会话课bookat the zoo

1、Unit3 At the zoo Lets talk.Teaching conceptInterest is the good beginning of learning English. To arouse the students interest of learning, Ill prepare some objects and set up a proper situation for the Ss. Then, input enough listening and speaking practice, to make Ss output in some related situati

2、on. Meanwhile, to some extent, It is also important to train Ss abilities of writing. Otherwise, I rearrange part of this unit to achieve good teaching effect. .The analysis of the content and the studentsThe topic of the unit is about animals at the zoo. This is the first lesson of a new unit. The

3、language situation is to talk about animals and learn to use the sentences: It is _.It has_. To describe some aspects of animals. The Ss are from Grade three , they have already learned some animals before, they can use such adjectives as big、small、tall to describe things. By the end of this class,

4、Ss should describe animals in whole sentence.Teaching objectivesa. Basic Aims: 1. With the help of PPT, Ss are able to understand background the whole dialogs. 2. Ss are able to understand the key sentences and identify animals in proper situation. 3. Ss are able to master and use the key sentences

5、to describe some aspects of animals.b. Ability Aims: 1. Ss can describe some aspects of animals, communicate with others.2. Ss can read the dialogs, guided by teacher or PPT.3. Ss can role play the dialogs.c. Emotional Aims: 1. Enable students to cooperate and communicate with others in group work.

6、2. Enable students to set up the sense of loving animals. Teaching Important and Difficult points 1. How to make students understand and use new words and new sentences. 2. How to make Students use the key sentences to make conversation. Teaching Methods: Task-based method.Teaching Aids: CAI、卡片、录音机.

7、 Teaching proceduresStep1 Pre-task1. Free talk T: Hello, boys and girls. Whats your favorite animals? S1: I like . S2: I like.T: Well, I like rabbits. They have long ears and they are very cute. Whats your favorite song?S3: I like .T: My favorite song is “Old MacDonald has a zoo”. Lets share the son

8、g together, ok?2. (CAI) T and Ss Sing together with actions. Old MacDonald has a zoo. E-I-E-I-O! And at that zoo he has some lions. E-I-E-I-O！. T: These animals are so cute. Where can you see these animals? Ss: At the zoo. T:(板书 “At the zoo” in the blackboard. PPT shows a picture of zoo, Ss repeat “

9、zoo” after teacher.)设计意图：通过自由谈话和歌曲的热身，既复习了已学的动物单词，激发了学生的学习兴趣，又把学生的多项感官有效地调动起来，达到活跃气氛、进入语境的目的，自然的引出了本课课题。3.教师介绍本课的评价激励方式 教师把全班学生分成A、B两队，在黑板的一角设计一个“动物园”。告诉两队学生都从“动物园”的起点出发，必须按照动物园的参观路线完成参观任务，先到达终点的队伍获胜。 设计意图：本课的话题是围绕“At the zoo”展开的，因此建立与本课内容相关的评价机制可以最大限度地调动学生的积极性，激发他们的竞争意识和团结协作精神，使他们整节课的学习都沉浸在“zoo”的情景

10、之中。获胜的组将会获得线路图上的所有动物小卡片。 Step2 While-task1. T: Today, Lets go to the zoo and see some animals.(PPT shows the e-book “At the zoo”.) 设计意图：利用和课题相同的绘本，以及绘本中呈现出的真实的动物图片把学生带入真实的情景中，让学生在贴近生活的环境中去学习单词、句型，进行语言形式的操练。2. Brainstorm : We can see a lot of animals. What do you think of these animals? It is big? It

11、 is tall? or It is white?. Say as much as you can. (Ss race to say more about it, using “ It is _.”) (说得最多的大组，朝“zoo”进一步。) 设计意图：头脑风暴迅速激活学生已有的知识储备，有利于学生使用旧知带动新知的学习，为后面语句的输出作了很好的铺垫。 3. T: Wow! Youre really good! ( Point to the elephant ). I like elephant. Look at the elephant. It is big. It has long no

12、se.（教师边说，边板书重点句型：Look at the_. It is_. It has long nose.） (Ss look and repeat the sentences several times. Repeat “long” with arms to show it.)4. T leads Ss to look at the rest of animals pictures, guide Ss to use the key sentences to describe.5. Play a game: You say, I guess. (Look at the e-book) O

