Review 1优秀教学实录

Review1教学设计

题目：FWE book 3 Review1 教者：鞍山市铁西区黎明小学

石琳

语言知识目功能

语法

语汇

询问和回答物品所属关系、介绍物品特征的能力。

全体学生能理解并运用：Whose tail is it? It's ...'s. He has a tail.My tail is... 全体学生能理解并运用：tail, whose, has, 部分学生能运用：broken, will, maybe

感知字母组合ail发音规则，并归类。

全体学生能听懂：Whose tail is it? It's ...'s. He has a tail.My tail is... 全体学生能说：Whose tail is it? It's ...'s. He has a tail.My tail is... 全体学生能认读：tail, whose, has, 读

Whose tail is it? It's ...'s. He has a tail.My tail is...部分学生能认读：broken, will,new one 全体学生能在教师指导下，阅读课文，查找相应信息。

全体学生能拼写：tail, whose, has 写

全体学生能规范抄写：Whose tail is it? It's ...'s. 部分学生能写出与本课的相关句型2--3个。

运

用

全体学生能运用Whose tail is it? It's ...'s.进行问答。

学习策略

积极运用所学英语进行表达和交流，TPR教学让学生感知、记忆、复习关于动物、身体部位等单词。

在2人组，6人组的交叉小组合作中模拟生活中的场景，感受英语学习的真实性，体验合作学习、表演的乐趣; 情感态度

了解动物尾巴的作用与功能，渗透热爱动物，人与自然和谐统一，保护动物的意识。

学习小蜥蜴、蜜蜂乐于助人的品格。

任

务

1、完成小组任务

1）单人PK

2)头脑风暴

3）课文表演

标

语音

听

语言技能目标

说

文化意识

初步注意到英汉两种语言的差异。

2、完成课文阅读，找出关键信息。

3、完成思维导图，阅读故事纸。

教学方法

全英文浸润，TPR，指导性阅读，戏剧表演

多媒体手段

教师活动

Ⅰ. Ice breaking

1. Say greeting

2. group PK Number 6 :look and say Number 5: look and say Number 4:read and spell

教学过程

设计意图：

师生问候后，用小组PK赛，调动学生的学习积极性，有效的复习、检测学生们对前几课的掌握情况。

希沃白板助手

学生活动

6 kids in a group study together,be helpful,be kind.

have the tasks.

Review the words of the animals Elephant, fish, turtle... spelling bee

B-E-E

bee elephant's nose

Number 3:read and spell

Number 2

:look and say Read after the tape.

Ⅱ. Practice 1. Words and sentence ●tail

Clap the hands and read the “ail ”sound together.

Phonics:

t -ail

tail

f--ail

fail ...

Practice the words one by one. PK Game: find the “ail”sound

2.

Number 1 Whose

...

is it?

Maybe it's

...

's.

Groups competition Teacher shows the sentence, the students read it quickly.

3.

Sentences practising

Fill in the blanks

4.

Chant together

5.

Find the differences 6.

Magic show

He has a short / long tail. 7.

BRAINSTORM WHO HAS A TAIL? Talk in the pairs, draw and write, then have a report. 8.

A short video

look,guess and say

Read groups by groups. My tail is beautiful.

My tail is short. My tail is long.

Animals use their tails for different purposes. Can any animals live without a tail?

Eg: I’m in group ...

A fish has a tail. It’s beautiful.

设计意图：运用不同的方法如齐读、小组读、逐个读、加动作读，使学习趣味化，练习有梯度，树立全体学生学习的信心。结合实际，在情境中练习词汇句子，边讲边练，有效保证学生的学习效果。

讨论哪些动物有尾巴，尾巴的作用，与自然、美术等学科融合，了解自然知识，帮助理解后面的绘本故事，积蓄情感。

Ⅲ. Reading the story 1.

Listen and order.

2.

Read after the teacher.

3.

Read and think. 1)

Q1:What's in the picture? S1:

A lizard and a bee. 2)

Q2: What do they find? S2:

A tail. 3)

Q3: Is it Miss Fish's tail? S3:

No, it isn't. 4)

Q4: Is it Turtle's tail? S4:

No, it isn't. 5)

Q5: Who has a short tail? S5:

The Turtle has a tail. 6)

Q6: Is this Mr Mouse's tail? S6:

No, it isn't. 7)

Q7: Is Mr mouse's tail long? S7:

Yes, it is. 8)

Q8: Whose tail is it?

Listen and number(without any words)

9)

Q9: Is the lizard happy? S8:

It's Lizard's tail. Q 10: What's the meaning of S9:

No, it isn't. "broken"? S10:

“Huai le.

Q 11: Will the little lizard have

a new tail? 4.

Read by yourself and finish the story mapping

5.

The moral of this story The bee and the lizard are helpful but careless. We should learn their warm hearted （热心肠）.

S11:

Yes, it will." 6.

Practice in pairs,then Role We should not learn their carelessness(粗心大play. 7.Our show--Whose tail is it? 意). Look before you leap.

三思而后行。

2-3groups 设计意图：小组合作让每个同学都有锻炼的机会，教学面向全体。由句型过渡到课文，形成词，句，篇学习体系。组内进行练习，表演。将课文排版稍作调整，变成绘本故事的形式，每图设问，帮助学生深层次理解文本，加入指导性阅读，使学生阅读角度丰富、无文本听读、教师领读、学生自读、小组解读，学生能多角度的、全面的理解课文。

Ⅴ.Summary What did you learn today?

Phonics

sight words

sentences

story

设计意图: 复习、回顾本课所学，梳理归纳，帮助学生建立复习、总结意识。

Ⅵ.Homework 1.

Make a word bank. (who has a tail) 2. Retell the story to your parents. / Make a new story.

设计意图: 个性化作业，整理有尾巴的动物，复述课文或改编故事任选，学生可根据自身情况调整。

Review1

Whose tail is it? 板书设计

Whose tail is it? It's ...'s.

He / She has a tail. My tail is...