Should we ban animal testing 是否应该禁止动物实验

Should we ban animal testing 是否应该禁止动物实验
Should we ban animal testing 是否应该禁止动物实验

THIS HOUSE WOULD BAN ANIMAL

TESTING

Animals have a right not to be harmed.

POINT:The differences between us and other vertebrates are a matter of degree rather than kind. Not only do they closely resemble us anatomically and physiologically, but so too do they behave in ways which seem to convey meaning. They recoil from pain, appear to express fear of a tormentor, and appear to take pleasure in activities; a point clear to anyone who has observed the behaviour of a pet dog on hearing the word“walk”. Our reasons for believing that our fellow humans are capable of experiencing feelings like ourselves can surely only be that they resemble us both in appearance and behaviour (we cannot read their minds). Thus any animal sharing our anatomical, physiological, and behavioural characteristics is surely likely to have feelings like us. If we accept as true for sake of argument, that all humans have a right not to be harmed, simply by virtue of existing as a being of moral worth, then we must ask what makes animals so different. If animals can feel what we feel, and suffer as we suffer, then to discriminate merely on the arbitrary difference of belonging to a different species, is analogous to discriminating on the basis of any other morally arbitrary characteristic, such as race or sex. If sexual and racial moral discrimination is wrong, then so too is specieism.

COUNTERPOINT:Animals do not have such a right not to be harmed; even if they are similar to humans in terms of their feelings (that opposition does not concede) this right is impossible to argue for. The right of a human not to be harmed is a part of a quid pro quo that we will also not do harm to others. Animals are unable to engage in such a contract either to us or to other animals. Animals are not about to stop hunting other animals because the animal that is hunted feel’s pain when it is caught and it even if animal experimentation was to be ended it is unlikely that humanity would stop killing animals either for food, to prevent overpopulation or by accident all of which would have to be the case if animals feeling of pleasure and pain and resulting rights had to be taken into account.

Animal research necessitates significant harm to the animals involved.

POINT:Animal research, by its very nature necessitates harm to the animals. Even if they are not made to suffer as part of the experiment, the vast majority of animals used, must be killed at the

conclusion of the experiment. With 115 million animals being used in the status quo this is no small issue. Even if we were to vastly reduce animal experimentation, releasing domesticated animals into the wild, would be a death sentence, and it hardly seems realistic to think that many behaviourally abnormal animals, often mice or rats, might be readily moveable into the pet trade.It is prima fasciae obvious, that it is not in the interest of the animals involved to be killed, or harmed to such an extent that such killing might seem merciful. Even if the opposition counterargument, that animals lack the capacity to truly suffer, is believed, research should none the less be banned in order to prevent the death of millions of animals.

COUNTERPOINT:Firstly, due to our larger and more sophisticated brains, one would expect the average human to have a great many more interests than any animal, for those interests to be more complex and interconnected, and for there to be a greater capacity for reflection and comprehension of the satisfaction gleaned from the realisation of such interests. Thus, we can ascribe greater value to the life of a human than an animal, and thus conclude there to be less harm in painlessly killing an animal than a human. Secondly, to the extent that research on animals is of benefit to humans, it is thus permissible to conduct experiments requiring euthanasia of the animal subjects.

Research can be done effectively without experimenting on living creature.

POINT:As experimenting on animals is immoral we should stop using animals for experiments. But apart from it being morally wrong practically we will never know how much we will be able to advance without animal experimentation if we never stop experimenting on animals. Animal research has been the historical gold standard, and in the case of some chemical screening tests, was for many years, by many western states, required by law before a compound could be released on sale. Science and technology has moved faster than research protocols however, and so there is no longer a need for animals to be experimented on. We now know the chemical properties of most substances, and powerful computers allow us to predict the outcome of chemical interactions. Experimenting on live tissue culture also allows us to gain insight as to how living cells react when exposed to different substances, with no animals required. Even human skin leftover from operations provides an effective medium for experimentation, and being human, provides a more reliable guide to the likely impact on a human subject. The previous necessity of the use of animals is no longer a good excuse for continued use of animals for research. We would still retain

all the benefits that previous animal research has brought us but should not engage in any more. Thus modern research has no excuse for using animals.

