Unit2 A visit to the zoo Part A 教案

闽教版小学英语第六册 Unit 2 A Visit to the Zoo Part A
一、整体设计思路、指导依据说明
本课设计着重从学生的学习兴趣、生活经验和认识水平出发，按语篇教学模式进行，主要分为pre-reading，while-reading和post-reading，注重设计贴近学生生活的教学活动，让学生在课堂上积极地思考、交流和合作，使学生在听说、玩乐中轻松、愉快地完成学习任务。
二、教学背景分析
1.教学内容分析：
本课是2014年新闽教版五年级下册第二单元 Part A 部分。本课主要讲述Sally’s father带孩子们参观动物园的过程。主要内容是复习指路的主要句型，学习there be 句型的肯定形式及有关方位的介词behind、beside、near 等。文本贴近学生的生活经验，易于学生理解和接受。
2.学生情况分析： 本课的授课对象是小学五年级学生，他们对英语的学习兴趣较高，并且通过两年多的学习，他们已经具备了一定的听说读（仿）写的能力。因此在设计课堂教学活动时，既要加强双基的训练，又要更多地关注学生思维的发展，注重学生综合语言运用能力的培养。其实学生在之前的英语儿歌中接触过there be 句型，这为本节课深入学习 There is/are…打下了基础；五年级学生思维活跃，敢于开口，并具有初步的观察能力，学习的主动性与参与度较高。
三、教学目标分析
1.知识目标
（1）能听、会读、会说、会写单词：elephant, map, hill
2）能听、会读、会说短语：over there
（3）能听懂、会读、会说句型：There is/ are…
2.技能目标
（1）能用所学语言描述动物的大小、外观等特点。
（2）能根据不同的路线图用英语说出位置。
（3）能运用there be 句型和方位介词准确说出动物所处的位置。
3.情感目标 观看有关动物保护的宣传片，激发学生热爱动物的情感。
4.学习策略
（1）通过任务设计，提高学生自主学习的能力。
（2）积极运用本课的功能句进行表达和交流。
五、教学重点、难点分析
教学重点：会用there be 句型和方位介词描述物品所处的位置。
教学难点：准确、得当的描述动物的外形特点。
六、教学过程设计
Part 1 Pre-reading
Step 1 Warming up and Revision
1. Greetings.
2. Guess the riddles.
T: I have some riddles. Listen and guess. 导入“大象”，Learn the new word “elephant” T: There is an elephant over there.(指着PPT) And there is an elephant here. (指着手上大象图片) Read after me. Elephant.
(设计意图：课堂伊始，用猜谜游戏吸引学生的注意力，激发学生的学习兴趣，激活学生的思维，活跃上课气氛。)
Review the animals. Review some words about animals.
T: The animals are so lovely. I love them. What’s your favorite animal (PPT出示一张动物全家福)
（设计意图：PPT出示动物图片，复习有关动物的单词，通过与学生的自由谈话，引导学生试着去描述动物的外形特点，激发学生对动物的喜爱之情。通过调动、激活学生已有的知识储备，为新课学习做好铺垫。）
Step 2 lead in
Show the topic and have the students read it.
T: Today we are going to learn Unit 2 A Visit to the Zoo. Part A.
T：What do you want to know about the topic ……
(设计意图：通过课题进行预测，启发了学生的思维。同时激发学生的好奇心和想进一步了解文章内容的欲望。)
Part two While-reading
Step 1 Listen and find the answer: What does Sally’s family want to do now
T: Look the picture. Sally’s family is visiting the zoo. What do they want to do now Can you guess
T: Ok. Listen to the video and find the answer. 听完课文后，让学生回答问题。
（设计意图：看图感知课文，通过猜测人物的动向，使学生自然而然进入课文情境；带着问题听课文录音，初步了解文本信息。）
Step 2 Listen again and answer the questions: How can they go to see the elephants Where are the elephants （再次播放课文）
1. T: How can they go to see the elephants
S1: Go straight. Then turn right. T: That’s right. You’re so clever. How do they know it
Ss: 看地图。
T: Yes. There is a map over there. ( 指向PPT)
（1）Learn the new word “map” a, a, / /; / /, / /, [m p]
（2）Drill the sentence “There is a map over there.”
