过程记录： 宋楷、孙敏敏：5A Unit 3 My animal friends（Story time） Step 1 Before-class activities Play a game: Quick response. I can.../ I say yes, You say no. 1. Try to say: I have ...T: I have an animal friend. Let’s learn Unit 3 My animal friends. Step 2 While-class activities 1.I can say. T: I have an animal friend. It has a ... It has two ... 2.Story time (1) Listen and choose. ( )How many animal friends do they have? A 3 B4 C5
(2)Listen and match:. What animal friends do they have?    
 
 
(3)Read and fill the mind map about Nancy’s friend. 2. 教句型：One ... the other，并进行适当操练。对于or、and的用法进行讲解。 (1)Listen and repeat. 引导学生从color、outlooking、ability三部分介绍动物朋友。 (2)Listen and write about Mike’s animal friend. (3)I have an animal friend. It is from my ______ on my ________.It is ________. It has ______ legs and a _____ tail. It has big _____and ______. It can _______and ______. I ______ it very much. (4)Group work: Try to discuss his animal friend. 3. Write and repeat SH’s animal friend. 4. Quick review.Think and write Nancy’s fish have big ____, ______ and ____. Mike’s dog has big ____ and a short _____ Liu Tao’s rabbit has long ____ and a short ____. Su Hai’s parrot has a big _____, a long _____, two legs and two ______. Step 3 After-class activities 1.Introduce your animal friends Hi/Hello,… This is my animal friend. It is… It has... It can…It’s cute/….I like…. I have two animal friends. One is…and the other is…They have... They can… They are lovely/.... Do you like…? 2.Emotion education T: Animals are our friends. Love the animals. Step 4 Assignment Read the story fluently. Try to retell the story. Enjoy a picture book Blackboard design Unit 3 My animal friends It is…. One… and the other… It has… They have no…or…. It can… They can… 同伴交流： 这一堂课是一堂清晰实在，扎实系统，动静结合的小学英语课。教师以新的课程理念为指导，充分考虑儿童的年龄特点，在本课的教学设计和组织上注重了游戏导入，充分调动起学生兴趣。关注教学方法，体现了一个活字。教师的教学方法灵活，新单词呈现形式多样。应该说整堂课中，教师在引入新词时，都是比较新颖而又自然，而且具有生活化的。教师还注意利学生为中心的原则，关注教学过程，尽可能发挥学生的主体作用，让学生真实的去感受知识，体验知识，积极参与努力实践，在活动中学会用语言表达交流，较好的体现了从不懂到懂，从不会到会，从不熟练到熟练的过程。教学活动的设计丰富多彩，有效，训练方式多样，有全班活动，师生互动，小组活动，双人活动，个人活动等，在活动中突破难点，在活动中发展能力，使单词、句型的操练面广，练习次数多，将热闹的形式与有效的语言实践有机结合。教师基本功扎实，课堂活动很丰富，教学任务清楚，一步步推进，让孩子带着任务进行学习，引发学生思考，并在教学中渗透德育，做到思政融合。 商榷之处：一、在布置任务前或句型操练前，教师要起到很好的示范作用，否则会导致学生操练时场面混乱。。二、头重脚轻，结尾仓促，时间可以再调整一下，比如前面单词复习，have，has不用讲太多，要多留点时间给新授内容。三、课堂上要抓住重点句子学，不需要面面俱到，让更多孩子能掌握。四、学生讨论不够，可以设计讨论环节，例如每个小朋友讲一句话，把一个动物完整描述出来。五、教师语言要丰富，当我们老师有足够多的input(输入)的时候，学生才能有out put(输入)。这可能就需要我们老师平时多练习 |
