Unit 3 Animals I like课堂实录【2】

2B Module 2

My favourite things Unit 3

Animals I like

课题

（学校和执教教师）

单元课时划分

2BM2U3 Animals I like (Period 1) In the zoo 石化一小

Period1

Look and learn / Look and say (P22)

Period2

Play a game (P24) Listen and enjoy / Learn the sounds (P25) Period3

Say and act (P23)

单元整体目标

一、知识目标：

1、在语境中学习、理解核心词汇：giraffe(s), snake(s), elephant(s), zebra(s)

2、在语境中学习、理解核心句型：What are they? They are…

Do you like…?

Yes, I do. / No, I don’t. They have... 3、在语境中学习、理解句型：-May I have one? -OK.

-Can I help you? -..., please. 4、在语境中学习含有字母f,v的单词及字母f,v在单词中的发音方式。

5、在语境中学习、理解课本p25儿歌。

二、能力目标：

1、能正确认读核心词汇：giraffe(s), snake(s), elephant(s), zebra(s) 2、能正确运用所学词汇与句型进行对话、介绍等。

3、能在一定的情境中正确运用所学词汇和句型。

4、能正确认读含有字母f,v的单词，掌握字母f,v在单词中的发音方式。

5、能正确朗读课本p25儿歌。

三、情感目标：

1、培养学生爱护动物的好习惯。

2、我喜欢可爱的动物。

单元分课目标

第一课时：

语言知识：

1.在In the zoo的语境中学习、理解核心词汇：giraffe(s), snake(s), elephant(s), zebra(s)

2.在In the zoo的语境中学习、理解句型：What are they? They are…

语言技能和运用：

1.能正确认读并运用核心词汇：giraffe(s), snake(s), elephant(s), zebra(s)。

2.能正确运用所学句型进行对话。

情感态度：

培养学生爱护动物的好习惯。

第二课时：

语言知识：

1.复习巩固核心词汇giraffe(s), snake(s), elephant(s), zebra(s)的音形义

2.在I like animals的语境中进一步学习、理解句型：

What are they? They are…

3.在I like animals的语境中学习、理解句型：

Do you like…?

Yes, I do. / No, I don’t. They have... 4.在I like animals的语境中学习含有字母f,v的单词及字母f,v在单词中的发音方式

语言技能和运用：

1.能正确认读核心词汇并在语境中进一步运用。

2.能正确运用所学句型。

3.能正确认读含有字母f,v的单词，掌握字母f,v在单词中的发音方式。

情感态度：

我喜欢可爱的动物。

第三课时：

语言知识：

1.复习巩固核心词汇giraffe(s), snake(s), elephant(s), zebra(s)的音形义

2.在In the toy shop的语境中巩固句型：

What are they? They are…

3. 在In the toy shop的语境中进一步学习、理解句型：

Do you like…?

Yes, I do. / No, I don’t. 4. 在In the toy shop的语境中学习、理解句型：

-May I have one? -OK. -Can I help you? -..., please. 语言技能和运用：

1.能正确运用所学句型进行问答。

2.能听懂并理解对话的基本内容。

情感态度：

我喜欢可爱的动物。

单课目标

语言知识：

1.在In the zoo的语境中学习、理解核心词汇：giraffe(s), snake(s), elephant(s), zebra(s)

2.在In the zoo的语境中学习、理解句型：What are they? They are…

语言技能和运用：

1.能正确认读并运用核心词汇：giraffe(s), snake(s), elephant(s), zebra(s)。

2.能正确运用所学句型进行对话。

情感态度：

培养学生爱护动物的好习惯。

教学重点

教学难点

教学文本

名词单复数的区分；What are they? They are…句型的运用；What is it? It’s…和What are they? They are…句型句意的区分。

名词单复数的区分；What are they? They are…句型的运用；What is it? It’s…和What are they? They are…句型句意的区分。

主文本：

A: What are they?

B: They are zebras. A: What colour are they? B: They are black and white. A: Wow! They are nice. B: Yes. They are nice. 辅助文本：

Look!

They are elephants. They are big. I like elephants.

A: What is it?

