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LessonLesson 8 8 DoDo youyou havehave a a rulerruler ? -Read-Read 科普版小学英语第四册科普版小学英语第四册 Fast-readingFast-reading. . WhatWhat animalanimal is is it?it? ReadRead carefullycarefully andand answer.answer. WhyWhy dodo peoplepeople callcall it it “sibuxiang”?“sibuxiang”? ReadRead againagain andand findfind out.out. WhereWhere doesdoes it it live?live? ActAct andand say.say. havelikecanhavelikecan 教学设计教学设计 Lesson 8 Do you have a ruler? 第三课时第三课时 What animal is it? 教材版本及内容:教材版本及内容: 科普版小学英语 Book 4 Lesson 8 ReadWhat animal is it? 一、教学目标一、教学目标 1知识目标知识目标 (1)认读新单词:say、of、body、feet、people、also; (2)能够用 have 作为“有”的句式描述某种动物等。 (3)了解第三人称单数表达方式。 2能力目标能力目标 (1)在图片的帮助下读懂短文内容; (2)能在老师的帮助下,借助图片用自己的话讲述文本的大 概内容; (3)能通过阅读学习获取文本信息的方法,学会从不同方面 用英语介绍一种动物或描述特征。 3情感目标情感目标 (1)激发学生学习的积极性和自信心; (2)通过阅读文本,帮助学生了解麋鹿的显著特征,发现动物的 有趣之处,培养学生对动物的热爱之情。 二、教学重难点二、教学重难点 1.通过不同层次的阅读搜集麋鹿的相关信息,学生能够掌握阅 读的方法。 2.通过提取关键信息的方式,学生能够学会分析文本,总结学 习方法。 三、教学过程三、教学过程 Step 1 Pre-reading 1通过猜动物的游戏,激发学生的思考和语言表达,并引出文通过猜动物的游戏,激发学生的思考和语言表达,并引出文 本的两位主人公本的两位主人公“cow”&“horse” 。 1. Greetings T:Hi,everyone!Im Miss Zhang, people also call me Jessica. Good afternoon, boys and girls. Ss: Good afternoon, Miss Zhang/Jessica. T: Today we will learn a new lesson“what animal is it?”, show me your fingers and follow me. 2. Play a guessing game. T: Lets play a guessing game, OK? Listen! Its very big. What animal is it? S1: An elephant? T: Maybe. T: Its black and white. S2: Is it a panda? S0: A cow? T: Listen again. It has a long tail. S3: A tiger? T: We can ride it. S0: A horse? 【设计思路设计思路】教师介绍时使用教师介绍时使用“People also call me Jessica.”,让,让 学生初步感知生词,通过游戏激发学生学习兴趣,引出本课主题,学生初步感知生词,通过游戏激发学生学习兴趣,引出本课主题, 在学生积极表达自我猜想的基础上,既了解学生知识储备,又充分在学生积极表达自我猜想的基础上,既了解学生知识储备,又充分 发散学生思维。发散学生思维。 Step 2 While-reading 1.Lead in T: Well, everyone. You did a good job. Please guess again. (展示身 体部分教具) A body. Whose body (is it)? S1: I think /maybe a horses body. S2: T: Maybe. (贴板书) T: Look, a big head. Whose head? S3: I think /maybe a deers body. T: Maybe. How about you? / Please try. / Have a try. / Try it. / Please guess T: Whats this? (horns 遮挡一半询问) 学生猜, 教师之后还原 horns 拼图,读单词,把图片放置在头顶 带读单词) 。 T: Whose horns? S4: T: Foot, or feet? Ss: Feet. T: Then whose feet are they? S5: T: Wow, maybe yes, maybe no.(贴图呈现完整麋鹿。) 【设计思路设计思路】通过自制教具,延续猜想游戏,结合肢体动作和麋 鹿身体各部位潜移默化处理生词,完成从局部到整体的初步感知, 最大限度的激发学生的求知欲,继而引出本课主人公,并提出统领 全文的问题“What animal is it? 2.Fast-reading Read quickly and find out: What animal is it? 