1、1 课标要求课标要求 Master the words and daily expressions, culture the students interest in speaking English, form good learning habit. 导学目标导学目标 知识目标 1. Master the words ：fox, panda, pig, rabbit, snake. 2. The structure: Whats this?Its a. 3.Lets talk. 4.Understand expressions in class. 能力目标 1. Be able to us
2、e the new words and structure. 2. Be able to bring the studentsimagination and creativity into full play. 情感目标 1. To culture the studentsinterest to learn English. 2. Love animals. 导导学学 重重 难难 点点 重点：1. The right pronunciation of the new words. 2. The structure: Whats this?Its a. 难点： 本课单词 fox, panda,
3、pig, rabbit, snake 的整体认读。 教教法法Communicative Teaching. The SituationalApproach teaching method. TPR 学学法法Corporation learning. Talking. 导学准备导学准备Cards, PPT, the reading machine, ect. 教案来源教案来源Designed by myself The first period：LeadingStep 导学环节导学环节教教 师师 活活 动动 Step One Establishment I. Warm-up. 1. Daily
4、greetings. T: Good morning, boys and girls! Ps: Good morning! T: How are you? Ps: Fine, thank you.And you? T: Im fine, too. Thanks. 2. Sing the song “Good morning”. II. Learn the new words and structure. 1. Review the words we learned. T: Boys and girls, look at this picture. Whats this? 2 (教师手指拿着的图
5、片。着重强调 this 并用手势语言，让学生领会 this 的 意思，为后面的句型操练做准备。 ） Ps: Its a bird. T: What colour is the bird? Ps: Its white. T: Do you like it? Ps:Yes. / No. T: (Then paste the animal cards on the blackboard one by one according to the answers from the students.) 2. Learn the new words “fox, pig”. T:These are all a
6、nimals. Do you like animals? Ps:Yes. T: Today we will learn some new words about animals. Just guess, its not big but it runs very fast.And its so clever. What is it? Good. “fox”.（引出单词 fox） Lets go on guessing another animal. It like eating and sleeping. Its very fat. What is it? “pig”.(这两个单词是单音节词，让
7、学生从易到难，增强学习信心。 教 师教学辅音字母 f,p,g 的读音。让学生开火车读这两个单词。 ） 3. Learn the structure “Whats this?Its a .”. T: Show “Whats this?” on the blackboard.Help them answer “Its a fox.” Ps: Its a fox. T:Yes. Its a red fox. T: Look at this. Whats this?（关灯，通过投影仪或电筒的光线，做出猫的手 影，引导学生说出 cat. Its a cat. 同时教师板书“Whats this ?Its
8、 a cat. ”， 讲解表示“这个” ，指离自己近的位置。 ） 4. Learn the new words “panda, rabbit, snake”. T： （出示图片 panda，提问学生）Whatthis ? Ps: Its a panda. T: panda, panda, 胖胖的. Its a big panda. (教师示范做一个胖胖的动作，加 强学生的形象记忆。) 3 T: (用简笔画画出一半兔子的图形，让学生猜。先教读 ra，再画完整个兔 子，补充完 rabbit，小组横列练习单词。) T： （TPR 教学，学生猜测动物，引出单词 snake，强调字母 a 在此单词中 的
9、发音。 ） 5.Consolidation 设计活动：Drive the train（学生分竖列比赛单词的拼读速度。 ） Step Two: Comprehension I. Learn “Lets chant”. 1. Lets chant together. Whats this? Whats this? Whats this? Its a snake. Its a snake. Its a green snake. 1. 将单词卡片贴在黑板上，再听，学生听录音，选择听见的单词。并复 述所听句子。给学生提出任务，看谁听三遍就能背诵，激励学生积极 动脑。 2. Sum up Whats th
10、is? Its a fox. Whats this? Its a pig. Whats this? Its a panda. / rabbit / snake. Step Three Practice 1. Listen, tick and say on page 11. 2. 改编，把这节课学习的 fox, panda, pig, rabbit 替换进去。 Homework: 1.Listen and tick the correct answers in the workbook. 2.Remember the words and structure. 板 书 设 计导学反思 4 Lesson E Whats this ? Whats this ? fox Its apig. panda rabbit snake 1、本节亮点： 2、待改进处：
