三年级上册英语Module4Unit2Thisbirdcanfly教学设计及反思

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三年级上册英语Module4 Unit2 This bird can fly教学设计及反思
教学目标：Children will:
　　1、Have a review of vocabulary on animals and their simple abilities they’ve learned before; spell and speak “shark, frog, penguin”.
　　2、Describe abilities of the animals which they know using the sentence structure “… can … . But … can’t … .”
　　3、Ask and answer about the information of the animals using the structures“ Can …this dog run?/ Can it …? Yes, it can. / No, it can’t.”
　　4、Sing a song “Can you throw high in the sky?”( when there’s enough time left)
　　5、Raise the awareness that sentence structures are used to convey ideas with words and language are used to communicate.
　　教学重点：Talking about the animals’abilities
　　教学难点：Using BUT in the deion; asking “Can … this dog run? / Can it …?” for information in the context.
　　课前准备：Flash “Can you swim?”, PPT. with pictures, a chant, sentence structures and a zoo poster for a panda, seven pieces of folded paper written or drew with seven animals, CD-ROM of the text
　　教学设计
　　教学流程
　　A栏
　　i. WARM-UP: 5 mins
　　1. Children say hello to the teachers presented.

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a. Class begins.

　　Good morning!

　　Sit down, please.

　　b. Hey, boys and girls. How are you? Are you OK?

　　If there isn’t an active response, greet individuals first, then the whole again.

　　c. Look, we have so many teachers here. Can you say hello to them? Let’s say it together.

　　If there isn’t any child who is glad to do it, call a single one up and say: Let’s do it together, OK? Hello, I’m xxx. Nice to see you. Good. Only when you open your mouth and speak English, can you speak it, understand? All right, the whole class, let’s say it again. Hello, …

　　2. a. Children watch the flash “Can you swim?” and understand about it.

　　Now, let’s watch a flash: Can you swim? (Write Can you … swim? on the board.) Understand it, when you watch it.

　　Ask the children: Can you swim? after they watch the flash.

　　b. Watch again and remember the animals appeared in the flash.

　　Do you want to watch it again? OK, but you have to remember the animals in the flash. The animals, clear? OK, let’s go.

　　ii. LEAD-IN: 5 mins

　　1. Children speak out the animals they’ve seen in the flash
OK, here’s my question: What animals? Can you speak them out? What are they? Fish and what else? ( Write Animals and Abilities on the board, then the names of the animals after they call out.) Later, and what else?

　　2. Pronounce and understand “ shark, frog, penguin”.

　　OK, this is a shark, pointing at the picture.( Write shark on the Animals column.) In this word, ar is pronounced as /a:/(Write the phonetic symbol /a:/ next to the word.) point at sh/k, how do you read it? So how to say this word?

　　In the same way, teach frog and penguin.

　　iii. CREATING A CONTEXT AND PRESENTATION AND DRILLS OF THE LANGUAGE STRUCTURES 3 mins + 7 mins+ 5 mins

　　1. Children do actions and say and understand “… can … . But … can’t …”

　　a. Now, read it. Read aloud. You know, a frog can jump/A penguin can walk/A shark can swim. Do actions.( Write jump/walk/swim on the abilities column.)

　　Stand up! Let’s do and say. Jump, jump, a frog can jump. Let’s go.( Write … can …. on the board, and read can again.)

　　b. Draw lines between the animal and the ability, and say: A shark can swim./ A bird can fly. Put crosses on the line drew between the animal and its wrong ability, and say: But a shark can’t walk./ But a frog can’t fly.( Write But … can’t … on the board.)
2. Children get a further understanding of “… can … . But … can’t …” and imitate the pronunciation and intonation by the text.

　　a. Quiet down! Everybody, open your English book. Part 1, look at the pictures, listen and circle “can, but and can’t” in the sentences Are you clear? Let’s roll.

　　b. We’ll read the sentences together. But you just have to read aloud “ can, but, and can’t” which you circled in each sentence. I read the rest of them. Say, I read “This bird”, and you read “can”, I read “fly”, you read “But”, I read “this bird”, you read “can’t”, I read “fly”, understand? Let’s read them. Open your mouth and read aloud loudly.

　　c. Now read after the recording sentence by sentence, try to imitate the pronunciation and intonation of the sentences.

　　Read it again after my figure movements.

　　d. Now read the sentences by yourself. You’d better make figure movements like me when you read aloud. That’s for stress and intonation, you know.

　　3. Presentation of “ Can … ?/ Can it … ?”

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Be quiet, please! Here
Point at the pictures and ask the children: Can this fish swim? / Can this bird fly?( Write Can …this fish swim? Yes, it can. No, it can’t. on the board.) Ask again: Can it swim?/ Can it fly?(Write Can it .. swim? on the board.)

　　4. Children ask and answer with “can”.

　　a. Here. Look at these animals and their abilities. Can you ask me some question about this dog? You are A now, you can use this or this sentence structure. Don’t worry. You can do it.

　　Pick up a child from the name cards.

　　b. OK. Now, look at the pictures part 2 in your book, work in twos, one is A and the other is B, ask and answer the animals each other. You can use these ones. Go!

　　Ask a pair to stand up and do the practice for a feedback.

　　iv. CONSOLIDATION 7 mins

　　Children do a guessing game and make a zoo poster for the animal.

　　Now, it's time for a game. I’ll give each group an animal in a folded paper. The table monitor keeps it. The rest ask questions “Can it …” to guess, and the table monitor can say “Yes, it can.” or “No, it can’t. But it can …” to give information. You cooperate to guess the animal out. Clear?

　　Well, who’d like to come up? We’ll show an example for the class.

　　After you guess it out, make a zoo poster for the animal.

　　This is a zoo poster for a panda.

　　You can draw the animal and write some information about it. OK?

　　Now, it’s your time. Go!

　　v. LEANING A SONG if time is allowed. 6 mins

　　vi. CLOSING AND HOMEWORK 2 mins

　　a. Children turn to me if they have any confusion during the class.

　　Any questions?

　　b. Homework:

　　Write down all the animals you’ve learned before, and make sentences with “can”. You can turn to the textbook you have used in the last two years.

　　All right, Class is over