13、ne Student says : It is_. It has_ _. The others guess which animal is. (猜对的同学那一大组，可以朝“zoo”走进一步.)设计意图：游戏的设定既要有趣又要有语言操练的功能，而不能只为有趣做游戏。因此“You say, I guess”这个活动既满足学生猜谜的心理又可以操练句型。为了避免只有少数人说的机会，老师可以让学生先在同座位之间或4人小组中说和猜，再进行全班猜的活动。6. Dialogs teaching: a. Listen to the dialogs and answer question. (PPT shows

14、the question: What animals are at the zoo? A B C D). b. Listen, point and repeat. (T: Is there anything questions about what you read? Let me show you. 稍微解说一些：Dont feed the animals.建立学生爱护动物的意识。) c. Read in pairs. d. Read in roles. e. Role-play.设计意图：对课文的处理，我通过听，回答问题；听，指读；同座位读；分角色和角色扮演等不同方式，使学生在理解的句子意

15、思的基础上，会有感情的读课文。同时，在学习的过程中，树立学生质疑的精神，鼓励学生提问题，锻炼学生的思维能力和解决问题的能力。 Step3 Post-task1. Match and write. （作业设计成卡片形式，蘑菇小屋是可以像门一样打开的，打开之后会看到类似这样的填空题：It is_. It has_ ears.要求学生先连线，再根据连线的结果填空。） 设计意图：新颖、有效的练习能够充分引起学生的注意，更能得到巩固学习的效果。会话课主要在于听说，但是适当的写的练习也是有必要的。2. Make a monster.(学生4人/组，拿出提前准备好的信封和展板。里面有各种动物的身体部位，例如

16、大象的头，猪的尾巴等。每小组信封内的动物都不同，要求组内成员每人使用It has _ _.来说一两个身体部位，贴在展板上，最后组成一个“Monster”,并能给它取个名字。小组展示的时候，每个成员都来说一说.)设计意图：什么样的情景才有利于语言的输出？其实本单元书中为学生提供的“Make a monster”这个活动就很好，既能让每个学生有事可做，有话可说，参与到活动中；又能活跃课堂气氛。并且谈论始终围绕animals这个话题，学生们制造出来的“Monster”会更具吸引力。一开始准备设计：当动物园小导游，介绍动物。想想说来说去总是那几种动物未免无趣，而且有机会展示锻炼的毕竟是少数学生。3.E

17、xtention.(Show the video, read “our Pets” with Ss. Make a summary: Animals are our friends. We should love animals.)设计意图：拓展阅读，对课文知识点的学习作补充。通过绘本中孩子们与动物相处的和谐画面，自然地引出学生爱护动物的情感。而不是僵硬的号召我们要爱护动物。Step5 Summary and Homework1. Todays winner is2. Listen and read after class.3. Draw your favorite animals and i

18、ntroduce it next class.VIII Blackboard Design VIIII Teaching Reflection本节课是一节会话课，会话课的课型在我们日常的常规教学中，这种课型有什么样的好处，我有以下几点体会：1.对话中所呈现的内容，一般都很贴近学生的生活实际和语言实际。容易引起学生的共鸣。2.对话中的语言都是生活化的，学生容易接受，易于学习和表达。3.教学中，教师易于操作，组织丰富多样的教学活动，且易于学生共同参与。4.使课堂教学更具开放性，人人参与，各抒己见，并营造积极、和谐、民主的课堂教学氛围。基于这样的情况，我在自己的教学过程中，以会话的话题为主导，创设围

19、绕话题而展开的情景，让学生在模拟的真实情景中，理解对话的含义。然后通过话题活动，启发学生体验生活，在自己的生活经验里寻找到相关话题的可以表述的语言，使话题活动变得生活化，调动不同层次的更为广泛的学生参与课堂话题活动，积极参与课堂教学活动，最终达到语用的目的。具体在我这一节课有以下几方面的体现：一、话题的导入 本节课的话题是围绕“animals”展开的，也是三年级学生非常喜欢的一个话题。因此在上课的一开始，我通过Free talk 和 sing “Old MacDonald has a zoo”很自然的引出本课话题，迅速使学生进入到学习中来。二、话题的理解与深入设置与课题一致的评价方式，激发学生学习的积极性。