Module 6Module6 That snake is long 教案
【教案】Module6 Unit1 These snakers are long
3.
Sing a song: Old Macdonald.
4.
1’10’’
Step2. Presentation
Chant.学习small， 感知elephant。
1’30’’
Step3. Text learning
1.
Watch and answer.
2.
3.
Read and answer.
4.
学生情况分析：
通过上一单元的学习，学生已经对多数动物有了一定的了解。也有了一定的学习兴趣。
教学目标
1．能够理解句型These snakes are short. The giraffes are tall. And I am short.
的含义。
2．能够初步运用句型These snakes are short. The giraffes are tall. And I am short.进行描述。
3．能够观察图片或实物，选择恰当的形容词进行描述。
4．培养学生的表演能力和小组合作能力。
适用对象
小学一年级学生
设计思路与方法
1、整体设计思路、指导依据说明
基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力，进而培养学生语言方面的核心素养。本节课的教学目标是让学生能初步运用简单的形容词和句型“These ... are …?”来描述动物的特征。本课用一首大家熟知的歌曲Old Macdonald.来热身，激发学生的学习兴趣，复习已知动物词汇。引出本单元主题“zoo”。通过对比学习，long 和short；tall 和 short。来突破重难点词汇和句型。
Module6Unit1Thesesnakesareshort(教学设计)(一起)英语一年级下册
Module 6 Unit 1 These snakes are short.教学设计一、语篇研读What：本课是外研一起一下M6U1 单元，课文情景是Lingling 和Amy 去动物园玩，他们看到了蛇、长颈鹿、大象、老虎等动物，并关注到这些动物的特征。
这里要特别注意中西方儿童的一个共同特点：都喜欢去动物园看动物。
当他们看到新奇动物时，还会描述动物的特征。
Why：通过学习课文和小组合作等活动，既可以培养孩子留心观察生活中周围事物的习惯，还可以激发学生关爱、保护动物的意识。
How：小学低阶段英语教学最重要的目的就是激发小学生的学习兴趣，将学生的注意力集中于课堂教学上。
为达到这一目的，教师需要采取有效教学方法来创设情境，联系学生的日常生活，从而使学生能在情境中感受体会英语。
对此，教师应当充分更新观念，以学生为主体，和学生积极互动，从而使学生充分掌握课程知识，记忆并能在日常生活中灵活运用单词、句子等。
同时，该语篇的学习有助于帮助学生树立关爱保护动物的意识,具有现实意义和教育意义。
二、教学目标通过本课时学习，学生能够：1．在看、听、说的活动中,获取、梳理对话中不同动物的特征，能够理解不同动物的特征。
(学习理解)2. 在教师的帮助下或借助图片等关键信息，学生能够用big, small, long, short 等词汇描述不同动物的特征，并上台展示。
（应用实践）3. 在点击游戏中应用所学，选出有关动物的词汇，然后和同伴交流不同动物的英文表达及特点。
（应用实践）4. 学生四人一小组，担任动物解说员，请各小组成员选择最喜欢的动物，用英语描述多种不同动物的特征。
（迁移创新）5. 学生自主查找有关保护动物的信息，并且在全班进行展示分享。
（迁移创新）完成课时目标所需的核心语言如下：【核心词汇或短语】snake，elephant，giraffe，tiger，big，small，long，tall，short.【核心句型】These ... are ...【学生课前学习活动设计（先行学习）】学习本课之前，学生可以了解有关动物的英文词汇，欣赏一些有关动物英文表达的歌曲。
Module6 Unit1 That_snake_is_long
That snake is long.教案设计一、教学背景1.面向学生：小学一年级2.学科：英语3.课时：第一课时新授课新语言教学的任务教学4.学生课前准备：（1）复习以前学习过的，有关于动物的单词；（2）预习新课；（3）在父母的帮助下在百度搜索引擎上收集本课动物新单词的图片，有条件的学生可以将其打印出来。
二、教学课题外语教学与研究出版社新标准英语（供一年级起始用）第二册Module 6 Unit 1 That snake is long.三、教材分析本节课主要让学生能够正确一些动物园里常见动物的名称，并会用形容词描述他们的特征。
通过对课文的学习还能对其它物品的特征进行简单的描述。
语言知识目标（词汇）：1.听：能在听的过程中辨别单词：snake, giraffe, tall, short, long.2.说：能在语句中正确使用单词：snake, giraffe, tall, short, long.3.读：能在图片的提示下，跟录音在语句中正确朗读单词：snake, giraffe, tall, short, long.语言技能目标（句子和短语）：1.听：能够听懂句子：That snake is long. The giraffe is tall.2.说：能够根据图片的提示，正确说出句子：That snake is long. The giraffe is tall.并能够对其它物品进行描述。
3.读：能在图片和录音的帮助下正确朗读句子。
情感目标：1.教育学生，人类和动物是朋友，要爱护小动物，保护大自然。
2.培养学生主动与他人沟通的能力和态度。
教学重点：1.能听懂、会说、会读以下单词、句子：snake, giraffe, tall, short, long,That snake is long /short,The giraffe is tall. And I’m short.2.能正确使用所学句型和单词，正确对动物或其他物品的特征进行描述。
Module6Unit1Thatsnakeislong教案
Title
题目
Book 2 Module 6 Unit 1
That snake is long.
Aims
教学目的
Using adjectives to describe animals.
Can use these adjectives correctly.
1. Listen, point and find “long, short, tall, and big.”
T: Listening to the story, have you go through the dialogue and underline each adjective.
2. Teach new words.
Aids
教学准备
Recorder. Picture.
Teaching process
Teacher’s activity
Student’s activity
Re-preparation
教
学
过
程
I. Warming-up and revision.
:
T: Say “Hello” to everyone.
3. Ask the students to make up sentences using these words.
4. Listentothe tape again.
IV.Further development
1. Look at thepicture.
T: I am going to describe something and you have guessed what it is.
英语单元备课表6郭蕴
4、单元卷测试。
（注:教师可根据需要自行调整。）
形容词的掌握。
正确的使用形容词描述动物。
TPR教学法
游戏法
教学
资源
准备
录音机、卡片、实物、动画光盘
复现
内容
活动
词汇：pig/cow/chicken/big/little/fat/thin
句型：Look at…. What are they. They are….