B: It’s a giraffe. What are they? A: They are giraffes. 教学设计说明

本课新授单词为：giraffe(s), snake(s), elephant(s), zebra(s)，句型为：What are they? They are…

Pre-task部分通过Showtime引出本课话题，演唱儿歌活跃课堂气氛，通过在地图上找动物的游戏复习有关动物的旧知：monkey, lion, hippo等。通过让学生听音填字母，复习辅音字母在单词中的发音。通过问答，复习句型：What is it? It’s…What can you see? What colour is it? What colour are they?为本课新知的学习做铺垫。

While-task部分通过听动物的叫声、观察动物身体部位的特征等引出新授单词。通过单复数的比较（比较an elephant和elephants等；比较What is it? It’s…和What are they? They are…），指导学生区分可数名词的单复数。在初步比较单复数后，通过让学生根据It’s…和They are…的提示，自主补充句子，了解学生对单复数、句意理解的掌握情况，检验学生的观察能力和理解能力。通过让学生根据文本内容，选择疑问词what和what colour，培养学生的观察能力、自主学习能力，同时检验学生对这两个疑问词意思理解的情况。

Post-task部分，通过Read and spell, Quick response, Tasks进一步巩固。通过让学生自主补充儿歌内容，并进行小组间的合

作，培养学生的倾听能力、观察能力、合作能力。

本课中，我运用了许多我校校本教材“快乐英语”中的英语儿歌，我将本课新授知识的内容与快乐英语中的几首与动物有关的儿歌相结合，通过改编儿歌，让学生在朗读儿歌的过程中，在愉快的学习氛围中，深入理解词句意思，丰富语用体验，提高语用能力。

过程设计：

Procedures I.Pre-task preparations Teacher’s activities

dialogue. (Showtime)

2.Show a video:

Students’ activities

Assessment act out the 1.Have Ss act out a 1.Five students act out the 1.Judge whether Ss dialogue, and the others can listen carefully.

2.Sing a song:

dialogue well. Judge whether the others can listen carefully and attentively. 2.Evaluate whether Ss can sing the song 3.Let Ss say the words 3.Say the words according 3.Judge whether Ss according to the pictures. (monkey, lion, hippo, fox) to the pictures.

can say the words correctly. whether 4.Have Ss listen and fill in 4.Listen and fill in the 4.Evaluate the blanks. (_onkey, _ion, _ippo, _ox) blanks.

Ss can fill in the blanks correctly. 5.Check whether Ss can answer the 5.Ask Ss to answer the 5.Answer the questions. questions: What is it? What colour is it? What can you see? What colour are they? questions.

Purposes:

1. Elicit the topic.

2. Arouse Ss’

interest.

3. Review the words about the animals.

4. Review the sentences about ‘wh-’ questions.

II.While-task procedures

1.Teach: elephant 1.Learn: elephant

1-1.Play the sound of an 1-1.Listen carefully and try 1-1. Evaluate whether elephant. Invite S to answer to answer the question. (S: Ss can listen Judge S can the question: Listen! What I can hear an elephant.)

carefully.

can you hear?

whether answer the question correctly. 1-2.Invite S to complete the 1-2.Complete the word: 1-2.Check whether S word: elephant

elephant

the can complete the word according to the pronounciation correctly. word: 1-3.Judge whether Ss can read the word correctly and well. the word: 1-4.Check whether 1-3.Instruct Ss to read the 1-3.Read word: elephant

elephant

1-4.Have Ss spell the word: 1-4.Spell elephant

elephant

Ss can spell the word correctly. the rhyme: 1-5.Evaluate whether Ss can read the rhyme < Elephant > well.

1-5.Let Ss read the rhyme: 1-5.Read

1-6.Guide Ss compare: the 1-6.Compare:the elephant 1-6.Judge whether Ss elephant & an elephant & & an elephant & elephants can read the phrases elephants

correctly. Check whether Ss can spell the word correctly. the 1-7.Check whether 1-7.Guide Ss complete the 1-7.Complete sentences according to the sentences. pictures.

Ss can complete the sentences correctly.

It’s ____. (an elephant,

elephants)

They are ___. (an elephant,

elephants)

1-8.Let Ss introduce the 1-8.Introduce elephants. elephants. Look!

They are elephants. the 1-8.Judge whether Ss can introduce the elephants and well. correctly They are big. (tall, fat…) I like elephants. 2.Teach: giraffe 2.Learn: giraffe the

rhyme 2-1.Evaluate whether 2-1.Have Ss read the rhyme 2-1.Read .Show a part of the zoo>. Look at a part of the rhyme well. Check picture of a giraffe, and let picture of a giraffe, and whether Ss can look Ss guess the animal.

guess the animal.