COUNTERPOINT:Most developed countries, including the United States and the member-states of the European Union, have regulations and laws which require the research methods that do not involve animal models should be used wherever they would produce equally accurate results. In other words, scientists are barred from using animals in research where non-animal methods would be just as effective.

Further, research animals are extremely expensive to breed, house and care for. Developed countries have very strict laws governing the welfare of animals used in research; obtaining the training and expert advice required to comply with these laws is costly. As a result, academic institutions and medical or pharmaceutical businesses function under constant pressure to find viable alternatives to using animals in research. Researchers have a strong motive to use alternatives to animal models wherever possible.

If we ban animal research even if research advances continue we will never know how much further and faster that research could have gone with the aid of experiments on animals. Animal research conducted today produces higher quality results than alternative research methodologies, and is thus it is likely necessary for it to remain in order for us to enjoy the rate of scientific advancement we have become used to in recent years.[1]Precisely because we never know where the next big breakthrough is going to come, we do not want to be narrowing research options. Instead, all options - computer models, tissue cultures, microdosing and animal experiments - should be explored, making it more likely that there will be a breakthrough.

Some groups of people have less capacity for suffering than most animals

POINT:It is possible to conceive of human persons almost totally lacking in a capacity for suffering, or indeed a capacity to develop and possess interests. Take for example a person in a persistent vegetative state, or a person born with the most severe of cognitive impairments.

We can take three possible stances toward such persons within this debate. Firstly we could experiment on animals, but not such persons. This would be a morally inconsistent and specieist stance to adopt, and as such unsatisfactory. We could be morally consistent, and experiment on both animals and such persons. Common morality suggests that it would be abhorrent to conduct potentially painful medical research on the severely disabled, and so this stance seems equally

unsatisfactory. Finally we could maintain moral consistency and avoid experimenting on the disabled, by adopting the stance of experimenting on neither group, thus prohibiting experimentation upon animals.

COUNTERPOINT:We do not need to justify the moral value of severely cognitively disabled persons, although if we wanted to, we could invoke notions of kinship, and family as providing a justification for acting in an apparently specieist manner.Rather, it is sufficient to highlight the point, that experimenting on humans of any cognitive function, carries with it certain negative externalities. Such persons are likely to have relatives who would be harmed by the knowledge that their loved ones are being used in medical experiments for example. Even in the case of such a person who lacks any relatives, broader society and disabled rights groups could be harmed by a policy that allows treating some disabled persons differently to the rest of our moral community. Such externalities would make experimenting on animals, rather than such persons, both preferable and morally consistent.

Would send a positive social message, increasing animal welfare rights more generally in society

POINT:Most countries have laws restricting the ways in which animals can be treated. These would ordinarily prohibit treating animals in the manner that animal research laboratories claim is necessary for their research. Thus legal exceptions such as the 1986 Animals (Scientific Procedures) Act in the UK exist to protect these organisations, from what would otherwise be a criminal offense. This creates a clear moral tension, as one group within society is able to inflect what to any other group would be illegal suffering and cruelty toward animals. If states are serious about persuading people against cock fighting, dancing bears, and the simple maltreatment of pets and farm animals, then such goals would be enhanced by a more consistent legal position about the treatment of animals by everyone in society.

COUNTERPOINT:We do not have to justify cock fighting and other acts of animal cruelty as morally permissible. These are different acts to animal research in an important respect. It is not the intention of the researchers to harm the animals, but rather to produce high quality research for the betterment of human lives. Whilst it is true that in some cases harm to the animals is a reasonably foreseeable consequence of the research, this is minimised wherever possible, with pain killers, anaesthesia, and attempts to use other research means. There are many exceptions in

law which maintain moral consistency due to the intention behind the act. For example, killing someone for money would be murder and illegal, whilst an exception might be made if you were killing in war, or self-defence, as the intention behind the act is held to be both different and morally just.

