（三起）冀教版三年级下册-Unit 2 Animals at the zoo-Lesson 12 The Clever Monkey-教案、教学设计-省级优课-(配套课件编号：205cc).docx

1、Teaching Materials. (一)Status and functionThis lesson can help students to attain“four skills” listening, speaking, reading and writing, it will be helpful for them to learn simple reading skills and get the main idea of a story. （二）Teaching objectives/aims 1.Knowledge Objectives: Master the sentenc

2、es “Pull me out, please. Please help me. You are a nice sheep.”.Words: help, nice, bad. 2.Ability Objectives: By the end of the lesson, to help the students to read the story fluently and understand the meaning of the story. 3. Emotional Objectives: To help students cultivate good-cooperation and co

3、mpetition. To help students enhance students safety awareness of self-protection. To help students cultivate students critical, creative and profound thinking. (三)Teaching Key and Difficult Points 1、The Key Points (1) Words: help, nice, bad. (2) Learn to predict stories and understand the main idea

4、of the text through pictures. Learn to adapt a story, feel the unique charm of English picture books. 2、The Difficult Points (1) Sentence patterns: Pull me out, please. Please help me. You are a nice sheep. (2) Students can perform stories, understand the deep meaning behind stories, critically trea

5、t people around them, treat others kindly. Part Two: Talk about The Students Our students are in Grade3. They like singing, dancing and playing games. The teacher designs some interesting process to attract students. Part Three: Teaching methods In this lesson, the teacher mainly uses “Task-based te

6、aching method” （任务 型教学法） , “Situational teaching method （情景教学法)”“Communicative language teaching method （交际教学法） ” and “TPR teaching method （全 身反应法） Discussion ,Question-and-answer Method, Role-play and so on. Part Four: Analysis of Learning Methods During the teaching process ,pictures, puppets, Mul

7、timedia（多媒体） ， video，ppt and school things will be needed. These can arouse students interest in English. Part Five: Teaching Procedures In my English Plan. It consists of 5 steps. Step 1. Warming-up and Lead in (Design purpose )After greeting with the students, the teacher will begin the lesson by

8、singing the song “Brown Bear” together with the students. Later guessing animals in order to lead in the topic. Singing a song can form a better English learning surrounding for the students. It makes them feel pleased , satisfied, and confident. T:Good morning, class. I am your big friend, Amy. Hel

9、lo, boys and girls. S: Hello, Amy! T&S: Brown Bear, What do you see? I see a red bird looking at me. Red bird , Red bird, What do you see? I see a yellow duck looking at me. Yellow duck, Yellow duck, What do you see? I see a blue horse looking at me. Blue Horse, Blue Horse, What do you see? I see a

10、zoo, thats we see. T: Now we are at the zoo, so there are so many animals, What animals can you see? S:I can see.T:I take an animal to our class, can you guess? Its brown. It has a long tail, it likes bananas. Whats that? S: Its a monkey. T: Yes, its a clever monkey. Today, lets enjoy a story about

11、it. (板书) Step 2. Presentation (Design purpose)This part can help students to read like the wolf and the sheep, know the situation of animals. Through the reading and puppets to learn sentences. Firstly, Teacher and students learn chapter one :(1) Enjoy the video about chapter one (2) Listen to the t

12、ape and predict the story with the help of picture and then discuss in group.(3)Teacher does the demo students try to read like the animals. T:Oh, Not only the monkey, there are three animals, They are a sheep, a wolf and a monkey. What happened ? Can you guess? S:. T: Different students have differ

13、ent ideas. Look, Whats that? Oh, its a hole. Its deep. Who is in the hole? S: A wolf. T: Lets look! What happened? (video about chapter one)Its a funny story. Open your book to Lesson12 The Clever Monkey at page 28. Read the story by yourself, then discuss in your group. True or False. Walking throu

14、gh the jungle, what do you see? I see a wolf looking at me. Lets share the results. S:T: the wolf wants to eat the sheep. Where is the wolf? TS: Its in the hole. T: Yes, its in trouble. Think about it, if you were in trouble, what would you say? T: If I were in trouble, I were scary, I have no words

15、 but cry. S: “Help! Help! “ Yes, I would shout as loudly as I can in order to come into notice. So we can say? T&S: “Help, Help!” Who is coming. S: A sheep. T:Oh, surprised, ”Oh, its a wolf.” the wolf gets hope, so he says W:Oh, Mr. Sheep ! Please help me! Pull me out! (找学生读一遍再进行指导，学生反复操练，在特定语境 下模仿狼

16、的急迫和无助) S:No ! You will eat me. W: I will not eat you. You are a nice sheep. Pull me out. One students try to read, then the teacher does the demo. (puppets) Then students can read like the teacher.(two groups) Then, questions and answers , such as: What would you do if you were a sheep? S:. T: Does

17、 the sheep pull the wolf out? Picture 3 T:Pull me out, please! Okay!( Imitate the wolf , a student is pulling me with ropes .) The sheep is nice, is the wolf nice? S: Ha ! Ha! Im out. Now, Ill eat you.(学生齐读) T: No，Please! Help! Help! T: The wolf is_? S: Bad. Does the wolf eat the sheep? Let s listen

18、 to the tape about chapter 2.(听录音) T: Ok, does the wolf eat the sheep? S: No! T: The monkey comes and helps the sheep, its a clever monkey.(标红板书 Clever) What about the wolf? S: He is in the hole, again. Step3. Consolidation（巩固） (Design Purpose)To help students to understand the main idea of the stor

19、y. To help students enhance students safety awareness of self-protection. T:This is a story about a nice sheep , a bad wolf, a clever monkey, if not for the quick thinking of the monkey, the sheep might have ended up as a dinner for the wolf. So , think twice before you leap. Do you think the wolf w

20、ill never get out of the hole? Now you can choose one of your favorite chapter Or adapt a story. Then practice in your group. Two minutes later you can show it. S: Act out! T: Ok, its an interesting story. Now, Let s retell it. Can you retell the story like me? ( 两名同学上台复述) In this story, there are t

21、hree animals. What do you want to say to _? S: . T: Some tips for you! 1. To be careful about strangers. （小心陌生人） 2.Think twice before you leap.（三思而后行） Step4. A new story about animals. (Design Purpose) To help students cultivate students critical, creative and profound thinking. To help them can cri

22、tically treat people around them, treat others kindly. So When you were in trouble, you can ask your family, your teachers and your friends. Lets share a story about friends.( Enjoy the video about new story) Do you like this story? S: Yes! T: Now, you can read this story by yourself. Some tips for

23、you. Step 5.Homework (Design Purpose) To help students consolidate the story, understand the deep meaning of the story. 1.Share the story with your friends and your parents. 2.Read one of the recommended books. (Lost and Found, Little Gorilla, Be Kind) Part Six: Blackboard Design(说板书设计) Reproduce th

24、e surrounding of the story so as to make clear about the key points and difficult points of this story to help students understand and memorize what they have learned. Part Seven：Reflection They are glad to learn and have fun. They feel the charm of English books. They like reading especially English story books. The forms of teaching are not diverse. The teacher doesnt give students enough time to think and discuss. That is my teaching plan design under the guidance of Zhao Yongzhi. Thank you for listening.