沪教版牛津英语2b教案 unit2 in the circus（4-6）

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Unit2 In the circus
第四课时(4th PERIOD)
一、主要新授内容(New contents)
Let’s talk --- Look at the …
It’s …
二、学习目标(Objectives)
1、学会用Look at the … It’s …句型来介绍马戏团里的动物，同时能与旧句型整合对特征、能力等其他方面进行描述。
2、尝试介绍一种马戏团里自己喜欢的动物，与同学交流分享。
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 （Tiny Tiger）
（引入1）
1、教学辅助(Aids)
2．活动过程（Process）
Steps Contents Methods Purpose
1 Say a rhyme This little tiger is very wild. (Growl like a tiger) This little tiger is a loving child. (Pet the second finger) This little tiger has some big black spots. (With thumb and forefinger of the right hand, for a circle. Place it over the middle finger for spots) This little tiger likes to prowl and smell. (Dot the ring finger with the pointer of the right hand) But his teeth are too small to bite quite well. (Let the little finger prowl all around the lap, smell and smell) 儿歌说说，手指动动，让学生轻松进入语境中学习。
Activity 2 (An alphabet rhyme)
（引入1）
1、教学辅助(Aids)
1) 字母卡片
2) 节奏器
2．活动过程（Process）
Steps Contents Methods Purpose
1 Recite the letters Let students clap hands and recite the letters from Aa---Qq 拍手复习字母，增加打节奏性。
2 Say a rhyme A - B - CDE (Teacher)
A - B - CDE (Students)
Grade One is where I want to be. (Teacher)
Grade One is where I want to be. (Students)
F - G - HIJ
Learning to read and write each day.
K - L - MNO
Many boys and girls we know.
P - Q - RST
Sharing books with you and me.
U - V - WXY
Now it's time to say good-bye.
Z - Z - ZZZ
Grade One is where I want to be.
(or, with the zed sound -)
Z - Z - ZZZ And the letters are in my head. 用儿歌将26个字母串接，在多次朗读中自然学会了新的句子，增加输入量。
Activity 3 （The circus）
（引入1）
1、教学辅助(Aids)
1) 单词卡片
2) 图片
2．活动过程（Process）
Steps Contents Methods Purpose
1 Talk about the circus If you are an animal trainer in the circus, what can you do/say What animal do you see/hear in the circus 师生的一唱一和，通过互动增加课堂气氛，并让学生潜移默化地了解更多马戏团的知识。
2 Circus Time Teacher: We will see a big parade.
All: The circus is coming to town.
Teacher: We'll have pink lemonade.
All: The circus is coming to town.
Teacher: The horses will put on a show.
All: The circus is coming to town.
Teacher: The clowns will march in a row.
All: The circus is coming to town.
Teacher: There will be some acrobats.
All: The circus is coming to town.
Teacher: There will be some tiger cats.
All: The circus is coming to town.
Teacher: There will be a buffalo.
All: The circus is coming to town.
Teacher: Come on! Let's go! Let's go!
All: The circus is coming to town.
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。
Activity 1 （Circus train）
（引入1）
1、教学辅助(Aids)
1) 纸
2) 蜡笔或彩色笔
2．活动过程（Process）
Steps Contents Methods Purpose
1 Make a circus train The children may draw and colour any animal they wish in the circus. Paste the animals on the blackboard as if they were in a circus train. 让学生自己动手，激发他们的表达欲望。
2 Talk about the animals Encourage students to introduce the circus train one by one.Look at the … It’s …
Activity 2 （Circus show）
（引入1）
1、教学辅助(Aids)
1) 电脑（2B-U2-13）
2) 屏幕
2．活动过程（Process）
Steps Contents Methods Purpose
1 Free talk (Show the picture on page 8 ) Ask students to talk about one animal they like on the circus show. 通过逐步创设情境让学生表达更多的句型，使学生的知识进行整合。
2 Things animals can do What can the animals do in the circus.Encourage students to say:Look at the …It’s ____ and clever.It can …
Activity 3 （Under The Big Top ）
（引入1）
1、教学辅助(Aids)
1) 图片
2．活动过程（Process）
Steps Contents Methods Purpose
1 Listen to a rhyme Under the big top, what will I see Look there's an elephant smiling at me.Behind the elephant, what will I see Look there's a bear dancing for me.Behind the bear, what will I see Look a wild lion is roaring at me. Behind the lion, what will I see A little seal doing tricks for me. 儿歌的节奏性使学生乐于接受，也在潜移默化中使学生习得更多知识。
2 A memory game Choose the animals pictures students hear in the rhyme and put them on the blackboard. 培养学生仔细聆听的习惯。
3 Talk about the animals Talk about the animals in order. Look at the … It is …(where)It is … 逐步进行语言的积累表达。
4 Say the rhyme Let students say the rhyme together.
Activity 4 （Sky circus）
（引入1）
1、教学辅助(Aids)
1) 电脑（2B-U2-14）
2) 屏幕
2．活动过程（Process）
Steps Contents Methods Purpose
1 Free talk Do you like the circus Where can you see the circus show
2 Sky Circus (Show some clouds look like animals) Let students guess what animal it is. What has it Look at the … It’s … It has … 发挥学生想象空中云朵的形状，根据描述特征来巩固旧句型，与新句型整合。
3 A chant Sky Circus
I saw an elephant today, And a kangaroo, and a whale,
A tall giraffe, a wobbly calf, And a bird with a long, long tail.
