Unit3 Our animal friends Story time 教案含反思
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| 名称 | Unit3 Our animal friends Story time 教案含反思 |  | |
| 格式 | doc | ||
| 文件大小 | 17.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-10-11 14:36:50 | ||
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Unit 3 Our animal friends (Story time) 教案及反思
Teaching content:
Unit 3 Our animal friends Story time
Teaching aims:
By the end of the class, the students can:
1. Ss can understand the story and read the story fluently in groups after different ways of reading.
2. Ss can learn how to introduce animal friends.
3. Ss can feel and enhance the love to animals.
Teaching importance:
1. Ss can learn to understand, speak and read the words of body parts.
2. Ss can understand and use the key sentences: I/ They have … It has …
3. Ss can try to read the text correctly and fluently.
4. Ss can try to retell the text.
Teaching difficulties:
1. Ss can understand and use the key sentences: I/ They have … It has …
2. Ss can try to retell the text.
Teaching procedures:
Step1: Lead-in
1)Greetings
2)Play a game
Play a game:Is it true about Miss Bian If it is true, please say “yeah,yeah,yeah”, if it is not, please say “no,no,no”.
3)Listen and guess
Do you want to know my animal friend Now please listen and guess. What is it 出示Riddle
4)Free talk
What do you want to know about their animal friends
Step2: While-reading
1)Listen and answer
What animals are they
2)Watch and match
Whose animal friends are they
Nancy has two goldfish.
Liu Tao has a rabbit,
Mike has a dog.
Su Hai has a parrot.
3)Read and underline
What do they look like What can they do Now please learn about Nancy’s animal friends. Read Para1, underline the key words or sentences.
4)Group learning
How about Mike, Liu Tao and Su Hai’s animal friends Please learn in groups of 4 and find the answers.
5) Read after the tape
Read after the tape part by part. Pay attention to the pronunciation and intonation.
Step3: Post-reading
1)Happy reading or retelling
Read or retell in groups of 4. Choose one way you like to read or retell.
2)Think and discuss
What else can you introduce about the animal friends
3)Making riddles
Choose one way you like to make riddles.
4) Enjoy and feel
Enjoy some pictures and feel: Love animals and protect them.
Step4: Homework
1) Draw a mind map of the animal friends in groups of four(4人一组合作完
成动物朋友的思维导图).
2) Introduce more animal friends to your classmates.
教学反思：
本节课我主要关注介绍动物朋友的文体体裁，通过对动物朋友身体部位的特征描述来让学生来了解并猜一猜这些动物到底是什么。基于对文本的这一解读，在文本的理解和学习过程中，我主要设计了Riddles这一主线，从文本学习前的猜一猜老师的动物朋友，到文本中先听并猜4位小伙伴要介绍的动物朋友，再到输出环节让学生来试着用Riddles的形式介绍自己的动物朋友，整个过程较为清晰流畅，但是在教学过程中，还存在以下问题：
一、教学活动设计的逻辑严谨性还有待推敲
在文本理解过程中，需厘清通过听、猜测动物，先了解介绍的到底是什么动物，再到连线分别是谁的动物朋友，然后读并了解动物的身体部位特征和会做什么这一思维理解和发展过程，只有老师厘清环节间的逻辑关联才能帮助学生更好的发展思维品质。
2、教学过程中需加强对学生表达的关注
在导入部分猜一猜老师的动物朋友时，教学推进并不是十分顺畅，同学们不能一下子就猜到老师的动物朋友，在处理一位同学不是非常自信的正确答案时，我忽视了对这一答案的有效处理，没有很好地关注到课堂中对学生表达的有效处理。在教学中，会常常出现老师意料之外的回答，有些甚至会是非常棒的表达，但是并不和老师预期的一致，老师往往会为了推进教学活动而忽视了对这些表达的合理处理，因此，教学中需要加强对学生各种不同表达的关注和随机应变的能力。
3、抓住契机，发散学生思维，鼓励多元表达
在本课输出环节的提问：What else can you introduce about the animal friends 在引领学生思考和表达上做的不到位，问题的铺设和引领不够，导致学生不知道怎样回答或者应该从哪些方面来回答，在处理这类使学生发散思维的问题时，需要对学生进行适时的引导，帮助学生明晰问题的方向并在学生回答时进行梳理，适时进行追问，深化学生的理解。例如在学生说到可以介绍他们喜欢干什么时，可以进行追问：So can you guess, what does Mike’s animal friend like doing Does he like bones ... 丰富输入，为学生后续的输出做好铺垫。
Teaching content:
Unit 3 Our animal friends Story time
Teaching aims:
By the end of the class, the students can:
