C教案和学案内容

课前准备:草稿纸(画思维导图)、磁条、自制单词卡粘上小磁片,加分。Grey,mouse。一、leading in & warming up (3’)

Good morning boys and girls. I am happy today. So let’s enjoy a song.

Do you love animals? Yes. I love animals , too. So let’s go to the zoo.

Wow, There are so many animals. What’s this?引导学生用It’s…回答。

(板书It’s...生举手答题)

二、Review(12’)

1、Can you remember other animals?(T板书“animal”.Ss举手回答,板书一种动物,然后打省略号)

We have learned so many animals. (PPT呈现animal的思维导图)

2、Please look at the giraffe. It’s yellow. Can you describe the colours of other animals?

Can you think out other colours? (T板书“colours”.Ss举手回答,板书一种颜色,然后打省略号)

We have learned so many colours. (PPT呈现colour的思维导图)

3、Look at the giraffe. It’s tall. Can you describe the other animals?Just like “It’s…”What’s it like?It’s…

(板书appearance,Ss举手回答,板书一种形容词,然后打省略号)

4、Look at the panda. It has two black eyes and a short tail. Can you describe the other animals like this?Just like “It has…”(板书It has…、body parts,Ss举手回答,板书一种身体部位,然后打省略号)

5、Now please look at the blackboard. There are ”It’s”and ”It has…”. Can you tell me. Animals/colours/appearance and body parts, Which one belongs to ”It’s”and which one belongs to ”It has…”. Just like colours. Can we say It has red?so we can match colour with “It’s”. So, how about animal?。。。you have done a very good job!

三、Prentation(10’)

Task 1 Now,please look at our task today“make riddles of animals”

There are some riddles for you. Can you guess,what is it?good!

Now let’s listen,Look at the picture first,then listen.(先观察图片,再听。)What is it. ..you are great!

Task 2 read and guess.

S齐读。Ss 举手猜。

S1读。Ss 举手猜。

Listen and guess.

Task 3 Make riddles(10’)

PPT出示例子。(T带生齐读)PPT出示思维导图汇总。

下发思维导图词库(学生制作谜语时,PPT 应留在范例)

学生汇报

四、Summary(5’)

1、猜学生(过渡到对人物的描述)

2、这节课学到了什么?

在创编谜语时,要注意什么?

单词的分类复习,你学到了什么好办法?

3、呈现思维导图返利(拓展学生思维)

五、Homework

反思:

1、学生的声音较小,一方面是因为不熟练,没自信,不敢表达;一方面是害羞;还有一方面是因为没有融入课堂。从英语这方面来说,首先我想让大部分的学生都会说,这样他们才敢表达,因此每天中午的读书抽查,我会一直坚持下去;其次在平时多鼓励他们,帮助他们树立自信心;最后也是最重要的,努力让课堂有趣一点,让他们都想要参与表达,调动他们的学习积极性。先找到自己融入课堂的感觉,再带着学生走入课堂。2、我只侧重了学生的句子表达,却忽略了综合呈现。所以学生平时操练都还好,综合在一起就乱套了。而且思维导图确实有些喧宾夺主,也给学生造成了困扰。可以调整教学步骤:先示范,让学生按段来练习,让学生多说,扩大学生说的面。