六年级上册Unit3AnimalWorld22版英语六上Unit3Animal

Unit3AnimalsWorldYangmeifromShibanPrimarySchoolTeachingaims1.Thestudentscanunderstandandsayreptile,bird,fish,mammal,insect,penguin,shark,trytomemorizewordswiththehelpofspellingrules。usethesentencepatternslearnedbeforethedialogue,practicethemainvocabularyofthisunit.3.Canchoosetheappropriatewordsfromtheabovewordsaccordingtothecontexttofillintheblanks.二、TeachingSuggestionsA.Listenandnumber.1.Review,warm-upactivities(1)Theteachershowedthecalendarandledthestudentstodiscussit：Whatdayisit?Whatareyougoingtodoonthisday?Whereareyougoing?(2)AteachershowsaGetReadymapandasksthestudentsquestions：Howaboutourfriends?Look!Wherearetheygoing?(3)Furtherdiscussionbetweenteachersandstudents：Doyouoftengotothezoo?Whatanimalsdoyoulike?Why?Whatcantheydo?Whatdotheylooklike?Whatdotheyliketoeat?...Helpstudentsactivateknownanimalvocabularyandfunctionalsentences,andleadtothetopicofthislesson:AnimalWorld。Tip:Teachersandstudentsshouldcloselycombinetherealityofstudents'life,teachersguidestudentstodiscusstheirnextweekendarrangements,naturallyleadtothetopicofthislesson.Payattentiontocontrolthetimeofconversation,donotspreadtoomuch,lestaffectthelaterlearning.2.Newwords(1)Teachersguidestudentstopayattentiontothesituationmapagainandpredictthefollowingproblems：Whatanimalsareourfriendsgoingtosee?Tip:Teachersshouldpayattentiontoinfiltratinglearningstrategies,encouragestudentstocarefullyobservethepicture,playtheirimagination,andfullyexpresstheirtrueideas.Whenstudentsdescribeanimals,somewordsmaynotbespokenforthetimebeing.TeachersshouldallowstudentstoexpresswordsinChinese,buttheyshouldbepromptedinEnglishintimetohelpstudentsperceivethewordstheyhavelearnedinthecontext.(2)Listentothetape,marktheserialnumber,verifythepredictionresults,andletthestudentsperceivethenewlanguageasawhole.Tip:listeninglabelisonlyameansoflanguagepresentation,whichallowsstudentstoperceivenewwords.Inteaching,teachersshouldnotrushtoletstudentsoutput,onlyletthemusethesituationtoperceivethenewlanguageasawhole.(3)Checktheanswers,perceiveandpresentnewlearningcontentagain.3.Checktheanswers,perceiveandpresentnewlearningcontentagain.(1)Learningvocabulary.TeacherbyanimalGetReadyimageofAnimals，Guidestudentstolearnnewwords。Theteachingstepsofeachvocabularyarereferredtobelow。①Teachersguidestudentstoacertaincategoryofanimalsthroughthefollowingquestions：Whatanimalscanyouseeinthispicture?Whatdoyouknowabout...?②Theteacherledtheclasstoreadthewordstwotothreetimes.③Afterthestudentsreadoutthewordsingroups,theteacheraskedtheindividualstudentstoreadoutthewords。(2)Practicevocabulary①Quickflash。Theteacherflashesthewordpicturewiththefastestspeed,letsthestudentsaytheword,seeswhosaysthefastest,themostaccurate.②Lookandsay.Theteacheraskedthestudentstolookatthesilhouetteoroutlineoftheanimalandsaythecorrespondingwords。③“GuessingGame”。Theteacherdescribedanimalcharacteristicsorcategoriesandaskedthestudentstoguesstheirnamesonebyone,eg：Hereisananimal.It’safish.Ithasabigmouthandsharpteeth.Itlivesinthesea.It’sdangerous.Whatanimalisit?Orfourstudents，Theteacherpreparedsomesmallnoteswithanimalriddlesinadvance，Issuedtogroups，Pleasetaketurnsdrawingnotesandreadingaloudforeveryoneto,theteacherpresentedtheriddlesoneachgroupnoteonebyone,andthewholeclasscheckedtheanswerstogether。B.Choose,thinkandsay.1.Theteachertoldthestudentstoplayagameaboutanimals。2.AndthentheteacherguidesthestudentstoobserveBitem，Tableknot，Discusswhatthemaincharacterslike.3.Teachers'questions：WhatanimalsdoesLily/Joy/Bill/Andylike?Studentanswer。Tip:BpicturedoesnotshowtheanimalsAndylike,andtheteachercanguidethestudentstoguesstheanimalshelikesandstatethereasons.Thiscanmakefulluseofthisresourcetohelpstudentslearntousethenewlanguageandmeetthelearningneedsofdifferentstudentsasmuchaspossible.TheteacherhadbetterpreparetheanswerinadvanceintheformofrecordingortexttosatisfythecuriosityoftheC.Chooseandwrite.1.T