第三单元教学片断(1).doc

Unit 3 Why do you like koalas? Revision Class 邵原二中 成会敏背景：英语课程要创造一种适合所有学生的教育，而不是面向适合英语教育的学生，它所谋求的不仅是学生综合运用英语的能力，还要使学生通过英语学习在情感、素养和学习能力等方面得到发展。因此，英语课教学应以学生为主体，以训练为主线，以能力的培养为宗旨。学生是学习活动的主人，教师是学习活动的组织者和引导者。教师要努力创设多种多样的方式和机会让学生通过自主、合作、探究等学习方式进行学习，注重教与学的互动和生生互动。 教学内容：Unit3 Why do you like koalas? 复习课教学过程：Step 1. Warming up Play a song named Doremi. T: Did you hear a kind of animal in the song? S: Deer.T: Yes, you are great. Do you like animals? Do you like to play with animals? Do you like to look after animals? Our zoo needs a zoo keeper! Can you be a good zoo keeper? You should first pass four stages. 设计说明：用学生熟悉的歌曲Doremi 引出动物。整节课设计成闯关游戏，成为我们动物园最棒的动物管理员, 最大限度的激起学生的兴趣。Step2. GuessingT：A good zoo keeper must be familiar with all kinds animals . First, we want to know if you can name these animals. Ill show you many pictures of animals, but its not a whole picture, only a part of the animal. Try to guess what animal it is.T: Show the pictures of the animals to the Ss , let them guess. The eight kinds of animals are all listed.设计说明：Stage 1 Can you name these animals? 第一关设计的是根据动物的某个部位猜测是哪一种动物，复习单元中的八种动物并要求学生spell it out. 学生们的积极性空前高涨，对于猜图游戏，有时他们比较熟悉的动物，即使班级中基础不是很好的学生也饶有兴趣，既可以训练学生的观察力和记忆力，同时又不知不觉操练了新单词，鼓励他们开口说英语。Step2 Looking and matchingT: You did a very good job in Stage 1, maybe Stage 2 is a bit difficult. Are you ready?Lets go! In Stage 2, you should tell me where these animals come from.设计说明：Stage 2 Do you know these animals come from? 第二关设计的是 你知道这些动物来自于那里吗？让学生操练两个句型，Where are they from? Where do they come from? 唤起学生对以前学的国家、大洲的名词的记忆。当学生完成一关的任务后，教师会让播放一段掌声，良好的评价更能激励学生们向前进！ Step 3 Asking and answering T: In this stage, we want to know if you can feed the animals well. I think a good zoo keeper must give the right food to the animals, so look carefeully and make your decision.Ask the Ss work in pairs to make a dialogue about their favorit animals.A: Whats your favorite animal? B: . are my favorite animalsA: Why do you like them? B: Because they are very/kind of .A: What other animals do you like? B: I like .A: Why? B: Because I think theyre .设计说明：Stage 3 Do you know what they like? 要成为一名好的动物管理员，必须知道给动物们投喂正确的食物。 配对游戏培养学生的观察思维能力，学生眼、耳、脑并用，激发学习潜能。What do they like eating? 设计成chain practice, 把话语权还给学生, 学生是活动的主体。学生操练 “what do they like ? What is your favorite animal? Why do you like them? What other aniamls do you like?” 在这一活动中，待学生能熟练使用动物名词和形容词后，加入句型的练习，使枯燥的对话操练变得有血有肉，丰富多彩。Step 4 An activity “ Help the visitors!”T: Its time to show youselves! If you were a really zoo keeper in the zoo, you should help the visitors. Make a conversation with one student as a model. 设计说明：这个环节联系上单元的asking and showing the way, 根据一张动物园的地图，创设情境，让学生把知识融会贯通，用所学知识解决实际问题，培养他们在现实生活中使用英语的能力。Step 5 HomeworkLet the students discuss a good route to visit the zoo according to the picture the teacher showed in class.本节课用闯关游戏来贯穿，To be a good zoo keeper! 四关游戏都紧扣本单元和前几个单元的知识内容，精心设计的活动，积极创设能让学生主动交流的语言环境，把课本材料还原成活生生的交际语言，既紧扣了教材，又抛开了教材，然后再回到教材。学生们在本节课上的表现也可圈可点，因为活动量比较大，课堂操练的面也较广，但因为涉及的内容都是学生比较熟悉和感兴趣的，在老师的鼓励下，即是基础较差的学生都愿意开口说，有话说。每个学生进入活动角色，积极用英语思维，通过各种活动形式，把书本知识内化为实实在在的语言