Class 1 Textbook p.68教学创新设计

EEC三年级上册Unit9 : I Like Monkeys. 本单元设计意图：本课主要学习一些常见的动物单词，孩子们较熟悉的动物名称和特点，由于本课单词数量较多，我们要把此部分作为本课的重点，使学生能够在本节课后将这些词汇学会并掌握。并培养学生简单描述动物特点的能力。本课的句型是一般疑问句，这是本课的难点，要反复强调，大量运用图片和教师的实物反复进行问答训练。

语言认知目标：学生能用英语问答对方喜欢什么动物，Do you like…?并能从听、说、读三方面表达一些动物的名称和特点。

能力目标：让学生感受到动物与人类的关系，与大自然的关系，教师创设情境，学生在情境中学语言，学生能运用所学语言进行交际的能力。 情感态度目标：要求学生保护动物，爱护大自然，激发他们学习的积极性，培养学生学习英语的兴趣，培养孩子乐于与人合作的意识，通过学习和交流，促进学生对西方国家的了解。 学习策略目标：培养学生的注意力，观察力，激发学生积极思维，通过游戏活动，培养学生学习英语的兴趣，引导学生在任务中积极运用所学英语进行表达与交流。 3、学情分析 小学生的年龄处在英语学习的“敏感期”，我们不能期待孩子们在枯燥无味的教学中学好所学的知识或技能。因此，课堂教学必须形式丰富，内容有趣，环节多变。于是我采用游戏，竞技，歌谣的形式等一些适合儿童的教学方法。在教学中要多表扬，多关注他们的点滴进步，关心，爱护，启发，引导鼓励孩子们的进取心。

4、单元具体设计 根据课时安排我把本单元分3课时来完成教学。

The first period Animals The second period P68~69

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Lesson 9 : I Like Monkeys. Period 1 一、Teaching Objectives: 1. Knowledge objectives: ① Ss can listen, read and speak the words: like , don’t, monkey , zebra, panda ② Key structures： I like / I don’t like____. / I like__, too. 2. Ability objectives: By the end of the lesson, the students should be able to: 1. Get to know some animal words and General Question 3. Use structures like “I like / I don’t like____./ I like__, too.” to talk about animals the students like in speaking, listening and reading. 3. Focus of the lesson: Understanding and Role playing the structure : “I like / I don’t like____./ I like__, too.”

4. Predicted area of difficulty: Students can distinguish the word which after “like”

一、Teaching Aims: 二、Teaching methods: Task-based teaching approach, TPR, Situational language teaching 三、Teaching aids:A cap of panda, clothes of strips. PPT 四、Preparation before class：Arrange some students to role-play the animals：monkeys, elephant, rabbit, giraffe , zebra, panda, Miss Like (someone always say: “ I like __.”) Ms. Don’t like (The teacher act it.) 五、Teaching Procedures：

Step I :Warm-up. T: Sing a song《Animals Song》让学生跟着多媒体课件的演示边唱边模仿动物的动作及叫声。唱完我们要和我的一个朋友去观看“动物达人秀”This is my friend “Ms.Like”. Class greeting to Ms. Like.

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T：她为什么叫这个名儿，待会就知道。Let’s go to the zoo. Animals’ Talent Show ! Ready? Go! 设计意图：小学生的注意力时间比较短，我们要用歌曲的形式吸引孩子们的注意力，运用“任务教学法”，设定情景主线——“动物达人秀”。并用“Ms. Like”的名字作为悬念吸引学生思维跟进

StepII : Revision Role-play: Animals’ Talent Show ---- Round 1: Mass Election. 1. Show the words incomplete in the PPT. Fill in the blanks:_ iger _anda _ippo _ebra Chant: T, t, tiger, /t/ /t/ /t/…

Spell panda and zebra. Write panda and zebra on the exercise book after chant. 设计意图：爱玩儿是孩子们的天性，让孩子们在自己喜爱的游戏中开展英语练习活动，将大大活跃了课堂气氛，激发了学习英语的兴趣。结合以前学习字母时使用的口诀T, t, tiger, /t/ /t/ /t/和本课重点动物词汇，复习字母与单词的同时，温故知新，使panda等动物词汇达到三会。

