Unit 2 In the forest教学设计(第一课时)

2A Module 4 Unit 2 Period 1 A tug-of-war in the forest（教案）

泗东小学 张英

【主题】In the forest

【话题】Period 1: A tug-of-war in the forest

Period 2: A party in the forest

【教学重点、难点】

1. 通过阅读故事文本，能正确认读和拼读单词：fox, hippo, meat, grass，并在语境中恰当运用。

2. 通过阅读故事文本，能在语境中理解并恰当运用句型：Look at me. I’m a ...，I’m …（加形容词）I can ...，I like ... 扮演故事中的动物并进行自我介绍。

Procedures

Step

Pre-task

preparation

While-task

Procedure Task 2:

1. Listen to Big Big Wolf and learn the key Contents

Task 1:

Warm-up

Task 1:

Lead in

1. Enjoy a video.

2. Learn the phrase: in the forest

1.Watch the beginning of the story.

It is a fine day. Animals are playing in the forest. Look, what’s on the tree?

2. Listen to the notice.

3. Q & A:

Who wants to play the game?

What is the game?

4. Learn the phrases:

a tug-of-war

Big Big Wolf

Happy Sheep

5. Cheer for them.

通过为两个队长加油，巩固Happy Sheep和Big Big Wolf的读音。

在语境中理解句型Look at me. 的含义非核心词汇，理解语意并能跟读即可。

Methods.

Purpose

通过播放《Lion King》视频，引入“森林”话题。

观看故事片头，感知故事发生的时间、地点、人物和事件，引出后面的学习内容。

通过听，获取信息。

通过问答，进一步梳理信息。

Get to know:

Happy Sheep

& Big Big Wolf

pattern: Look at me.

2. Learn the key word: meat

eat  meat  team  Meat Team 并能正确朗读。

在语境中感知核心词汇meat语义，并通过迁移已学词汇eat中ea-/i:/的发音，引导学生尝试拼读meat和team，进而理解Meat Team“食肉队”的含义。

3. Read Big Big Wolf’s words:

I like meat. Welcome to Meat Team.

4. Read Big Big wolf’s words:

通过有感情地朗读，在语境中运用新学词汇meat和Meat Team。

通过表情朗读故事文本，在语境中进Look at me. I’m a wolf. I’m

small. I can 一步理解和记忆核心句型Look at me. run. I like meat. Welcome to Meat Team.

5. Role play – Big Big Wolf

和核心词汇meat。

通过角色朗读，进一步巩固新学句型和词汇，并能恰当运用。

6. Listen to Happy Sheep and learn the

key word: grass

grass

class

 grass  Grass Team

在语境中感知核心词汇grass语义，并通过迁移已学词汇green中字母组合gr和class中字母组合ass，引导学生尝试拼读grass并读准字音，进而理解Grass Team“食草队”的含义。

7. Read Happy Sheep’s words:

I like grass. Welcome to Grass Team.

8. Read Happy Sheep’s words:

通过角色朗读，在语境中运用新学词汇grass和Grass Team。

通过表情朗读故事文本，在语境中熟Look at me. I’m a sheep. I’m small. I can 练运用核心句型Look at me. 和核心jump. I like grass. Welcome to Grass Team.

词汇grass。

9. Role play – Happy Sheep

通过角色朗读，进一步巩固新学词汇和句型。

Task 3:

Get to know:

Hippo &

Tiger

1. Transition:

通过儿歌承接上文，开启下文，并通

Walking, walking, walking in the forest. 过韵律吟唱，渲染故事气氛。

Looking, looking, looking for my friend.

2. Lead in Hippo by guessing.

Are you a …?

3. Learn the key word: hippo

hi – ppo  hippo

用猜谜形式引出第三个故事角色Hippo，并通过听和看图片，了解河马的特点。

用拆分音节的方法，帮助学生认读和拼读新词。

4. Big Big Wolf and Happy Sheep both want 通过制造双方争抢的情境，引发学生Hippo.

对河马是食草还是食肉的思考。

5. Show a picture of a hippo that is eating 通过观察河马吃草的图片，将其正确grass, then help Hippo choose his team:

Go, go, go to Grass Team.

