Unit 2 In the circus 第六課時

  3、任務后期完成階段（post-task activity section）   post-task activity，這是指經過機械性操練和意義性操練，引導學生運用他們所獲得的知識與技能來完成一個交際性的任務“task”，也就是語言的輸出：output。學生通過前兩個階段的學習，在知識和能力上已具備綜合新舊知識進行交際的能力，教師可以根據學生的實際水平設計或選用提供的活動，使學生在相應的盡可能貼近生活的語境中，正確有效使用習得語言，完成交際性的任務。 activity 1（draw and write）（引入1）1、教學輔助(aids)1)      紙2)      蠟筆或彩色筆 2.活動過程（process）stepscontentsmethodspurpose1draw and writelet students write something about a circus animal and ask another to guess what it is. the one who guesses may draw a picture to show the answer.   通過填填寫寫，降低學生寫謎語的難度。同時同學間的互動競猜，寫寫畫畫，也增加了趣味性。2make a circusput students’ drawing together to make a picture of circus. i have a friend. ____ (he/she) is ________________.____ (he/she) has ____________________.____ (he/she) can _________________.____ (he/she) likes to eat __________________.__________________________________________________________________________________________________________________who is ____ (he/she)?   附件：媒體制作說明·2b-u2-18    在一個圓圈周圍出現一些動物的圖片，在圓圈中出現馬戲團的場景，學生可以任意拖動動物的圖片進入馬戲團。·2b-u2-19    先出示閱讀的一篇文章，隨后出現動物和動作的圖片，學生可以任意配對。閱讀: the circus has lots of fun. tigers can jump through hoops. monkeys can stand on the heads. bears can ride bicycles. horses can gallop around in a circle. lions can sit on a stool. elephants can hold up one foot. circus animals are clever but after the show, they are tired. which animal do you like best? 配對:     (pictures) animals           (pictures) action            tigers           monkeys           …·2b-u2-20   先出現以下的句子和一些馬戲團里角色的圖片。隨后圖片打亂，與角色進行配對。do you know who he is? (a picture)  a strong man can lift barbells.(a picture)  a tightrope walker can walk across a balance beam carrying an umbrella above their heads(a picture)  a clown can make people laugh. (a picture)  a trapeze artist can fly in the sky.(a picture)  a ringmaster can introduce circus act.