習(xí)主席已經(jīng)宣布我國(guó)進(jìn)入了社會(huì)主義發(fā)展新時(shí)期，并且成立了開(kāi)放更加寬泛的自貿(mào)區(qū)，減少外國(guó)進(jìn)入我國(guó)開(kāi)創(chuàng)事業(yè)的一系列繁雜手續(xù)，預(yù)示著中國(guó)同世界有更進(jìn)一步的交流了，那么我們當(dāng)然應(yīng)該從小就開(kāi)始培養(yǎng)交流的能力，以積極地態(tài)度去面對(duì)發(fā)展。以下是整理的相關(guān)資料，希望幫助到您。
【篇一】
一、說(shuō)教材
1、教材內(nèi)容
本節(jié)課主要學(xué)習(xí)單詞果然的grandfather,grandmother, cousin, aunt，uncle,he,she,并運(yùn)用句型Who’s he/she? 詢問(wèn)第三人，并針對(duì)此問(wèn)題用He’s/She’s ……做出正確回答，介紹家庭成員。
2、教材的地位與作用
本課是小學(xué)三年級(jí)上冊(cè)第6單元第一課時(shí)。課型為操練課。它通過(guò)讓學(xué)生在聽(tīng)聽(tīng)，做做，說(shuō)說(shuō)，玩玩，演演中學(xué)習(xí)用英語(yǔ)詢問(wèn)第三人，回答此類詢問(wèn)并介紹家庭成員，發(fā)展學(xué)生的語(yǔ)言表達(dá)能力，同時(shí)進(jìn)一步培養(yǎng)他們的語(yǔ)言綜合運(yùn)用能力。
3、教學(xué)目標(biāo)
①、 知識(shí)目標(biāo)：掌握表示家庭成員的詞匯：grandfather,grandmother, cousin, aunt，uncle，以及運(yùn)用此句型：Who’s she/he? 詢問(wèn)第三人，并運(yùn)用He’s/She’s……來(lái)回答，介紹家庭成員，正確區(qū)分he和she。
②、技能目標(biāo)：培養(yǎng)學(xué)生聽(tīng)，做，說(shuō)，讀的能力，以及言語(yǔ)表達(dá)能力。
③、情感目標(biāo)：激發(fā)和培養(yǎng)學(xué)生學(xué)英語(yǔ)的興趣，使其主動(dòng)參與課堂實(shí)踐活動(dòng)，從而培養(yǎng)學(xué)生合作意識(shí)和集體主義精神。
4、教學(xué)的重點(diǎn)與難點(diǎn)
本課的重點(diǎn)是運(yùn)用句型Who’s he/she?詢問(wèn)第三人，及回應(yīng)此類詢問(wèn)，介紹家庭成員。難點(diǎn)是正確區(qū)分和使用he, she。
5、運(yùn)用任務(wù)
①、用直觀教學(xué)法
②、結(jié)合TPR活動(dòng)教學(xué)法
③、愉快游戲教學(xué)法
④、交流法
6、教具準(zhǔn)備：磁帶、單詞卡片。
二、說(shuō)教法
為了順利完成教學(xué)目標(biāo)，更好地突出重點(diǎn)，突破難點(diǎn)，根據(jù)三年級(jí)小學(xué)生的心理特點(diǎn)和現(xiàn)有英語(yǔ)認(rèn)知水平，在本課的教學(xué)中，我運(yùn)用一些直觀手段如圖片、課件等豐富教學(xué)內(nèi)容，用各種有趣有效的游戲幫學(xué)生識(shí)記單詞，教學(xué)單詞時(shí)讓學(xué)生動(dòng)手動(dòng)口，用手書(shū)空拼讀字母，不僅集中了學(xué)生注意力，也復(fù)習(xí)鞏固了字母教學(xué)。在教學(xué)單詞的同時(shí)教授句型，使單詞和句子緊密相連，讓單詞和句子的教學(xué)做到詞不離句，句不離詞，并且配上chant，將本課的核心句型和單詞組合到一個(gè)chant中，讓學(xué)生在有節(jié)奏的誦讀中更輕松地掌握重點(diǎn)句型和單詞。為突破難點(diǎn)，讓學(xué)生正確區(qū)分he和she，我在課件出示新詞時(shí)有意識(shí)地將這兩個(gè)詞放入相應(yīng)的人物中，且單獨(dú)挑出來(lái)，讓學(xué)生用手指男生說(shuō)he,指女生說(shuō)she。配合肢體動(dòng)作，運(yùn)用全身反應(yīng)教學(xué)法，幫學(xué)生正確區(qū)分he和she。我用動(dòng)畫(huà)呈現(xiàn)課文A部分，先讓學(xué)生聽(tīng)句子，然后復(fù)述所聽(tīng)句子，鼓勵(lì)他們大膽舉手說(shuō)，哪怕一個(gè)單詞都行，培養(yǎng)學(xué)生養(yǎng)成認(rèn)真聽(tīng)，大聲說(shuō)的好習(xí)慣，同時(shí)也鍛煉了學(xué)生的聽(tīng)力。在運(yùn)用環(huán)節(jié)，我讓學(xué)生拿出事先帶的自己家庭成員的照片，以小組交流和全班集中問(wèn)答的方式，在實(shí)際情景中很好地運(yùn)用了句型及單詞。后，我再創(chuàng)設(shè)情境，將句型加以遷移運(yùn)用，讓學(xué)生認(rèn)識(shí)到這一句型不僅能用來(lái)詢問(wèn)家庭成員，也能詢問(wèn)其他人。