Animals' rights are of less moral worth than human rights

POINT:Humans are complex beings with large well developed brains, that form sizeable social groups, have significant ability to communicate with one another, possess interconnected desires, preferences and interests about the world, have an awareness of their own existence and mortality, and as such are beings worthy of moral consideration. Animals too express some of these characteristics to some degree and thus animals too are worthy of moral consideration. However, animal lives and human lives are of unequal value. This is due to the fact that no animal possesses all of these characteristics to the same degree as the average human, or even comes particularly close. Thus any rights ascribed to animals should be truncated relative to the rights we ascribe to humans.[1] Therefore animals should not rightly possess the same rights to not be experimented upon as humans might. To the extent to which causing some harm to animals brings great benefit to humans, we are morally justified in creating some moral harm, to achieve a far greater moral good.

COUNTERPOINT:To argue that the ends justify the means does not justify research upon animals. Firstly we do not know the extent to which animals are capable of holding interests or experiencing suffering, as they are unable to communicate with us. Our shared similarities give us cause to believe they must have at least a truncated experience of the world to us, but we cannot know the level of that truncation. Thus in order to avoid committing a significant moral harm upon a being we do not fully understand, a precautionary principle of non-experimentation would be well advised. Secondly, even if we would be achieving a net gain on the utilitarian calculator, that is insufficient justification on its own. By that same logic, experimenting on one person to save the lives of many could be justified, even if it caused them suffering, and even if they did not consent. Common morality suggests that this is an objectionable position to hold, as the moral principle would allow us to treat any being as a means to an end rather than existing as a being of independent value. In short such logic would allow us to experiment not only on animals but also

on non-consenting people, and we posit that to be an unreasonable position to hold in this debate.

People would die and suffer needlessly under such a policy

POINT:23 new drugs are introduced each year in the United Kingdom alone . While almost all of these drugs will have been brought to the market after extensive animal testing, the number of animals used to check their safety only seems to be a high cost when the benefits that each drug brings to its users are inadequately considered.

New drugs that are approved for medical use have the potential to relieve human pain and suffering not only for the first group of patients given access to them, but also for future generations of sick and suffering individuals too. Consider all the lives, all over the world, that have benefitted from penicillin since its discovery in 1928. If drugs cost more to research and develop, then that reduces potential profit margins, and some drugs that would have otherwise been discovered and released will fall below the new threshold of likely profits necessary to fund the research. Adopting this proposition will lead to more people suffering and dying in the future than would have otherwise been the case.

COUNTERPOINT:Firstly the vast majority of drugs released today (around 75%) are so called “me too” drugs that add little, if any genuine innovation to the existing body of pharmaceuticals in production. Rather, they represent only a slight molecular tweak on an existing drug line. Such drugs rarely save lives or even relieve much suffering upon their release, as they are only very slightly better, for only some patients, than the drugs available prior to its release.[1]None the less, the development of only technically novel compounds is used as a justification for research on animals, even when the benefit from such research is marginal at best. Secondly, even if there was a small increase in future human suffering, relative to a future where such a policy was not adopted, it would be worth it due to the saving of so much animal suffering, and the moral impermissibility of inflicting that for our own gains.

All this is notwithstanding the proposition point that much of the research does not necessitate animal testing.

Animal research is necessary for the development of truly novel substances

POINT:Undoubtedly then, the most beneficial research to mankind is the development of truly novel drugs. Even according to the proposition this represents about a quarter of all new drugs

released, which could be seen as significant given the great potential to relieve the suffering beyond our current capacity that such drugs promise.

After the effects, side effects and more complex interactions of a drug have been confirmed using animal and non-animal testing, it will usually pass to what is called a phase I clinical trial - tests on human volunteers to confirm how the drug will interact with human physiology and what dosages it should be administered in. The risk of a human volunteer involved in a phase I trial being harmed is extremely small, but only because animal tests, along with non-animal screening methods are a highly effective way of ensuring that dangerous novel drugs are not administered to humans. In the United Kingdom, over the past twenty years or more, there have been no human deaths as a result of phase I clinical trials.

