Integrated skills教案3

1.整体设计思路、指导依据说明

本单元谈论的话题是动物。从描述动物外表到它们的生活习性，再到如何照料。主要情感目标是教育孩子们热爱保护动物、人类能与自然和谐相处。我围绕这个话题，设计听说读写任务，从感知到综合运用，帮助学生初步形成运用形容词和不定代词的能力，并能够比较熟练运用本单元所学习惯说法去比较详尽地介绍一些常见动物。

2.教学背景分析

教学内容分析：

（1）本单元的学习内容是用英语描述动物，并知道如何去更好地照顾动物。

（2）本单元的重点语法是形容词和不定代词的基本用法。

（3）本单元学生最终要达成的学习目标是能够比较熟练地口笔头形成介绍动物的作文。

（4）本课时所教学的内容是如何照顾动物，重点培养学生听说能力的培养。

学生情况分析：

（1）学生的英语基础较好，对各种动物的名称、基本习性、外形描述都掌握得比较好。

（2）学生的听力和对话能力较强，所以，结对训练或小组训练应该会很顺利。

3.教学目标分析

⑴知识与技能

①能拼读和掌握本课新词汇。

②能听懂并动物饲养方面的谈论话题做出正确的回应。

③能正确使用形容词对动物进行描述。

⑵过程与方法

①通过听报告，知道如何去饲养照料金鱼。

②通过结对活动和小组活动，与其他同学分享照顾其他动物的经验。

⑶情感、态度与价值观

①学会爱心对待所有动物。

②养成人与动物进而大自然和谐相处的情感基础。

4.教学重点、难点分析

教学重点：

⑴照顾各种动物的方法。

⑵掌握新词汇“weigh, gram, grow up, talk, noise, brush, fur”。

⑶句型“How much does it weigh? What’s the weight of it?”短语：grow up to be, 20 centimetres long, weigh up to 400 grams.

教学难点：

⑴口头描述How to look after a goldfish, a parrot, a cat…。

⑵分享饲养照料各种动物的方法。

5.教学过程设计

Step 1

Presentation Show the Ss the studying aims. The Ss go over them quietly.

Step 2

Free Talk.

T(teacher): Do you like animals? Ss(Students): Yes.

T: What’s your favorite animal? S1: I like….best. T:Why? S1: Because…. Get S1 to ask his partner the same question. S1: What’s your favorite animal? S2:…. All the Ss talk about their favorite animals and the reasons. Step 3 Presentation

T: I like elephants best because they’re very kind. Do you know how heavy they are? Ss:

…No.

T: But Cao Chong knew how to weigh an elephant. Show the Ss a picture to teach new words: weigh, gram, grow up, talk, noise, brush, fur.

Write each word on the Bb. The Ss learn and try to remember all the new words. Step 4 Task Show the Ss a picture.

T: What are they? S3: They are goldfish. T: What color are they? S4: They are red, white, orange and black.

T: OK. They are very beautiful. Do you know how to look after them?

S5: We need to feed them…

T: Oh, that’s not enough. I have some questions to help you to think about how to look after them well. Show the Ss the questions. T: Now please talk about these question. The Ss ask and answer the questions in pairs. Get some students to answer the questions one by one. T: All right. Now I know something about how to look after goldfish. But I still have some questions. Show Picture 1. T: Can we pick goldfish up with our hands? S6: No, of course not. Show Picture 2. T: Can we put goldfish in the sun?

S7: No, we can’t. They will die. Show Picture 3. T: What’s this? S8: It’s meat. T: Do they eat meat? S8: No, they eat fish food. T: Yes, they eat fish food and sometimes vegetables. Show Picture 4. T: How long is this goldfish? S9 can’t see the picture very clearly, and S10: About 11 cm long. T: Yes, that’s right. But sometimes goldfish can grow very big. They can grow up to be 20 cm long. T: Now do you know how to look after goldfish?

Get a student to make a conclusion. S11: We can’t pick up them with our hands, and we can’t put them in the sun. We should feed them fish food and vegetables. T: Very good. But pay attention. Should we say ‘pick up them’ or ‘pick them up’? Ss: Pick them up. Step 5 Listening

T: Peter is listening to a talk on goldfish and writing down some notes. Listen to the talk and help him check his notes in Part A1 on Page 99.Write a T if a sentence is true or an F if it is false. Get the Ss to read the sentences one by one before listening. T: Before listening, I’d like you to read these sentences one by one.