Class play the role of tiger/ panda/hippo/zebra. (Stop! Go!) Teacher choose the winners.(In fact choose sb we train for the role-play before class) 设计意图：运用TPR、模仿和游戏，加强学生对动物词汇的掌握。同时完成动物达人秀的海选。在较为真实的运用在，让学生学会使用英语，感受学习的乐趣。

StepIII:Presentation. Role-play: Animals’ Talent Show --- Round 2 Promotion Event Ss who win Round 1 play a role of animal. Class guess it and make a dialog like this: T:What’s this/that? Ss: It’s a monkey/rabbit. Miss Like:(Make various happy emotions.) I like monkeys/rabbits. Ms. Don’t like: I don’t like monkeys/rabbits. Class choose the winner of the talent show by election. Encourage and reward the winners of the talent show.

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设计意图：通过Ms. Like 和Ms.Don’t Like 的语言、表情，

清晰地示范I like __s. / I don’t like __s. 的用法。同时完成动物达人秀的晋级赛阶段。设计活动是一种能无限量激活学生思维的积极有效的语言输出方式。该任务具有趣味性，挑战性和创新性，可以让学生充分运用自己的创造力，审美观，从而使整个学习过程中充满了灵感和智慧。

StepIV: Practice Consolidate the structure and the words with teacher’s various happy or unhappy expressions. I like __s. / I don’t like __s. (tiger/ panda/ hippo/ monkey/ zebra/ rabbit) Miss Like: I like elephants. Ms. Don’t Like: I like elephants, too. 设计意图：巩固与拓展练习，加入I like ___s, too.在上一步中，通过口头及书面表达的输入，学生有了一部分了解，逐步以学生掌握的情况为基础，促进其不同层次的发展。

StepV: Production 2 minutes’ contest in teams. Do happy expressions such as clamp hands, put up the thumb and so on. 1. I like ___s. I don’t like ___s..(tiger/ panda/ hippo/ monkey/ zebra/ rabbit/elephant) 2. I like ___s. I like ___s, too..(tiger/ panda/ hippo/ monkey/ zebra/ rabbit/elephant) 设计意图：通过分组竞赛提高学习激情和效率，是学生最终熟练掌握以上两组句型的关键训练。并且通过学生口语练习中伴随着做表情表情，巩固对like/ don’t like 的含义理解。

StepVI: Consolidate Write them on the exercise book: I like monkeys. I don’t like monkeys. StepVII: Exercise P70 StepVIII: Homework. Copy the words three times tiger/ panda/ hippo/ monkey/ zebra/ rabbit

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五、Blackboard design I like monkeys. I don’t like monkeys. 六、Teaching reflection 通过讲授本课,大部分学生都可以流利的表达出自己的喜欢的和不喜欢的动物,但是不足之处就是没能做到面向全体,在今后的课堂中,我会更加的尊重学生的个体差异,遵循学生的认知规律,面向全体学生,唤醒学生的主体意识,全方位的调动学生的积极性,主动性,让学生在轻松愉悦的情景中,进行听,说,读,写的训练,努力使整个课堂呈现和谐有序的场景.

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Lesson 9 : I Like Monkeys. Period 2 一、Teaching Objectives: 1. Knowledge objectives: ① Ss can listen, read and speak the words: giraffe, tall, run , Do you like ___? Yes , I do. / No, I don’t . It’s very/so tall. Come here! ② Ss can listen and speak the words: Look there! Look at me. Watch me! run ③ Key structures： Do you like ___? Yes , I do. / No, I don’t . 2. Ability aims: By the end of the lesson, the students should be able to: 1. scan the text 2. get to know some animal words . 3. use structures like “Do you like…?” to talk about their favorite animals in English. 3. Focus of the lesson: 1.Understanding and use the structures:Do you like ___? Yes , I do. / No, I don’t . 2. Understanding and use the structures: It’s very/so tall. 4. Predicted area of difficulty: Students can distinguish the word which after “like”

二、Teaching methods: Task-based teaching approach, TPR, Situational language teaching ,，Elicitation teaching 三、Teaching aids: pictures, cards, objects, CAI 四、Teaching Procedures：

Step I : Revision. Make sentences according to teacher’s various happy or unhappy expressions. I like/don’t like____s. (tiger/ hippo/ panda/ zebra/ rabbit/ elephant/ monkey)