I saw them march in proud array, I saw them all this very day.
Why don't you ask me where I've been To the circus
No, not I. I've been swinging on Grandma's gate,
Watching the clouds in the sky.
Activity 5 （Animals are hungry）
（引入1）
1、 教学辅助(Aids)
1) 电脑（2B-U2-15）
2) 屏幕
2．活动过程（Process）
Steps Contents Methods Purpose
1 The food animals like The … is hungry. What does it like to eat It likes to eat … 一年级时已学I like to eat … 根据学生情况学习表达It likes to eat …进行扩充。
2 Match and say (Show some pictures of food and match with the animals)Look at the … It’s …It’s hungry now. It likes to eat …
Activity 6 （Introduce an animal）
（引入1）
1、 教学辅助(Aids)
1) 图片
2．活动过程（Process）
Steps Contents Methods Purpose
1 Introduce an animal in groups Encourage students in groups to introduce an animal they like:Look at the …It’s … It has …It can …It likes to eat … 以小组共同介绍一种动物来降低难度，使每个学生都有机会表达。
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 （Make a shadow）
（引入1）
1、教学辅助(Aids)
1) 纸
2．活动过程（Process）
Steps Contents Methods Purpose
1 Make a shadow Ask students to make a shadow of an animal. 通过制作动物影子，激发学生表达欲望。
2 Guess Let students share the shadows and guess what animal it is.
Activity 2（Circus puppets）
（引入1）
1、教学辅助(Aids)
1) 彩色笔或蜡笔
2) 纸
2．活动过程（Process）
Steps Contents Methods Purpose
1 Circus Puppets Ask students to make a finger circus puppet. 选择自己喜欢的动物来做个手指木偶，说说做做演演中自然表达语言。
2 Say and act Put the circus puppet on the finger and introduce this animal.
Activity 3（Circus cage）
（引入1）
1、教学辅助(Aids)
1) 盒子
2) 剪刀
2．活动过程（Process）
Steps Contents Methods Purpose
1 Circus Cage for Animals To make a circus cage, you'll need an empty biscuit box. Cut the flaps off the opened end. Then carefully cut out a large rectangle on each side. Tape some straws to the box. Do this on both sides and the cage is complete. 利用废弃小盒子做个马戏车进城的小笼子，在演演说说中学生获得乐趣，也学会活用语言。
2 Make a circus show Now put the finger circus puppet in. It looks like the circus has come to town! Then encourage students to show the circus and introduce the animals
Unit 2 In the circus
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）
Steps Contents Methods Purpose
1 Review the letters Show 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。
2 Review the sounds Teacher 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）
Steps Contents Methods Purpose
1 Sing and act Did 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。
2 Make a new version Allow 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）
Steps Contents Methods Purpose
1 Talk about a circus animal Each 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。
2 Guess Others 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。
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）
Steps Contents Methods Purpose
1 Say a rhyme Have, 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。
2 Find the friends Teacher 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）
Steps Contents Methods Purpose
1 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。
2 Talk about the rhyme Teacher talks about the rhyme and shows the picture he/she draws.
3 Read the poem Read 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）
Steps Contents Methods Purpose
1 Talk about friends Have 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。
2 A guessing game Teacher 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)
3 Make a riddle Encourage 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）
2、 教学辅助(Aids)
(1) 电脑(2B-U2-16)
(2) 屏幕
2．活动过程（Process）
Steps Contents Methods Purpose
1 A guessing game Show 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。
２ Read the riddle Ask 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。
Activity 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）
Steps Contents Methods Purpose
1 Read and choose Students 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。
2 Talk about the animal Encourage 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）
Steps Contents Methods Purpose
1 Make a riddle Encourage 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。
2 Sing a song The 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）
Steps Contents Methods Purpose
1 Make 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。
2 Listen and draw Others 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）
Steps Contents Methods Purpose
1 Hide and seek Invite 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。
2 Play in groups Let students play the game in four.
Activity 3 (A miming game)
（引入1）
1、教学辅助(Aids)
2．活动过程（Process）
Steps Contents Methods Purpose
1 Mime and guess Except 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。
2 Mime and say Teacher acts again and invites the students to speak out how his/her friend is.
Unit2 In the circus
第六课时(6th PERIOD)
一、主要新授内容(New contents)
Main words: horse bear elephant tiger monkey panda
Main sentences: Look at the … It’s …
Come here. Go e back.