Novel compounds (as opposed to so-called "me-too" drugs, that make slight changes to an existing treatment) are the substances that hold the most promise for improving human lives and treating previously incurable conditions. However, their novelty is also the reason why it is difficult for scientists to predict whether they may cause harm to humans.

Research into novel compounds would not be possible without either animal testing, or tremendous risk to human subjects, with inevitable suffering and death on the part of the trial volunteers on some occasions. It is difficult to believe that in such circumstances anyone would volunteer, and that even if they did, pharmaceutical companies would be willing to risk the potential legal consequences of administering a substance to them they knew relatively little about. In short, development of novel drugs requires animal experimentation, and would be impossible under the proposition's policy.

COUNTERPOINT:This again highlights some of the problems with animal research. In the UK example cited, animal testing had been done, and the dose given to the human volunteers was a tiny fraction of the dose shown to be safe in primates. Animal research is an unreliable indicator of how drugs will react in the human body, and as such alternatives should be sought and improved upon.

Animal research is only used where other research methods are not suitable

POINT :Developed countries, including the US and all members of the EU (since EU Directive 2010/63/EU) have created laws and professional regulations that prevent scientists from using animals for research if other, non-animal research methods would produce equally clear and

detailed results.

The principle described above is also enshrined in the "3Rs" doctrine, which states that researchers and their employers have a duty to identify ways to refine experiments conducted on animals, so that yield better results and cause less suffering; replace animals used in research the non-animal alternatives where possible; and reduce the number of animals used in research. Not only does the 3Rs doctrine represent a practical way to reconcile the necessity of animal research with the universal human desire not to cause suffering, it also drives scientists to increase the overall quality of the research that they conduct. Governments and academic institutions take the 3Rs doctrine very seriously. In EU countries scientists are required to show that they have considered other methods of research before being granted a license for an animal experiment. There are a huge number of ways of learning about our physiology and the pathologies which affect it, including to computer models, cell cultures, animal models, human microdosing and population studies. These methods are used to complement one another, for example animal models may well produce data that creates a computer model. Nonetheless, there is some research which cannot be done any other way. It is difficult to understand the interaction of specific sets of genes without being able to change only these genes –something possible through genetically modified animals.

Finally, as noted above, given the high cost of conducting animal research relative to other methods, there is a financial incentive for institutions to adopt non-animal methods where they produce as useful and accurate results.

COUNTERPOINT:The opposition's conclusions can be attacked in three ways. First, countries that are less economically developed than wealthy North American and European states are not likely to support rules or laws similar to the 3Rs doctrine or Directive 2010/63/EU. In these countries, low animal welfare standards often mean that animal research is cheaper relative to the cost of non-animal methods such as computer models or cell cultures.

Second, across the world, researchers tend to specialise in certain fields. Animal researchers tend to involve animal work in most of their projects, meaning that they may be less aware of alternative methods that could be used. Essentially, an individual who has spent their entire career as an animal researcher is likely to see all scientific problems in their field of research as solvable through animal experiments.

Finally, toxicology work on new drugs (and sometimes other products) still legally requires animal testing in most countries of the world. The length of time it took to introduce the EU ban on animal testing for cosmetic testing shows the difficulties faced by governments in adopting new methods of regulating animal research.

Animals involved in animal research are mostly well treated.

POINT:The vast majority of animals used in research are not subjected to suffering. Where there may be pain, they are given painkillers, and when they are euthanized it is done humanely.[1] They are looked after well, as the health of the animals is usually not only required by law and good practice, but beneficial for the experimental results. Many of these animals live better lives than they might have done had they been born into the wild. Many animals, and indeed humans, die untimely deaths that are due to reasons other than old age, animal experimentation may increase these numbers slightly but so long as the animals are treated well there should be no moral objection to animal research. If the foundation of the argument for banning animal experimentation is therefore based upon the cruel treatment and pain suffered by animals then this is a reason for regulation to make sure there is very little suffering rather than an outright ban.

