Unit 1 There are stone animals优质课教案

Module8 Unit1 There are stone animals

教学设计

Module8 Unit1 There are stone animals

一、教学目标与要求

(1)知识与能力目标Listening, reading and acting the dialogue

Reading the base expressions and sentences:

There is a camel. There are stone animals

(2)能够用英语描述有什么

2、情感态度目标

学生通过学习了解中西方文化的差异

二、教学重点及难点

1．重点：Practicing the drills with others, using the sentences:

There is---. There are---. 2．

难点：能用英语灵活运用There be 句型

三、课前准备

1、

教具：单词卡片、

配套课件、PowerPoint课件、教学挂图

2、

学具：

课本、活动手册

四、教学过程

Step 1 Warm up

1、Free talk: 师生问答——生生互答

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T: Do you like animals? Ss: Yes, we do.

T: What animals do you like?

S: I like dogs.( rabbits cats pandas tigers---)

Say and point

Step 2 Presentation and practice

1．学习新知识：

1）教师出示图片Look, there is a dog. Teacher points to the picture and says:

There is a---.

Have the children practice the sentences

2) Teacher points to two same animals and says

There are two---.

学生练习句子

3) Write the two sentences on the boards and find out the difference between the two sentences.

4) Watch the video of the animals and have the children say out what’s in the zoo?

Ss: There is a---. / There are ---. 1) Learn the new words: camel, stone animals

Little teacher teach the words and check.

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Read the sentences together.

2. 学习对话：

1) T: Now we’re having a good time at the zoo. But what about Sam and Amy? Where are they? And what are they doing? Let’s watch the video.

Watch the video of the dialogue the first time.

Teacher asks question: Where are they?

Learn the new expression: The Ming Tombs

2) T: What are they doing in the Ming Tombs? Let’s watch the video again.

Watch the video the second time. And have some questions for children: What’s in the Ming Tombs?

How many stone animals are there? Is there a monster? After the video, discuss the questions in group, then answer the questions.

3) Listen, point and repeat the dialogue

4) Act out the dialogue. First practice in groups.

Then give each section a role in the conversation, either Amy, Sam, mum, dad. Act out the dialogue, with each group saying the corresponding text.

Step 3 Consolidation and extension

1) Watch and say what’s in the picture?

2) Guessing game: What’s in Santa Claus’s bag?

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3) Practice: Read the article and design your room

Step 4 Summary

总结本课学的知识：用英语描述存在的事物

五、教学反思

为了充分调动学生的好奇心，本节课我首先模仿各种动物的形态或发音，通过让学生猜谜语的方式来复习学过的动物单词以及它们的单复数的变化。在展示图片的同时，让学生说出“what can you see in the picture?”学生会清楚的看到图片上有很多animals。然后，我在请同学们说出这些动物的名称。引出新单词camel、elephant、horse。在熟练掌握了单词后，再让学生用There be句型完整的看图说话。eg: There is a camel.\There is a horse.\There is an elephant…

能够灵活运用There is后，再导入There are。通过图片对比，让学生们能发现并理解两者的区别。e.g.：There are a lion./ There are two lions.打着节奏，学生自编成chant, There is an elephant. There are 2 horses. There is a lion. There are 3 camels. How many animals are there? Let me count, one and two., three. chant编的非常好, 既巩固了知识，又活跃了气氛。

完成了新单词以及句型的学习巩固。这个时候我再用明十三陵的视频作为导入引出stone animals，回到文本。首先要求学生闭书听音2遍，回答一些与课文相结合的问题，考察他们的听力。如果学生能准确的回答出来，那么说明他们能很好的把握课文内容了。完成听力环节后，要他们打开书，融入课文情境，和四个好朋友Amy、Lingling、Sam、Daming一起去参观著名建筑物Ming Tombs（十三陵）。大家在“参观”的同时，发生的一些小插曲，让大家捧腹大笑。

为了更好的落实there be 句型，课后我布置了一项作业要求用there be 句型让学生进行更广阔的拓展。如，描述课桌上、书包里的物品；描述教室里、操场上的物品等，由旧带新，由易到难。

经过一节课的学习，孩子们对课本情境充满兴趣，大声朗读的积极性很高，尤其是对课文中一些拟声词的模仿相当到位，似乎他们就在现场一般。最后我要求孩子们运用所学的内容自编自演谈话场景。这样学生可以活学活用英语，同时也培养了学生的表演才能。有的学

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生极有想象力和创造力，能够有一些新点子自创情境，而且往往不局限于课文的内容。学生的表演的成功与否是我教学的落实与否的一大衡量标准。

就整节课来讲，大部分学生已掌握了所学的知识并能熟练地运用，但仍有一小部分学生仍没有充分练习课堂所学内容，没有能够很好的利用充分的想象力创设情境讲的大量的英语。在今后的课堂中我可以通过创设不同的任务来满足不同层次的学生。在他们能体验到成功喜悦的同时，都有不小的收获。

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