Unit 3 Look and see 教案

Unit
3
Look
and
see
教案
1Teaching
Aims　and　Demands教学目的
1. Language
Focus语言目标

1)
Describe
these
things:

How
does
it
feel
The
… is
hard.

2)
Understand
and
share
the
express
opinions:

e.g.
It’s
_____
(hard,
smooth,
soft,
big,
long,
thin,
thick,
etc.)
2. Skills
Aims技能目标

Have
students
understand
and
describe
the
animals;
Use
the
sentences
“It’s
_____.”
3. Emotion
Aims情感目标

1)
Have
students
understand:
Don’t
judge
an
elephant
only
by
its
tail.

Don’t
judge
a
book
only
by
its
cover.
Never
laugh
at
the
blind
men.
Helping
others
to
enjoy
yourself.
The
roses
in
her
hand,
the
flavor
in
mine.

2)
Cooperate
in
pairs/groups
to
interview
their
classmates.
2
Students　Analysis　学情分析
The
students
in
Grade
Four
are
activity.
They
can
say
some
simple
English
sentences.
They
can
communicate
with
easy
sentences.
3
Teaching　Contents教学内容
Words:
blind,
touch,
noise,
tusks,
hard,
soft,
thin,
thick;
Phrases:
cannot,
under
a
tree
,
hear
a
noise,
young
men
Sentences:
You
can
touch
it.
How
does
it
feel
It’s
hard.
4
Important　and　Difficult　Points教学重难点
Four-skill
words
and
expressions
Useful
phrases
and
sentences
5
Teaching　Ideas教学理念
I
will
use
the
teaching
method
of
“Interest,
Situation,
Activity” and
“Mind
Map” to
create
more
opportunities
for
students
to
speak,
to
think
and
foster
their
ability
to
study
independently
and
cooperatively.
6
Teaching
Aids教具
computer/PPT

whiteboard
storybook
7教学过程
1
Warm－up
Greetings.
Free
Talk.
【营造轻松愉快的课堂氛围,调动学生积极的学习情感。】
Play
a
guessing
game
about
the
words:
see,
elephant
and
blind.
【围绕本课核心词汇进行猜谜活动,同时为故事的呈现做铺垫。】
II.
Lead　in
1.
Chant.
Blind
man,
blind
man,
He
can
touch.
He
can
hear.
He
cannot
see.
Blind
men,
blind
men.
They
can
touch.
They
can
hear.
They
cannot
see.
【运用chant,让学生在轻松愉快的氛围中习得语言,了解blind
的含义,对故事中的角色有了初步的认识。同时进行举例和反馈,突破难点,为后面的后续学习做好铺垫。】
2.
Use
the
mind
map,
try
to
say
the sentences:

They
can
….
They
cannot
….
【运用思维导图帮助学生进行整体理解,构建文本框架。】
III.
Reading
Part
1.
Students
watch
the
video.
Think
of
the
questions:
How
many
blind
men
(4)
Which
parts
of
the
elephant
do
they
touch
2.
Students
listen
and
repeat,
answer
the
questions.
3.
Read
the
text.
Role-play
in
groups.
Group
assessment.
【注意培养学生静听、仿读的好习惯,在分角色朗读时,关注学困生、培养全体学生的合作精神。】
【借助于多样的小组评价方式鼓励各组组员朗读本课文本。】
IV.
Writing
Part
＆
Sum－up
1.
Listen
and
write.
Listen
to
the
elephant.
What
does
the
elephant
say
Fill
in
the
blanks.
2.
Look
and
writer.
Make
sentences.
e.g.
My
tusks
are
hard.
→The
elephant’s
tusks
are
hard.
My
tail
is
thin.
→The
elephant’s
tail
is
thin.
3.
Check
the
answers.
借助于大象的口吻,拓展文本练习,进行描写型句型转换练习,帮助学生构建知识要点,为后面的对话及故事续写做相应的铺垫。
运用“思维导图”图文并茂的特点,引导学生联系生活实际,进行发散思维,用已知的语言进行大象外形的描述。
4.
From
this
story,
we
should
know:
Do
not
judge
an
elephant
only
by
its
tail.
The
same
meaning:
Do
not
judge
a
book
only
by
its
cover.
根据故事,引导学生明白故事的寓意:不能以偏概全,以点概面。同时,仿照老师提供的句式,鼓励学生进行模仿造句,拓展寓意:不能以封面来评判一本书的好坏。
Retell
and
write.
Teacher
gives
a
model.
Ss
try
to
retell
the
story
by
the
hind.
复述故事的练习对于学困生而言,难度较高,教师在此处进行示范,同时为学生提供一定的提示,便于学生进行复述。
Share
the
reading
notes:
The
blind
men
are
pitiful.
We
never
laugh
at
them.
We
should
help
them.
We
should
tell
them
the
truth.
“分享读后感”这一环节的应用,旨在引导学生学会阅读后有所思考,并学会记录自己的想法,养成阅读的好习惯。
Continue
the
story
or
make
a
new
story:
The
blind
men
and
the
old
man.
The
old
man
tells
the
truth
to
the
blind
men.
在原故事的基础上,续写故事或创编一个新的故事,引导学生发散思维,深化故事主题:乐于助人。
From
the
new
story,
we
should
know:
Helping
others
to
enjoy
yourself.
The
roses
in
her
hand,
the
flavor
in
mine.
引领学生编写新故事,意在让学生明白这样的道理:赠人玫瑰,手有余香;同时体会“帮助他人,快乐自己”的幸福感。
Homework:
1.☆ Read
the
story.
2.☆☆ Retell
the
story.
3. ☆☆☆Complete the
new
story.
【用星级作业帮助学生逐步完成文本语言至语言运用的飞跃。】