1. Ss can understand the story and read the story fluently in groups after different ways of reading.
2. Ss can learn how to introduce animal friends.
3. Ss can feel and enhance the love to animals.
Teaching importance:
1. Ss can learn to understand, speak and read the words of body parts.
2. Ss can understand and use the key sentences: I/ They have … It has …
3. Ss can try to read the text correctly and fluently.
4. Ss can try to retell the text.
Teaching difficulties:
1. Ss can understand and use the key sentences: I/ They have … It has …
2. Ss can try to retell the text.
Teaching procedures:
Step1: Lead-in
1)Greetings
2)Play a game
Play a game:Is it true about Miss Bian If it is true, please say “yeah,yeah,yeah”, if it is not, please say “no,no,no”.
3)Listen and guess
Do you want to know my animal friend Now please listen and guess. What is it 出示Riddle
4)Free talk
What do you want to know about their animal friends
Step2: While-reading
1)Listen and answer
What animals are they
2)Watch and match
Whose animal friends are they
Nancy has two goldfish.
Liu Tao has a rabbit,
Mike has a dog.
Su Hai has a parrot.
3)Read and underline
What do they look like What can they do Now please learn about Nancy’s animal friends. Read Para1, underline the key words or sentences.
4)Group learning
How about Mike, Liu Tao and Su Hai’s animal friends Please learn in groups of 4 and find the answers.
5) Read after the tape
Read after the tape part by part. Pay attention to the pronunciation and intonation.
Step3: Post-reading
1)Happy reading or retelling
Read or retell in groups of 4. Choose one way you like to read or retell.
2)Think and discuss
What else can you introduce about the animal friends
3)Making riddles
Choose one way you like to make riddles.
4) Enjoy and feel
Enjoy some pictures and feel: Love animals and protect them.
Step4: Homework
1) Draw a mind map of the animal friends in groups of four(4人一组合作完
成动物朋友的思维导图).
2) Introduce more animal friends to your classmates.
教学反思：
本节课我主要关注介绍动物朋友的文体体裁，通过对动物朋友身体部位的特征描述来让学生来了解并猜一猜这些动物到底是什么。基于对文本的这一解读，在文本的理解和学习过程中，我主要设计了Riddles这一主线，从文本学习前的猜一猜老师的动物朋友，到文本中先听并猜4位小伙伴要介绍的动物朋友，再到输出环节让学生来试着用Riddles的形式介绍自己的动物朋友，整个过程较为清晰流畅，但是在教学过程中，还存在以下问题：
一、教学活动设计的逻辑严谨性还有待推敲
在文本理解过程中，需厘清通过听、猜测动物，先了解介绍的到底是什么动物，再到连线分别是谁的动物朋友，然后读并了解动物的身体部位特征和会做什么这一思维理解和发展过程，只有老师厘清环节间的逻辑关联才能帮助学生更好的发展思维品质。
2、教学过程中需加强对学生表达的关注
在导入部分猜一猜老师的动物朋友时，教学推进并不是十分顺畅，同学们不能一下子就猜到老师的动物朋友，在处理一位同学不是非常自信的正确答案时，我忽视了对这一答案的有效处理，没有很好地关注到课堂中对学生表达的有效处理。在教学中，会常常出现老师意料之外的回答，有些甚至会是非常棒的表达，但是并不和老师预期的一致，老师往往会为了推进教学活动而忽视了对这些表达的合理处理，因此，教学中需要加强对学生各种不同表达的关注和随机应变的能力。
3、抓住契机，发散学生思维，鼓励多元表达
在本课输出环节的提问：What else can you introduce about the animal friends 在引领学生思考和表达上做的不到位，问题的铺设和引领不够，导致学生不知道怎样回答或者应该从哪些方面来回答，在处理这类使学生发散思维的问题时，需要对学生进行适时的引导，帮助学生明晰问题的方向并在学生回答时进行梳理，适时进行追问，深化学生的理解。例如在学生说到可以介绍他们喜欢干什么时，可以进行追问：So can you guess, what does Mike’s animal friend like doing Does he like bones ... 丰富输入，为学生后续的输出做好铺垫。