把关
测评
措施
1、提问。
2、检查朗读背诵。
c)能互相交流简单信息；
d)能根据课文进行表演。
2、知识目标：
a)掌握一、二单元的单词和句子，并能够做到听说认读；
b)能理解和表达课文内容；
c)了解song等部分的内容。
3、情感态度目标：
a)大胆开口，积极参与；
b)有兴趣听英语说英语、背歌谣等；
单元
教学
目标
1、能力目标：
a)能够用形容词描述动物的特征。
单元备课表
学科
英语
年级
一年级
备课人
郭蕴
授课教材
新标准英语
单元课题
Module6Animals
单元
教材
解读
本模块教学内容主要是围绕Lingling和Amy游览动物园展开，继续学习动物单词及描述其特征，并要求能在实际情景中恰当应用，要求学生会正确在句中使用，am/is/are。
三会单词：snake/long/zoo/short/tall/lion/cute/scary
单元
教学
难点
am/is/are的正确使用，和用形容词进行描述的语句的正确运用。
课时
小学英语四年级(下)-外研版(三年级起点)-Module 6教案(2个课时)
小学英语四年级（下）-外研版(三年级起点)-Module 6教案（2个课时）课程概述本教案是针对小学四年级学生的英语课教案，属于外研版英语教材的Module 6教案，共分为两个课时。
本教案旨在帮助学生学习有关“吃饭”的单词、短语和句子，通过阅读材料并参与交流活动，提高学生的英语口语和阅读能力。
同时，本教案也包含了一些与生活相关的内容，帮助学生更好地了解英语国家文化。
第一课时教学目标•学习有关“吃饭”的单词、短语和句子。
•学会询问和回答有关“吃饭”的问题。
•提高学生的英语口语和阅读能力。
教学重点•学习有关“吃饭”的单词、短语和句子。
•学会询问和回答有关“吃饭”的问题。
教学难点•学习有关“吃饭”的短语和句子。
•学会运用所学知识进行交流。
教学过程Step 1 自我介绍（5分钟）老师与学生进行自我介绍，然后与学生谈论吃饭的习惯。
Step 2 讲解（15分钟）老师通过幻灯片和短片，向学生介绍有关“吃饭”的单词、短语和句子，让学生理解并记忆。
Step 3 读物（20分钟）老师向学生发放读物，让学生自行阅读。
在阅读过程中，学生可以在书的旁边标注自己不理解的单词并在阅读结束后与同桌讨论。
老师向学生播放“英国的家庭饮食习惯”有关的视频，并与学生一起观看和解析。
Step 5 交流（20分钟）老师与学生进行口语交流和互动练习，学生可以与同桌或老师进行对话，之后在班级中展示一下交流内容。
Step 6 总结（10分钟）总结本堂课所学习的内容，让学生归纳并记忆。
课后作业•复习本节课所学习的内容并记忆有关“吃饭”的单词、短语和句子。
•与家人谈论英国和中国的饮食文化差异，并写一篇50字左右的小作文，阐述你的观点。
第二课时教学目标•学习有关“吃饭”的单词、短语和句子。
•学会询问和回答有关食品品质和文化的问题。
•提高学生的英语口语和阅读能力。
教学重点•学习有关食品品质和文化的单词、短语和句子。
•学会询问和回答有关食品品质和文化的问题。
一年级下Module6Unit1《Thesesnakesareshort》的优秀教案
一年级下Module6Unit1《Thesesnakesareshort》的优秀教案2021-01-04一年级下Module6Unit1《These snakes are short》的优秀教案教学目标：1、全体学生能理解运用单词：snake short small elephant2、会用英语描述动物特征，eg:These snakes are short.3、在词语与相应事物之间建立联想，说明事物时能抓住事物的特征。
4、培养留心观察周围事物的习惯。
重点难点：1. 能灵活运用所学句型来描述事物特征。
2. 在词语与相应事物之间建立联想，说明事物时能抓住事物特征。
教学用具：单词卡片、图片、挂图、动物头饰、点读笔。
教学过程：一、创设情境，精彩导入1、Sing the song“Old MacDonald”.2、Play a guessing game.What are they? 把图片只露出一部分让学生回答, 用They are …这个句型来复习旧知识，引入新单词snake tiger二、利用资源，学习新知1、在森林里，有一只体型庞大的狗，正在欺负一只瘦小的小猫！我们一起来看看发生了什么吧！A Look at the video.B 让学生复述一下发生了什么事情 Listen and repeat.C Listen imitate.2、今天Lingling和Amy 去了哪里?我们一起去看看吧！A Look at the video.B Answer the question. Lingling看到了什么动物?这些动物都有什么特征.C Look again.D Listen point and imitate.三、梯次练习，规范到位1、让学生逐句跟点读笔读，模仿语音语调。
2、请学生分角色、分男女生、分小组练习对话3、请学生上台展示课文。
四、使用语言，交流巩固1、教师拿图片说：These are snakes.引导学生说：They’re long or short. 教师多拿几张图片，让不同程度的同学来描述事物的特征。
一年级下册英语教学设计-Module6 Unit1 These snakes are short 外
一年级下册英语教学设计-Module6 Unit1 These snakes areshort教学目标1.学生能够听懂、说出和认读以下词汇：short, long, big, small, fast, slow。
2.学生能够知道不同颜色的蛇，并能描述它们的基本特征。
3.学生能够学会用目标语言进行简单的交流。
教学准备1.PPT课件。
2.教学素材：关于不同颜色的蛇的图片。
3.单词卡片或单词墙。
教学过程Step 1: 导入教师用PPT呈现关于不同颜色的蛇的图片(比如红色、黄色、绿色的蛇)。
然后老师提问学生，询问他们对于这些图片的印象，学生回答并表达自己评价的理由。
Step 2: 知识点讲解1.听、说、读short, long, big, small, fast, slow。
教师通过单词卡片或单词墙的形式，让学生听、说、读这些单词，并通过教师实际展示的方式进行重复和记忆。
2.讲解不同颜色的蛇的基本特征。
教师通过展示相关图片，对不同颜色的蛇进行介绍并阐明其基本特征。
Step 3: 学习指导1.让学生跟随老师说出不同颜色的蛇，并能描述它们的基本特征。
