下载文档原格式
2024年中班英语《Animals》教案设计一、教学内容本节课选自《幼儿英语乐园》教材第四章《可爱的动物》，详细内容包括：动物词汇的学习（如：cat, dog, fish, bird, elephant 等），基本句型的运用（如：What's this? It's a ），以及通过图片和情景对话的方式，让幼儿认识和了解各种动物的特点和生活习性。
二、教学目标1. 让幼儿能够听懂并准确说出所学动物词汇。
2. 培养幼儿运用基本句型进行简单对话的能力。
3. 培养幼儿对动物的热爱和保护意识。
三、教学难点与重点教学难点：动物词汇的发音和基本句型的运用。
教学重点：幼儿能够熟练掌握动物词汇，并能运用基本句型进行简单对话。
四、教具与学具准备1. 教具：动物图片、单词卡片、教学挂图、录音机等。
2. 学具：幼儿用书、彩色笔、练习本等。
五、教学过程1. 引入：教师通过展示动物玩具，引发幼儿对动物的兴趣，进而引入本节课的主题。
2. 新课内容呈现：a. 教师展示动物图片，引导幼儿学习动物词汇。
b. 教师播放录音，让幼儿模仿跟读，纠正发音。
c. 教师创设情景，引导幼儿用基本句型进行对话练习。
3. 随堂练习：a. 教师出示单词卡片，让幼儿快速说出对应的动物词汇。
b. 教师组织幼儿进行“动物猜猜看”的游戏，巩固所学知识。
六、板书设计1. 板书《Animals》2. 内容：a. 动物词汇：cat, dog, fish, bird, elephant等。
b. 基本句型：What's this? It's a七、作业设计1. 作业题目：a. 请家长协助幼儿用所学动物词汇和基本句型进行家庭对话。
b. 画一幅自己喜欢的动物，并在旁边标注其英文名称。
2. 答案：a. 家庭对话示例：What's this? It's a dog. Look, thedog is barking.b. 画作示例：画一只cat，旁边标注英文名称“cat”。
小学英语《Animals》优质课教学设计、教案一、教学目标1. 研究并掌握动物的英语名称。
2. 能够运用所学内容进行简单的问答交流。
3. 培养学生对动物的兴趣，并提高他们的口语表达能力。
二、教学内容1. 基本词汇：猫、狗、鸟、鱼、熊、兔子等。
2. 句型表达：What animal is this? / It is a ______. / Do you like ______? / Yes, I do. / No, I don't.三、教学过程1. 导入新课- 利用图片或实物引入不同的动物，并出示幻灯片以展示动物的英语名称。
2. 研究新词汇- 教师通过情境演示、讲解和示范，引导学生逐个研究新的动物词汇。
3. 句型研究- 教师示范并引导学生模仿，使用句型进行简单的问答交流。
4. 合作活动- 学生分组，每组选择一种动物，利用所学句型进行问答，展示给全班。
5. 温故知新- 教师复以前学过的部分动物名称，并进行回顾、检查。
6. 游戏活动- 教师设计相关游戏活动，激发学生的研究兴趣，并加强对词汇和句型的记忆和运用。
7. 练与巩固- 学生在教师的引导下，进行练和巩固，如简单的问答、填空练等。
8. 总结与反思- 教师引导学生总结当堂课研究的内容，并帮助学生进行反思和提出问题。
四、教学评价- 教师通过观察学生的研究情况、参与度和表现，进行评价和记录。
五、拓展延伸- 学生可自行查找与动物相关的英语材料，进行个人或小组的延伸研究。
六、教学资源- 图片或实物- 幻灯片- 游戏道具等以上是小学英语《Animals》优质课教学设计、教案的初步内容，供参考。
As more and more people realize the importance of animal protection, it becomes even more crucial to instill in children a love and respect for all living creatures. Students in Unit 4 of theirEnglish course will have the opportunity to learn about different animals, their habitats, and how we can care for them. By doing so, we hope to inspire them to become kind and compassionate individuals who will grow up to love and protect animals too.One way to help students love animals is by teaching them about the diversity of animal life and their different habitats and environments. For example, they can learn about the bears in the forest, birds in the sky, and dolphins in the ocean. Students can learn about the unique characteristics and adaptations of animals in different ecosystems, such as how polar bears have thick fur to keep warm in the cold Arctic.Another way to connect students with animals is to teach them about how we care for them. Students can learn about how we keep pets,take care of farm animals, and protect endangered species. Students can also learn about animal welfare and how to treat animals with kindness and respect. In this way, they can learn how to be responsible stewards of the environment and the creatures thatinhabit it.Students may also learn about famous animal stories or characters in literature, such as the beloved tales of Winnie-the-Pooh and Curious George. This will help foster their imagination and creativity while also helping them relate to animals on a more personal level. Finally, one of the best ways to help students fall in love with animals is through hands-on experiences with real animals. Visiting a local zoo, aquarium, or animal shelter can be a great way to introduce