三、說(shuō)學(xué)法
通過(guò)讓學(xué)生在聽(tīng)、做、動(dòng)、說(shuō)、讀的過(guò)程中，學(xué)會(huì)用英語(yǔ)說(shuō)出家庭成員，學(xué)會(huì)詢問(wèn)第三人和回答此類詢問(wèn)，發(fā)展學(xué)生的語(yǔ)言思維和運(yùn)用能力，同時(shí)多表?yè)P(yáng)，勤鼓勵(lì)，使不同層次的學(xué)生都能獲得成功的體驗(yàn)。
四、說(shuō)教學(xué)程序
Step I Warming up
1、sing a song《Who are you》
2、greetings
[設(shè)計(jì)思路]：伴隨著輕松音樂(lè)，通過(guò)師生相互的問(wèn)候和吟唱歌謠等熱身活動(dòng)迅速地引導(dǎo)學(xué)生走進(jìn)英語(yǔ)世界，營(yíng)造一個(gè)良好的用英語(yǔ)的氛圍，為新課的教學(xué)做好鋪墊。
Step II Presentation and drill
教師依次用課件出示老師的家庭成員照片，讓學(xué)生猜猜畫(huà)面上是誰(shuí)，同時(shí)引出本課新詞和句型。老師帶讀單詞，同時(shí)把單詞放入句子中讀，再指名讓學(xué)生讀一讀。強(qiáng)調(diào)學(xué)生動(dòng)口動(dòng)手，邊拼讀單詞邊書(shū)空寫(xiě)單詞。后用幾個(gè)有趣有效的游戲操練句型及識(shí)記單詞。符合小學(xué)生愛(ài)玩游戲的心理年齡特點(diǎn)。
[設(shè)計(jì)思路]：用直觀的照片將單詞引出，單詞卡片展示家庭成員的單詞，讓學(xué)生有一種新奇的感覺(jué)，產(chǎn)生濃厚的興趣，符合學(xué)生的認(rèn)知規(guī)律和心理年齡特點(diǎn)。
Step III consolidation
1、用動(dòng)畫(huà)呈現(xiàn)課文A部分，讓學(xué)生先聽(tīng)后說(shuō)后跟讀，訓(xùn)練聽(tīng)說(shuō)能力。
2、設(shè)計(jì)一個(gè)chant，將核心詞匯和句型融合其中，讓學(xué)生在有節(jié)奏的誦讀中鞏固新知。
[設(shè)計(jì)思路]：根據(jù)小學(xué)生愛(ài)看動(dòng)畫(huà)片的特點(diǎn)，用動(dòng)畫(huà)呈現(xiàn)課文對(duì)話，提高學(xué)生興趣，強(qiáng)調(diào)聽(tīng)說(shuō)，先聽(tīng)對(duì)話，再?gòu)?fù)述所聽(tīng)句子、單詞，提高學(xué)生聽(tīng)說(shuō)能力。設(shè)計(jì)chant,讓學(xué)生在充滿韻律的句子中輕松掌握重點(diǎn)詞匯。
Step4 Application
學(xué)生拿出自己的照片，和同桌交流，而后，全班交流。
設(shè)計(jì)一個(gè)情境，幫助學(xué)生更好地運(yùn)用句型。
[設(shè)計(jì)思路]：有助于學(xué)生鞏固所學(xué)知識(shí)，提高學(xué)生的會(huì)話能力，培養(yǎng)學(xué)生對(duì)知識(shí)的綜合應(yīng)用能力，也再體現(xiàn)了語(yǔ)言教學(xué)的整體性原則，達(dá)到學(xué)以致用的目的。
板書(shū)單詞時(shí)，我特意畫(huà)上了四線三格，為將來(lái)學(xué)生能書(shū)寫(xiě)漂亮的英語(yǔ)起到強(qiáng)的示范作用。
【篇二】
教學(xué)內(nèi)容：1bp22
1. 詞匯：say
2. 詞組: listen to me. open your mouth.
say “ah”.
3. 句型：1) listen to me.
2)open your mouth.
3) say “ah”.
教學(xué)目標(biāo)：
1. using imperatives to give simple instructions.
eg: listen to me.
教學(xué)重點(diǎn)、難點(diǎn)：
1. using imperatives to give simple instructions.
eg: listen to me.
教學(xué)過(guò)程：
pre-task preparation
1. say a chant
