第五课时(5th period) 一、主要新授内容(new contents)let’s enjoy --- guess 二、学习目标(objectives)1、学会运用单词little, 并能在描述中正确区分使用单词have/has/is。2、整合旧句型对特征、能力、外表等其他方面进行描述，尝试自己编有关动物的谜语，来互相竞猜。3、通过说说谜语，互相猜猜，画画动物等多种形式，来介绍自己的动物好朋友，在同学中间交流分享。 三、教学建议1、任务前期准备阶段（pre-task preparation section） pre-task preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。也就是我们常说的：input。在这个环节主要让学生获得对新语言材料的第一次感知。 activity 1 (stomp and clap)（引入1）1、教学辅助(aids)1) 字母卡片2) 单词卡片 2.活动过程（process）stepscontentsmethodspurpose1review the lettersshow the letter cards and read them. stomp the vowels and clap the consonants. 通过拍手、跺脚的身体运动，来复习字母和其发音，既测试学生反应速度，又从一开始就调动学生的积极性。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、教学辅助(aids)1）图片 2.活动过程（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.) 从歌曲中了解马戏团里更多的角色，并让学生唱唱做做，调动学习的积极性。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、教学辅助(aids)1) 图片 2.活动过程（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 … 让学生学会互相合作学习，用集体的智慧描述一种动物。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 … 培养学生良好的聆听习惯，通过复述，让学生从中也能学习。 2、任务中期实施阶段（while-task procedure section） while-task procedure，这是指语言技能的习得过程。其中分为机械性操练和意义性操练两部分。机械性操练可以让学生准确地模仿、复说新授的语言，让他们经过从模仿到识记的过程，使新知识由感知、理解、模仿直到储存。共4页，当前第1页1234 activity 1 （find the friends）（引入1）1、教学辅助(aids)1) 单词卡片 2.活动过程（process）stepscontentsmethodspurpose1say a rhymehave, have, have, i have, you have.has, has, has,he has, she has, it has.以儿歌形式，让学生熟记生硬的语法知识。2find the friendsteacher sends the word cards (i, you, it, she, he) to students. then put the word card (have, has) on the blackboard. students try to stand in front of the right word card (have/has) and make a sentence. i/ you have …he/she/it has … 通过找朋友的游戏，让学生学会运用have/has，并根据实际情况造句，学会活用。 activity 2 （say a rhyme）（引入1）1、教学辅助(aids)1) 纸 2.活动过程（process）stepscontentsmethodspurpose1 listen and draw ask students listen to the rhyme and try to draw according to the rhyme.i have a house.my house is little.a rabbit is in my house.the rabbit is little, too. the rabbit is a little fat.she can’t jump. 以儿歌形式了解little/ a little的使用区别，并以画画形式检测学生的理解程度。 2talk about the rhymeteacher talks about the rhyme and shows the picture he/she draws.3read the poemread the poem together and then try to make a new poem and draw a new picture. activity 3 （talk about friends）（引入1）1、教学辅助(aids)1) 图片 2.活动过程（process）stepscontentsmethodspurpose1talk about friendshave you got a friend? who is he/she? can you say something about your friend?encourage students to introduce their friends. 由说说自己身边的好朋友，到猜猜说说自己的动物好朋友，由熟悉的介绍人的说段练习过渡到介绍动物，在层层递近的过程中学生逐步形成知识的积累。 2a guessing gameteacher encourages students to guess: who is my friend?i have a friend. he is tall and white. he goes nay-nay. he has four long legs so he can run fast. i can ride on him. he likes to eat grass. who is he? (a horse)3make a riddleencourage students to make a new riddle to let others guess.i have a friend. he/ she is …he/she has …he/she can …he/she likes to eat …look at my friend. who is he/she? activity 4 （a guessing game）（引入1）1、教学辅助(aids)(1) 电脑(2b-u2-16)(2) 屏幕 2.活动过程（process）stepscontentsmethodspurpose1a guessing gameshow some sentences that have been hidden. divide the students into two parts. each group may choose one sentence each time that helps them to find the answer (who is my friend?). see which group is faster. e.g. i have a friend. he is yellow and brown.he is big and strong. he has a long tail.he can jump through the hoops.he can run fast.he likes to eat little animals. 任意选择一句句子，根据其特征来猜猜动物，通过将整段谜语切割成无数小句，降低理解难度，也发挥学生想象。同时通过两组比赛，激发学生表达欲望。2read the riddleask the whole class to read the riddle together. 通过整个谜语的朗读，为学生自己说打好基础。 共4页，当前第2页1234activity 5 （make a picture）（引入1）1、教学辅助(aids)1) 电脑(2b-u2-17)2) 屏幕 2.活动过程（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.) 根据谜语，将分割好的身体重拼，来看看是什么动物，并来说说动物，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、教学辅助(aids)1) 手指木偶 2.活动过程（process）stepscontentsmethodspurpose1make a riddleencourage students to make a riddle about a circus animal and others guess. 通过歌曲中互动的及时反馈，检验学生仔细聆听程度，并让全班参与猜猜学生编的谜语，扩大操练面。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、任务后期完成阶段（post-task activity section） post-task activity，这是指经过机械性操练和意义性操练，引导学生运用他们所获得的知识与技能来完成一个交际性的任务“task”，也就是语言的输出：output。学生通过前两个阶段的学习，在知识和能力上已具备综合新旧知识进行交际的能力，教师可以根据学生的实际水平设计或选用提供的活动，使学生在相应的尽可能贴近生活的语境中，正确有效使用习得语言，完成交际性的任务。 activity 1（listen and draw）（引入1）1、教学辅助(aids)1) 纸2) 蜡笔或彩色笔 2.活动过程（process）stepscontentsmethodspurpose1make a riddle invite a student to make a riddle of an animal. 在说说谜语，互相猜猜，画画动物中，来介绍自己的动物好朋友，在同学中间交流分享。 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、教学辅助(aids)1) 图片 2.活动过程（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. 将动物图片放在背后，利用学生急于想知道答案的心理，在游戏问答中使学生学会使用提问。2play in groupslet students play the game in four. 共4页，当前第3页1234activity 3 (a miming game)（引入1）1、教学辅助(aids) 2.活动过程（process）stepscontentsmethodspurpose1mime and guessexcept for talking, the teacher may do anything (e.g. act, draw) to show how his/her friend is. encourage students to guess: who is my friend? 老师不动口，在演演画画无声的交流中，鼓励学生多多开口。2mime and sayteacher acts again and invites the students to speak out how his/her friend is. 附件：媒体制作说明·2b-u2-16 出示谜语，每一句都被遮掉，点击某一句句子的上面，就会出现这句话。i have a friend. he is yellow and brown.he is big and strong. he has a long tail.he can jump through the hoops.he can run fast.he likes to eat little animals.·2b-u2-17 将一些动物的身体分割成几部分，可以任意拖动某一部分组成一个动物。
unit 2 in the circus 第五课时 来自皮皮范文网。 共4页，当前第4页1234