【编者按】为了丰富教师的生活，威廉希尔app 小学频道搜集整理了We love animals教学设计，供大家参考，希望对大家有所帮助!
We love animals教学设计
Unit 4 We love animals
I.Teaching aims:
1. knowledge aims:
(1). Grasp the main sentences: Look! I have a …. Oh, really? May I have a look? Sure. Here you are. Oh, it’s nice! I like it. Thank you. / Thanks. And get the students to use these sentences to communicate with each other.
(2). Grasp the new words: cat, dog, monkey, duck, panda, rabbit, bird, pig, elephant, mouse, bear, squirrel. And get the students to introduce these animals in English.
(3). Grasp the words: Cool! Super! Great! Wow! 并能够在实际情景中恰当地使用。
(4). Grasp the TPR activities in the part of “Let’s do”.
Try to say these phrases and respond the actions correctly.
2. non-knowledge aims:
(1)能尽情发挥表演才能,多角度地逼真地模仿动物,如动作,形态,表情和声音。玩TPR的听听做做活动时,动作协调,表演活泼大方;
(2)学会主动赞扬周围的人及物,并能对他人的赞扬作出正确的反应,即表示感谢;
(3)了解中国、美国、加拿大、澳大利亚四个国家最具代表性的动物,并能正确判断出动物与国家是否相应。
II. 学情分析:
学习了前面三个单元的孩子,对这套PEP教材语言项目的编排已熟悉并接受了。在学习用品,自己的身体部位及颜色的英语学习之后,他们很期待下一个主题的学习,善于模仿的小学生,最喜欢动物了,所以这一单元他们会学得主动而轻松。而在本册书过半的时候,教师也已了解课堂学习中哪些学生活泼哪些较不活泼,教师就要充分利用本单元的生动有趣的内容,把握时机,给那些想只听不动的“惰性气体”般的学生以更多的机会上台表演,或模仿动物叫声、形态或干脆扮演故事中的小动物等,激发他们的学习积极性,让所有学习自然地同步前进,并为接下去的学习打下基础。
III. 教学策略:
在这一单元的教学中,教师要富有童心,尽可能生动活泼地表现动物形态或表情,充分利用体态语言让学生理解会话的含义,帮助记忆,并培养用英语思维的能力。如在学习常见动物名称时,可以充分运用体态语,以惟妙惟肖的形态和声音直接呈现单词,学生因为模仿而生趣,因活动而更有记忆。要注重学生对bear and bird的发音区分,既能听清楚,又能说清楚。在教学方法上,侧重点放在运用句型I have ….来套学新词汇。可以复习第一单元的文具用品词汇,在活动中问及动物和文具的颜色,从而复习第二单元的颜色的词汇,达到以新带旧,知识积累和活用效果。设计的活动要活泼流畅,在活动中达到既要活跃课堂,又掌握知识;既学习了本单元新语言知识,又复习到以往旧知识的功效。教师在整个单元的课堂引导上,应突出 love 这个词的含义,要能运用自己的表情声音展示动物的可爱和自己对他们的喜欢之情,使整个单元主题学习始终有与动物亲近、交朋友的温馨气氛。本单元在用身体语言来辅助教学时,模仿动物要多角度,如dog, 既可以用双手背朝前放在两侧太阳穴,也可以woof, woof地叫,当然,还可以尝试运用学生自创的体态语,让学生的学习主动性因得到教师的肯定和鼓励而得到发挥和保持。
IV. Teaching arrangement:
Lesson 1: A: Let’s talk Let’s play
Lesson 2: A: Let’s learn Let’s do
Lesson 3: A: Let’s make Let’s sing C: Story time
Lesson 4: B: Let’s talk Let’s play Culture
Lesson 5: B: Let’s learn Let’s do Let’s sing
Lesson 6: B: Let’s check Let’s chant
Lesson 1
I. Teaching aims:
1. Learn to use: I have a rabbit / panda / monkey / zoo, and Super! / Cool! / Wow! / Great!
2. Review some words which the students have learned.
II. Preparation:
a. Some toys of animals
b. Recorder and tape
c. words’ cards
III. Steps:
(1). Warm-up/Review
a. Sing a song: How are you? 可有对唱,伴随拍手等形式。
b. Greets to pupils with sentences they’ve learned.