2.展示PPT上的图片，听老师用英语描述，学生随后尝试表达自己的想法。
Step 4: 学生互动学生跟随老师一起进行模仿练习。
学生们搭配使用不同的词汇组合来描述图片上不同颜色的蛇。
Step 5: 拓展探究教师展示一些图形，指出哪些蛇是长的，哪些是短的。
让学生判断并尝试自己组合词汇进行描述。
Step 6: 练习巩固让学生进行对话练习。
分为两人一组，用所学单词和语言表达对图片进行描述并尝试提出问题。
Step 7: 课堂总结与作业1.教师作总结，重点强调所学内容，帮助学生加深记忆。
2.布置任务：让学生向家长、亲戚或者朋友讲述今天学习的内容，并进行复述练习。
教学反思这次教学设计主要是针对一年级下册英语教学的Module6 Unit1这节课，主要涉及到了颜色、大小、速度等方面的描述。
说客稿
The snake is long说课稿外语教育系英教6班王蕊0804010642今天我说课的内容是小学新课程标准英语模块六第一单元的the snake is long。
新课程标准要求，英语的教学要源于教材教材融入生活，本科以unit1知识为基本内容，让学生了解到更多动物的名称，并能对动物的主要特征“高矮，长短，大小”进行简单的描述，本课时第一课时，主要让学生理解课文含义，学会对课文中呈现动物描述其特征，为后续学习做准备~一，结合新课程标准和大纲要求，我将本课教学目标设计如下：（1）知识目标：能够听说认读本课重点单词，long，short，big，giraffe，elepahant，snake，以及相关句型，this （）is（）that（）is（）。
（2）能力目标：能够理解课文含义，初步运用句型，that is ，the giraffes are tall，简单描述所学动物的特征（3）情感目标：培养学生学习英语的兴趣，引导学生热爱动物的积极情感二，根据教学目标我将本课重难点设计如下重点是能够听懂会说以下句子，that snake is long’，the giraffes are tall 难点是：能够运用句型和单词描述动物的特征三，为突破重难点，我将采用如下教学方法1. 情景法在热身阶段我采用情景法，可以让学生更快的进入到课文中，很好的营造英语学习的氛围，大大地激发了学生学习的积极性。
2.直观法在单词教学中我将采用直观教学法，出示各种动物的图片，让学生对单词的更好的理解与记忆。
3. 全身反映法我将本科的教具安排如下：1教学挂图，2动物的单词卡片3用于奖励的贴纸四课堂程序：Step1：warming up、1greeting：教师和学生用英语进行简单的交流和问候2全班一起做动作并唱歌曲one fingerStep2：新知呈现1．利用课件，通过课文场景，让学生对课文有一个整体的感知，接着出示lili 和amy的头像，介绍情景，引出单词zoo，学习单词和句子let·s go to the zoo 逐副观看课件，学习新单词，2．教授单词snake，giraffe，elephant，分别讲解发音，示范领读，每个单词都找出一个读的最好的同学发贴纸奖励，以此调动其他学生的积极性接着出示动物单词卡片，让学生分析动物特征，引出新单词big，long，tall 等3．将两张不同特征的动物挂图贴在黑板上，一张贴在离我近的地方，一张贴在离我远的地方，引导学生用所学单词描述动物的特征，引出句子this snake is long ，然后指着远处的图片，强调this和that的区别，引导学生说出完整的句子：that snake is short。
小学一年级英语 Thatsnakeislong
Thatsnakeislong一年级英语教案教材分析:这次我所执教的内容是新标准英语(一年级起点)第二册第一模块。
本模块的学习内容围绕着形容词的用法进行。
Unit1的话题与动物园有关,谈论动物园里的动物情况,要求学生能够用That …is …来描述动物特征。
Unit2的话题是Unit1的延续要求学生会用cute scary来描述动物。
本课时为Unit1 That snake is long.的第一课时,其语言功能是谈论动物的特征;学习任务: long 、short 、tall 、big That…is…;运用任务:能够运用This/that …is…描述动物或其他人或事物的特征。
并为三年级学习描述人的性格特征做好铺垫。
学情分析:一年级学生接触了一个多学期的英语,有一定的英语基础,且学习积极性较高,但是注意力集中的时间短,而且我校一周只开两节英语课, 课时紧、任务重且学生的语言运用能力不强.因此要注意培养学生的学习积极性,同时还要培养学生用英语思维的能力。
教学目标:1、知识技能目标(1)在课件帮助下和教师的讲述中能初步整体感知故事大意;(2)在理解课文大意的基础上学习如何描述动物2、能力目标(1)能够听、说、读出所学习的词汇。
(2)能够用形容词描述动物的特征。
3、情感态度目标通过学习讨论动物,培养学生爱护动物的意识。
教学重难点:(1)理解故事内容。
(2)运用描述性语句进行描述。
教具准备:课件、实物、人物头像和动物图片。
教学过程:●一、热身1、问候T: Good morning, boys and girls.Ss: Good morning, Miss Ma.2、歌曲(设计意图:师生问候,放松学生紧张心情,拉近师生距离,为下一步的英语教学创设轻松和谐的学习氛围,唱歌曲,让学生进入农场的情景,复习相关的动物词汇,为故事学习奠定了基础)●二、图片引入教师用多媒体呈现一组动物图片问:What’s this /that? What can you see?然后用This/that…is…复习已经学过的形容词tall short big little,T: Where can we see the animals? Ss: Zoo. Now today, Amy and Lingling will go to the zoo, let’s see what happened?(设计意图:通过谈论动物这一话题,让学生迅速进入文本情景,激活学生已有知识,为故事学习做准备)三、故事学习。
新标准外研版四年级英语上册Module6第六模块教案
3 .Game.
生小组完成。
布置作业
1.抄写单词。
2.背诵课文。
教学反思
第四课时
课题
Unit 2Happy Halloween!
主备人
冯金花
授课班级
四年级
授课人
授课时间
教学目标
一、知识与技能：
复习本单元所学词汇。
二、过程与方法：
复习句型Can I have some ...? Here you are.
