教者

张益萍

班级

五2

上课

内容

Unit3 Our animal friends

时间

2018.09.26

地点

录播室

记录人

张雯君

参加

对象

课题组成员

教

学

过

程

Step 1. Warm up

1. Show   the teaching aims.

2. Make   friends.

3. Our   animal friends:

We   also have our animal friends. Let’s read and guess. What is it?

4. Review   the story.

Step 2. Presentation

1.   How to use “have” and “has”.

①Review   the text.

②Work   in pairs and try to find the rules by yourselves. 

③Show   the sentences on the page of 29.

④Let’s   have 30’ Non stop talking.

2.   How to use “do”and ”does” to ask “yes/No” questions.

①What   does he have ? Does he/she have …? Yes, he does./No,he doesn’t.

②Ask   and answer. On the farm, Does he/she have …? Yes, he does./No,he doesn’t. Do   they have …?

③Sing   the song.

Step 3. Consolidation

1.   Let’s work in two, do a survey. I will give you a model.

2.   Show the interview.

3.   Most of you have animal friends. Do you like animals ? Enjoy some pictures.

Step 4. Homework

1.   Surf the Internet , try to learn more about the animal friends.

2.   Make a poster about your animal friends.

评

议

记

录

纵观整节课，教师的角色定位表现为“后退”，教师基于课前研究选择好学习材料，设计好学习任务，课堂上重在引导学生对知识的自我感悟与建构，让学生拥有更多的自主学习的时间，高效达成综合研究性学习的教学目标。学生在进行大量的语言输入后,还需要时间对所学的知识进行消化,并在大脑中长期的储存,用作语言输出,因此教师就要通过互动式情景教学,帮助学生将所学习的新的知识点进行充分的消化、并且熟练的应用于英语语言的输出。