students to different animals. They can learn about their behaviors, habits, and characteristics by observing them up close and in person. Students may even get the opportunity to interactwith some of the animals, such as feeding and petting them, which can be a truly magical experience.In conclusion, teaching children to love animals is an essentialpart of their development as caring individuals. By incorporating Unit 4 of their English course into their education, we hope to inspire them to become advocates for animal welfare and instill in them a lifelong passion for animals. Through learning about the diversity of animal life, how we care for them, and hands-on experiences with real animals, we believe that students will gain a deeper appreciation and empathy for all living creatures.。
8A Unit 4 Wild animals教学设计英文UNIT FUR PART NE: TEAHING DESIGN第一部分：教学设计Unit betives● T tal abut pssible situatins and pssible results● T enlarge the vabular abut ild anials● T use fatual infratin t supprt their pinins n ild anials● T learn t tae the respnsibilit t prtet ild anialsLANGUAGE PINTS AND FUSESV ABULARild, bear, giant panda, angar, utside, bab, bab sht, leaf, sadl, hunter, ill, farer, frest, nhere, danger, atin, prtet, enurage, thi, land, ntinue, riter, fx, lf, snae, nn, infratin, reprt, thirst, exa, until, ediine, sell, tards, lss, hairpersn, grup, farland, sell, train, peaeful, ie, sharp (四会) deliius, squirrel, gra, ilgra, flling, reserve, plar, inset, atta, ale, perfrane, hearing, sinerel, destr, suitable, feale (三会) dlphin, survive, rainfrest, stripe, snail, tus, upright, datie (二会)EXPRESSINSStart/begin t d, fr the first tie, gr int, at the (ver) beginning, n ne’s n, find… alne, tae… aa, (be) in danger, tae (the flling) atins, ae sth ad, enurage sb t d sth d sething/nthing, run the ther a, al thrugh, learn a lt abut, ell fur ith bla stripes, live as a fail, hunt…fr, ae ediine, lss f living areas, ntinue t d sth, lse ne’s life, quiet and peaeful, at a tie, eep ding, tr ne’s best t d sthUSEFUL SENTENE PATTERNSadl, it is ver diffiult fr giant pandas t survive in the ildIf peple find bab pandas alne, the ill tae the aalves n’t survive if e dn’t give the gd areas f frest t live inIf e ntinue t destr frests t build rads, the n’t have suitable hesBab giant pandas spend a lt f tie drining their u’s ilThe nuber is getting saller and saller beause an f their living areas are being farlandIf farers eep taing the land, giant pandas ill have nhere t live PERID 1: I STRIPES ≈ ELE T THE UNITTeahing betives● T intrdue the tpi and ain tas f the unit Help the students t fus n ‘ildanials’● T learn re abut ild anials and then express their preferene● T thin f as t help the endangered anialsTeahing preduresSTEP 1 Ansering the questinTell the students that I have gt a ver diffiult questin t anser And I uld lie t as u t anser the questin, t Sh the questin n the bard And get the students t disuss abut itB u and ur friend are n an island ith nthing t eat Hever u have nl ne haburgerIf u dn’t eat, u ill dieIf ur friend desn’t eat, he/she ill dieIf u share the haburger ith ur friends, u ill bth dieill u eat it b urself r give it t ur ther, r share it ith ur friend?Get the students t tal abut Questin A first (It a nt be ver