2.能听懂，会说soup/sorry/sweets/bread/turnon/light/biscuit/fruit等词。
二、过程与方法：
1.在情景创设中，能使用句型：Can I have some ...? Yes, you can./Sorry, you can’t.进行交流。
2.培养学生在游戏、小组合作等方式中熟练运用功能句型和词组的能力。
2.Can I have some bread？(作否定回答)
3.I can swim.(变为一般疑问句，并作肯定回答)
二、师对疑问给予解答。
学生独立完成
小结
说说今天所复习的主要内容
学生总结
布置作业
完成配套册习题
学生独立完成
教学反思
三、情感态度与价值观：
培养学生学习英语的兴趣，以及乐于用英语交际的心理，养成良好的英语学习习惯。
教学重点
运用所学知识进行巩固练习
教学难点
运用所学语言结构对事情进行描述。
教学准备
课件，图片
课时安排
1课时
教学环节
教学内容及教师活动
学生活动
二次备课
复习引入
【教学设计】Module 6 Unit 1(外研)-1
Module 6Unit 1 These snakes are short.苏河湾中学张海舟本课以故事为线索，比较适合小学生的生理、心理特点。
本课涉及到的故事是两个女孩到动物园参观，看到几种动物并进行描述的故事，有一定的可操作性和情境设置性。
通过本课的学习，学生将掌握更多的动物名称，和描述外形的形容词。
【知识目标】能够理解：Snake short small elephant go zoo long giraffe tall tiger。
【能力目标】在理解课文大意的基础上学习如何描述动物。
【情感目标】通过学习讨论动物，培养学生爱护动物的意识。
【教学重点】1.能听懂、会说、会读以下句子：These snakes are long /short.The giraffes are tall. And I’m short.And look at the elephant! They are very big.2.能正确使用所学句型和单词，正确对动物或其他物品的特征进行描述。
【教学难点】学习新词汇和新句型，能正确使用形容词对动物或其他的物品的特征进行描述。
1. 课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2. 教具学具：光盘、大卡片等。
Step1. Warm-up1. 学习snake、elephant、giraffe和tiger老师展示蛇的图片，引入snake。
T: This is a snake. The snake is long.用类似的方法引入其他三种动物。
老师也可以播放这四种动物的视频引入单词。
老师要教育学生要远离snake和tiger具有强烈攻击性的动物。
2. 学习tall和short老师展示一高一矮两个长颈鹿的图片，通过对比引入tall和short。
T: This giraffe is tall. That giraffe is short.教师可以多做几组展示。
3. 学习big和small老师展示一大一小两只老虎的照片，引入单词big和small。
That snake is long.
二、请说出下列单词的汉语意思。
1. snake 4. long 2. short 3. tall 5. zoo
三、根据中文意思补全单词。
1. 短的，矮的 2. 高的 3. 动物园 4. 蛇 5. 长的
sh o _r _t a ll t_ z_ o_ o sna k _e o_ ng l_
B. 能力提升
Say something long, short, tall in your real life.
达标检测
A.巩固基础
一、看一看，读一读，圈一圈.
1.This snake is (long / short)
2.That snake is (long / short)
3.This giraffe is (tall /short)
四、读一读，连一连. 1.That snake is long. 2.Daming’s father is tall.
A.那个小女孩是矮的。
B.它是一只大猫。 C.大明的爸爸是高的。
D.我是胖的。 E.那条蛇是长的。
3.That little girl is short.
4.It’s a big cat.
5.I’m fat.
小结
This snake is long. That snake is short. This girl is short. That girl is tall.
开放性作业:
画一画，说一说
内容：画一幅你最喜欢的动物图片。
要求：运用本节课所学的句型和单词 对动物进行描述。然后同学之 间相互交流。
zoo
That snake is
short
This snake is long
外研版英语八年级上册Module 6教案
七、板书设计：Module 3. Animals in danger.Unit1. It allows people to get closer to them.1) at last = finally = in the end2) Verbs : to do: allow sb. to do sth.have a safe place to liveneed to do sth.want to do sth.pay to do sth.3) take away4) in danger \ peace5) raise money6） It’s sad to think of …in danger.达标训练题一．翻译下列短语：1. 终于 ______________2.允许某人做某事__________________3. 靠近…_____________4. 濒临灭绝________________________5. 照顾_______________6. 足够的干净水 _____________________7. 保护动物___________8. 帮助某人做某事____________________9. 筹资_______________ 10. 夺走_________________________二、选择正确的答案：( ) 1.He decided __________ home later.A. to goB. goC. goingD. go to( ) 2.Tim is ___________ to go to schoolthis term.A. to oldB. enough oldC. old enoughD. enough( ) 3. —Peoplekilled whale for their meat.—Yes, that’swhy the whale are____________.A. happyB. in peaceC. in dangerD. more( ) 4.It’s sad __________ pandas are indanger.A. to thinkB. thinksC. thinkD. thinking( ) 5. —Look，the little boy is crying sadly.— Yes, because his elder brother ________ his apple.A. took offB. took awayC. gaveD. raisedModule 6 Animals in danger一、教学内容：Unit 2 The WWF is workinghard to save them all.二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组：research, baby, scientist, produce,southwest, in order to , government, set up, nature, feed, symbol2、能正确使用动词不定式。
英语Thatsnakeislong.教学设计
一、教学背景1.小学一年级英语教学2.学生复习以前学习过的，有关于动物的单词。
二、教学课题外语教学与研究出版社新标准英语（供一年级起始用）第二册Module 6 Unit 1 That snake is long.三、教材分析小学《新标准英语》每一模块都以故事为线索，比较适合小学生的生理、心理特点。
本课涉及到的故事是两个女孩到动物园参观，看到几种动物并进行描述的故事，有一定的可操作性和情境设置性。
四、教学手段和方法本课教学之前利用百度搜索查找到有关于本课教学材料作为参考。
根据教学资料内容，利用百度搜索引擎在网站上查找到教学参考、教学图片和音乐素材。
让学生们在课堂上通过眼睛看，耳朵听帮助他们观察和发现动物的特征，直观的感受本节课的教学内容。
教学设计单位教者年级课题Module 6 Unit 1That snake is long.学科课型教学目标知识目标：掌握单词zoo、snake、long、short、tall，句型That snake is long/short。
能力目标：能用形容词long、short、tall描述动物的特征。
情感目标：培养学生学习英语的兴趣并感受到英语的实用性。
教学重、难点能听懂、会说、会读以下单词和句子：snake,long,zoo,short,tall.That snake is long short.。
The giraffes are tall. And I`m short.. They`re big. 教学准备录音机、磁带、图片、单词卡片。
教学过程教师活动学生活动一、Warming-up1、师生热情打招呼问好，并一起唱学过的英文小诗2、一起说唱上节课老师和同学一起自编的英语童谣二、Review1、Do you like animals?Let’s go tothe farm.出示two pigs,twochickens,two cows的图片，提出问题：What are they?三、Presentation1、Today we will learn Module 6 Unit1 This snake is long.适时板书课题2、Let`s go to the zoo.画出动物园大门，教授单词zoo。
外研版英语八年级上册Module 6教案
七、板书设计：Module 3. Animals in danger.Unit1. It allows people to get closer to them.1) at last = finally = in the end2) Verbs : to do: allow sb. to do sth.have a safe place to liveneed to do sth.want to do sth.pay to do sth.3) take away4) in danger \ peace5) raise money6） It’s sad to think of …in danger.达标训练题一．翻译下列短语：1. 终于 ______________2.允许某人做某事__________________3. 靠近…_____________4. 濒临灭绝________________________5. 照顾_______________6. 足够的干净水 _____________________7. 保护动物___________8. 帮助某人做某事____________________9. 筹资_______________ 10. 夺走_________________________二、选择正确的答案：( ) 1.He decided __________ home later.A. to goB. goC. goingD. go to( ) 2.Tim is ___________ to go to schoolthis term.A. to oldB. enough oldC. old enoughD. enough( ) 3. —Peoplekilled whale for their meat.—Yes, that’swhy the whale are____________.A. happyB. in peaceC. in dangerD. more( ) 4.It’s sad __________ pandas are indanger.A. to thinkB. thinksC. thinkD. thinking( ) 5. —Look，the little boy is crying sadly.— Yes, because his elder brother ________ his apple.A. took offB. took awayC. gaveD. raisedModule 6 Animals in danger一、教学内容：Unit 2 The WWF is workinghard to save them all.二、课型：Listening and speaking三、教学目标：1、能够正确使用下列单词和词组：research, baby, scientist, produce,southwest, in order to , government, set up, nature, feed, symbol2、能正确使用动词不定式。
