劍橋小學英語4-Unit3 展示課教案

Teaching plan How to Describe the Animals？ StepⅠ. Warming-up 1. Songs: Old MacDonald The whole class sings the song to review some animals. 2. Greetings: T: Do you like animals? Ss: yes. T: What animals do you like best? Ss:……. T: Now, listen and then tell me what it is? StepⅡ. Listen and guess. The whole class listen to the record of some animals first, and then they need to call their English names out loudly. If they call the right name, I stick the very picture on the blackboard. If not, they have a second chance to guess. When we finished, they spell and I write down these names on the blackboard. What’s this? What’s it like? 第二步 Tiger cheetah cow rabbit 第一步 □ □ □ □     The whole class read those names to review animals under the help of mine.   StepⅢ. Way for how to describe the animals I ask and they answer according to the picture:  A: what’s this? B: Its a _________. A: What’s it like? Then I guide them to pay exclusive attention to its legs, favorite food, size and location, along the way I show them PPT images to make it easier. After which I stick the word-labels to the blackboard and read loudly in class. What’s this? What’s it like? 第二步 Tiger cheetah cow rabbit 第一步 □ □ □ □ 第三步 □legs □food □size □location     StepⅣ. Sentence-presentation and example-description. I point at the picture of a frog and kick the PPT; they can see the same picture on the screen and hear the pronunciation at the same time. I kick the PPT again and show them the sentence-patterns for description of animals line by line. And then, I teach the sentences for many times so that they can get familiar with them. In order to make sure, individual student must read them line by line to remember them better. What’s this? What’s it like? 第二步 Tiger cheetah cow rabbit 第一步 □ □ □ □ 第三步 □legs □food □identity □location 第四步 It has got _________legs. It eats_________. It’s smaller/bigger than a ______. It lives in __________.   StepⅤ.Consolidation for sentence-patterns (1)Group work:    Ss in a group will get a bunch of word-lables and they need to put them into sentences. When they finished, one student in each group should tell the order of the words and read the sentences out to make them known by the whole class. If her group fails, other groups can correct by ‘stop’.  When they finished, I set example to them by delivering sentence patterns with a low voice beside one’s ear in a group and the last one in each group need to tell what it is. (2)The whole class:   I kick the PPT and the whole class describes the animal presented on the screen. When they finish, we check it again. (3)Pair work:   Desk mates in class work in pairs, one describes and the other guesses in turn. (4)Individuality: a game One student come to the door and chooses a number. She/he should the picture using sentence-patterns we have learnt; the other students need to guess what it is.   StepⅥ.Homework: The can see two pictures on the screen: one is a rabbit, the other is a bird. They can choose one of them to write their own text starting with the following sentences. I have a pet. It has got ________legs. It eats_______. It’s smaller\bigger than a __________. I like it very much.

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