Unit 2 In the circus 第五課時

activity 5 （make a picture）（引入1）1、教學輔助(aids)1) 電腦(2b-u2-17)2)    屏幕 2.活動過程（process）stepscontentsmethodspurpose1read and choosestudents read a riddle and choose the parts of the animals’ body to make a new picture. then guess what animal it is. (divide the animal pictures into several parts of head, body, feet and tail.) 根據謎語，將分割好的身體重拼，來看看是什么動物，并來說說動物，增加趣味性。2talk about the animalencourage students to say more about this animal.  activity 6 （here i am!）（引入1）1、教學輔助(aids)1) 手指木偶 2.活動過程（process）stepscontentsmethodspurpose1make a riddleencourage students to make a riddle about a circus animal and others guess.  通過歌曲中互動的及時反饋，檢驗學生仔細聆聽程度，并讓全班參與猜猜學生編的謎語，擴大操練面。2sing a songthe whole class sings the song together. when the guessing animal is the finger puppet you have, you should stand up and answer by singing. e.g. ss: where is tiger? where is tiger?s1: here i am. here i am. ss: how are you today? s1: very well, thank you.ss: run away. run away.  (sing with different animals)  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（listen and draw）（引入1）1、教學輔助(aids)1)      紙2)      蠟筆或彩色筆 2.活動過程（process）stepscontentsmethodspurpose1make a riddle invite a student to make a riddle of an animal. 在說說謎語，互相猜猜，畫畫動物中，來介紹自己的動物好朋友，在同學中間交流分享。 2listen and drawothers try to listen and draw the animals on the paper. see who is right and who can draw well?  activity 2（hide and seek）（引入1）1、教學輔助(aids)1) 圖片 2.活動過程（process）stepscontentsmethodspurpose1hide and seekinvite two students to come to the front. put a picture on the back of each student. then each one who doesn’t know what animal it is may ask questions to the class. others can only answer “yes./ no. ”e.g. is she big?  has she two long ears?  etc.   將動物圖片放在背后，利用學生急于想知道答案的心理，在游戲問答中使學生學會使用提問。2play in groupslet students play the game in four.