Review some words which the students have learned.
c. Drive the train, eg: ( 在每节课前用3-5分钟的时间进行不同形式的口语会话联系。会话内容可根据所学内容逐步增加,通过“滚雪球”的方式不断提高学生的会话能力。)
(1) A: Good morning, Mike. Nice to meet you.
B: Hi, Wu Yifan. Nice to meet you.
(2) A: Good morning, Miss Green. How are you?
B: Fine, thank you.
(3) A: Good afternoon, Chen Jie. This is Zoom.
B: Hello, Zoom. Nice to meet you!
C: Nice to meet you, too!
(2). Presentation
a. Listen to the tape (Unit 1, Let’s chant)
b. Try to say: Look! I have a ruler/ pencil/ pen and so on.
T: Now close your eyes, please. Don’t open your eyes. I have something to show you. … OK. Open your eyes, please. Look! I have a rabbit. A rabbit.
Learn to say: rabbit. This is a rabbit. Look! I have a rabbit.
c. Use this form, let pupils learn to say: dog. This is a dog. Look! I have a dog. …
d. 自然引入感叹语Great! Cool! Wow! Super!
(3). Practice
a. Choose an animal and says that look, I have a …. The students else use the words: Cool! Super! Great! Wow!
b. Let’s play:According to the book, let students act the animals, and act , sound like them. Woof! Woof! Mew! Mew! Quack! Quack!(提高学生的表演能力,增加童趣。)
c. Guessing game: Show the part of the animals, eg: an ear, a nose etc.
d. True or false: 4个学生为一组,分别命名为“Cool, Great, Super, Wow”其中只有一个学生身后持有一幅图片或一个动物玩具。他们面向全体学生站立,用不同的语调依次说出“I have a ….”, 请全体学生判断谁说了真话。
(在游戏中滚动复习所教的动物单词,提高学生的积极性,渲染课堂轻松、活跃的气氛。)
e. Listen to the music , and pass the toy , when the music stops, the student having the toy should stand up, and say :I have a …. (在音乐声中,感受英语带来的乐趣,同时有效地巩固句型。)
f. Read to the tape.
Practice and act this dialogue.
IV. 教学反思:
表达自己拥有什么动物玩具时,学生都会很踊跃。拿来家中自己的动物玩具,并且已经知道它的英文说法,学生会十分愿意向班里其他同学炫耀,这时很需要这种炫耀,体现他们敢于并乐于用所学到的英语来表达,而且,大家会对这种炫耀作出一种肯定,这样学生的积极性也就更高了。
Lesson 2
I。Teaching aims:
1. Grasp the new words: monkey, dog, duck, panda, cat, rabbit.
2. Respond the TPR activities “Act like a ….”quickly and correctly. *Try to use this phrase.
3. Learn to sing a song: Old MacDonald.
II。Preparation:
a. Tape and recorder
b. Words card
III。Steps:
(1). Warm-up/Review
a. Listen to the song: Old MacDonald.
b. Daily oral practice. For example,
T: Hello, I’m Miss Chen. What’s your name?
S1: Hello, Miss Chen. My name’s …. Then he turn back: Hello, I’m …. What’s your name?
c. Make a conversation like last lesson’s.
(2). Presentation
a. Shows a picture about New Year’s Party.
T: Look, children. The animals in the zoo are having a New Year’s Party today. They are all very happy. Now the band is coming. Can you tell me who are they in the picture?
b. Use this form, let pupils learn the words: monkey, dog, duck, panda, cat, rabbit, mouse, bird
c. Listen, read and point.(提高学生的反应能力,巩固单词。)
d. Which animal do you like? I like …. (词不离句)
(3). Practice
a. 教师将有关动物的图卡和词卡举起,学生抢答。
b. Look at the cards and read it one by one.
c. Match: 2 groups, listen and one group looks for the picture, the other looks for the word card.
d. According to the model, and guess which animal it is. Then wear the animal and introduce himself : Hello! My name’s ….
