教材分析 | 本单元学习的主题是寻找动物的主人。教学内容主要围绕如何询问和回答某物是否属于某人来展开。教学重点是能够听、说、读、写核心句型： The yellow picture is mine. Are the all ours? Who is it? It’s Zhang Peng’s. Is he drinking water? No, he isn’t. He is eating.；能够听、说、读、写名词性物主代词：mine, yours, his, hers, theirs, ours；能够听、说、读、写六个动词现在分词climbing, eating, playing, jumping, drinking, sleeping和短语each other等 |
教学目标 | 知识与能力目标: •能够听、说、读、写核心句型： The yellow picture is mine. Are the all ours? Who is it? It’s Zhang Peng’s. Is he drinking water? No, he isn’t. He is eating. •能够在情境中运用句型“The yellow picture is mine. Are the all ours? Who is it? It’s Zhang Peng’s.”询问并回答某物属于某人，以及在情境中运用句型“Is he drinking water? No, he isn’t. He is eating.”询问并回答某人正在做某事 •能够在图片的帮助下读懂韵文，并能正确朗读；能够运用核心句型完成句子，描述动物正在做的动作 •能够听、说、读、写六个名词性物主代词：mine, yours, his, hers, theirs, ours；能够听、说、读、写六个动词现在分词climbing, eating, playing, jumping, drinking, sleeping以及短语each other；能够在语境中正确运用以上词汇 •能够掌握字母组合ng和nk的发音规则，即ng和nk在单词中分别发/ ŋ/和/ŋk/ 玩具总动员3下载•能够读出符合ng和nk发音规则的单词，并能够根据发音拼写出符合ng和nk发音规则的单 •能够在单线上完成抄写句子的活动，做到书写规范 情感态度､文化意识､学习策略目标: •培养学生爱护动物的意识 •格式能够在教师的帮助下总结名词性物主代词的规律，完成相应练习 •能够根据ng/nk的发音规则拼读、拼写单词 | 读书伴我成长演讲稿
课时安排 | 第一课时: Part A Let’ s try & Let’ s talk 第二课时: Part A Let’ s learn & Ask and write 第三课时: Part A Let’ s spell 第四课时: Part B Let’ s try & Let’ s talk 第五课时: Part B Let’ s learn & Do a survey 第六课时: Part B Read and write & Let’ s check & Let’ s wrap it up |
Teaching Stages | Teacher’ s Activities | 英文发音规则Students’ Activities | Teaching Purpos |
Warm-up & Lead-in | 1. Greetings. 2. Sing a song—Animals, animals are everywhere. 3. Lead-in. | 1. Greetings. 2. Sing a song —Animals, animals are everywhere. 3. Talk to the teacher. | Arou students’ interest by means of world-famous pictures. Remove some language barriers. Lead in the topic. |
Prentation | 1. Show pictures and talk to students. Teach the new words and ntences. | 1. Look at the pictures and talk to the teacher. Learn the new words and yifanntences. | Help students learn the new words and ntences directly by showing pictures and talking to them. |
2. Teach “Let’s try” by showing pictures, asking questions and letting students listen to the recording. | 2. Look at the pictures. Answer the questions. Listen to the recording and finish the listening task. | Cultivate students’ listening strategies. Lay the groundwork for “Let’s talk”. | |
3. Teach “Let’s talk” by showing pictures, asking questions and playing the recording and cartoon. | 3. Look at the pictures and answer the questions. Listen to the recording and watch the cartoon. | Help students get the overall perception of the text and the uful information. U questions to lead students to learn and understand the text in detail. | |
Practice | 1. Read and act. 2. Pair work. | Read after the recording. Practice the dialogue in groups and then act it out. | Make sure students read the dialogue correctly and fluently. |
Consolidation & Extension | 1. Make new dialogues. 2. Make a model. 3. Show time. | Work in groups to make their own dialogues. Act them out in the class. | Create a natural and real situation. Help students u the ntences reasonably. Cultivate students’ ability of comprehensive language u. |
Homework | 1. Practice the dialogue. 2. Do the exercis. | ||
作业批改典型问题记录 | |||
厌倦的意思辅导学生记录 | 时 间 | 学生姓名micronet | 主要内容 狗屎英语 |
教学后记 | |||
Teaching Stages | Teacher’s Activities | Students’ Activities | Teaching Purpos |
Warm-up & Lead-in | 1. Greetings. 2. Enjoy a dog show. 3. Lead-in. | 1. Greetings. 2. Enjoy a dog show. 3. Talk to the teacher. | Arou students’ learning interest. Look at some pictures about this topic. Lead in the new lesson. |
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