2. t: what animal can you see?
p: i see…
t: in the zoo, i see monkeys and birds. what do you see in the hospital?
p: i see a doctor, nurse…
if you’re the doctor/ nurse, introduce yourself.
p: i am a doctor. i am tall/short/
t: i’m a doctor. i want to see the boy’s throat. what shall i do?
while-task procedure
1. (lead in): open your mouth.
1) read the sentence.
★2) practice 1: make some sentences. open your eyes. open your books. open your pencil-box….
t: i want to see your throat. open your mouth.
p: do the action
p2: hello, …open your mouth.
p3: do the action.
2. (lead in): say “ah”
t: …, open your mouth and say “ah”.
(on board) say “ah”
1) ★read the sentence
2) ★practice 1: give the commands eg: say “one”, say “hello”
3) ★practice 2: t: hello, … open your mouth. say “ah” oh, a sore throat
p!: hello, … open your mouth. say “ah”.
p2: do the action. (one by one)
3. (lead in) listen to me.
t: boys and girls, you all did a good job. let’s listen to the music.
listen.
1) read the words and phrases.. listen with ears. listen to me…
2) make some phrases. listen to ________. listen to the dog.
3) a chant.
listen to the dog. “wang-wang”
listen to the cat. “miao-miao”
listen to the duck. “ga-ga”
listen to the cow. “moo-moo”
post-task activities:
1. listen to the tape and read after it.
2. according to the situation and make a dialogue
★tim is sick. he is in the hospital. the doctor is examining him.
a: hello, doctor.
b: hello. listen to me. open your mouth. say “ah”
a: “ah”
b: you have got a cold.
assignment:
1. listen to the tape and repeat.
2. try to make a new dialogue.
【篇三】
教學(xué)內(nèi)容：1bp31
1.詞匯：pig, they, round
2.詞組: fat pig, thin pig, round and round
3.句型：they like to play round and round.
教學(xué)目標(biāo)：
1.using adjectives to describe things
eg: thin pig, fat pig
教學(xué)重點(diǎn)、難點(diǎn)：
1.using adjectives to describe things
教學(xué)過(guò)程：
pre-task preparation
1.say a chant
2.t: how is the doctor / nurse / cook in the rhyme?
p: the doctor / nurse / cook is old.
t: an old doctor / nurse / cook
3.●★change the sentences:
1)he is a doctor. he is tall.—he is a tall doctor.
