Lesson 8 Do you have a ruler?第二课时教学设计

教学设计

Lesson 8 Do you have a ruler? 第三课时

What animal is it?

洛阳市瀍河回族区外语实验小学张丹丹

教材版本及内容:

科普版小学英语Book 4 Lesson 8 Read《What animal is it?》一、教学目标

1.知识目标

(1)认读新单词:say、of、body、feet、people、also;

(2)能够用have作为“有”的句式描述某种动物等。

(3)了解第三人称单数表达方式。

2.能力目标

(1)在图片的帮助下读懂短文内容;

(2)能在老师的帮助下,借助图片用自己的话讲述文本的大概内容;

(3)能通过阅读学习获取文本信息的方法,学会从不同方面用英语介绍一种动物或描述特征。

3.情感目标

(1)激发学生学习的积极性和自信心;

(2)通过阅读文本,帮助学生了解麋鹿的显著特征,发现动物的有趣之处,培养学生对动物的热爱之情。

二、教学重难点

1.通过不同层次的阅读搜集麋鹿的相关信息,学生能够掌握阅读的方法。

2.通过提取关键信息的方式,学生能够学会分析文本,总结学习方法。

三、教学过程

Step 1 Pre-reading

1.通过猜动物的游戏,激发学生的思考和语言表达,并引出文本的两位主人公“cow”&“horse”。

1.Greetings

T:Hi,everyone!I’m Miss Zhang, people also call me Jessica.

Good afternoon, boys and girls.

Ss: Good afternoon, Miss Zhang/Jessica.

T: Today we will learn a new lesson“what animal is it?”, show me your fingers and follow me.

2. Play a guessing game.

T: Let’s play a guessing game, OK? Listen!

It’s very big. What animal is it?

S1: An elephant?

T: Maybe.

…

T: It’s black and white.

S2: Is it a panda?

…

S0: A cow?

…

T: Listen again. It has a long tail.

S3: A tiger?

…

T: We can ride it.

…

S0: A horse?

…

【设计思路】教师介绍时使用“People also call me Jessica.”,让学生初步感知生词,通过游戏激发学生学习兴趣,引出本课主题,在学生积极表达自我猜想的基础上,既了解学生知识储备,又充分发散学生思维。

Step 2 While-reading

1.Lead in

T: Well, everyone. You did a good job. Please guess again. (展示身体部分教具) A body. Whose body (is it)?

S1: I think …/maybe… a horse’s body.

S2: …

T: Maybe. (贴板书)

T: Look, a big head. Whose head?

S3: I think …/maybe… a deer’s body.

T: Maybe. How about you? / Please try. / Have a try. / Try it. / Please guess…

T: What’s this? (horns 遮挡一半询问)

学生猜, 教师之后还原horns拼图,读单词,把图片放置在头顶带读单词)。

T: Whose horns?

S4: …

T: Foot, or feet?

Ss: Feet.

T: Then whose feet are they?

S5: …

T: Wow, maybe yes, maybe no.(贴图呈现完整麋鹿。)

【设计思路】通过自制教具,延续猜想游戏,结合肢体动作和麋鹿身体各部位潜移默化处理生词,完成从局部到整体的初步感知,最大限度的激发学生的求知欲,继而引出本课主人公,并提出统领全文的问题“What animal is it?

2.Fast-reading

Read quickly and find out: What animal is it?

【设计思路】学生通过快速阅读找出麋鹿的两个名字,并初步了解麋鹿。

3.Read and answer: Why do people call it “sibuxiang”?

T: Please read carefully and answer. Why do people call it “sibuxiang”?

教师引导学生进行深入细致的阅读,并了解麋鹿的具体特征。(1)学生自读,完成任务;教师巡回观察完成情况。

【设计思路】教师在巡回的过程中,关注学生的两个方面,一是否明确任务要求,即知道做什么,二是看学生完成的速度与准确度,并随时做好helper的准备。

(2)学生组织语言回答问题,尽量让学生在整体感知与理解文本基础上,享受英语表达的乐趣。

(3)教师将学生提取的关键信息板书黑板上,进行词组图文匹配朗

读和尝试表达完整句的活动,为下一步复述做准备。

【设计思路】细读课文,学生在边读边划线的过程中对学会提取文本信息,在完成信息的收集后,学生已经基本掌握了本篇文本的框架,在教师示范后,让学生自然的达成完整语句的表述,水到渠成。

4. Read again and answer.

T: Well, you know why people call it “sibuxiang”, but where it lives. Please read again and answer. Where does it live?

【设计思路】让学生再精读、再反馈,对文章重点进行梳理,达到完全理解文意,自然的突破难点,并渗透第三人称单数表达方式。5. Retell the story.

T: Please look at the lovely milu deer. Let me try to retell the story. Just listen.

充分运用板书,教师示范复述一遍,然学生尝试复述,介绍麋鹿。

【设计思路】在老师的帮助下,借助麋鹿的图片用自己的话讲述文本的大概内容。

6. Watch and say.

(1) T: You are right. Let’s watch a video about the milu deer.

(2) T: Boys and girls, is it lovely? In Luoyang, can you see it? Where?

S7: We can see it in Wangcheng Park.

…

【设计思路】呈现视频,挖掘信息,感受真实情景下的麋鹿自由的状态。联系学生实际生活,实现文本与实际的对接,增进学生对动物的热爱。

Step 3 Post-reading

1. Act and say

T: In Wangcheng Park, we can also see tigers. Please watch. I am a tiger. I have a long tail. I have a strong body. I have two round eyes. I am yellow and black. I like eating meat, yummy. Can you act and say? Let’s practice.

【设计思路】从文本自然迁移到学生的认知和生活,对学生来说表演和描述的都来自于自己真正感兴趣的动物,最大程度的激发学生的英语表达欲望,真正实现培养学生综合语言运用的目的,发现动物

的可爱,培养学生对动物的热爱之情。

2. Make a picture book

T: So many animals here, I’m so happy. I can act and I can also draw. Look! Here are some pieces of paper. A mark pen.

Carrot? Carrots. I like carrots.

…

T: Who am I?

Ss: A rabbit!

…

T: This is the cover. Who is the writer? (I’m Jessica.)

So I can write Jessica on the cover. Look! Let’s turn the pictures into a book. I t’s my picture book, it’s beautiful. Can you do it? This is your homework. Please do it after our class. 【设计思路】通过教师现场手绘兔子局部特征到书写句型,再到一张张的图片制成绘本的过程,是系统运用本课所学知识的体现,将制作绘本,作为课后作业,实现阅读-表达-写作的复合学习。同时,也激发学生对绘本的兴趣和探究的积极性。

Step 5 Homework

Make your picture book.

板书设计:

What animal is it?

milu deer sibuxiang

the horns of a deer

the head of a horse

Nanhaizi Milu Park