diffiult fr the students t anser) Then sh the students Questin B Give the students a fe inutes t disuss abut the questin (Fr re able students, enurage the t spea ut their questins, t )STEP 2 Listening and anseringTell the students that Eddie is n faing suh a prble Get the students t listen t the tape and then anser the flling questins:1 h has fd? Eddie has fd2 Is he ging t share his fd ith his aster / e-dg?N, he isn’t ging t share his fd ith HbSTEP 3 Reading the dialgue tgether r in rlesGet the students t read the dialgue tgether r in rles As the students t pratie and reeber the dialgue and then at it utSTEP 4 Finishing the flling exerisesGet the students t fus n pssible atins and pssible results f the dialgue Then get the t finish the flling exerisesPssible Atins Pssible results1If I dn’t have fd, I ___ (die)2If I die, n ne _________ (l) after u3If u eat fd, I _________ (nt tal) t u4If Hb desn’t have fd, he ____ (die)If Eddie dies, n ne _________ (l) after Hb6If Hb eats Eddie’s fd, Eddie __________ (nt tal) t HbSTEP Getting t n abut ild anialsan is n having the sae prble, t an anials share the sae heland ith us Hever, an has taen their fd and their hes aa As, ‘D u thin e shuld d sething t help?’(es)ild anials are ur friends It is iprtant t prtet ild anials (rite the sentene n the bard then get the students t read it alud)‘Let’s he h uh u n abut ild anials D u n the?’Sh the pitures f the anials PITURESNAESSETHING ABUT ITangarIt nl lives in Australia It has strng ba legs, s it an up ver fast A ther angar has a pet in frnt fr its babbearIt usuall has bla r brn fur It is strng It lies eating fish and hne Hever, it desn’t eat dead thingsgiant pandaIt nl lives in hina It has bla and hite fur It eats bab shts and leaves e have ver fe f the in hinasquirrelIt is ver lvel It has a lng and sft tail It lives in the tree It lies eating nuts ver uhdlphinIt is a ind f friendl peple in the ater It an pla a lt f tris in ater Peple e t the z t see its siing shtigerIt is the ing f the frest It ls lie a at but big than a at It has ell fur ith bla stripesAs the students t give the naes f the anials and then enurage the t spea ut hat the n abut the anials, fusing n the appearane and sething speial abut itSTEP 6 Pla a guessing gaePla a guessing gae rite the naes n piees f papers and then invite se f the re able students t hse and sa sething f the anials (T ae it easier, as the students t use the first persn) The ther students shuld listen arefull and guess hat anial it isBear: I a strng Seties, I eat peple But if I find the peple died, I dn’t eat the h a I?angar I have a pet bab sleeps in pet h a I?Squirrel: I have a lng and sft tail I live in the tree h a I?Giant Panda: I have bla ees and fur bla pas I lie eating bab shts（竹笋）I a ver lvel h a I？