2)she is a farmer. she is old.—she is an old farmer.
3)i am a fisherman. i am fat.—i am a fat fisherman.
4)you are a teacher. you are thin.—you are a thin teacher.
4.●★guess:
1)i am fat. i am old. i am short. i have got a boat, a net and a fork. i can catch the fish. what am i?
2)i am young. i am tall. i am thin. i have got a pen and a book. i can read and write. what am i?
3)i am tall. i am old. i am fat. i have got a hat, a hoe and a towel. i can take care of the animals. what am i?
while-task procedure
1.( lead in ) : pig
t: what animal has the farmer got?
p: the farmer has got a ________. ( cat, duck, dog, sheep, hen, chick, horse, cow, pig, goat, donkey, goose…)
t: yes, the farmer has got a pig.
1) read the word.
●★2) a tongue-twister: the pig is very big.
3) how is the pig? ( fat, thin, big, small, old, young )
4) imitate: i am miss pig / mr. pig. i like to ______. ( eat, sleep ) . i am lazy.
5) how many pigs?
●★6) read a rhyme: thin pig, fat pig
one and two.
thin pig, fat pig.
i see you.
2. ( lead in ): they like to play round and round.
1) t: pigs like to eat and sleep. cats like to eat and sleep, too. what do cats like to eat?
p: fish
t: cats like to eat fish. they like to eat fish.
a) read the sentence: they like to eat fish.
●★b) join the sentences:
my father is tall. my mother is tall.—they are tall.
he is eight. she is eight, too.—they are eight.
she can write. he can write, too.—they can write.
he has got a bicycle. she has got a bicycle, too.—they have got two bicycles.
2) t: the pigs like to eat fish. they like to eat fish. what else do they like to do? they like to play.
a) read the sentence.
3) t: what do they like to play? they like to play round and round.
a) read the phrase: play round and round
b) read the sentence: they like to play round and round.
●★4) read the rhyme:
fat cat up,
thin cat down—
they like to play
round and round.
5)●★make a new rhyme:
fat ______ up,
thin ______ down—
they like to play
round and round.
post-task activities:
1. listen to the tape and read after it.
2. act out the rhyme
3. ●★make a new rhyme:
thin ______, fat _______ one and two.
thin ______, fat _______ i see you.
fat _______up, thin _______ down—
they like to play round and round.
assignment:
1.listen to the tape and repeat.
2.try to make a new rhyme.