Module 6 Unit 1 These snakes are short.(说课稿)外研版(一起
Module 6 Unit 1 These snakes are short. - 说课稿教材分析本课是《一起英语》一年级下册的第六模块第一单元，主题为“动物”，本课教学内容为蛇类，呈现了蛇类的大小及身体特征等知识点。
本教材适合小学一年级学生使用，需要教师引导，进行相关的阅读与讲解。
学情分析小学一年级的学生，语言表达能力尚不发达，因此，需要教师花费更多的时间和精力，帮助学生掌握基本的单词和简单句型。
本课的主题为蛇类，蛇是小学生们较为陌生的动物，需要教师在课前做好相关知识点的普及，激发学生对蛇类的兴趣。
教学目标•听懂、理解与口头表达单词snake、short、long•听懂、理解与口头表达并应用句子These snakes are short.和These snakes are long.•了解蛇类的特征、大小等知识点，培养良好的动物保护意识教学内容及方法教学内容•单词学习：snake、short、long•句型学习：These snakes are short. 和 These snakes are long.•蛇类特征和大小等知识点教学方法•图片展示：通过图片向学生展示蛇类的特征和大小等知识点。
•听说训练：通过教师的口语训练，让学生能够听懂、理解和运用英语单词和句子。
•游戏教学法：通过游戏的方式，激发学生的学习兴趣。
教学流程环节教学内容教师活动学生活动时间Warm-up导入新课打开图片，展示蛇类相关的图片，询问学生对蛇的认知和看法观察图片，回答老师提问5分钟Presentation展示新单词以图片、音频等方式展示（snake、short、long）等单词指着图片或单词，口头讲解单词的意义10分钟Drill单词串联逐个出示单词卡片，让学生进行串联，形成This snake is short.和 This snake is long. 的句子学生逐个拼读单词，理解句子的意义15分钟Practice游戏训练以图片为主题，设计游戏，练习学生的单词和句型使用能力学生进行游戏，巩固单词和句型的使用15分钟Production造句教师出示图片，让学生造句并口头展示自己的句子学生进行语言表达，良好的发音需要得到鼓励和指导10分钟Summarize课堂小结回顾本节课所学习的知识点，强化学生对新单词和句型的掌握程度参与课堂小结，检查本节课所掌握的内容5分钟教学辅助材料•蛇类图片•单词和句型卡片教学评估方式•通过学生课堂表现，判断学生是否掌握了本堂课学习的内容。
英语Thatsnakeislong.教学设计
一、教学背景1.小学一年级英语教学2.学生复习以前学习过的，有关于动物的单词。
二、教学课题外语教学与研究出版社新标准英语（供一年级起始用）第二册Module 6 Unit 1 That snake is long.三、教材分析小学《新标准英语》每一模块都以故事为线索，比较适合小学生的生理、心理特点。
本课涉及到的故事是两个女孩到动物园参观，看到几种动物并进行描述的故事，有一定的可操作性和情境设置性。
四、教学手段和方法本课教学之前利用百度搜索查找到有关于本课教学材料作为参考。
根据教学资料内容，利用百度搜索引擎在网站上查找到教学参考、教学图片和音乐素材。
让学生们在课堂上通过眼睛看，耳朵听帮助他们观察和发现动物的特征，直观的感受本节课的教学内容。
教学设计教学反思：1、由于一年级孩子年龄小注意力不能持久集中，尤其随班生好动，没有良好的行为习惯，所以如何随时调动学生的学习积极性使学生自觉参与学习活动是教学成功的关键。
“兴趣是最好的老师”，学生有了兴趣就有了主动探究的欲望，整节课，我十分注重通过多种方式来激发学生的学习兴趣。
在课的一开始我就设计了故事情境，利用多媒体课件创设情境，还设计了游戏表演、想象绘画等方式来激发学生学习的兴趣，提高了课堂学习效率。
2、随班生没有自主学习能力，说话没有条理、不够完整，但为了鼓励他参与学习，我适时地鼓励他表扬他，使他感受到成功的喜悦。
通过观察我还发现他平时很喜欢画画，本节课我巧妙地设计了，画彩虹这一环节，来发掘他的学习潜力。
3、培养学生的想象力是培养学生创造力的关键。
在教学过程中，我以激励性和启发性的语言来开拓思路、激发想象，使学生思维高度活跃，引发创新火花、开启思维之窗。
Unit 20 ArchaeologyThe First PeriodTeaching Aims:1.Learn and master the following words:archaeology archaeological archaeologist curiosity decoration spear artefact2.Do some listening.3.Learn to express curiosity.Teaching Important Points:1.Improve the students’ listening ability.2.Train the students’ speaking ability by talking about archaeological discoveries andpractising expressing curiosity.Teaching Difficult Points:1.How to improve the students’ listening ability.2.How to finish the task of speaking.Teaching Methods:1.Looking at some pictures to arouse the students’ interest in archaeology.2.Listening-and-answering activity to help the students go through with the listening material.3.Individual,pair or group work to make every student work in class.Teaching Aids:1.the multimedia2.the blackboardTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡLead-inT：As we all know,China is a country with an ancient civilization.It has a long history and brilliant culture.Do you know in what ways we can learn about its history and culture?S1:Reading books.S2:Watching TV.S3:Learning from the teacher in class.S4:Surfing the Internet.…T:Anything else?Ss:No.T:We can also go to the museum to visit the unearthed cultural relics,can’t we?Ss:Yes.T:Now,please look at the two pictures on the screen and tell me what you see in the pictures.(Teacher shows the screen.)S5:They are:terracotta warriors and horses and inscriptions on bones or tortoise shells.T:You’re right.Terracotta warriors and horses is a symbol of the powerful Qin Dynasty,while inscriptions on bones or tortoise shells are embryonic forms of Chinese characters.The great archaeological discoveries play an important part in learning about China.Step ⅢWarming upT:Today let’s talk about archaeology Unit 20 (Bb:Unit 20 Archaeology).Before talking,please look at the new words.(Teacher deals with the new words with the whole class.)T:OK.Now open your books and turn to Page 73.Look at the four pictures and tell us what you can see in each picture.S6:I can see an axe in the first picture.It is a kind of tool used by people of the Stone Age.T:Right.How about the second one?S7:In the second picture is a bronze tripod,which is an ancient cooking vessel of that period.T:Good.The third picture.Li Ping,try please.S8:This is a painting on silk of the Han Dynasty.T:Yeah.The last one?S9:I think the last picture is a work of China made in the Tang Dynasty.T:Anything else about the last picture?S10:I guess it is made of tri-colored glazed pottery of the Tang Dynasty.T:Well done.We know that the life of people is different during the different periods.Now let’s describe th e life of people during the periods mentioned above.You can describe it according to the questions on the screen.(Teacher shows the following on the screen.)1.What did they eat?2.Where did they live?3.What did their homes look like?4.What kind of tools did they use?5.What objects have we found from their age?6.What kind of entertainment did they have?First discuss the questions with your partner,and then complete the chart at Page 73.A few minutes later,I’ll collect your answers.Is that clear?Ss:Yes.T:(Five minutes later.)Are you ready now?(Ss:Yes.)Now,let’s describe the life of people in the Stone Age together.T and Ss:The people of the Stone Age ate wild fruits and animals.They usually lived in caves.They used bones of animals,fur and pottery to decorate their caves.The tools they used were mainly stones,sticks and bones of animals.They used bones of animals to make necklaces and bone pins.They were able to make jades.The entertainment for them was to shout and dance with rhythm together.T:OK.Wh o’d like to describe the life of people in the Bronze Age,the Han Dynasty and the Tang Dynasty one by one like what we did just now?Ss:…T:We know there are many important discoveries from these different periods.Please look at the following four pictures.Can you tell us where they were unearthed and where we can go and see them?Discuss in groups of four.After a few minutes,I’ll ask some students to talk about them.Is that clear?Ss:Yes.