Dlphin: I lie siing I an d different inds f siing shs an peple bring their hildren t ath shs h a I?Tiger: I a the ing f the anials I l lie a at but I’bigger than a at Usuall, I have ell fur and bla stripes h a I?STEP 7 Taling the anial the lie best/leastGet the students t tal the anial the lie best/least If pssible, enurage the t entin se siple reasnsSTEP 8 HerFind re infratin abut ild anials and finish the exerisesPERID 2: READING ITeahing Gals● T develp the abilit t guess general eaning fr ntext● T get t n the prbles that the giant pandas are faing and then start t thin fa t prtet the pandas● T get t n the iprtane f anial prtetingTeahing PreduresSTEP 1 Taling abut the anialsGet the students t tal abut the anials ne again Pla the guessing gae rite sething abut a ind f anial n piees f paper Invite se f the students t hse and read abut the anial and the thers tr t guess hat anial it isGuess hat the are?1 The are large and heav The have thi fur The lie eating seet fd and fish If the are hungr, the als eat an2The are lvel and lever anials in the sea The lie siing in grups The are ver friendl t peple3The e fr Australia The up ith their babies in their speial paets4 The have ell fur ith bla stripes The are the ings f the frestThe are the biggest anials n land The eat grass6 The are sall anials ith big tails The lie libing trees and eating nuts7 The live in hina The lie eating bab shts and leaves ver uhSTEP 2 Teahing the rds ‘hunter’, ‘survive’and ‘reserve’As students e t ‘giant pandas’, get the students t tal abut hatever the n abut giant pandas As the entin there are fe giant pandas n, teah the rds ‘hunter’, ‘survive’and ‘reserve’T aruse the students’interest, get the students t guess h heav giant pandas are at birth The teaher an als give the se hies t hse fr (eg 2 in, 00 gras, 100 gras and 1 ilgra)STEP 3 Telling the students the right anserTell the students the right anser (The a be aazed at the infratin)Sa ‘I have se pitures here The sh h the bab grs int a giant panda an u put the int the right rder?’Sh the the flling pitures and as the t put the int the right rderSTEP 4 Listening t the first part f the passageTell the students, ‘illie has fund a reprt abut giant pandas Let’s read itand learn re abut the anial But first let’s listen t the first part f the passage and anser the flling questins’h is Xi ang? (A bab panda)H ld as Xi ang hen the riter first sa her? (10 das ld)hat did Xi ang l lie? (A sall hite use)hat des “Xi ang” ean in English? (Hpe)STEP Filling in the flling tableSa ‘S it’s reall aazing that the bab panda is s sall D u ant t n h it grs int a giant panda? Let’s pen ur bs and read the passage’Get the students t read the passage and fill in the flling tableTHE GRTH F XIANG (PARA 1-PARA3) AGEEIGHTFDAt birth (1 da ld)100 gras (100g)her ther’s il10 das ldlie a little hite use 4 nths10 ilgras (10g)8 nths3 ilgras (3g)Bab leaves and shts12 nths/20 nths/As ‘hat did Xi ang at different tie?’Get the students t read and find utTIEHAT HAPPENED T XIANGAt birth (1 da ld)be brn4 nthsStart t g utside her he fr the first tie6 nths/8 nthsGr int a health ung giant pandas 12 nths/20 nthsHave t l after her selfSTEP 6 Finishing PartGet the students t finish Part : the grth f Xi ang L at the pitures and get the students t read the sentenes here ludl This ill ne again nslidate the students’understanding f Xi ang’s grthSTEP 7 Reading and finding ut the prbleSa ‘Are pandas lvel? (es) Hever, the are n in danger It is hard fr the t survive in the ild (rite the sentene n the bard)The are faing a lt f prbles an u find the ut?’Get the students t read and find ut the prble and hat peple did t slve the prblesPRBLES AND ATINS (PARA4 –THE END)SE F THE PRBELESSE ATINSIf hunters ath a giant panda, the