【设计思路设计思路】学生通过快速阅读找出麋鹿的两个名字,并初步了 解麋鹿。 3.Read and answer: Why do people call it “sibuxiang”? T: Please read carefully and answer. Why do people call it “sibuxiang”? 教师引导学生进行深入细致的阅读,并了解麋鹿的具体特征。 (1)学生自读,完成任务;教师巡回观察完成情况。 【设计思路设计思路】教师在巡回的过程中,关注学生的两个方面,一是 否明确任务要求,即知道做什么,二是看学生完成的速度与准确度, 并随时做好 helper 的准备。 (2)学生组织语言回答问题,尽量让学生在整体感知与理解文本 基础上,享受英语表达的乐趣。 (3)教师将学生提取的关键信息板书黑板上,进行词组图文匹配朗 读和尝试表达完整句的活动,为下一步复述做准备。 【设计思路设计思路】细读课文,学生在边读边划线的过程中对学会提取细读课文,学生在边读边划线的过程中对学会提取 文本信息,在完成信息的收集后,学生已经基本掌握了本篇文本的文本信息,在完成信息的收集后,学生已经基本掌握了本篇文本的 框架,在教师示范后,让学生自然的达成完整语句的表述,水到渠框架,在教师示范后,让学生自然的达成完整语句的表述,水到渠 成。成。 4. Read again and answer. T: Well, you know why people call it “sibuxiang”, but where it lives. Please read again and answer. Where does it live? 【设计思路设计思路】让学生再精读、再反馈,对文章重点进行梳理, 达到完全理解文意,自然的突破难点,并渗透第三人称单数表达方 式。 5. Retell the story. T: Please look at the lovely milu deer. Let me try to retell the story. Just listen. 充分运用板书,教师示范复述一遍,然学生尝试复述,介绍麋 鹿。 【设计思路设计思路】在老师的帮助下,借助麋鹿的图片用自己的 话讲述文本的大概内容。 6. Watch and say. (1) T: You are right. Lets watch a video about the milu deer. (2) T: Boys and girls, is it lovely? In Luoyang, can you see it? Where? S7: We can see it in Wangcheng Park. 【设计思路设计思路】呈现视频,挖掘信息,感受真实情景下的麋鹿自 由的状态。联系学生实际生活,实现文本与实际的对接,增进学 生对动物的热爱。 Step 3 Post-reading 1. Act and say T: In Wangcheng Park, we can also see tigers. Please watch. I am a tiger. I have a long tail. I have a strong body. I have two round eyes. I am yellow and black. I like eating meat, yummy. Can you act and say? Lets practice. 【设计思路设计思路】从文本自然迁移到学生的认知和生活,对学生来说 表演和描述的都来自于自己真正感兴趣的动物,最大程度的激发学 生的英语表达欲望,真正实现培养学生综合语言运用的目的,发现 动物的可爱,培养学生对动物的热爱之情。 2. Make a picture book T: So many animals here, Im so happy. I can act and I can also draw. Look! Here are some pieces of paper. A mark pen. Carrot? Carrots. I like carrots. T: Who am I? Ss: A rabbit! T: This is the cover. Who is the writer? (Im Jessica.) So I can write Jessica on the cover. Look! Lets turn the pictures into a book. Its my picture book, its beautiful. Can you do it? This is your homework. Please do it after our class. 【设计思路设计思路】通过教师现场手绘兔子局部特征到书写句型,再 到一张张的图片制成绘本的过程,是系统运用本课所学知识的体现, 将制作绘本,作为课后作业,实现阅读-表达-写作的复合学习。同 时,也激发学生对绘本的兴趣和探究的积极性。 Step 5 Homework Make your picture book. 板书设计:板书设计: What animal is it? milu deer sibuxiang the horns of a deer the body of a donkey the head of a horse the feet of a cow Nanhaizi Milu Park
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