人教版（一年起）小学英语六年级上册
Unit3 Animal World lesson2教学设计
教学目标：
知识目标：1、100%的学生能够听懂、会说kind这一单词。
2、90%的学生能够听懂、会说用来询问某一动物类别的功能句： What kind of animals are ...? 以及相应的应答语：They are...
能力目标：80%的学生能够学会在情境中运用以上功能句，并能按照要求书写几个意义连贯的句子。
情感目标：通过谈及自己喜欢的动物，让学生切身感受到动物是人类的朋友这一主题，并能够引发学生对动物的更多思考。
教学过程：
Ⅰ.Pre-talking
1. Greetings
2. Revision
（1） Watch a video
Find the animals they’ve seen.
（2） Challenge Game:
Let Ss choose a picture of the animal and answer the question behind it.
(设计意图：通过视频激趣，让学生复习熟悉的动物单词，同时巩固已经学过的句型: “What do they look like? /What do they like to eat? /What can they do?)
（3） Ask and answer：
T: There are many kinds of animals in the world! 呈现”kind”, 并教读。
T: What are they? Ss answer: reptiles, mammals, birds, fish, insects.
(设计意图：复习学习的类别词，为后面运用功能句交流作好铺垫。）
(4) Pair-work: Find their homes
T: Look, these are many lovely animals. Let Ss read the animals words.
(设计意图：复习动物类单词，为学生讨论自己喜欢的动物做好准备。）
T: What kind of animals are penguins? 呈现重点句型，并教读，强调kind of 的连读。教师示范回答：They are birds.
T: Work in pairs, and talk about “What kind of animals are ...?” “They are...” Then call some groups put the animals to the right places by practicing the sentence structure.
（设计意图：运用活动的形式，使学生更好的掌握功能句的运用及意义。）
Ⅱ. While-talking
(1) Watch and guess:
T: Our friends are in class now. Let’s see the picture. What are they talking about？针对学生的回答，不停地追问。
（设计意图：创造信息差，让学生对本课内容进行猜测，提高学习兴趣。）
(2) Watch and find:
Watch the video and find Miss Wu’s questions about the monkey.
（设计意图：让学生带着任务去看视频，突破重点句。）
(3) Read and find :
Find the key words of Lingling’s answers.
（设计意图：让学生能够自己提取有效信息。）
(4) Read and imitation:
First time: Follow the video, and marker the liaison.
Second time:Read and imitate sentence by sentence.
（设计意图：培养学生良好的语音习惯）
Ⅲ. Post-talking
(1) Role-play
Choose Ss to show in the front.
（设计意图：再次巩固对话）
(2) Pair-work
Talk about their favourite animals. (Give Ss a mind map to help them.)
（设计意图：学生能够根据思维导图讨论自己喜欢的动物）
(3) Make a poster
Teacher introduce her favourite animals.
(4) Show the posters, and let Ss make their own posters.
Ⅳ. Homework
Think about what we can do for animals.
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