can get one, clear?

【设计意图】用动物卡片作为奖励,调动学生学习兴趣,激发学生学习积极性,同时,为后边拓展环节中的展示环节做铺垫。

3. Let’s chant.

①T: show me your hands, let’s chant.

Look at the cat, it is fat.

Look at the pig, it is big.

……

②T: In this chant, there is a cat/ pig/ duck/ dog/ bear, where can we see the bear?

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【设计意图】用所学过的歌谣活跃课堂气氛,同时,借助歌谣,让学生初步感知本节课的重点句型:Look at …, it is …, 再者,由动物园里可以看到熊,自然地引入新课。

Step 2 Presentation

1. Enjoy the story: Fat King Thin Dog

①T: Today, we’ll learn Unit 3 At the zoo. First, let’s enjoy a story. It’s about a fat

king and a thin dog.

②T: (出示胖国王的图片并贴在黑板上

T: Follow me, fat, fat, he is fat. Fat, fat, it is fat. Who can read this word?

T: Now, show me your finger, let’s read and spell together.

T: (出示单词卡片)Who can these words? (语音渗透单词mat, bat, cat)

(用同样的方式教授单词tall)

③T: (出示狗的图片并贴在黑板上)The king runs after the dog. Look at the dog,

Short, who can read?

④T: (出示瘦国王的图片并贴在黑板上

Thin, who can read?

【设计意图】利用绘本故事创设情境,引入新授单词,充分调动学生探索新知的欲望,让他们带着强烈的好奇心和浓厚的学习兴趣,积极主动地开始新知识的学习。

2. Let’s do

①T: Now, time to relax, let’s do. First, follow to read;

②T: stand up, let’s do together.

【设计意图】让学生在动一动,做一做中巩固新知,活跃课堂气氛。

3. T: In the story, the king runs after the dog, the dog runs after the bird, finally, the

king catches the dog, but, where is the bird?

T: Look, the bird is at the z oo now, because there is an animal show in the zoo, let’s

go to the zoo together, ok? Let’s go by bus. (播放歌曲动画:animals in the bus)

【设计意图】带有旋律的音乐节拍,能够调动孩子的积极性,活跃课堂气氛,让

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孩子更迫切学习。

4. T: (幻灯片呈现动物园场景)Here we are. Look, so many animals, what animals do

you see?

T: (幻灯片出示长颈鹿) Here comes another one, what’s this?

T: giraffe, who can read?

5. T: Look at that giraffe, it’s so tall. Look at that elephant, it’s so fat. Look at that dog, it’s so thin. Who can describe like this?

【设计意图】利用多媒体课件创设animal show这一情境,让学生身临其境,调动孩子学习的积极性,同时视觉效果能让孩子积极去思考和加深记忆。

6. Pair work: describe these animals in pairs.

7. Let’s chant:

Bear, bear, look at that bear, fat, fat, it’s so fat.

Monkey, monkey, look at that monkey, it’s so thin.

…

【设计意图】Chant能使学生感到轻松,愉快,满足,产生兴奋情绪,在明快优美的旋律中,进一步巩固重点句型,又调动了学生的学习兴趣,为下一步的对话表演做充分的准备。

8. Let’s talk.

①Listen and answer questions.

T: Miss white and her students are at the zoo, too. What are they talking about? Let’s listen. T: Here are some questions for you.

②Role play.

③Act the dialogue in groups.

【设计意图】通过此次活动又掀起一次学习的高潮,分组表演,给刚才没表演的学生一个机会。让每一位学生都能展示自己,表现自己。

Step 3 Practice and extension

1. Group work: describe your pictures in groups. (学生拿出自己画的动物园,或用

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奖励得到的动物卡片进行描述)

T: Now, take out your pictures or animal cards, talk about your animals in groups. Here are three

tips for you , choose one and say.

【设计意图】本环节是为了更好地巩固本课的教学效果。通过情景交际活动培养学生用英语进行交际的能力。人人参与体现了教学面向全体关注全体的教学理念调动了学生主动参与教学活动的积极性。把学生的“作品”展示出来让学生体验通过学习来获得满足感和荣誉感。2. Animal show. (扮演小动物的学生随着音乐逐个展示)

T: Time to relax, let’s enjoy our animal show.

Look at that bird, it’s thin, it’s tall. Look at that elephant, it’s short, it’s thin. Who can describe next one? 【设计意图】形式新颖,生动活泼,学生在唱唱做做中又复习了一遍知识,加深印象,同时使学生的感情得到升华,发挥孩子的想象力,培养孩子对动物的热爱。Step 4 Homework

1. Read the dialogue fluently.

2. Describe the animals with your partner.