Unit 2 In the circus 第五课时.docx

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1、Unit2Inthecircus第五课时第五课时(5thperiod)一、主要新授内容(newcontents)let,senjoy-guess二、学习目标(ObjeCtiVeS)1、学会运用单词little,并能在描述中正确区分运用单词havehasiso2、整合旧句型对特征、实力、外表等其他方面进展描述，尝试自己编有关动物的谜语，来相互竞猜。3、通过说说谜语，相互猜猜，画画动物等多种形式，来介绍自己的动物好挚友,在同学中间沟通共享。三、教学建议1、任务前期准备阶段(pre-taskpreparationsection)pre-taskpreparation是指我们要求学生运用目的语(即所学

2、的语言)之前，呈现给学生的新语言材料。也就是我们常说的：inputo在这个环节主要让学生获得对新语言材料的第一次感知。activity：I(StOmPanddaP)(引入D1、教学帮助(aids)l)字母卡片2)单词卡片2.活动过程(process)StepscontentsmethodspurposelreviewtheIettersshowthelettercardsandreadthem,stompthevowelsanddaptheCOnSOnantS.通过拍手、跺脚的身体运动，来复习字母和其发音，既测试学生反响速度，又从一起先就调动学生的踊跃性。2reviewtheSoundstea

3、chermakesasoundofaletterandshowsawordcard,ifthewordincludingthesound,studentsclapandreadtheword,ornotstudentsjuststomp,activity2(asong)(引入1)1、教学帮助(aids)l)图片2.活动过程(process)Stepscontentsmethodspurposelsingandactdidyoueverseeaclown(sungto:,didyoueverseealassie?*)didyoueverseeaclown,aclown,aclown?didyou

4、everseeaclownmovethiswayandthat?didyoueverseeaclownmovethiswayandthat?movethiswayandthatway,movethiswayandthatway.didyoueverseeaclownmovethiswayandthat?(havechildformcircle,onechildinmiddleshouldperformactions,taketurns.)从歌曲中了解马戏团里更多的角色，并让学生唱唱做做，调动学习的踊跃性。2makeanewVersionallowthechildrentochoosethefo

5、cusofeachverse(didyoueverseedancingbeardidyoueverseeanelephantdidyoueverseetightropewalkeretc)activity3(aguessinggame)(引入1)1、教学帮助(aids)l)图片2.活动过程(process)Stepscontentsmethodspurposeltalkaboutacircusanimaleachgroupchoosesananimalandtalksaboutit.it,s.and.itcan.ithas.itlikestoeat.it学生学会相互合作学习，用集体的才智描述一

6、种动物。Zguessothersguesswhatitisandpointtotheanimal,thenrepeathowitis.lookattheits.and.itcan.ithas.itlikestoeat造就学生良好的倾听习惯,通过复述，让学生从中也能学习。2、任务中期实施阶段(while-taskproceduresection)while-taskprocedure,这是指语言技能的习得过程。其中分为机械性操练和意义性操练两局部。机械性操练可以让学生精确地效仿、复说新授的语言，让他们经过从效仿到识记的过程，使新学问由感知、理解、效仿直到储存。activity1(findthef

7、riends)(引入1)1、教学帮助(aids)l)单词卡片2.活动过程(process)Stepscontentsmethodspurposelsayarhymehave,have,have,ihave,youhave.has,has,haszhehas,shehas,ithas.以儿歌形式，让学生熟记生硬的语法学问。2findtheTriendsteachersendsthewordcards(i,you,it,she,he)tostudents,thenputthewordcard(have,has)ontheblackboard,studentstrytostandinfrontoft

8、herightwordcard(have/has)andmakeasentence,i/youhave.he/she/ithas.通过找挚友的游戏，让学生学会运用have/has,并依据实际状况造句，学会活用。activity2(Sayarhyme)(引入I)I、教学帮助(aids)l)纸2.活动过程(process)Stepscontentsmethodspurposellistenanddrawaskstudentslistentotherhymeandtrytodrawaccordingtotherhyme.ihaveahouse.myhouseislittle.arabbitisinm