【篇一】
一、說(shuō)教材
1、教材內(nèi)容
本節(jié)課主要學(xué)習(xí)單詞果然的grandfather,grandmother, cousin, aunt，uncle,he,she,并運(yùn)用句型Who’s he/she? 詢問(wèn)第三人，并針對(duì)此問(wèn)題用He’s/She’s ……做出正確回答，介紹家庭成員。
2、教材的地位與作用
本課是小學(xué)三年級(jí)上冊(cè)第6單元第一課時(shí)。課型為操練課。它通過(guò)讓學(xué)生在聽(tīng)聽(tīng)，做做，說(shuō)說(shuō)，玩玩，演演中學(xué)習(xí)用英語(yǔ)詢問(wèn)第三人，回答此類詢問(wèn)并介紹家庭成員，發(fā)展學(xué)生的語(yǔ)言表達(dá)能力，同時(shí)進(jìn)一步培養(yǎng)他們的語(yǔ)言綜合運(yùn)用能力。
3、教學(xué)目標(biāo)
①、 知識(shí)目標(biāo)：掌握表示家庭成員的詞匯：grandfather,grandmother, cousin, aunt，uncle，以及運(yùn)用此句型：Who’s she/he? 詢問(wèn)第三人，并運(yùn)用He’s/She’s……來(lái)回答，介紹家庭成員，正確區(qū)分he和she。
②、技能目標(biāo)：培養(yǎng)學(xué)生聽(tīng)，做，說(shuō)，讀的能力，以及言語(yǔ)表達(dá)能力。
③、情感目標(biāo)：激發(fā)和培養(yǎng)學(xué)生學(xué)英語(yǔ)的興趣，使其主動(dòng)參與課堂實(shí)踐活動(dòng)，從而培養(yǎng)學(xué)生合作意識(shí)和集體主義精神。
4、教學(xué)的重點(diǎn)與難點(diǎn)
本課的重點(diǎn)是運(yùn)用句型Who’s he/she?詢問(wèn)第三人，及回應(yīng)此類詢問(wèn)，介紹家庭成員。難點(diǎn)是正確區(qū)分和使用he, she。
5、運(yùn)用任務(wù)
①、用直觀教學(xué)法
②、結(jié)合TPR活動(dòng)教學(xué)法
③、愉快游戲教學(xué)法
④、交流法
6、教具準(zhǔn)備：磁帶、單詞卡片。
二、說(shuō)教法
為了順利完成教學(xué)目標(biāo)，更好地突出重點(diǎn)，突破難點(diǎn)，根據(jù)三年級(jí)小學(xué)生的心理特點(diǎn)和現(xiàn)有英語(yǔ)認(rèn)知水平，在本課的教學(xué)中，我運(yùn)用一些直觀手段如圖片、課件等豐富教學(xué)內(nèi)容，用各種有趣有效的游戲幫學(xué)生識(shí)記單詞，教學(xué)單詞時(shí)讓學(xué)生動(dòng)手動(dòng)口，用手書(shū)空拼讀字母，不僅集中了學(xué)生注意力，也復(fù)習(xí)鞏固了字母教學(xué)。在教學(xué)單詞的同時(shí)教授句型，使單詞和句子緊密相連，讓單詞和句子的教學(xué)做到詞不離句，句不離詞，并且配上chant，將本課的核心句型和單詞組合到一個(gè)chant中，讓學(xué)生在有節(jié)奏的誦讀中更輕松地掌握重點(diǎn)句型和單詞。為突破難點(diǎn)，讓學(xué)生正確區(qū)分he和she，我在課件出示新詞時(shí)有意識(shí)地將這兩個(gè)詞放入相應(yīng)的人物中，且單獨(dú)挑出來(lái)，讓學(xué)生用手指男生說(shuō)he,指女生說(shuō)she。配合肢體動(dòng)作，運(yùn)用全身反應(yīng)教學(xué)法，幫學(xué)生正確區(qū)分he和she。我用動(dòng)畫(huà)呈現(xiàn)課文A部分，先讓學(xué)生聽(tīng)句子，然后復(fù)述所聽(tīng)句子，鼓勵(lì)他們大膽舉手說(shuō)，哪怕一個(gè)單詞都行，培養(yǎng)學(xué)生養(yǎng)成認(rèn)真聽(tīng)，大聲說(shuō)的好習(xí)慣，同時(shí)也鍛煉了學(xué)生的聽(tīng)力。在運(yùn)用環(huán)節(jié)，我讓學(xué)生拿出事先帶的自己家庭成員的照片，以小組交流和全班集中問(wèn)答的方式，在實(shí)際情景中很好地運(yùn)用了句型及單詞。后，我再創(chuàng)設(shè)情境，將句型加以遷移運(yùn)用，讓學(xué)生認(rèn)識(shí)到這一句型不僅能用來(lái)詢問(wèn)家庭成員，也能詢問(wèn)其他人。
三、說(shuō)學(xué)法
通過(guò)讓學(xué)生在聽(tīng)、做、動(dòng)、說(shuō)、讀的過(guò)程中，學(xué)會(huì)用英語(yǔ)說(shuō)出家庭成員，學(xué)會(huì)詢問(wèn)第三人和回答此類詢問(wèn)，發(fā)展學(xué)生的語(yǔ)言思維和運(yùn)用能力，同時(shí)多表?yè)P(yáng)，勤鼓勵(lì)，使不同層次的學(xué)生都能獲得成功的體驗(yàn)。
四、說(shuō)教學(xué)程序
Step I Warming up
