1、教 学 目 标 知识 技能 1）使学生掌握并能熟练运用句型： what does a . eat? A.eat.2）使学生能听懂、会 说、会读、会写以下单词：banana grass ,meat . 过程 方法 通过创设一个小猴子过生日的情境，展开教学，环环 相扣，其中讲、练、演紧密结合。 情感 态度 价值观 通过本课的学习让学生认识动物的生活环境，培养 他们爱惜动物，保护环境的感情意识。 教学 重、 难点 重点： 1)使学生能听懂、会说、会读、会写以下单词：banana grass ,meat . 2）学生能听懂、会说和描述动物居住地点的句型： Where does a .live? InO
2、n a . 难点：学生能在日常交际中熟练运用以上句型。 教学 方法 情境教学法，任务教学法，小组合作法，游戏教学法 教学辅 助手段 教学课件，单词图片、卡片，小动物头饰，小黑板，奖状，贴纸 板书 设计 Lesson11 What Do They Eat? What does a tiger eat? A tiger eats meat. What does a cow eat? A cow eats grass. forest river tree grass farm 教 学 流 程 与 互 动 教 师 活 动 学 生 活 动 教学 反思 1 1、优点：、优点： 1） 、利用声、色、画激发了
3、学生的学习欲望。 2） 、英语课堂生活化，学生学习轻松化。 3） 、整堂课贯穿故事情景，培养了学生的听说能力。 4） 、师生互动、生生互动比较多，活动形式多样。 5） 、课上基本是全英教学，板书比较工整。 2 2、缺点：、缺点： 1） 、英语口语不具有感染力，讲课教态不够自然。 2） 、各个环节的时间安排不够合理。 Step One: Class Opening 1. Greetings T: Good morning, boys and girls. How are you? Fine, thank you. Nice to meet you! 2. WarmingUp T: Are you
4、 ready for class? Okay. Lets enjoy a song. “Happy birthday” We can sing together. Step Two: Presentation 1.Lead in (播放猴子的图片) T: Whats this? Yes, today is the monkeys birthday, too. He invites many friends. They are T: They have a big birthday party. Now its dark. They will go home. But where do they
5、 live? (板书课题，并且领读) Ss: Good morning, teacher. Im fine, thanks. And you? Nice to meet you, too! Ss: Yes. One, two, three, go, go, go. Ss: Sing this song together. Happy birthday to you Ss: Its a monkey. Ss: The bird, the panda, the cow, the fish, the tiger and the chicken. 学生跟读 2. Forest, river, tree
6、, grass T: Where do they live? Yeah, you are clever. Today well learn them one by one. T: Whats this? forest (贴图片和卡片) 方法 1) 大小声读法 2) 一条龙读法 3) 小手枪读法 4) 个别读法 5) 口头拼写 The same way to teach： river, tree, grass, farm. T: We have learned forest, river, tree, grass. Do you remember？ T: Lets play a game. I
7、say, you guess. （教师说出一个单词，但是没有 声音。 ） 3、Where doe a live? In/On a Ss: 森林，河流，树上 Ss: 森林 Ss: forest Ss 大小声读 一条龙读 小手枪读法 个别读 口头拼写 Ss: Yes. 学生个别猜单词，猜对有 Sticker 奖励。 (教师头戴小猴子的头饰) T: Now Im a monkey. I want to know: Where does a bird live? (拿出小鸟图片) In a tree.（贴在黑板相应的图 片位置上） T: Can you?(把猴子头饰戴在一个 学生头上， 引导他说Whe
8、re does a bird live?) T: 板书句子（学生说的同时） Where does a bird live? T: Now you are a bird, can you answer? (给一个同学戴小鸟 的头饰，并引导他说 In a tree.) T: 板书句子 In a tree.（学生说的 同时） T: （再给其他两位学生佩戴猴子和 小鸟的头饰） T: (再给两位学生佩戴猴子和鱼的 头饰,上台表演) Now you are a monkey, and S1：Where does a bird live? S2：In a tree. S3：Where does a bird
9、 live? S4：In a tree. S5: Where does a fish live? you are a fish. Ask and answer. T: The same way to teach other sentences T:讲到奶牛的图片板书： Where does a cow live? On a farm. 4、Where do they live? Step Three: Practice and Consolidation T: When the animals go home, they were caught by a hunter. Do you want
10、 to save them? T: You have to complete four challenges. Are you ready？ （在完成挑战的过程中，给学生 stickers 奖励） Step Four: Homework（二选一）（二选一） 1、写下你今天所学到的内容。 2、画一幅动物快乐生活的图片, 并和你的朋友交 S6: In a river. S7: Where does a panda live? S8: In a forest. S9: Where does a cow live? S10: On a farm. Ss: In a forest. Ss: Yes. Ss: Yes.