(Teacher shows the four pictures on the screen.)T:Liu Qian,talk about the first picture,please.S11:…Step ⅣListeningT:Now,let’s do some listening.Look at the Listening part at Page 74.Listen to the tape carefully and try to make a drawing of the tool.(Teacher plays the tape for the students to listen for the first time.After that,give the students one or two minutes to draw it.If they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.At last,check the drawing with the whole class.)T:Good.Now,let’s go on with the exercises in Listening.Please listen to the tape again and then finish Ex.2 and 3 in turn.(Teacher plays it again and gives the students enough time to write down some important information.Finally check the answers with the whole class.After that,let the students discuss Ex.4in groups of four and check them.)Step ⅤSpeakingT:OK.In our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.In order to get some suggestions from others,how do you express your curiosity?Now, look at the screen.These are very useful expressions.You should remember them and use them freely.(Teacher shows the following on the screen.)I wonder what/who…I really want to know…I’m curious to…I’d love to know…I wonder if/whether…What I’d really like to find out is…I’m curious about…I’d like to know more about…(Teacher goes through the useful expressions with the whole class.)T:Now,let’s listen to a dialogue between Student A and Student B.Student A talks about a topic he/she is interested in,while Student B gives suggestions.(Teacher plays the tape for the students.After that,teacher says the following.)T:Well,open your books and turn to Page 74.Look at Speaking.Please underline the sentences us ed to express curiosity.After a while.I’ll ask one of you to read out the sentences.Do you understand?Ss:Yes.T:(After a while)Have you finished?(Ss:Yes.)Any volunteer?S12:I’d like to know more about…I wonder what…I’d love to know…What I’d really like to find out is…T:Quite right.Please practise the dialogue with your partner for a while.After that,I’ll ask some pairs to act out the dialogue before the class.Is that clear?Ss:Yes.(Several minutes later,teacher asks some pairs to act out the dialogue before the class.)T:Thank your for your excellent performances.Step ⅥPracticeT:Now,let’s do some speaking practice.Work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.You can use the expressions we learnt just now to help you carry out the task of speaking.Five minutes later,I’ll ask some pairs to perform their dialogues before the class.Step ⅦSummary and HomeworkT:In this class,we’ve talked about archaeological discoveries and learnt about the lif e of people during the different periods.We’ve also done some listening practice and speaking practice.In the Speaking part,we’ve mainly learnt to express curiosity using the useful expressions.These expressions are:I wonder what/who…I’m curious to…I wonder if…(Teacher writes them on the blackboard.)After class,practise them more.Besides,remember to prepare forthe next period.OK.That’s all.Class is over.Step Ⅷ The Design of the Writing on the BlackboardUnit 20 ArchaeologyThe First Period Useful Expressions:I wonder what/who…I really want to know…I’m curious to…I’d love to know…I wonder if/whether…What I’d really like to find out is…I’m curious about…I’d like to know more about…Step ⅨRecord after TeachingThe Second Period Teaching Aims:1.Learn and master the following:(1)Words:emperor,pin,find,clay,arrow,bow,cushion,spare,technical(2)Phrases:date back to,have a hand in,in terms of,in the eyes of(3)Sentence Patterns:It is certain that…It is thought that…2.Train the students’ reading ability.3.Let the students learn about the King of the Stonehenge discovered by archaeologists.Teaching Important Points:1.Improve the students’ reading ability.2.Help the students learn about the King of the Stonehenge by reading the passage.Teaching Difficult Point:How to help the students understand the passage exactly.Teaching Methods:1.Discussion before reading to make the students interested in what they will read.2.Fast reading and careful reading to understand the passage correctly.3.Pair or group work to make every student take an active part in the activities in class.Teaching Aids:1.the multimedia2.the blackboardTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡDiscussion and Lead-inT:In the last period,we spoke of terracotta warriors and horses of Emperor Qin.Do you know why Emperor Qin built it?Any volunteer?S1:To continue being emperor.They are also funerary objects.T:You’re right.Now,please look at the two questions on the screen.(Teacher shows the following on the screen.)T:(After five minutes)Are you ready?Ss:Yes.T:OK.Who’d like to do the first one?S2:There are weapons,tools,clothing,money and articles for daily life.T:Anything else?S3:Jade articles,silk,jewellery,pottery and china.T:Very good.Is there anything to add?Think it over.S4:Servants,warriors,wives of emperors and kings and animals.T:Great!The second one?S5:To show off their power and wealth.S6:To continue their luxurious life in the nether world.T:You’re all right.Sit down,please.Step ⅢReadingT:Well,I think everyone must have heard of the Stonehenge in England.Would you like to learn more about it?Ss:Yes.T:OK.Now,let’s read a passage about the mysterious Stonehenge and the King of Stonehenge.It must give you an unexpected surprise.Be fore reading the passage,let’s deal with the new words together.