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2. 4Ss group work: I like __. I like __, too. Me, too. I don’t like__. Some one act the animal. Do it 3-4 groups as quickly as you can. 设计意图：复习环节所涉及到的单词均是为本课的教学目标服务，能够为学生学习本课新知做好语料的准备与铺垫。单词游戏的活动形式可以在上课开始将学生带入轻松活跃的英语课堂气氛中。并且利用复习单词联系学生的生活实际导入新学句型，易懂易理解综合检验和复习上节课的重点，复习了like/ don’t like, 也为本课时接下来重点句型Do you like ___ ?做好了铺垫。

StepII : Presentation. Ask the last group of student. ---T：Do you like ___s (the animal in the last dialog)? ---S1: Yes, I do. / No, I don’t. Demonstrate the key structure: ---Do you like lions/ giraffes? --- Yes, I do. / No, I don’t. 3. Spell giraffe . 4. Write giraffe on the exercise book. 设计意图：创设情境，借助PPT营造不同场景氛围，让学生能够始终在真实的情境中感知语言并进而运用英语进行交流问答。由于上节课已经将like/ don’t like演示清楚了，所以此处提问直接提问和跟读即可。同时新授giraffe。

Step III: Practice 1. Pair-work: ---Do you like ___s? --- Yes, I do. / No, I don’t. Ask and answer in pairs with role-play of 2animals.

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设计意图：对主要句型的训练

2. Spell the words of animals quickly and then play the role of it.Use the various methods below or you can design others: 1)Spell giraffe/ monkey/ tiger/ panda in teams. 2)Spell hippo/ rabbit/ elephant in pairs together. 3) Zebra/ lion: Challenge 4Ss spell together and act it. 设计意图：上节课与本课时动物词汇盘点和拼读练习。任务型教学模式。在完成任务之后进行检测，并且让学生带着任务去听，引导学生把握关键信息，指导听力技巧，提高听力技能。

Step IV: Presentation Demonstrate T: Look there! What’s that? C: It’s a giraffe. It’s very/so tall. tall (Repeat and spell) 2. Drill 1)Fox: Look there! It’s a fox. It's very ___. It's so ___. (smart) Ask a volunteer to repeat all the sentences. 2)Look there! It’s an elephant. It’s very/so big. Look there! It’s an insect. It’s very/so small. Ask a pair of students to say it. cat: Oh, it’s so cute. Dog: That’s cool Birds: Wow, nice! 3. Choose the correct adjective

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giraffe / bear/ ant big B. small C.tall Match smart / nice/ cool/ cute with Chinese meaning. 设计意图：运用图片创设情境，为学生提供语言材料，让学生有语言支撑，能够大胆地自信地主动运用英语进行交流。教学活动由学生猜想到学习句子，从一组问答对话过渡到两组问答组成的一段对话，学生由语言应用过渡到语言学习，学生能力在不知不觉中逐渐得到培养和提高。这里的主要句型都来自课文，同示范形容词和某种动物的匹配。

Step V: Production A: Look there! It’s a __ . B: Do you like __s? A: Yes, I do. / No, I don’t. It's very/so __. giraffe zebra panda monkey 1) Demonstrate the dialog 2) Substitute the words of animals. 3) Practice in pairs and imitate the animals. 设计意图：将本课时的主要句型、这两课时以来的模仿、动物与适当形容词的匹配生成一个综合性对话。任务型教学模式。让学生带着任务去听，引导学生把握关键信息，指导听力技巧，提高听力技能,模仿录音人物的语音，更好理解课文。

Step VI: Consolidation 1.Play the tape on P68~P69. Listen and read the text. 2. Read the text in roles. 3. Exercise P71 Check up. StepVII: Homework.

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Pair work two groups Do you like monkeys? Yes,I do/No, I don’t. 五、Blackboard design Do you like monkeys? Yes,I do/No, I don’t. 六、Teaching reflection 本课的成功之处在于让学生模仿课文里的语音语调,充分的调动起了学生的积极性,就连我们班最不爱张嘴的学生都尝试性的举手模仿,但是在教授本课是发现孩子们关顾着模仿了,对单词的掌握不扎实,要吸取教训,教师在任何词汇的教学中,都应该遵循词不离句,句不离景的教学规律,在今后的教学中,我要利用好课堂的时间,这样既有利于学生掌握,又印象深刻.

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教 案

三年级上 Unit9 I Like Monkeys

张家口市蒙古营小学

柳

丹

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