(让学生熟悉动物与单词,同时也能增加童趣,复习一些日常对话。)
(4). Let’s do
a. Listen to the tape.
b. Asks pupils to follow teacher to do it if they can.
c. Do it and say if they can.
d. Correct the pronunciation. 做动作时,可以加上动物的叫声。
(5). Learn to sing a song: Old MacDonald.
IV. 教学反思:
小学生大多喜欢动物,所以当向他们介绍更多自己所熟悉的动物时,他们的积极性很高,且迫切地想知道;当然对于他们所熟悉的动物,他们也能很容易地进行模仿。当然,何如更有效地融入已学语言,让学生的表达更加生动有趣,更加生活化,更具真实感也是个问题。
Lesson 3
I. Teaching aims:
1. Let’s make ( 通过做手影动物,检测学生用所学的语言独立做事的能力;同时,培养他们动手能力和创造力。)
2. Let’s sing ( 通过演唱歌曲,让学生复习和巩固所学动物的词汇。)
II. Preparation
1. 一些动物的头饰
2. 动物的图卡和词卡
III. Steps
1. Warm-up
(1). Daily talk
(2). Guessing game (有效地复习单词)
(3). Look and say
教师站在教室的后面,使全班的学生看不到自己。班里的任何一个学生来到教室前面,面向教师和全体学生。教师做一个动作,这个学生观察并用英语指示班里的其他学生做同样的动作。
2. Presentation
(1). 将老麦当劳农场的画贴在黑板上
(2.). T: Look, this is Old MacDonald has a farm. Look, on that farm he has some ducks.引出here, there, everywhere.
(3). Read after teacher.
3. Practice
(1). Listen and sing
(2). 可将鸭子改为其他的动物,并指导学生再来歌唱。
(3). Let’s make 让学生对着墙,自由发挥,用只手做出不同的动物影子。并用I have a …. 来表达手影。
IV. 教学反思:
利用做手影和英语歌曲,来发挥学生的想象力和创造性,提高学生的积极性,同时巩固对动物单词的掌握,;当然教师要多鼓励学生运用以往学过的知识,如身体部位及颜色表达,并在表达的过程中注意情感的流露。
Lesson 4
I. Teaching aims:
1. 在A部分学习I have a ….和Super! / Cool! …的基础上,学习May I have a look? Sure. Here you are.等扩展的新语言。
2. Practice and make dialogues.
3. 介绍中国、美国、加拿大、澳大利亚这四个国家的有代表性的动物: panda, eagle, beaver, kangaroo.
II. Preparation:
a. Tape and recorder
b. Some toys of some animals
III. Steps:
(1). Warm-up
a. Listen and sing the song: Old MacDonald.
b. Daily oral practice. For example,
T: Hello, I’m Miss Chen. What’s your name?
S1: Hello, Miss Chen. My name’s …. Then he turn back: Hello, I’m …. What’s your name?
S2: … (日常的对话操练能使学生熟练地掌握日常用语。)
(2). Presentation
a. 学生表演A部分Let’s talk的对话。
b. 学生表演完A部分Let’s talk的对话之后,老师留下一位学生,对他说: What do you have? Show me your animal, please.
c. 当学生明白老师的意思后,就回到座位拿出带来的玩具说: Look, I have a rabbit. 于是教师立即引出本课对话中的问句: Oh, really? May I have a look? (语速慢并伴有表情和手势), 学生会把他的玩具兔拿给老师,老师接过小兔做出很喜欢的表情说: Oh, it’s nice. I like it. 说完把兔子还给学生,一边做归还的动作一边说: Here you are. Thanks. Go back to your seat, please.
d. Listen and look.
(3). Practice
a. Read the sentences after the teacher.
b. Practice the dialogue in pairs.
A: I have a …. B: Oh, really? May I have a look?
A: Sure. B: Here you are.
A: Thank you. Oh, it’s nice. I like it. B: Thanks.
(师可与几个学生进行对话,并以神秘动物的方式引起学生的好奇心,刺激他们开口说话,然后让生生对话,让学生“跳跳才能摘到果子”。)
c. Asks some pairs to act the dialogue.
d. Let’s play.
(4). Culture
Look at some pictures of flags. Enable the students to know some knowledge about these flags. Try to say what color is the flag.