6. Role play – Hippo

通过角色朗读，进一步巩固新学词汇和句型。

归为食草类动物。

7. Lead in Tiger by watching the footprints 变化形式，通过观察花纹和脚印来猜and body patterns.

出故事第四个角色Tiger。

8. Big Big Wolf and Happy Sheep both want 通过“争抢”情境，引导学生得出老Tiger.

Help Tiger choose his team:

Go, go, go to Meat Team.

9. Role play – Tiger

通过角色朗读，进一步巩固新学词汇和句型。

虎是食肉动物，归入Meat Team。

10. Role play Hippo or Tiger according to the 在语言模式和板书的辅助下，选择patterns and the words on board.

Hippo或Tiger进行自我介绍，完成从读到说的语言技能提升，培养语用能力。

Task 4:

1. Transition:

通过儿歌承接上文，开启下文，并通Get to know

Walking, walking, walking in the forest. 过韵律吟唱，渲染故事气氛。

Rabbit Fox

and Looking, looking, looking for my friend.

2. Lead in Rabbit by guessing the riddle.

通过听和读谜语，猜出第五个故事角色Rabbit，并了解兔子特点。

3. Learn the word “hop” by watching a gif 通过呈现动图，理解hop的含义，非picture.

4. Lead in Fox by guessing the riddle.

核心词汇，理解、会读即可。

通过听和读谜语，猜出第六个故事角色Fox。

5. Learn the key word: fox

box  fox

通过旧知迁移，学习新词fox的发音，并通过朗读谜面和观察图片，理解单词含义，了解狐狸特点。

Task 5:

Get to know Snake, Cow, Elephant, Cat

6. Big Big Wolf and Happy Sheep both want 通过制造双方争抢的情境，引发学生对Rabbit and Fox.

Rabbit和Fox是食草还是食肉的思考。

7. Help them choose their teams by watching a 通过展示狐狸追吃兔子的图片，引导picture that is about a fox chasing a rabbit.

Rabbit: Go, go, go to Grass Team.

Fox:

Go, go, go to Meat Team.

8. Role play Rabbit or Fox according to the 在语言模式和板书的辅助下，选择patterns and the words on board.

Rabbit或Fox进行自我介绍，完成从读到说的语言技能提升，培养语用能力。

学生正确判断这两个动物的食性，并帮助它们正确站队。

1. Transition:

通过儿歌承接上文，开启下文，并通

Walking, walking, walking in the forest. 过韵律吟唱，渲染故事气氛。

Looking, looking, looking for my friend.

2. Lead in Snake, Elephant, Cat and Cow by 通过听和看，引出最后四个故事角色watching the story.

Snake, Elephant, Cat, Cow。

3. Read the info on the study paper and choose 通过阅读学习单提供的文本，提取有the useful info to make a name card for one 效信息，从四个动物里选择其一完成of the four.

动物名片。

4. Role play Snake or Elephant or Cat or Cow 在语言模式和板书的辅助下，从四个according to the patterns and the words on 动物里选择其一进行自我介绍，完成board.

从读到说的语言技能提升，培养语用能力。

Task 6:

Show the ending of the story

1. Watch the ending of the story.

Now the game begins.

(

Grass Team, Grass Team, Go, go, go!

)

( Meat Team, Meat Team, Go, go, go! )

Grass Team, Grass Team, yeah, yeah, yeah!

观看故事结尾，完整感知故事。通过为双方唱啦啦歌，烘托故事氛围，活跃课堂气氛。

Post-task

activity

Task 1:

Play time

1. Role Play:

Choose one animal to act. 2. Play the game ”a tug-of-war”.

在真实的游戏过程中，增强体验，综合运用本课所学语言知识，提升语用能力。

☆1.Read and spell the newwords:

fox，hippo,grass,meat Homework

☆☆2.Read the story. ☆☆☆3.Tell the story.

On board