(Teacher deals with the new words with the whole class.)T:Now,please open your books and turn to Page 75.Scan the passage and write down which objects were found in the grave of the King of Stonehenge.A few minutes later,I’ll ask some students to make a list of the objects found in the grave.Is that clear?Ss:Yes.T:(After a few minutes)Have you finished?Ss:Yes.T:OK.Who’d like to write down the objects found in the grave of the King of Ston ehenge on the blackboard?Ss:(One student comes to the front and write his answers on the blackboard.)(Bb:tools,a bone pin,two copper knives,a cushion stone,two gold earrings,a bow and arrows,two pots)T:Now,please look at the blackboard.Is he right?Ss:Yes.T:OK.Read the passage carefully and then finish the two word webs at Page 76.(Teacher goes among the students and help them deal with some problems they may meet with while reading.)T:Well,have you finished them?Ss:Yes.T:OK.I’ll check your answers.Wang Lin,read out the materials discovered in the grave.Ss:The materials are:stone,clay,copper,gold,pottery,bone and fur.T:Quite right.Zhang Li,read out the found objects,please.S10:The objects are:two copper knives,a cushion stone,two gold earrings,tools,arrows,a bow,two pots and a bone pin.T:Very good.You’re very careful.When reading,you must come across some sentences and phrases you don’t understand.Now,please look at the screen.I hope they’re of great help to you.(Teacher shows the screen and explains them to the students.)that…)T:Now we’ve been familiar with the passage.Let’s do an exercise according to the passage.Please look at Ex.2 at Page 77 in the Post-reading part.Work in groups of four to discussfirst,and then finish the chart.After a while,I’ll ask some of you to read out your answers.Do you understand?Ss:Yes.T:OK.Please begin.(Teacher goes among the students and takes part in their discussion.)T:(After the students discuss for a while,teacher asks some students to talk about their opinions.)Who’d like to be the first to have a try?Ss:…T:Good.Read the passage again and then go on with Ex.3.Before reading,you need to go through with the requirement in Ex.3 first and know what to do.After reading,work in groups of four to talk about the inventions and kinds of science they must have had at that time.They should be based on the reading passage.Is that clear?Ss:Yes.Step ⅣListening and ConsolidationT:Now,close your books and listen to the tape.After that,finish the exercise on the screen.(Teacher shows the screen and turns on the recorder.)Step ⅤSummary and HomeworkT:In this class,we’ve learnt about the King of Stonehenge by reading the passage and also learnt some useful expressions and sentence patterns.After class,you need to do more exercises to master them freely.Studying archaeological discoveries can help us learn about the life of people during different periods,so if you have time,go to visit the local museums or surf the Internet to learn more about archaeology.At last,don’t forget to prepare for the next period—Language Study.So much for today.See you next time!Ss:See you next time!Step Ⅵ The Design of the Writing on the BlackboardStep ⅦRecord after TeachingThe Third PeriodTeaching Aims:1.Review some new words appearing in the last period.2.Review the use of “It”.Teaching Important Points:1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their cor rect form…2.Master the use of “It”.Teaching Difficult Point:The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:It is said/believed/reported/thought/known…that…Teaching Methods:1.Revision to help the students consolidate the words learnt in the last period.2.Practise to help the students review the use of “It”.3.Pair work or individual work to make every student work in class.Teaching Aids:1.the multimedia2.the blackboardTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡRevisionT:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?S1:Let me try.On May 3,2002,archaeologists found a grave of a man in England.Buried with him were some tools…T:Very good.Thank you for your performance.Step ⅢWord StudyT:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll g ive you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?Ss:Yes.T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.S2:Emperor.T:Yes.No 2:the clothes that people wear.S3:Clothing.T:Good.No 3:a long stick with a sharp point,used as a weapon.S4:Arrow.T:No.Think it over.S5:Knife.T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?S6:I think the word is “pot”,isn’t it?T:Yes.No 5:a thin weapon that you shoot with a bow.S7:Arrow.T:Right.The last one:the amount of space between two places.S8:The word should be “distance”.T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word plete the sentences with their correct form and change them into Chinese.I’ll give yo u a few minutes to prepare.After that,I’ll ask some students to do them.T:OK.Time is up.Have you finished?Ss:Yes.T:Well.The first one.Any volunteer?S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是2002年5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约2300年。
Module6Unit1Thesesnakesareshort(教案)(一起)英语一年级下册
一起二册Module 6 Unit 1《These snakes are short》教学目标：1. 知识目标：单词：long ,short, tall,giraffe, snake,zoo2.技能目标：用所学句型和单词对动物或其他的物品进行描述。
3. 情感目标：教育学生要爱护小动物，保护大自然。
