Unit 2 In the circus 第五課時
第五課時(5th period) 一、主要新授內容(new contents)let’s enjoy --- guess 二、學習目標(objectives)1、學會運用單詞little, 并能在描述中正確區分使用單詞have/has/is。2、整合舊句型對特征、能力、外表等其他方面進行描述,嘗試自己編有關動物的謎語,來互相競猜。3、通過說說謎語,互相猜猜,畫畫動物等多種形式,來介紹自己的動物好朋友,在同學中間交流分享。 三、教學建議1、任務前期準備階段(pre-task preparation section) pre-task preparation是指我們要求學生運用目的語(即所學的語言)之前,呈現給學生的新語言材料。也就是我們常說的:input。在這個環節主要讓學生獲得對新語言材料的第一次感知。 activity 1 (stomp and clap)(引入1)1、教學輔助(aids)1) 字母卡片2) 單詞卡片 2.活動過程(process)stepscontentsmethodspurpose1review the lettersshow the letter cards and read them. stomp the vowels and clap the consonants. 通過拍手、跺腳的身體運動,來復習字母和其發音,既測試學生反應速度,又從一開始就調動學生的積極性。2review the soundsteacher makes a sound of a letter and shows a word card. if the word including the sound, students clap and read the word. or not students just stomp. activity 2 (a song)(引入1)1、教學輔助(aids)1)圖片 2.活動過程(process)stepscontentsmethodspurpose1sing and actdid you ever see a clown(sung to: 'did you ever see a lassie?' )
did you ever see a clown, a clown, a clown?
did you ever see a clown move this way and that?
did you ever see a clown move this way and that?
move this way and that way, move this way and that way.
did you ever see a clown move this way and that?
(have child form circle. one child in middle should perform actions. take turns.) 從歌曲中了解馬戲團里更多的角色,并讓學生唱唱做做,調動學習的積極性。2make a new versionallow the children to choose the focus of each verse (did you ever see dancing bear......, did you ever see an elephant......, did you ever see tightrope walker......, etc) activity 3 (a guessing game)(引入1)1、教學輔助(aids)1) 圖片 2.活動過程(process)stepscontentsmethodspurpose1talk about a circus animaleach group chooses an animal and talks about it.it’s … and … it can …it has …it likes to eat … 讓學生學會互相合作學習,用集體的智慧描述一種動物。2guessothers guess what it is and point to the animal. then repeat how it is. look at the …it’s … and … it can …it has …it likes to eat … 培養學生良好的聆聽習慣,通過復述,讓學生從中也能學習。 2、任務中期實施階段(while-task procedure section) while-task procedure,這是指語言技能的習得過程。其中分為機械性操練和意義性操練兩部分。機械性操練可以讓學生準確地模仿、復說新授的語言,讓他們經過從模仿到識記的過程,使新知識由感知、理解、模仿直到儲存。