二、学习目标(Objectives)
1、复习字母Aa---Qq，以及其在单词中的发音。
2、 对单词的拼读进一步巩固，使学生熟练地运用Look at the … It’s …句型来介绍马戏团里的动物，同时能与旧句型整合对特征、能力等其他方面进行描述。
3、学生通过阅读来作为补充，并从有选择地模仿中学会更全面地介绍来介绍自己的动物好朋友，在同学中间交流分享，懂得动物是我们的好朋友。
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 （Sing a song）
（引入1）
1、教学辅助(Aids)
1) 磁带
2) 录音机
2．活动过程（Process）
Steps Contents Methods Purpose
1 Sing a song Let's All Go to the Circus Today
(Sung to: 'Mary Had A Little Lamb' )
Let's all go to the circus today, The circus today, the circus today,
Let's all go to the circus today And watch the animals play.
See the lions jump through the hoops. At the circus today See the big seals spinning balls.At the circus today See the little dogs jump and twirl.At the circus today 在歌曲的学习中逐步积累词汇。
2 Talk about the animals in the circus Talk about the circus animals in the song. e.g. What can they do
Activity 2 (Whisper)
（引入1）
1、教学辅助(Aids)
3) 字母卡片
2．活动过程（Process）
Steps Contents Methods Purpose
1 Play a game: whisper Teacher quietly tells a letter， the sound or a word to the first student of the line. Then students tell one by one and see which line is the quickest. 通过传音游戏来检测学生字母、字母发音或单词发音的正确性。
Activity 3 （Say and act）
（引入1）
1、教学辅助(Aids)
1) 音乐
2．活动过程（Process）
Steps Contents Methods Purpose
1 Listen and act While playing slow music, ask the children which circus animals would move slowly then have them imitate that movement (elephants). Likewise, which animals would move very quickly Play fast music as children move like prancing horses, for example. 以音乐让学生动动说说，鼓励学生更多的参与交流表达。
2 Listen and say Play the music again. While playing slow music, encourage the children to introduce a friend of a circus animal that moves slowly. So does the quick music.
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。
Activity 1 （The animals in the circus）
（引入1）
1、教学辅助(Aids)
(3) 电脑(2B-U2-18)
(4) 屏幕
2．活动过程（Process）
Steps Contents Methods Purpose
1 The animals in the circus Show pictures of animals to the children (pets, farm animals, jungle, etc). Which animals would we find in a circus 通过归类，让学生了解马戏团里哪些动物可以表演。
2 Listening Play a tape of animal sounds and allow children to identify the animals.Listen to the … In the circus, I can/ can’t hear the …
Activity 2 （Reading）
（引入1）
1、教学辅助(Aids)
1)电脑(2B-U2-19)
2)屏幕
2．活动过程（Process）
Steps Contents Methods Purpose
1 Read and match Let students read the paragraph and match the pictures. 通过读读配对，让学生更多了解动物能干些什么，对于不同层次的学生可以有不同要求，可开口说说，或理解即可。
2 Talk about the circus animals What do you think of the circus animal Which animal do you like best Say something about it.
Reading:
The circus has lots of fun. Tigers can jump through hoops. Monkeys can stand on the heads. Bears can ride bicycles. Horses can gallop around in a circle. Lions can sit on a stool. Elephants can hold up one foot. Circus animals are clever but after the show, they are tired. Which animal do you like best
Match: (Pictures) Animals (Pictures) Action
Tigers
Monkeys
…
Activity 3 （More about the circus）
（引入1）
1、教学辅助(Aids)
1)电脑(2B-U2-20)
2)屏幕
2．活动过程（Process）
Steps Contents Methods Purpose
1 More about the circus Introduce more roles in the circus by reading 通过阅读，了解马戏团里更多其他的角色，更全面地了解马戏表演。
2 Read and match Match the pictures and the roles.
3 Say and act I’m a …I’m …In the circus, I can …
Reading:
Do you know who he is
(A picture) A strong man can lift barbells.
(A picture) A tightrope walker can walk across a balance beam carrying an umbrella above their heads
(A picture) A clown can make people laugh.
(A picture) A trapeze artist can fly in the sky.
(A picture) A ringmaster can introduce circus act.
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（Draw and write）
（引入1）
1、教学辅助(Aids)
1) 纸
2) 蜡笔或彩色笔
2．活动过程（Process）
Steps Contents Methods Purpose
1 Draw and write Let students write something about a circus animal and ask another to guess what it is. The one who guesses may draw a picture to show the answer. 通过填填写写，降低学生写谜语的难度。同时同学间的互动竞猜，写写画画，也增加了趣味性。
2 Make a circus Put students’ drawing together to make a picture of circus.
I have a friend.
____ (He/She) is ________________.
____ (He/She) has ____________________.
____ (He/She) can _________________.
____ (He/She) likes to eat __________________.
______________________________________
______________________________________
______________________________________
Who is ____ (He/She)
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