( 熟悉几个国家的国旗、地图和动物,开阔学生的眼界,增长他们的知识。 )
IV. 教学反思:
本活动设计有2个层次,融入一学语言,让学生的表达更加生动而有趣,更加生活化,更具真实感,当然在教授的过程中教师也要注重引导学生关心、爱护、保护动物的观念。该设计里学生既向他人介绍了自己的动物玩具,又看到很多其他的动物玩具,孩子们相互间的交流密切起来,使师生,生生间的关系更融洽。
Lesson 5
I. Teaching aims:
1. Grasp the new words: pig, elephant, , bear, squirrel, tiger, lion, deer, fox.
2. Respond the TPR activities “Hunt like a mouse. / … ” quickly and correctly. *Try to use this phrase.
II. Preparation:
1. Tape and recorder
2. Some word’s cards
III. Steps:
(1). Warm-up/Review
a. Sing a song: Old MacDonald, and change it.
b. Daily oral practice. For example,
T: Good morning, Mike. Nice to meet you.
S1: Hi, Miss Chen. Nice to meet you, too.
S2: …
c. Make a conversation like last lesson.
(2). Presentation
a. T: Look, I have a teddy bear. S: Oh, really? May I have a look?
T: Sure. Here you are. S: Thank you. Oh, it’s nice. I like it.
T: Thanks. ( 在复习对话的同时,也对动物进行复习,当然,事先教师准备好要新授的动物的卡片或玩具,跟学生进行对话,能者则让他看看这个东西,这样亦能激起学生的好奇心,推动他们运用所学的语言与教师进行对话。)
b. Read it together. Then T shows the new words: pig, elephant, squirrel, bear, tiger, lion, deer, fox.
c. Look at the picture and find the animals.
d. Listen, read and point.
e. Which animal do you like?
(3). Let’s do
a. Listen to the tape.
b. Asks pupils to follow teacher to do it if they can. 对于“hunt”的动作教师可用汉语加以解释,即“搜寻,寻找(猎物或实物)”的意思。
c. Do it and say if they can.
d. Correct the pronunciation.
IV. 教学反思:
本课时教师以对话的方式来开始,不但对前一课时的内容做了复习、巩固,同时也为新课埋下伏笔。当然,由于学生已掌握了相当一部分的动物单词,在这里教师适当地引入了几个学生比较常见的几个动物单词,激发学生的兴趣,但相对来说,有点难度。
Lesson 6
I. Teaching aims:
1. Exercise in the part of “Let’s check”.
2. Learn to say the part of “Let’s chant”. Perform it and replace it in the proper place.
3. Review the new songs in the unit.
II. Preparation:
Tape and recorder
III. Steps:
(1). Warm-up
a. Sing the song: Old MacDonald.
b. Daily oral practice. For example,
T: Good morning, Mike. Nice to meet you.
S1: Hi, Miss Chen. Nice to meet you, too.
S2: …
c. 游戏:速认速记。教师每次从词卡中挑出3张,让学生快速认记。教师说: One, two, three! 便拿掉卡片,让学生说出是哪几个单词。最快举手说对这3个词的同学可以为本组加一分。
(考验学生的记忆力,提高他们的反应能力,同时也是检测学生是否掌握好内容的有效手段,当然也是寓教于乐的手段。)
(2). Practice
a. Let’s chant.
At first, listen to the tape.
放录音,每两句停下来,让学生跟读,并伴有手势。教师板书每句的最后一个单词,两个词为一组(cat, fat; pig, big; monkey, funny; mouse, house)。朗读每组单词,让学生找出读音中的共同点,并再给出一些生词来认读。如: cat, fat这组,给出bat, mat, hat, sat, rat等单词让学生读。从而逐渐使学生掌握拼读规则记忆单词的方法。
(让学生找规律,初步感知音素,为今后的教学打下基础。)
b. Let’s check.
Listen the tape and do it.
(3). Assessment
IV. 教学反思:
学生的听力相对来说还是比较弱的,因此,多给学生机会说出听到的内容,提高他们的听力能力;对于说唱部分,更应培养他们对语音的感知能力,发挥学生的表演能力。
以上就是We love animals教学设计全文，希望能给大家带来帮助！
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