( S: It’s a giraffe.)

at the picture Judge S can carefully. whether answer the question. 2-2.Invite S to complete the 2-2.Complete the word: 2-2.Check whether S word: giraffe

giraffe

can complete the word according to the pronounciation correctly. 2-3.Instruct Ss to read the 2-3.Read the word: giraffe 2-3.Judge whether Ss word: giraffe

can read the word correctly and well. 2-4.Check whether 2-4.Have Ss spell the word: 2-4.Spell the word: giraffe giraffe

Ss can spell the word correctly. 2-5.Check whether 2-5.Guide Ss act out the 2-5.Act out the dialogue. dialogue A: What is it? B: It’s a giraffe. Ss can act out the dialogue well.

3.Teach: What are they? 3.Learn: What are they?

They are…

They are…

3-1.Show the picture of the 3-1.Look at the picture of 3-1.Judge whether Ss giraffes, and let Ss read and the giraffes. Read and can look at the picture

spell the word: giraffes.

spell the word: giraffes.

the carefully. Check whether Ss can read and spell the word correctly and well. sentence: 3-2.Check Ss can whether listen Judge 3-2.Instruct Ss to say the 3-2.Say sentence: They are giraffes. They are giraffes.

3-3.Guide Ss say

the 3-3.Say the carefully. whether Ss can say the sentence correctly and well. sentence: 3-3.Judge whether Ss can say the sentence correctly and well. sentence: What are they?

What are they?

3-4.Have Ss act out the 3-4.Act out the short 3-4.Evaluate whether short dialogue: A: What are they? B: They are giraffes. dialogue.

Ss can act out the short dialogue well.

whether 3-5.Let Ss compare: What 3-5.Compare: What is it? 3-5.Check is it? It’s… & What are they? It’s…

& What are they? Ss can distinguish the They are…

They are…

difference sentences. 3-6.Judge whether Ss can act out the of the 3-6.Let Ss act out the 3-6.Act out the dialogue. dialogue: A: What is it?

B: It’s a / an___. What are they? A: They are ____. 4.Teach: snake 4.Learn: snake dialogue correctly.

4-1. Play the sound of a 4-1.Listen carefully and try 4-1.Evaluate whether snake. Invite S to answer to answer the question. (S: Ss the question: What is it?

It’s a snake.)

can listen Judge S can carefully. whether answer the question. 4-2.Invite S to complete the 4-2.Complete the word: 4-2.Check whether S

word: snake

snake

can complete the word according to the pronounciation correctly. 4-3.Judge whether Ss can read the word correctly and well. 4-4.Check whether 4-3.Instruct Ss to read the 4-3.Read the word: snake word: snake

4-4.Have Ss spell the word: 4-4.Spell the word: snake

snake

Ss can spell the word correctly. 4-5.Let Ss read and spell 4-5.Read and spell the 4-5.Evaluate whether the word: snakes.

word: snakes.

Ss can read and spell the word correctly. 4-6.Guide Ss read the 4-6.Read the rhyme: .

little snakes>.

can read the rhyme correctly and well. the 4-7.Check Ss can whether complete

4-7.Have Ss complete the 4-7.Complete dialogue. dialogue. A: ___ (What, What colour)

are they? B: They are snakes.

the dialogue correctly.

4-8.Evaluate whether Ss can make a new dialogue well. A: ___ (What, What colour)

are they? B: They are green.

4-8.Let Ss make a new 4-8.Make a new dialogue dialogue. A: What are they? B: They are _____. A: What colour are they? B: They are _____. 5.Teach: zebra 5-1.Let animal.

Ss guess 5.Learn: zebra the 5-1.Guess the animal. (S: It’s a zebra.)

5-1.Check Ss can whether listen Judge carefully.

whether S can guess correctly. 5-2.Invite S to complete the 5-2.Complete the word: 5-2.Check whether S word: zebra

zebra

can complete the word according to the pronounciation correctly. 5-3.Judge whether Ss can read the word correctly and well. 5-4.Check whether 5-3.Instruct Ss to read the 5-3.Read the word: zebra word: zebra

5-4.Have Ss spell the word: 5-4.Spell the word: zebra zebra

Ss can spell the word correctly.

5-5.Instruct Ss to read and 5-5.Read and spell the 5-5.Judge whether Ss spell the word: zebras

word: zebras

can read and spell the word correctly. 5-6.Check whether 5-6.Make Ss act out the 5-6.Act out the dialogue. dialogue. A: What are they? B: They are zebras. A: What colour are they? A: What are they? B: They are ____. A: What colour are they? B: They are ____. Ss can act out the dialogue correctly and well.