ill ill it fr its furae giant pandas reserves biggerIf farers ut dn trees and frests, giant pandas ill have nhere t live Build re ne reservesIf peple find bab pandas, the ill ften tae the aaEnurage farers t leave the giant panda reservesSTEP 8 Finishing Part DHunters, farers and se peple did sething bad t giant pandas Get the students t sa sething t theHunters u shuldn’t ill giant pandas fr their fur AND S NGet the students t finish Part D, Page 62 he the ansersSTEP 9 DisussinDisussin: As a iddle shl student, an u thin f se gd ideas t prtet pandas?STEP 10 Her: Read the passage and finish ff the exerises in the bsPERID 3: READING IITeahing Gals● T read the passage ne again fr re details● T read the passage again and figure ur h the riter rganize the passage● T r ead the passage and fus n the language pints t iprve the students’fluen and aura taling abut giant pandas● T develp students’respnsibilit tards the endangered anialTeahing PreduresSTEP 1 Reading the passage alud tgetherGet the students t read the passage alud tgether Invite the t finish the Part B, he the ansers (This a ffer the less able students anther tie t nslidate the ne rds)STEP 2 Finishing ff Part EAs the students t finish ff Part E, Page 62 Use this as a revisin t help the students reall hat the have learned last tieSTEP 3 ring ut the ansersGet the students t read the passage tgether ne again and then divide the lass int grups f 4- As the t r ut the anser t the flling questin ‘H an parts are there in the passage’Give the students enugh tie t tal abut it And then invite se f the t express their persnal pinins (Students shuld be enuraged t spea ut hat the thin)Part I: The grth f Xi ang(Line 1- Line 14) (eight and fd)Part II: Giant pandas are in danger?(Line 1- Line 29)A: h are the in danger?(Line 1-21)B: H t prtet the?(Line 22-Line 29)STEP 4 Finishing the flling exerisesGet the student t tal abut Part I Invite the t tal abut the grth f Xi ang b finishing the flling exerises:•hen Xi ang as brn, she ________ ust 100 gras•hen she as nl 10 das ld, she l________ lie a hite use•hen she as 4 nths ld, she ________ abut 10 ilgras and s___________ t g utside her he•hen she as 6 nths ld, she b________ t eat bab shts and leaves hen she as 12 nths ld, she g_________ int a health ung giant panda and__________ 3 ilgras•hen she as 20 nths ld, she s_________ t l after herselfThen get the students t analze the sentenes: the hen-lauses in eah sentene give us a past tie, s the ain lauses use Siple Past Tense (Students a e t the nlusin thrugh bservatin) Then get the student t underline suh sentenes in the passageSTEP Finding the ut‘During the grth f Xi ang, Xi ang had an ‘first-ties’an u find the ut’Use the flling exerises t help students1She started _________(g) utside her he fr the first tie2She began _________ (eat) bab shts and leaves3She started _________(l) after herselfIn this a, the teaher direts the students attentin t the use f ‘t’-infinitives after ‘start’and ‘begin’STEP 6 Reriting sentenesSa ‘Sadl, it is ver diffiult fr giant pandas t survive in the ild’and rite the sentene n the bard Then tr t rerite the sentene int the flling sentenes ‘It is dangerus fr giant pandas t live n in the ild’‘The are in danger’These are se ver iprtant sentene patterns