9、yhouse.therabbitislittle,too.therabbitisalittlefat.shecan,tjump.以儿歌形式了解little/alittle的运用区分，并以画画形式检测学生的理解程度。2talkabouttherhymeteachertalksabouttherhymeandshowsthepicturehe/shedraws.3readthepoemreadthepoemtogetherandthentrytomakeanewpoemanddrawanewpicture,activity3(talkaboutfriends)(引入1)1、教学帮助(aids)l)

10、图片2.活动过程(PrOCeSS)Stepscontentsmethodspurposeltalkaboutfriendshaveyougotafriend?whoishe/she?canyousaysomethingaboutyourfriend?encouragestudentstointroducetheirfriends.由说说自己身边的好挚友，到猜猜说说自己的动物好挚友，由熟悉的介绍人的说段练习过渡到介绍动物，在层层递近的过程中学生逐步形成学问的积累O2aguessinggameteacherencouragesstudentstoguess:whoismyfriend?ihavea

11、friend,heistallandwhite,hegoesnay-nay.hehasfourlonglegssohecanrunfast,icanrideonhim.helikestoeatgrass,whoishe?(ahorse)3makeariddleencouragestudentstomakeanewriddletoletothersguess.ihaveafriend,he/sheis.he/shehas.he/shecan.he/shelikestoeat.lookatmyfriend,whoishe/she?activity4(aguessinggame)(弓入1)1、教学帮

12、助(aids)(l)电脑(2bu216)(2)屏幕2.活动过程(process)Stepscontentsmethodspurposelaguessinggameshowsomesentencesthathavebeenhidden,dividethestudentsintotwoparts,eachgroupmaychooseonesentenceeachtimethathelpsthemtofindtheanswer(whoismyfriend?),seewhichgroupisfaster,e.g.ihaveafriend,heisyellowandbrown.heisbigandstr

13、ong,hehasalongtail.hecanjumpthroughthehoops.hecanrunfast.helikestoeatlittleanimals.随意选择一句句子，依据其特征来猜猜动物，通过将整段谜语切割成多数小句，降低理解难度，也发挥学生想象。同时通过两组竞赛,激发学生表达欲望。2readtheriddleaskthewholeclasstoreadtheriddletogether.通过整个谜语的朗读，为学生自己说打好根底。activity5(makeapicture)(引入1)1、教学帮助(aids)l)电脑(2b-u21.7)2)屏幕2.活动过程(process)S

14、tepscontentsmethodspurposelreadandChoosestudentsreadariddleandchoosethepartsoftheanimalsbodytomakeanewpicture,thenguesswhatanimalitis.(dividetheanimalpicturesintoseveralpartsofhead,body,feetandtail.)依据谜语，将分割好的身体重拼，来看看是什么动物，并来说说动物，增加趣味性。2talkabouttheanimalencouragestudentstosaymoreaboutthisanimal.act

15、ivity6(hereiam!)(引入1)1、教学帮助(aids)l)手指木偶2.活动过程(process)Stepscontentsmethodspurposelmakeariddleencouragestudentstomakeariddleaboutacircusanimalandothersguess.通过歌曲中互动的刚好反应，检验学生细致倾听程度，并让全班参与猜猜学生编的谜语，扩大操练面。2singasongthewholeclasssingsthesongtogether,whentheguessinganimalisthefingerpuppetyouhave,youshould

16、standupandanswerbysinging,e.g.ss:whereistiger?whereistiger?sl:hereiam.hereiam.ss:howareyoutoday?si:verywell,thankyou.ss:runaway,runaway,(singwithdifferentanimals)3、任务后期完成阶段(POSttaskactivitysection)post-taskactivity这是指经过机械性操练和意义性操练，引导学生运用他们所获得的学问与技能来完成一个交际性的任务“task”,也就是语言的输出：output。学生通过前两个阶段的学习，在学问和实力上已具备综合新旧学问进展交际的实力，老师可以依据学生的实际水平设计或选用供应的活动，使学生在相应的尽可能贴近生活的语境中，正确有效运用习得语言，完成交际性的任务。activity1(listenanddraw)(引入1)1、教学帮助(