The Ss read the sentences. Play the MP3. The Ss listen and decide whether the sentences are true or false. After listening, T: Do you understand it? Do you need to listen to it again?

If necessary, play the MP3 again. Check the answers with all the students and get some students to correct the mistakes. Step 6 Task T: Peter is preparing a fact sheet about goldfish, but he doesn’t know everything about how to look after them. Can you help him to fill in the blanks on his fact sheet with right information? Let’s have a look at Part A2.

The Ss try to fill in the blanks. They have 90 seconds. Then Get some students to check their answers with other students. If they still can’t finish them all, play the MP3 again. Ask 8 students to read the 8 points in full sentences. S12: We must put them in clean water.

S13: We can’t put them in the sun.…and so on. Give the Ss 2 minutes to go over all the 8 points. Then ask them some questions.

T:

Where do they live?

What do they eat?

How big can they grow?

How can we look after them?

What colors are they?

Write the phrases on the Bb. After that, get the Ss to finish the dialogue in Part A3 on Page 100. Check the answers with the Ss. Then the Ss work in pairs to practice the dialogue. Step 7 Language points and practice.

T:

OK. Now go over Part A1, A2 and A3 to see if you have any language points that you don’t quite understand.

Get the Ss to ask bravely about their problems and encourage other students to help solve those problems.

Show the Ss the phrases and get them to read and try to remember. Step 8 Task

T: Now we know how to look after goldfish. But can you look after other animals? For example, cats. Let the Ss have a discussion about that. Tell the Ss to consider this problem from three aspects: Home, Food and Play. Write the ways to look after pets on the Bb. Some students get their ideas about how to look after a cat: 1. make a comfortable home for her; 2. feed her cat food and clean water every day; 3. brush her fur and don’t pull her tail.

Give them two more animals to discuss: rabbits and parrots. The Ss also get their ideas about how to take care of them. Step 9 Speak up

T: Daniel and his friends are talking about how they look after their pets. Listen to their dialogue and try to answer three questions. Before listening, I’ll get three of you to read the questions once. Three students read the questions one by one. The questions are: 1. How does Millie look after her dog?

2. How does Amy look after her cat?

3. How does Peter look after his fish? Play the MP3 for the Ss to listen. Then get three pairs of students to ask and answer the questions. The Ss read the dialogue in pairs for 2 minutes. They try to remember the dialogue. Get three pairs of them to act out the dialogue in front of the whole class. Step 10 Practice and Exercises

Step 11 Homework. 1.

Remember the new words and the language points in this lesson. 2.

Preview Study Skills of this unit. 3.

Finish off the homework sheet of this lesson.

6.教学评价设计

评价内容：

⑴如何照顾金鱼以及其他动物(How to look after goldfish and other animals)。

⑵本文所学生词和习惯说法的识记与灵活运用。

评价方法：

⑴分小组进行对话表演。

⑵听录音完成书中要求。

⑶完成投影本课的课堂练习题。

The Blackboard Design: How to look after my pet The ways to keep a pet at home:

grow up to be…

weigh 1.

make her a comfortable home

weigh up to…

gram 2.

feed her food and clean water

20 centimeters long

noise 3.

play with her for some time every day

brush her fur

brush

教后反思：

1．本课时的学习内容为如何去照料家养的小动物，这种活动平时学生在家就做得比较多，与学生的平时生活贴切度很高。这样的讨论话题学生乐意参加，也有话可说，所以课堂气氛十分热烈，学生参与度高，讨论的话题难度适中，学生乐意也能够用英文来进行表达。

2课堂教学环节的设置充分地给予学生动口的机会，每个环节的设置层次铺垫，一环紧

扣一环。学生能很好地表达自己的想法。本节课采用任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。

3学生在小组活动中积极与他人合作，互帮互助，共同完成学习任务。学生的协作精神得到很好地培养。

4这节课能做到面向全体学生，注重素质教育。关注每个学生的情感，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心，使他们在学习过程中发展综合语言运用能力，提高人文素养，增强实践能力，培养创新精神。

但是，本节课还有一些可以改进的地方。

1 可以适当缩减一些环节，使课堂更精练，主题更明显。

2 本课知识点的运用训练还可以设计得更巧妙更灵活。

3 可以增加如何照顾动物的口头作文训练，为后面TASK的作文训练做准备。