A、Ps fill in the blanks
a、 Look at the _______! It’s ______ and lovely. Don’t give them your banana!
b、 Look at the _______! It’s _______、dangerous and beautiful. Don’t go too near!
B、 check the answers
Ps open their books
(老师帮助学生提出课文的重点,让学生有目的地听,提高学习效率)
3)Explain “Who knows?”
T: The lion is strong and dangerous. Is the tiger strong and dangerous? (CAI show a picture of tiger)
Ps: Yes.
T: Can a lion kill tiger?
Ps: Yes. /No.
T: Maybe you don’t know. I don’t know either. Who knows? (谁也不知道)
(紧扣练习内容引出老虎,从而解释Who knows?)
3) Ps find out the new word “Africa” to learn
T: Where is the lion from?
Ps: It’s from … (Africa)
(学生通过预习找出新单词,老师在课堂上提供时间和空间给学生一起讨论学习这个单词,让学生明白、体会自己是学习的主人)
5) Listen for the third time
Ps say after it
(以听力的方式学习课文,训练学生的听力。)
6) Sum up the adjectives which can describe animals
e.g. funny lovely strong dangerous beautiful big heavy tall long …
(通过学习课文,老师引导学生主动探索、发现和归纳描述动物的形容词,同时激活学生原有的知识,新旧结合,让学生不断构建语言知识)
三、 While-task and post-task
1、Task 1
1) Ps can choose one of tasks to do, according to their own lever
A 、Read the dialogue
B、 Act out the dialogue
C、Make up a new dialogue on P64
2)Show some groups
(这是课文学习延伸,老师在这个环节设计了一个梯度分层任务,目的是使教学尽量面向全体学生)
2、Task 2
Use the sentences Ps have learned to describe the animals
1) Ps help teacher to make a poster
T: (CAI show a picture of panda) Look! It’s panda. Is it cute and lovely?
Ps: Yes.
T: What’s its favorite food? / What color is it? /What can it do? /Where is it from? / …
Ps: (Answer the questions.)
(通过问答形式, 激活学生原有的语言知识.)
T: Now I want to make a poster of panda. What should I do?
Ps: …
T: One thing I should do is: Write down some sentences to introduce the panda. Can you help me? Give me as many sentences as you can. (学生们都很喜欢帮老师做事, 做起事来积极性特别高涨; 刚才是老师问学生答, 现在是学生试着整理自己的思路把尽量连贯的把句子说出来, 培养学生的连贯表达的英语思维能力.)
2) Show Ps the poster of panda. (为学生连贯描述动物提供参照和对照)
4) Each group choose one of the animals to make a poster
Tag:五年级英语教学设计，五年级英语教学设计方案，教学设计 - 英语教学设计 - 五年级英语教学设计