Unit 2 That man is short.教案和学案内容

学

科

备课人

教

学

内

容

English

陶

涛

单

元

Module 2 班

级

Grade

3 课

题

授课时间

Zoo

第二课时

Language: They’re monkeys. They’re small. This monkey is thin. This monkey is fat. He’s tall.

He’s short. Song: Old MacDonald has a zoo. 教

学

Identifying animals: 目

标

Describing animals. 教

学

Vocabulary: they, monkey, tiger,, lion, elephant, zoo, man, small, fat, big, short, thin

重

点

难

点

教

具

tape recorder, photos 学

具

Unit 2 That man is short. Step 1: Organization

1.

Greetings 2.

Sing a song: The ABC Song. 我的设计及意图

唱歌是让学生感觉最轻松愉快的复习方式，通过欢快的歌唱，学生的注意力会随着教师的引导而深入。

TPR的运用，同学和老师一起模仿动物，学生会体会更多学习的快乐。

Step 2: Warmer

1.

Revise adjectives. 2.

Mime the animals.

3.

Draw some big and small objects on the board. Point to individual objects and say, ‘It’s big.’

or ‘It’s small.’

If the statement is ture, the students should say, ‘Yes.’ They should say, ‘No’ if it’s false. 4.

Do more examples. I can also make statements about classroom objects as well as the pictures.

Example: T: (points to the blackboard) It’s small. Ss: No. T: (point to a pencil) It’s small. Ss: Yes.

教学活动过程

Step 3: Listen ，point and say. 1.

2.

3.

4.

1 Show a picture to the class.（a man）

Ask a question. He or she?

(he) He’s tall.

Oh, he’ short.

5.

Read it together. 我的设计及意图

通过以简笔画的方式能最快，最好，最直观地帮助学生复习，同时也让学生充满了学习的兴趣。在比较中学习反义形容词，使学生得到最直观的体会。

对抽象的形容词，必须在运用中来加深学习的效果。

让学生在歌声中愉快的学习，加深对课文知识的印象。

Step 4: Listen and say. 1.

Tell the class that I am going to call out two students’

names. The two students stand up and Student A says an adjectives. Student B has to say its opposite. The students know three pairs of adjectives tall--- short; fat---thin; big--- small. Example: A: Thin. B: Fat. 2.

Now get two more students to stand up and do the activity. On completion, have the students continue the activity in pairs.

教

3.

Mime a monkey. （small and thin）

4.

Mime another monkey. （big and fat）

5.

Play the tape, listen and repeat.

6.

Read the text.

学

Step5: Point, ask and answer.

1.

Write my own riddles and have the students guess the

identify

of the animals. 活

Example:

T: It’s big and fat. It’s black and white. It lives in China. What’s

it?

A: It’s a panda. 动

2.

Write these structures on the board:

It’s big/ small.

It’s fat/ thin.

What’s it?

3.

Write a list of countries on the board.

4.

Put the students in group and have them write their own riddles 过

using the structures on the board. Then get each group to read

out their riddles to the rest of the class and the students have to

guess the animals.

程

Step 6: Listen and say, then sing. 1.

Have the students look at the picture and say what it is in Chinese ( a zoo). 2.

Ask the class what live in a zoo.

3.

Play the spoken version of the song and get the students to repeat the words.

4.

Now play the second version and let the students listen to the melody or they can sing along with the music.

5.

Teach the difficult words ‘ Macdonald’, ‘everywhere’.

6.

Now have the groups sing the song. They should say ’roar’ with a roaring sound.

On completion, have the groups swap roles and sing again.

2

教学反思：

本模块第一单元归类学习了动物类单词，孩子们很有兴趣，在第二单

元里，我利用动物头饰、模仿动物的动作，让学生轻松、自如的复习了tiger, lion, elephant, monkey, panda的单词，很好的为下一个课时学习打好基础。

并且反复地模仿动作、对比形体，让学生大胆的运用形容词描述动物、人物，

在多次的对比学习中，让学生不知不觉中会比较、能描述重点人物和动物的

特征，牢牢地掌握了几对反义词tall—short, big—small, fat—thin.学习效果

好。

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