1、sing a song《Who are you》
2、greetings
[設(shè)計(jì)思路]：伴隨著輕松音樂(lè)，通過(guò)師生相互的問(wèn)候和吟唱歌謠等熱身活動(dòng)迅速地引導(dǎo)學(xué)生走進(jìn)英語(yǔ)世界，營(yíng)造一個(gè)良好的用英語(yǔ)的氛圍，為新課的教學(xué)做好鋪墊。
Step II Presentation and drill
教師依次用課件出示老師的家庭成員照片，讓學(xué)生猜猜畫(huà)面上是誰(shuí)，同時(shí)引出本課新詞和句型。老師帶讀單詞，同時(shí)把單詞放入句子中讀，再指名讓學(xué)生讀一讀。強(qiáng)調(diào)學(xué)生動(dòng)口動(dòng)手，邊拼讀單詞邊書(shū)空寫(xiě)單詞。后用幾個(gè)有趣有效的游戲操練句型及識(shí)記單詞。符合小學(xué)生愛(ài)玩游戲的心理年齡特點(diǎn)。
[設(shè)計(jì)思路]：用直觀的照片將單詞引出，單詞卡片展示家庭成員的單詞，讓學(xué)生有一種新奇的感覺(jué)，產(chǎn)生濃厚的興趣，符合學(xué)生的認(rèn)知規(guī)律和心理年齡特點(diǎn)。
Step III consolidation
1、用動(dòng)畫(huà)呈現(xiàn)課文A部分，讓學(xué)生先聽(tīng)后說(shuō)后跟讀，訓(xùn)練聽(tīng)說(shuō)能力。
2、設(shè)計(jì)一個(gè)chant，將核心詞匯和句型融合其中，讓學(xué)生在有節(jié)奏的誦讀中鞏固新知。
[設(shè)計(jì)思路]：根據(jù)小學(xué)生愛(ài)看動(dòng)畫(huà)片的特點(diǎn)，用動(dòng)畫(huà)呈現(xiàn)課文對(duì)話，提高學(xué)生興趣，強(qiáng)調(diào)聽(tīng)說(shuō)，先聽(tīng)對(duì)話，再?gòu)?fù)述所聽(tīng)句子、單詞，提高學(xué)生聽(tīng)說(shuō)能力。設(shè)計(jì)chant,讓學(xué)生在充滿韻律的句子中輕松掌握重點(diǎn)詞匯。
Step4 Application
學(xué)生拿出自己的照片，和同桌交流，而后，全班交流。
設(shè)計(jì)一個(gè)情境，幫助學(xué)生更好地運(yùn)用句型。
[設(shè)計(jì)思路]：有助于學(xué)生鞏固所學(xué)知識(shí)，提高學(xué)生的會(huì)話能力，培養(yǎng)學(xué)生對(duì)知識(shí)的綜合應(yīng)用能力，也再體現(xiàn)了語(yǔ)言教學(xué)的整體性原則，達(dá)到學(xué)以致用的目的。
板書(shū)單詞時(shí)，我特意畫(huà)上了四線三格，為將來(lái)學(xué)生能書(shū)寫(xiě)漂亮的英語(yǔ)起到強(qiáng)的示范作用。
【篇二】
教學(xué)內(nèi)容：1bp22
1. 詞匯：say
2. 詞組: listen to me. open your mouth.
say “ah”.
3. 句型：1) listen to me.
2)open your mouth.
3) say “ah”.
教學(xué)目標(biāo)：
1. using imperatives to give simple instructions.
eg: listen to me.
教學(xué)重點(diǎn)、難點(diǎn)：
1. using imperatives to give simple instructions.
eg: listen to me.
教學(xué)過(guò)程：
pre-task preparation
1. say a chant
2. t: what animal can you see?
p: i see…
t: in the zoo, i see monkeys and birds. what do you see in the hospital?
p: i see a doctor, nurse…
if you’re the doctor/ nurse, introduce yourself.
p: i am a doctor. i am tall/short/
t: i’m a doctor. i want to see the boy’s throat. what shall i do?
while-task procedure
1. (lead in): open your mouth.
1) read the sentence.
★2) practice 1: make some sentences. open your eyes. open your books. open your pencil-box….
t: i want to see your throat. open your mouth.
p: do the action
p2: hello, …open your mouth.
p3: do the action.
2. (lead in): say “ah”
t: …, open your mouth and say “ah”.