教学重难点：1.单词认读，理解，运用2.句型的运用教具学具：单词卡片，课件，教学过程一、preparation1、Greetings to each other.2. Look at the CDROM and sing a SongT: Boys and girls ,are you ready for class?S: Yes, ready.T: Good. Let’s sing a song.《Old macdonald 》3、ChantFat, fat, I am fat.Thin, thin, I am thin.Little, little, I am little.Big, big，I am big.二、Presentation1、（利用课件，出示two dogs ,two cats, two birds）T: What are they?S: They’re _____.2 (最后出现giraffes)T: What are they?S:. GiraffesT: Good children. Follow me giraffes.S: giraffes——giraffeS: (学生给与反馈)T：where can we see the giraffes?Let’s go to the zoo! 学习单词“zoo”3.出示课件（课文）what animals can you see in the zoo?Snake giraffe (an )elephant lionWhat is the characteristics of the animals?let’s have a look出示课件两条蛇比较 This snake is long /That snake is short实物比较：ruler& hair出示两只长颈鹿，This giraffe is tall/This giraffe isshort.学习tall ,short.功能出示The giraffes are tall .I am short.出示图片Father is tall /The boy is short.Look! This boy is short. I am tall.That boy, stand up please.Look! Now this boy is tall. That boy is short.(踮起脚来做tall状)Tall, tall, tall, I’m tall.S: Tall, tall, tall, I’m tall.(重复多遍)T: I believe everybody will be tall, Yes?S: Yes!T: So you say……?S: Tall. Tall, tall, I’m tall.T: But children. Look! I’m short!(用手当作锤子把自己打矮)I’m short. Follow me.S: I’m short.三 Practice1,listen and tick,This tree is tall. This tree is short.This snake is long . This snake is short.2.Ss book part 3a, listen and repeatb,try to say by themselves then take advantage of listen check .3. 出示课件，talk about the animals.四、回顾学习目标，课堂小测验。
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Module6 That snake is long 教案Module6Unit1 That snake is long. (第一课时)一、teaching aims：That snake is long／short．The giraffes are tall．And I'm short二、teaching importance ：形容词描述动物的特征三、teaching difficult：The baby lions are cute．The mother lion isn't cute．It's scary四、teaching aids: word cards\radio\PPStep 1 Warming up教师与学生热情地打招呼问好，并一起演唱上一单元的英语歌曲“Old MacDonald"。
教师可以请一些学生到前面展示英语节目，比如演唱英文歌曲、讲英语故事、表演课文对话，也可以和学生做英语游戏等其他和英语有关系的活动。
表演完毕后，教师要和其他学生对这些同学的表演进行简单的评价。
Step 2.Task-setting教师问学生有没有去过动物园?如果去过，在动物园里都见过哪些动物呢?这些动物怎样用英语来描述呢?接下来对学生们说今天Lingling和Amy也来到了动物园，我们一起来看看她们在动物园都看到了哪些动物，她们是怎样描述这些动物的。
Step 3 presentation把本课的挂图贴在黑板上，呈现SBUnitl活动1。
教师请学生看挂图并简单介绍情景：“Lingling和Amy来到了动物园。
”放录音，让学生认真听—听Lingling和Amy在动物园都看到了什么动物，这些动物都有什么样的特征。
教师请全班学生—边听录音，一边模仿课文对话。
在学生模仿“That snake is long”这句话时，教师通过图片教授新单词：snake，long。
在模仿“The giraffes are tall．”这句话时，教授新单词：giraffe，tall。
模仿后四句时，通过图片教授新单词：elephant，lion。
在教这些动物名称的单词时都可以加上动作，帮助学生记忆。
在学生掌握和理解了课文的基础上，让学生分角色、分男女生、分小组朗读课文和表演。
把SB Unit 1活动2的挂图贴在黑板上，让学生看挂图，听录音，模仿对话。
同时体会"long'’和“short"，“tall'’和“short'’的区别。
Step 4 Finishing task.完成运用任务3。
请学生观察图中的动物，然后听录音，每听到一种动物就让学生指出该动物并进行判断。
Step 5. Homework.a. Listen and repeat, then record the text.Talk about the visit with your friends.课后反思：本节课主要讲授形容词的用法，通过本课的学习要求学生学会对事物形状的描述，教师首先通过小动物小猪与猴子具有鲜明外形特点的对比来引入形容词，接着通过孩子的感知去表达自己与同学之间的体型差异使知识学为所用。
但学生对“short”的发音不是很到位。
Unit1 (第二课时)Step1 greetingsStep2 reviewRead words and show main structureStep3 listen and pointStep4 Finish the exercise 2 and exercise3.Step5 listen and point to the P22.Unit2 The baby lions are cute (第三课时)一、Teaching points 1. Words: cute, scary, very, lion.2. Sentences: The … are / is…. (Cute, scary, big, little, fat, thin.)The …isn’t …二、Teaching importance: Enable describes the things with the words of cute, scary, big, little, etc.三、Teaching difficulty: Enable describes the things with the words of cute, scary, big, little, etc.四、Teaching aids:word cards\radio\PPTstep1. Greeting.Good morning! Etc.step2. Warm-up.A, Song: <Head and shoulders>B, Game: listen and do.T says the word: big, little, etc. Ask the S to do the action.step3. Review.Review the wordsT shows the pictures of face’s organs, have the S says: The … are / is…. Then chant:At last, ask the S to make a chant. Use the eyes and ears, attention that here, we must use “are”, not “is”.step4. Presentation and Practice.A. scary and veryT uses the big eyes, little ears, etc, make a monster, and show it. (also the voice.)T: What’s this? Is it a dog? Is it a cat? It’s a monster. It’s fat, it’s big. I don’t like the monster, it’s scary. Pick out---- scary. (Act out the monster is scary, and I’m scared.) Little practice.a. Read after the T, and act out “scary”. Someone or the whole group. And have the S act and say: I’m a monster, I’m very scary.b. Ask the S to say: The … are / is (very) scary.B. cute and isn’tT shows (little show and guess) Kitty, and ask the S: Look at Kitty, is it scary? S: No. T: It isn’t scary, it’s cute. Pick out----cute. (Use the animal QQ to help the S to remember the pronunciation of cute.)Little practice.a. Ask the S to say: I’m a QQ, I’m very cute. Talk about their classmates: …are / is (very) cute.b. Game. Guess.T shows a bag, with a scary spider in it, have the S touch the spider, but no see, ask the s to guess it is scary or cute.C. lionT shows the outline of a lion, ask the S to guess what it is. Pick out----lion. Talk about if lion is scary or cute. Then T shows the baby lion and mother lion, discuss again. And say: The baby lion is cute, the m other lion isn’t cute, and it’s scary. (Tell them that mother lion wants to protect the baby lion, so it shows a scary face to others.)step5. Consolidation.A. Game: Say the opposite words.Group competition. T says a word, have the S say the opposite word. At the same time, do the action. Which group is fast and say together, it wins. (Also the words: is and isn’t.)B. Game: Listen and do.T shows some pictures, and says sentences, if I’m right, have the S clap their hands, if I’m wrong, have the S stamp their feet.C. Group work.T shows some animals, ask the S to say: The … are / is…. Everybody needs to say a sentences, the partner can help each other. Then show 2 or 3 groups. Step6. Homework.Draw a very scary monster and a cute animal.Read books P24.课后反思：本节课是对一单元知识的巩固与拓展，因课文中的形容词与be动词的单复数形式同时出现，孩子在理解与应用方面略有困难，望在此方面多设置一些口语习题训练，在应用中习得知识。
Unit 2 The baby lions are cute.【教学目标】（一）知识目标：1.复习单词snake long short zoo tall big，学习形容词cute ,scary。