in the passage Als it is neessar fr the teaher t pint ut that ‘live n’has a siilar eaning ith ‘survive’This a als help the students t understand that e an use ‘be dangerus’r ‘be in danger’t tal abut a siilar situatinSTEP 7 Finding ut that h the are in dangerGet the students t find ut that h the are in danger T ae the tas easier, the teaher an sh the flling befre handIf hunters _________(ath) a giant panda, the _________ (ill) it fr its furIf the farers __________(ut) dn trees and frests, giant pandas _______ (have) nhere t liveIf peple __________ (find) bab pandas alne, the ________(tae) the aaAs a result, the students’attentin ill be easil dran t the use f ‘if’-lauses Guide the students t fus n the tense f the subrdinate- lauses and ain lauses (I thin it is fr se teahers t use ‘主将从现’t ae suar here At least it a help the students t reeber this phenenn)Explain the phrases here ‘ill…fr…’, ‘ut dn’, ‘have nhere t live’‘find sb ad’and ‘tae…aa’STEP 8 Taling abut the atins peple tae t prtet the pandasSa ‘If e d nthing, sn there ill be n giant pandas in the rld’and then get the t tal abut the atins peple tae t prtet the pandase ust tae the flling atins t prtet thee an ae giant panda reserves bigger• e an build re reserves• e an enurage farers t leave the giant panda reservesDiret students’attentin t the use f ‘ae sb ad’and ‘enurage sb t d sth’If tie perits, give re exaplesSTEP 9 Reading thugh the hle passage againGet the students t read thugh the hle passage again, fusing n the different language pintsSTEP 10 re exerises abut the language pintsD re exerises abut the language pints t he1She ls _____________(health)2hen T as brn, he ___________(eigh) 6 in3e shuld enurage hi ___________(help) his gd friend4e as the ___________(hunt) nt t hunt the anialsIf it sns trr, the priar shl students _______(sta) at he6N an pandas are in ________(dangerus)7T ears _____(late), he beae a faus reprter8The giant panda lies eating bab ____ (sht) and ____(leaf) ver uh STEP 11 D se translatin rLinda 五岁时第一次中国。
8A Unit 4 Wild animals 单元整体设计本单元主题是让学生了解野生动物的外貌和习性等，让学生学会爱护野生生命并树立起保护野生动物的信念。
第一课时Comic strip& Welcome to the unit本部分教学目标是：1 了解对话内容，掌握重点词组及初步了解if句型的用法2. 熟悉学习更多有关野生动物的词语教学重难点为：学生讨论表达对动物的喜好第二课时 Reading1本部分教学目标是：1.知识目标1.)知识并运用本课时的四会单词。
2) 理解并掌握描述熊猫外貌特性、它们所面临的危险以及采取保护措施的词组和句型。
2.能力目标1)能根据上下文猜测词汇在文中的含义。
2)能通过阅读了解名叫“希望”的大熊猫的成长过程、面临的危险以及采取的保护措施。
3.情感目标通过了解大熊猫的信息，我们意识到要善待大熊猫，它们是我们的朋友，我们应该尽力保护它们。
教学重难点为：理解文章的大意，掌握语言知识第三课时 Reading2本部分教学目标是：1.知识目标1.)巩固第一课时所学内容2) 学习掌握重点语言知识点2.能力目标对重点语言知识点要求会运用教学重难点为：文章复述及语言知识点的运用第四课时Vocabulary本部分教学目标是：1. 学习一些动物的名称2. 了解一些动物的饮食生存地3.能够简短地就野生动物与同学开展对话4. 知道保护野生动物的重要性教学重点难点为：1.一些动物的名称，食物与栖息地2.学会描述动物的外貌与能力第五课时Grammar1本部分教学目标是：1.知识目标1)学习并掌握‘if’引导的条件状语从句。
2)学习并掌握‘because’,‘because of’的用法及区别。
2.能力目标1)能运用‘if’引导的条件状语从句。
2)能运用‘because’和‘because of’。
教学重难点为：‘if’引导的条件状语从句中，用一般现在时表示将来，主句用一般将来时。
第六课时Grammar2本部分教学目标是：1.知识目标学习并掌握‘because’,‘because of’的用法及区别。
闽教版Unit 4 Animals 教案教学目的与要求词汇：mammal, feed, baby, bat, whale, give birth to。
句型：Mammals give birth to their young.They look like fish, but they are mammals.They feed their babies with milk.功能：描述哺乳动物特有的特征。
情感：教育学生要爱护动物，保护动物。
教具准备1．单词卡片：mammal, feed, baby, babies ,bat, whale。
2．词组卡片：give birth to, look like, feed babies with milk。
3．图片：1）a whales, whales, a bat, bats。