(on board) say “ah”
1) ★read the sentence
2) ★practice 1: give the commands eg: say “one”, say “hello”
3) ★practice 2: t: hello, … open your mouth. say “ah” oh, a sore throat
p!: hello, … open your mouth. say “ah”.
p2: do the action. (one by one)
3. (lead in) listen to me.
t: boys and girls, you all did a good job. let’s listen to the music.
listen.
1) read the words and phrases.. listen with ears. listen to me…
2) make some phrases. listen to ________. listen to the dog.
3) a chant.
listen to the dog. “wang-wang”
listen to the cat. “miao-miao”
listen to the duck. “ga-ga”
listen to the cow. “moo-moo”
post-task activities:
1. listen to the tape and read after it.
2. according to the situation and make a dialogue
★tim is sick. he is in the hospital. the doctor is examining him.
a: hello, doctor.
b: hello. listen to me. open your mouth. say “ah”
a: “ah”
b: you have got a cold.
assignment:
1. listen to the tape and repeat.
2. try to make a new dialogue.
【篇三】
教學(xué)內(nèi)容：1bp31
1.詞匯：pig, they, round
2.詞組: fat pig, thin pig, round and round
3.句型：they like to play round and round.
教學(xué)目標(biāo)：
1.using adjectives to describe things
eg: thin pig, fat pig
教學(xué)重點(diǎn)、難點(diǎn)：
1.using adjectives to describe things
教學(xué)過(guò)程：
pre-task preparation
1.say a chant
2.t: how is the doctor / nurse / cook in the rhyme?
p: the doctor / nurse / cook is old.
t: an old doctor / nurse / cook
3.●★change the sentences:
1)he is a doctor. he is tall.—he is a tall doctor.
2)she is a farmer. she is old.—she is an old farmer.
3)i am a fisherman. i am fat.—i am a fat fisherman.
4)you are a teacher. you are thin.—you are a thin teacher.
4.●★guess:
1)i am fat. i am old. i am short. i have got a boat, a net and a fork. i can catch the fish. what am i?
2)i am young. i am tall. i am thin. i have got a pen and a book. i can read and write. what am i?
3)i am tall. i am old. i am fat. i have got a hat, a hoe and a towel. i can take care of the animals. what am i?
while-task procedure
1.( lead in ) : pig
t: what animal has the farmer got?
p: the farmer has got a ________. ( cat, duck, dog, sheep, hen, chick, horse, cow, pig, goat, donkey, goose…)
t: yes, the farmer has got a pig.
1) read the word.
●★2) a tongue-twister: the pig is very big.
3) how is the pig? ( fat, thin, big, small, old, young )
4) imitate: i am miss pig / mr. pig. i like to ______. ( eat, sleep ) . i am lazy.
5) how many pigs?
●★6) read a rhyme: thin pig, fat pig
one and two.
thin pig, fat pig.
i see you.
2. ( lead in ): they like to play round and round.
1) t: pigs like to eat and sleep. cats like to eat and sleep, too. what do cats like to eat?
p: fish
t: cats like to eat fish. they like to eat fish.
a) read the sentence: they like to eat fish.
●★b) join the sentences:
my father is tall. my mother is tall.—they are tall.
he is eight. she is eight, too.—they are eight.
she can write. he can write, too.—they can write.
he has got a bicycle. she has got a bicycle, too.—they have got two bicycles.
2) t: the pigs like to eat fish. they like to eat fish. what else do they like to do? they like to play.
a) read the sentence.
3) t: what do they like to play? they like to play round and round.
a) read the phrase: play round and round
b) read the sentence: they like to play round and round.
●★4) read the rhyme:
fat cat up,
thin cat down—
they like to play
round and round.
5)●★make a new rhyme:
fat ______ up,
thin ______ down—
they like to play
round and round.
post-task activities:
1. listen to the tape and read after it.
2. act out the rhyme
3. ●★make a new rhyme:
thin ______, fat _______ one and two.
thin ______, fat _______ i see you.
fat _______up, thin _______ down—
they like to play round and round.
assignment:
1.listen to the tape and repeat.
2.try to make a new rhyme.