B:They are black and white. A: Wow! They are ___. A: Wow! They are nice. B: Yes. They are nice. B: Yes. They are ___.

Purposes:

1-1. Elicit the word: elephant

1-2~1-5. Practise the word: elephant

1-6.Help Ss distinguish the difference between ‘an elephant’

and ‘elephants’.

1-7.Check whether Ss can know the difference. 1-8~1-9. Practise the word: elephants.

2-1. Elicit the word: giraffe.

2-2~2-4. Practise the word: giraffe

2-5.Help Ss review the sentence patterns: What is it? It’s a ...

3-1. Elicit the word: giraffes. 3-2. Practise the sentence pattern: They are... 3-3-1~3-3-2. Familiarize Ss with the sentence patterns: What are they? They

are... 3-3-3. Help Ss distinguish the difference between ‘What is it? It’s a ...’ and ‘What are they? They are...’ 3-3-4. Encourage Ss to use the sentence patterns: ‘What are they? They are...’

4-1. Elicit the word: snake.

4-2~4-6. Practise the word: snake(s).

4-7.Encourage Ss to complete the sentences according to the hints.

Help Ss distinguish the difference between ‘What are they?’ and ‘What colour are they?’

4-8. Practise the sentence patterns: ‘What are they?’ and ‘What colour are they?’.

5-1. Elicit the word: zebra.

5-2~5-6. Practise the word and sentences.

III.Post-task activities 1. Consolidation 1. Consolidation

1-1.Let Ss read and spell 1-1.Read and spell the 1-1.Judge whether Ss the words: elephant, giraffe, words: elephant, giraffe, can read and spell the snake, zebra. 1-2.Have Ss find snake, zebra. words well. whether find the the 1-2.Find the animals and 1-2.Check say the words.

Ss can animals and say the words.

animals and say the words correctly. 1-3.Evaluate whether Ss can say the chant well. 1-3.Guide Ss say the chant. 1-3.Say the chant. What? What? What are

they?

Snakes, snakes. They are

snakes.

What? What? What are

they?

_____, ______. They are

______.

What? What? What are

they?

_____, ______. They are

______. Wha? What? What are they?

_____, ______. They are

______. 2. Let Ss act out the 2. Act out the dialogue. dialogue. Task

A: What are they? B: They are zebras. A: What colour are they? B:They are black and white. A: Wow! They are nice. (big, thin,…) B: Yes. They are nice. (big, thin,…) 2.Judge whether Ss can act out the dialogue well.

Check whether Ss can listen carefully. Purposes: 1-1.Check whether Ss can read and spell the words well.

1-2. Check whether Ss can know the meaning of the words well.

1-3.Practise the sentence patterns and promote cooperation.

2. Practise the words and sentence patterns. Familiarize Ss with the sentence patterns. Check whether Ss can use the sentence patterns correctly. Check whether Ss can use the plural correctly.

Board design

2B Module2Unit3 Animals I like Period 1 In the zoo

what

how What are they? They are…

elephants

big

giraffes

tall

snakes

long

zebras

nice

Work sheet

It’s _____. (an elephant, elephants) They are _____. (an elephant, elephants)

A: What are they? B: They are ____.

A: _____ (What, What colour) are they? B: They are snakes. A: _____ (What, What colour) are they? B: They are green.

A: What are they? B: They are _____. A: What colour are they? B:They are _____. A: Wow! They are nice. B: Yes. They are _____.

Feedback Pre-task的Showtime以及儿歌很好地活跃了课堂气氛。通过在地图上找动物的游戏复习有关动物的旧知：monkey, lion, hippo等，达到了预期的复习效果。

While-task部分通过听动物的叫声、观察动物身体部位的特征等，旨在以学生感兴趣的方式引出新授单词。而在教学过程中，学生们的注意力比较集中，能够根据老师的引导进行单复数的比较（比较an elephant和elephants等；比较What is it? It’s…和What are they? They are…）。不过有个别学生在表达时，在单复数的问题上，还不是很清楚，需要进一步加强。

本课中所运用的校本教材《快乐英语》中的英语儿歌，很好地与教材中的内容相结合，学生们也有很浓厚的学习兴趣。今后，在低年段的英语教学中，还要进一步善用儿歌。