Unit 3 Animals I like课堂实录【3】

Teaching design for Oxford English (Shanghai Edition)

2B Module 2 Unit 3 Animals I like

Teacher: Cai Yanjun Materials：

Oxford English (Shanghai Edition ) 2B M2 U3 Animals I like Date:

2018 - 3 -21 Teaching aids:

Multi-media, word cards

教学设计说明

学生情况分析

在学本课时之前，学生已经学过关于喜欢做的动作、喜欢的食物以及进行购买活动等方面的语言知识，也掌握一定量句型结构，比如学生能较熟练地听说：I like doing…/I like eating…/What do you like? I like…/Do you like…? Yes, I do./ Can I help you? Here you are.等；同时具备一定的听、说、读的能力。

单元教学任务分析

牛津英语2BM2U3的教学主题关于动物。教材通过让学生学习有关动物的单词giraffe, snake, elephant以及zebra，

让学生了解动物的特点，并通过一定情景的创设，引导学生用复数的句型对动物特征进行描述，并通过Do you like …?的问答来询问对方是否喜欢某样动物，教材还期望通过对话、故事的形式促使学生使用本单元学得的语言知识，并在学习交流的过程中，发展英语能力。

单元教学目标

根据学生已具备的语言知识和语言技能，结合学生的实际生活，期望通过本单元的教学后，学生能用简单的英语说出动物的名称以及运用复数句型描述动物各自的特征，并通过故事的讲述和阅读，在情景中进一步理解和运用Do you like…?的句型进行问答，突出Animals I like的主题；期望通过阅读故事，激发学生的英语阅读和故事表演的兴趣；并通过引导学生在逐步完成由浅入深的教学任务中，体会到学习成功带来的喜悦，进一步激发学生学习英语的兴趣。

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单元课时划分

第一词汇学习运用

句型学习运用

They are …

They like eating…

综合运用能力

备注说明

giraffe, snake, What are they? zebra 能听，说，理解动根据学生的实际物名称，了解这些情况，我们对教材动物的基本特征，上的内容作了适并能运用复数句进行问答。

当的增补和调整，其目的是为了更课时

elephant, 第二goat—goats wolf—wolves Do you like…? Yes, I do./No, I 通过阅读故事，分能满足学生的学激发他们解教学难点，培养习需求，学生的听、说、读的求知欲望。

的能力。

能知道f和v字母的发音规律，并能运用所学句型较完整地描述自己所喜欢的动物。

The *** (be)… and …(形容词). May I have…? OK. They have…

They go…

课时

sheep—sheep don’t.

第三课时

第

一

课

时

教学目标

1．

学习词汇giraffe, snake, elephant, zebra。

2．

通过对于这些单词外形的描述和读音的操练熟练掌握这些单词的发音和外形特征。

3．

在朗读，自编和动物相关的儿歌过程中，体验朗读的乐趣，培养正确的语音语调并帮助学生有效的记忆和运用单词。

4．

学习句型的单复数形式，并能合理运用所学名词的单复数。

5．

创设教学情景，让学生在情境中逐步自主探究学习，整合已掌握的知识技能，融会贯通于整堂课的教学。

6．初步了解阅读，体验阅读的乐趣，培养阅读能力。

PROCEDURE Pre - task

CONTENT 1. Song METHODS PURPOSE To make a warm and delighted atmosphere of learning English. Wake up the students’

memories by revision. 2. Revision Ask and answer. What can you see? What colour is it? Do you like _________?

2

While - task 1. Help Daddy Daddy Bear goes to the zoo. But some Set up a scene and give

Bear to find some animals are missing. Ss a good atmosphere. animals. 2. To teach: giraffe 1) Ask and answer

2) What are they? They are giraffes. 3. To elephant

1. The first animal’s keys:

It’s tall. It’s yellow and brown. It has a long neck. It has four legs. What is it? S: It’s a giraffe. 2. Read and spell 3. Count and say. A giraffe, two giraffes, I can see. What are they? They are giraffes. Use the keys Ss have to guess what animal it is.