2）小鲸鱼宝宝、小猴子宝宝、小熊猫宝宝等的图片。
4．录音机，磁带。
教学步骤与方法建议一热身活动1．观看一段关于哺乳动物的视频，让学生了解这节课学习的主要内容。
2．揭示课题。
T:Do you like animals ?Today we are going to talk about animals.It’s about mammals.板书课题：Unit 4 Animals Lesson 7二、复习导入。
1、复习有关动物的单词，强调复数。
由What’s animals do you like ?这个问题导入，请个别学生回答，用PPT出现一些比较复杂难念的动物单词，帮助学生复习这些单词的音形义。
2．师生自由对话：T：This song is about the animals. Do you like the animals?T：Do you like cats?T：What’s your favorite animal?T：What animals do you like?T: Do you know what is my favorite animal?三、教授新课1．教学单词mammals, whale。
2024年中班英语《Animals》教案设计一、教学内容本节课选自《幼儿英语乐园》教材第四章《可爱的动物》，详细内容包括认识各种动物，学习动物的英文名称，如cat、dog、bird、fish、熊猫（panda）、老虎（tiger）等，并通过简单的句子描述动物的特征。
二、教学目标1. 让学生能够认识并说出常见动物的英文名称。
2. 培养学生用英语简单描述动物特征的能力。
3. 激发学生对动物的兴趣，提高他们学习英语的热情。
三、教学难点与重点重点：动物英文名称的认读和简单描述动物特征的句子。
难点：正确发音动物的英文名称，以及运用句子描述动物特征。
四、教具与学具准备1. 教具：动物卡片、PPT、录音机、磁带。
2. 学具：学生用书、练习册、画笔、彩纸。
五、教学过程1. 热身活动（5分钟）教师展示动物卡片，引导学生说出动物的中文名称。
教师播放英文儿歌《Old MacDonald Had a Farm》，让学生跟随音乐节奏模仿动物的动作。
2. 新课导入（10分钟）教师展示PPT，呈现各种动物的图片，引导学生学习动物的英文名称。
教师通过闪卡游戏，帮助学生熟悉并记住动物英文名称。
3. 例题讲解（10分钟）教师展示例题，如：“This is a cat. It's black and white.”，引导学生理解并模仿句子。
教师邀请学生上台演示，用句子描述动物。
4. 随堂练习（10分钟）学生两人一组，互相用句子描述动物卡片上的动物。
教师巡回指导，纠正发音和语法错误。
5. 实践情景引入（10分钟）教师设置一个动物园的场景，让学生扮演小导游，向其他同学介绍动物。
学生用所学句子描述动物，锻炼口语表达能力。
教师邀请学生分享学习收获。
教师给予学生鼓励性评价，强调学习英语的乐趣。
六、板书设计1. 《可爱的动物》2. 内容：动物英文名称：cat、dog、bird、fish、panda、tiger等描述动物特征的句子：This is a It's七、作业设计1. 作业题目：根据所学内容，画一幅动物园的画，并给每个动物配上英文名称。
2024年中班英语教案《animals》一、教学内容本节课选自《幼儿英语乐园》教材第四章《动物世界》，主要内容包括：认识各种动物，学习动物名词，如“cat”、“dog”、“bird”、“fish”等；掌握一般现在时的运用，如“She has a cat.”；通过丰富的实践活动，培养幼儿对动物的兴趣和保护意识。
二、教学目标1. 能够正确认读和书写动物名词，如“cat”、“dog”、“bird”、“fish”等。
2. 能够运用一般现在时描述自己认识的动物，如“She has a cat.”。
3. 培养幼儿关爱动物、保护动物的情感。
三、教学难点与重点重点：动物名词的学习和一般现在时的运用。
难点：一般现在时的正确运用，以及动物名词的拼写。
四、教具与学具准备1. 教具：PPT、动物卡片、录音机、磁带。
2. 学具：动物单词卡片、彩色笔、练习本。
五、教学过程1. 实践情景引入（5分钟）教师播放PPT，展示动物园的场景，引导幼儿观察并说出看到的动物。
2. 例题讲解（10分钟）教师展示动物卡片，教授动物名词，如“cat”、“dog”、“bird”、“fish”等，并引导幼儿用一般现在时描述动物，如“She has a cat.”。
3. 随堂练习（10分钟）教师分发动物单词卡片，让幼儿进行认读和拼写练习，同时进行一般现在时的句子练习。
4. 小组活动（10分钟）将幼儿分成小组，每组选择一个动物，用所学知识进行描述，并在全班进行分享。
5. 游戏环节（5分钟）教师组织“动物猜猜看”游戏，巩固动物名词的学习。
六、板书设计1. 动物名词：cat、dog、bird、fish等。
2. 句型：She has a cat. He has a dog.七、作业设计1. 作业题目：用一般现在时描述自己喜欢的动物，并为其画一幅画。
2. 答案示例：I have a rabbit. It is white and soft. Ilike to play with it.八、课后反思及拓展延伸1. 课后反思：教师对本节课的教学效果进行反思，关注幼儿的学习情况，调整教学方法。
人教版初中英语八年级上册Unit 4 Wildanimals 教案2023人教版初中英语八年级上册Unit 4 Wild Animals 教案一、教学目标1. 知识目标：1）复习并学习野生动物的名词、形容词和相关语句。
2）学习不同的野生动物的生存环境和它们对环境的作用。
2. 能力目标：1）能够听懂并运用有关野生动物的词汇、形容词和相关语句。
2）能够在课堂上交流不同野生动物的生存环境和与环境的互动。
3. 情感目标：1）了解野生动物的生存环境和对环境的作用，增强环保意识。
2）倡导与和谐共处野生动物的观念，树立尊重生命、保护环境的价值观。
二、教学重难点1. 教学重点：1）野生动物词汇的复习和拓展。
2）了解野生动物的生存环境和对环境的作用。
2. 教学难点：能够在课堂上表述野生动物的生存环境和与环境的互动。
三、教学过程1. 课前导入：Show Time通过展示一些野生动物的照片与学生们一起谈论这些动物。
教师可引导学生讨论以下问题：1）这些动物属于哪类动物？2）它们生活在哪里？3）它们的特点是什么？2. 学习新词汇及形容词1）利用图片或实物等方式引导学生学习和掌握相关词汇；2）通过造句方式巩固学生对词汇的理解和记忆。
新词汇：lion, tiger, elephant, panda, bear, wolf, coyote, elk, rhinoceros, hippopotamus形容词：huge, fierce, gentle, brave, shy, dangerous3. 找出不同的野生动物1）将学生分成小组，每组分配一种野生动物进行讨论；2）引导学生找出不同点，比较不同野生动物之间的异同。
4. 野生动物及其生存环境1）引导学生探究各类野生动物的生存环境，并结合野生动物名词谈论野生动物的生活习性；2）探究野生动物对环境的重要作用，培养学生的环保意识。
5. 课堂小结通过回答下列问题来巩固今天的学习内容：1）我们今天学习了哪些野生动物？2）它们生活的地方和习性是什么？3）野生动物和环境之间有哪些重要联系？4）我们在平时的生活中应如何保护野生动物和环境？6. 课后作业1）听录音跟读课文，熟记生词和形容词；2）自己收集野生动物相关的图片和资料，并通过网络及时了解野生动物的动态。
