六年級上冊Unit3AnimalWorld22版英語六上Unit3Animal

Unit3AnimalsWorldYangmeifromShibanPrimarySchool一,TeachingaimsI.Thestudentscanunderstandandsayreptile,bird,fish,mammal,insect,penguin,shark,trytomemorizewordswiththehelpofspellingrules0usethesentencepatternslearnedbeforethedialogue,practicethemainvocabularyofthisunit.Canchoosetheappropriatewordsfromtheabovewordsaccordingtothecontexttofillintheblanks.二、TeachingSuggestionsA.Listenandnumber.Review,warm-upactivitiesTheteachershowedthecalendarandledthestudentstodiscussit：Whatdayisit?Whatareyougoingtodoonthisday?Whereareyougoing?AteachershowsaGetReadymapandasksthestudentsquestions：Howaboutourfriends?Look!Wherearetheygoing?Furtherdiscussionbetweenteachersandstudents：Doyouoftengotothezoo?Whatanimalsdoyoulike?Why?Whatcantheydo?Whatdotheylooklike?Whatdotheyliketoeat?...Helpstudentsactivateknownanimalvocabularyandfunctionalsentences,andleadtothetopicofthislesson:AnimalWorldoTip:Teachersandstudentsshouldcloselycombinetherealityofstudents'life,teachersguidestudentstodiscusstheirnextweekendarrangements,naturallyleadtothetopicofthislesson.Payattentiontocontrolthetimeofconversation,donotspreadloomuch,lestaffectthelaterlearning.NewwordsTeachersguidestudentstopayattentiontothesituationmapagainandpredictthefollowingproblems：Whatanimalsareourfriendsgoingtosee?Tip:Teachersshouldpayattentiontoinfiltratinglearningstrategies,encouragestudentstocarefullyobservethepicture,playtheirimagination,andfullyexpresstheirtrueideas.Whenstudentsdescribeanimals,somewordsmaynotbespokenforthetimebeing.TeachersshouldallowstudentstoexpresswordsinChinese,buttheyshouldbepromptedinEnglishintimetohelpstudentsperceivethewordstheyhavelearnedinthecontext.Listentothetape,marktheserialnumber,verifythepredictionresults,andletthestudentsperceivethenewlanguageasawhole.Tip:listeninglabelisonlyameansoflanguagepresentation,whichallowsstudentstoperceivenewwords.Inteaching,teachersshouldnotrushtoletstudentsoutput,onlyletthemusethesituationtoperceivethenewlanguageasawhole.Checktheanswers,perceiveandpresentnewlearningcontentagain.Checktheanswers,perceiveandpresentnewlearningcontentagain.(l)Learningvocabulary.TeacherbyanimalGetReadyimageofAnimals,Guidestudentstolearnnewwords0Theteachingstepsofeachvocabularyarereferredtobelowo?Teachersguidestudentstoacertaincategoryofanimalsthroughthefollowingquestions：Whatanimalscanyouseeinthispicture?Whatdoyouknowabout...?②Theteacherledtheclasstoreadthewordstwotothreetimes.③Afterthestudentsreadoutthewordsingroups,theteacheraskedtheindividualstudentstoreadoutthewordsoPracticevocabulary?QuickflashoTheteacherflashesthewordpicturewiththefastestspeed,letsthestudentsaytheword,seeswhosaysthefastest,themostaccurate.②Lookandsay.Theteacheraskedthestudentstolookatthesilhouetteoroutlineoftheanimalandsaythecorrespondingwordso③“GuessingGame"。Theteacherdescribedanimalcharacteristicsorcategoriesandaskedthestudentstoguesstheirnamesonebyone,eg：Hereisananimal.Il'safish.Ithasabigmouthandsharpteeth.Itlivesinthesea.Il'sdangerous.Whatanimalisit?Orfourstudents,Theteacherpreparedsomesmallnoteswithanimalriddlesinadvance,Issuedtogroups,Pleasetaketurnsdrawingnotesandreadingaloudforeveryoneto,theteacherpresentedtheriddlesoneachgroupnoteonebyone,andthewholeclasscheckedtheanswerstogetheroB?Choose,thinkandsay.TheteachertoldthestudentstoplayagameaboutanimalsoAndthentheteacherguidesthestudentstoobserveBitem,Tableknot,Discusswhatthemaincharacterslike.Teachers*questions：WhatanimalsdoesLily/Joy/Bill/Andylike?StudentansweroTip:BpicturedoesnotshowtheanimalsAndylike,andIheteachercanguideIhestudentstoguesstheanimalshelikesandstatethereasons.Thiscanmakefulluseofthisresourcetohelpstudentslearntousethenewlanguageandmeetthelearningneedsofdifferentstudentsasmuchaspossible.TheteacherhadbetterpreparetheanswerinadvanceintheformofrecordingortexttosatisfythecuriosityoftheC.Choosea