Ss learn the new sentences and know the word in the plural form. Ss use the sentences they have learnt to make a dialogue.

Practise in pairs. teach: 1. The second animal’s keys: Listen! What can you hear? S: I can hear an elephant. 2. Read and learn. 3. Ask and answer What are they? What colour are they? What do they like eating? 1. The third animal’s keys: Listen and guess. 2. Read and fill in the blank. 3. Say a rhyme: 1. The fourth animal’s keys: It looks like a horse.

It’s black and white.

What is it? S: It’s a zebra. 2. T: What are they?

S: They are zebras.

T: Do you like zebras?

Ss: …

3. Chant. Game:

Read the passage and fill in the blanks.

4. To teach: snake

Ss know the animal what they are. Ss know how to read step by step. Put the new word in the sentences to study.

Ss remember the word quickly by a chant.

Make a new riddle to review the students have learnt today Help Ss consolidate their memories by reading. 5. To teach: zebra

Post-task

1. Look and listen Daddy Bear thanks to Ss. 2. Play a game

3. Read and write Homework

1. Introduce the animal you like in English. 2.

Play a guessing game with your friends. 3

第

二

课

时

教学目标

1．

复习词汇giraffe, snake, elephant, zebra。

2．

学习名词的单复数goat—goats, sheep—sheep, wolf—wolves。

3．

通过谈论动物，初步感知用…and…两个形容词来修饰名词。

4．

创设情境，鼓励学生运用学过的语言知识，发展他们听、说、读的技能。

5．在听、说、读故事的过程中，体验阅读的乐趣，培养阅读兴趣。

PROCEDURE Warming-up CONTENT Get to know me METHODS Introduce myself. PURPOSE To build a good relationship between the teacher and the students. To arouse the students’ learning interest and prepare for the new teaching.

Pre-task

1. Review the

1. Ss read and match Help the students to vocabulary learnt

They are…They like eating…

recall what they have in this unit

2.Ss talk about the places where the learnt in the last period.

animals are

3.Chant 2. Review the key 1.Talk about the animals they like patterns ‘They 2.Ss guess what animal the teacher likes are…

They like

eat…’

1. Lead the T talks about the animal she likes to lead 1. The story can divide characters in in the story. the difficulty into the the story

story. 1) Learn 1. Ss read the word and read the chant. 2. Use acting to develop ‘goat--goats’

2. Ss describe the goat with adjectives. the students’ interests. 3. Use different Pleasant Goat (… and …) teaching and learning

3. Chant (one goat—two goats) 2) Learn 1. T shows a sheep and two sheep. Ss methods to train the students’

listening, ‘sheep--sheep’

know ‘sheep--sheep’. speaking, reading and Beauty Sheep 2. Chant 3)Learn 1.

T shows a wolf and three wolves. Ss thinking ability while developing their other ‘wolf--wolves’

know ‘wolf--wolves’. abilities and good Big Big Wolf 2.

Chant (I don’t like …) learning habits. 2. Do you like…?

Ask and answer Yes, I do.

No, I don’t. While-task

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3. Picture 1 Ss describe the goats and sheep. They are…

They like eating…

1. Ss describe the wolves. They are…

They like eating…

2. May I have…? OK. 1)

Ss read the story. 2)

Ss understand the story. 3)

Ss make the picture story correct. Picture 2

Picture 3-6 4. Lead the “Say 1)

Look at the flash. and act”

2)

Read the dialogue. 3)

Act the dialogue. Post-task Homework Act the dialogue 1) Ss read the story in pairs. 2) Ss read and act out the story again.

Ss can choose a story and the dialogue or act them out with their friends according to their levels and interests.

1.

Tell the story to your parents. 2.

Try to act out the dialogue with your good friends.

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