(课件呈现世界地图、中国地图和福建地图)
2. T：Ok. Let’s follow the direction. Go straight. Then turn right. Oh, there are some elephants behind the hill. (课件呈现路线图)
（1）Learn the new words “hill” h he hill ill will
(2) Drill “There are some elephants behind the hill.”
3. Describe the pictures and then find the difference between two pictures using “There is a _____ _____the hill.” “There are some _______ ________ the hill.”
There is a bear beside the hill. There are some bears beside the hill.
There is a monkey on the hill. There are some monkeys on the hill.
There is an elephant behind the hill. There are some elephants behind the hill.
T: Compare the left and the right. Can you find something
(设计意图：通过观察、比较，描述两幅图的不同，让学生自主学习发现There is … 与 There are…的区别，培养他们的语言运用能力。)
4. T: Look. There is an elephant behind the hill. Who is it Let’s have a look. （PPT呈现一只从小山后走出来的可爱小象。）
Ss: Baby elephant.
T: There is a baby elephant. It is small. It’s lovely. How do you feel about his father and mother (PPT呈现出小象的父母。)
S1: They have big.
S2: They are heavy.
S3: They are tall and big. …
T: Yes. They are so tall and big. This is a happy family. Do you like them
Ss: Yes. T: Come here. I can take a photo of you and the elephants.
（设计意图：层层深入地引导学生理解语篇，并用自然拼读法学习新单词，在语篇情境中操练新句型；通过图片引导学生描述大象的形态特征，直观、形象，有助于刺激学生的表达欲望；与大象合影，激发学生对动物的喜爱之情。）
Step 3 listen and imitate Read after the video.（跟读两遍）
Act out in roles.（再请两组学生分角色朗读。）
Part 3 Post-reading
Step 1 Fill in the table and retell the story.
Step 2 Discuss in groups. Fill in the blank.
T：Take out your exercise sheet. Do exercise 1. Please discuss in your group and fill in the blank.（2 mins 后对答案）
It’s Sunday today. We are in the zoo. We want to see the pandas. Where are they Look! There is a ________ over there. Go straight. Turn ________ . There are two baby pandas on a ________ . They are eating bamboo. They are so ________. I take many ________ of them.
Step 3 To be a zoo guide.
1. T: Well. It’s our turn to go to visit the zoo. (PPT出示福州动物园) This is Fuzhou Zoo. Can you introduce the zoo with the map Discuss in groups and then make a report.
Welcome to Fuzhou Zoo. There are ______in the zoo. They are _____and_____. You can_____________. Then__________. They are on/beside/ behind/ near _______.
2. T: Boys and girls, you did a good job today. Now, I will show you a video about animal protection. Let’s enjoy it.（观看保护动物宣传片）
3.T: Animals are lovely. We should make friends with them.
（设计意图: 通过复述课文、做阅读题、当动物园导游这三个任务，帮助学生内化知识点，提供语言输出的真实情景；观看保护动物的宣传片，进一步激发学生对动物的喜爱之情，引导学生要与动物交朋友，与动物和谐相处，学会保护它们。）
Step 4 Homework
1. OK作业：Finish the activity book Unit 2 Part A.
2.Great作业：Use the sentence “There is/are ____ on/behind/beside_____.” to introduce our classroom, school or home.
(设计意图：作业是对课堂所学知识的巩固、发展和深化。引导学生用所学句型来介绍学校或家这些生活中熟悉的场所，培养学生的综合语言运用能力。OK作业是学生必做的抄写作业。学生根据自身能力选择Great作业。这样的作业布置有层次，尊重学生个体差异。) 附板书设计： Unit 2 A Visit to the Zoo Part A
There is a map over there.
There are some elephants behind the hill.