Unit 2 That man is short.教学设计思路

Module2

Unit 2 That man is short. (第1课时）

教学目标：

知识目标：

1.

学生掌握听说读三会单词：man、short、tall、small、thin、big. 2.学生掌握语言知识：

This/That …is tall/ short/ big/ small.

能力目标：提高学生英语口语水平和运用英语对话的能力。

情感目标：培养学生的观察、推理能力和语言综合运用能力。

教学重点：

1.听说读三会单词

man（男人）、short（矮的）、tall（高的）、small（小的）、thin（瘦的）、big（大的）

2.掌握语言：This man is tall. That man is short. 教学难点：

1.掌握语言：This monkey is small and thin. That monkey is big and fat. 2.提高学生英语口语水平和运用英语对话的能力。

教学用具：PPT, 课文Flash动画视频，word cards 教学过程

Step1、warm up

1.

Greeting T: Good morning, boys and girls. How are you, today? Ss: I’m Fine, thank you. 2.

T：Did you bring your pictures in the zoo, show us! (请学生在小组内展示自己画的动物园的图，并相互介绍各种动物的形态。选几名同学在全班展示。) Step2、Lead in 1.T: Let’s have game:Guess who I am(猜猜我是谁）

（1）教师动作以及“I'm fat/thin/tall...”的语言结构做示范，学生模仿。

（2）教师再次通过语言进行描述，由学生对教师所描述的动物名称进行猜测。(例：I have long nose and two big ears.等）

教授thin,fat,tall,short,small big几组词（出示相同动物的不同大小，胖瘦，高矮，让学生说出对应描述的词）

（3）T:Now another game:I do you say.(老师做出动作学生快速说出对应的形容词）

2. PPT展示踩高跷人的图片，老师指图中的人提问：“ What’s this？”

学生答不出或用中文回答，教师教授新单词“man”。

T: Is he tall? S: Yes!（配合动作教授tall,全班读，个别表演加读，引出句子：He’s tall.）

T: What happened then? 后面发生什么事情了？（出示踩高跷人摔的图片）

S：掉下来了

T: Oh,he’s short!(配合动作表情，教授short,全班读，个别读) S: ….

T: That’s right! Let’s read it together!(齐读句子) Step3 Learn the text 1. Look,who are they?(出示小丑图片）Let’s look at what are they doing. Go!(播放课文Flash动画) T: What are they doing? S:….(此处可用中文回答) T: Yes，they are playing with their monkeys. Now listen again and pay attention to the monkeys.再看一遍，注意观看两只monkeys 的体型。

2.

T: Look, the tall man’s monkey is ….(播放动画) S: ….(此处学生可能会用中文回答) T(出示图片)：Yes, it’s small and thin.(加上动作帮助学生理解) Read after me. Small-small-small(加上动作，放映出其他动物小时候的照片) S：The tiger/elephant/lion/panda is small. T: The monkey is not only small but also very thin(出示胖瘦对比照片，It’s fat/It’s thin. Now read after me. Thin-thin-thin.-th means you should put your tongue between your lips. Like thank you.(让学生从旧单词中感知th的发音，请个别学生试读) T: You try it. Yes! You come to the platform. Everyone look at her and imitate her. Ss: Thin,thin,thin. T: Yes,(出示图片请学生说It’s small and thin)

用同样方法教授big. 3.T: Now let’s read the text together.(全班齐读，小组读）

Please read in groups.If you have any questions,please ask me.(教师下教室巡视，邀请读的好的学生展示。）

OK,now let’s have match: Who can read it better.(小组PK)

You are all very good,and I think Group

is the best because they

read the most loudly.So a big star for you! Step 4 Practice. 1.Role play

T:Read the text with your partner..Then I will ask some students to do role play on the platform wearing the head wear of Daming and Sam.(请3-5组同学上台表演）

T: You are all good actors,thanks for your performance. 2.Do Activity Book 3: Look and say (邀请3组学生上台展示对话）

3.

模仿秀

T:Look,here are some head wear of different animals,now I want someone to act them,and do actions to let anther students to describe them.(请几位同学戴上动物头饰并作出动作，让其余同学来进行描述）

S：The lion is fat./The tiger is tall./The monkey is thin..... T: Yes, you know how to describe things better! Step5 Summary T:Let’s say a chant to relax.Let’s clap our hands.

“Big, big, big, the lion is big. Small, small, small, the cat is small. Fat, fat, fat, the panda is fat. Thin, thin, thin, the monkey is thin. Tall, tall, tall, the tree is tall. Short, short, short, the tiger is short.”

Step 6 Homework 1.

Read the text 5 times for your group leader; 2.

Say the chant with your friends; 3.

Describe animals to your parents.