Unit 3 Animals I like教学设计及说课稿

Oxford English 2B Module Two Unit Three Animals I like (Period one) Time: Apr. 9th School: Xinghuo School Teacher: Li Ting

单元教学任务分析：

2B M2U3的教学主题是Animals I like。以动物为话题，通过四个单词引出复数句型”What are they?”

“They are…”的教学。同时掌握句型：”Do you like…?”

“Yes, I do./No, I don’t.”日常会话用语”May I have…?”

“Can I help you?”辅音字母”f”

和”v”的发音。在一年级的基础上，学生已掌握部分动物的表达法，并学会了描述动物或人物的特征。因此，本单元的教学结合了之前所学。把教学内容编入了一个简单有趣的故事中，从而使学生学习到了新的单词与句型，又复习到了旧单词与句型，并掌握其用法。

单元教学总目标：

根据学生已掌握的语言知识与语言技能，结合学生的生活常识，期望学生能通过本单元的学习后，学生能灵活运用Do you like…?表达自己喜好的问答，同时牢固掌握What are they? They are…的表达法，注意单复数的区别。在此基础上，能掌握四个表示动物的单词，能听说读写，并用适当的语言对其进行描述。能用May I have…等日常用语进行对话。

单元课时划分：

第

一

课

时

第

二

Snake tail body Do you like? Yes, I do. 词汇的学习运用

giraffe zebra neck leg 句型学习运用

综合运用能力

能听说读写三个表示动物的单词,并进行描述。用What are they?询问事物，并正确回答。同时进行简单对话。

能用所学形容词形容动物，能用They have…表述动物特elephant What are they? They are…s.

课

时

No, I don’t. They have…. 征。用连续的句子表达，进行猜谜游戏。

第

三

课时

Fish wolf van five Can I help you? May I have…. OK. Here you are. Thank you.

单课实施

能用连贯的对话进行简单的日常交流，学会买东西，并表达自己的喜爱及感激之情。

2B Module Two Unit Three Animals I like (Period one)

Topic: In the forest. Time: 35 mins Aims:

1. be able to pronounce, spell and use the four new words correctly: elephant, giraffe, and zebra 2. be able to describe the animals with the sentences:

What are they? They are…

3. be able to say the story with simple sentences 4. be able to say the chants and sing songs in English 5. to realize the importance of cooperation. Difficult points:

1.

be able to say the story with simple sentences 2.

be able to say the chants and sing songs in English

Procedures ⅠPre-task Contents Methods Sing together

1.

T ask S answer Purpose 营造轻松的课堂气氛。并导入主题。

复习就句型。

1.

song:

preparation 2.

In the forest What do you like? I like ____s. They are _____.

1.

1)zebra (zebras)

2) zebras, zebras 1.

guess the letter “z”

2.

read and spell(z-/z/)

3.

ask and answer 用形象的图片引入字母，增加趣味性并加

ⅡWhile-task procedures

black and white

zebras, zebras

nice and thin

zebras, zebras

with long necks.

2.1)What are they? They are zebras. What colour are they? They are black and white.

2)What are they? They are ___. What colour are they? They are ____.

3.There are two zebras in the forest. They are in the mud. They are sad.

4.What are they? They are rabbits. Rabbits, rabbits.

Come and help. OK. One, two, three. Oh~ Sorry. We are too small.

(monkeys)

(What colour..? How…? What can…?) 4.

say the chant together

1.

read :They are zebras. 2.

T: What are they? S: They are zebras. 3.

Read:What are they? 4.

Say the dialogue.

5.

Make the dialogue with deskmates.

1.

Questions: What are they? Where are they? 2.

Elicit: in the mud.

Sad(read) 3.

Sing the song together: 4.

Questions: Where are they? How are they? 5.

Read the text

1.

Guess: Who are coming? 1)

Example: butterflies 2)

Students say 3)

Guess: rabbits 2.

T: What are they? S: They are rabbits. 3.

Listen and read 4.

Pair work 5.

Boys-zebras

Girls-monkeys 深学生记忆。

结合旧句型对新句型进行反复操练。

培养团结协作的精神。

用歌曲的形式渲染情绪，从而使学生的语音语调更生动。

通过学生喜欢的猜谜游戏对新句型进行操练，并带动故事的发展。

分角色朗读，体现情境。

ⅡWhile-task procedures

5.1)elephant (elephants)

2) I have a long nose.

It can____.

6. elephants, elephants. Come and help. Don’t cry, zebras. Give me your legs.

One, two, three. Oh~ Sorry. We are too young.

7.giraffe (giraffes)

8.Two little giraffes,

clap, clap, clap. Four little giraffes. Tap, tap, tap Six little giraffes With long necks.

9.giraffes, giraffes,

Come and see With long necks, with long neks They can help, they can help.

10.Let’s help together.

One, two, three.

Hooray!

Thank you, my good

1.

Listen and fill in the blanks (elephants) 2.

Guess letter “l”

3.

Read and spell (l-/l/) 4.

Say the usage of elephants’

noses.

1.

Fill in the blanks 2.

Say group by group

1.

S: What are they?(fill in the blanks) T: They are giraffes. 2.

Pronounce “f”

3.

Read and spell 4.

Say the chant with activities

1.Say the chant, and then fill in the blanks: Put your legs on my neck. ___, ___, ___. Oh, ___.

2. change the chant:

They can’t help, they can’t help

1.

T: What are they? S: They are ____s. 2.

Say together: 1,2,3. 3.

T:Where are they now?

强调辅音字母的读音。并通过形容和描述对“elephant”进行操练。

逐渐将对话化为学生自己的语言，使其真正掌握。

抓住长颈鹿的脖子的特征进行操练。

通过新句型的复现进行复现巩固，同时让学生感受到共同协作的力

friends. ⅢPost-task 1.

The whole story

activities

2.

Song: ⅣAssignments Homework

Are they happy? 4.

T: What can the zebras say? 1.

Read the passages and the dialogues 2.

Choose one part and act out

Enjoy the song

1.

Read and copy the new words correctly 2.

Act out the dialogue according to the book 3.

Choose one part of the story and retell to your friends. 量。达到情感教育的目的

Blackboard design:

2B M2U3

In the forest What are they?

They are______. Rabbits-monkeys-giraffes-elephants------zebras

mud 教学说明：

本课为2B M2U3 Animals I like的

第一课时。主要要求掌握有关动物的三个单词”giraffe”, ”elephant”, “zebra”的拼写和用法。并用句型”What are they?”

“They are____.”进行操练及运用。本课中的这一句型是学生第二次接触到复数人称的句型。因此，在引出时，我用了学生已学过的”What cololur are they?”

“They are…”作一个铺垫，以便其更好地理解与掌握。同时为避免其将此句型与”What’s this/that?”混淆，在第一课时中，我将单复数的区别作了回避。等学生经过一课时的操练，充分会运用该新句型后，再在之后的课时中进行区分，加深巩固。

教学中，我注重了在语境中激发学生学习英语的兴趣，培养其良好的听说读写习惯，并给予他们充分的空间自主学习。同时，通过小组表演及讨论的形式让学生亲身体验到本故事

的主旨——团结协作的重要。此外，教学中chant及对话的内容页为语音的教学提供了一个载体。在一定的语境中，学生的语调更能得到较好的锻炼。