COUNTERPOINT:This logic assumes that one positive moral action can cancel out a negative moral action. That an animal is well treated before being involved in animal testing and its suffering during testing is kept to a minimum does not balance the very real suffering the animal experiences during the experiments themselves. Regulation would not be helpful in addressing this contradiction as the suffering during the experiments could never be eliminated as if we knew the effects the experiment will have on the animal the experiment would not be necessary in the first place.

We Love Animals

PEP英语三年级上册 Unit 4We Love Animals B.Let’s learnB.Let’s do 教学设计 黄湾中心学校 高琪淇 Unit4We Love Animals B. Let’s learnB. Let’s do 教学设计 一、整体设计思路、指导依据说明 本节课的教学设计以创建高效课堂为基础,注重课前有预习,课中有展示,课后有反馈。我采用情景法、直观法、多媒体辅助法、全身反映法等教学方法。坚持以话题为核心,以功能、结构为主线,以任务型活动安排本课教学。 1以电教为手段,呈现材料 2以游戏为方式,突破难点 3以巩固为窗口,拓展知识 4变生活为课堂,自主学习 二、教学内容分析 本教材是PEP小学三年级上册Unit 4 Part B的Let's learnLet’s do部分。 PEP教材以话题为纲,以交际功能为主线,兼顾语言结构,逐步引导学生运用英语完成有实际目的的语言任务。这个单元主要是围绕各种小动物展开的,有学生日常生活比较熟知的,如:bird/tiger/elephant/panda/monkey.Let'slearn.

部分是为了巩固Let'stalk部分的内容,并培养学生学习英语的兴趣而设计的,教学任务就是bird/tiger/elephant/panda/monkey五种动物及模仿动作,学生可以尽情发挥表演的才能。 三、学生情况分析: 本节课的教学对象是小学三年级的学生。他们的年龄在九岁左右,生性活泼好动,喜欢直观形象思维,对游戏、竞赛、特别感兴趣。学生学英语不久,有的可能说得不好,有的还不敢说,课堂上应以表扬为主,注重培养学生学习英语的兴趣,鼓励他们大胆说、积极做、努力唱。学生们喜新好奇,求知欲强,对于新鲜的事物有着浓厚的兴趣和探究欲望。他们已经学过一些简单、常见的动物单词,如dog、cat、pig等。同时,应抓住学生喜爱动物这一有利因素,加强对学生进行环保教育。 四、教学目标分析 1、知识与技能: (1)能听、说、认读一些常见的动物单词bird、tiger、elephant、panda、monkey和zoo。 (2)并能用英语介绍这些小动物。 (3)能听懂一些简单的指示语,并能按照指令模仿动物做出相应的动作。 2、过程与方法: 以建立高效课堂为主,通过“任务型”教学途径,采取以学生为主体得小组合作学习以及自主学习等多种方式进行教学。要求学生在Actlikea ....的指令下模仿小动物的动作。 3、情感态度与价值观: 在活动中培养学生的协作精神。培养学生认真、积极、大胆的学习态度。培养学生爱护和保护动物的情感。 五、教学重点、难点分析

英语人教版三年级上册We love animals教学设计

三年级英语教案:Unit 4 We love animals 第一课时 教学目标: 1、能听懂、会说并理解句子Look!I have a ... 2、在创设的情景中,能用I have a ... 表达自己有某物。 3、能听懂、会说以下单词monkey, rabbit, panda, cat, dog, zoo。 4、培养学生用英语简单抒发情感的意识,使学生能听懂、会说几个常用感叹语。如:Wow! Cool! Great! Super! 5、学生浓厚的学习兴趣的培养。 教学重点: 学习表达I have a … (我有……); 常见的动物单词monkey, rabbit, panda ,cat, dog; 感叹词语Wow! Cool! Great! Super! 教学难点: 感叹语Great! 的发音中ea 组合发[ei], 需要多次练习;I have a … 一句与后面表示某物的单词的连贯朗读。 教具准备: 1、教师准备动物玩具rabbit, panda, monkey, dog, duck 等放置于一个篮子中。 2、教师准备有关动物图片和卡片。

3、教师准备Let's talk部分和有关动物的教学课件。 4、教师准备教材录音带。 教学过程: 1、热身、复习(Warm-up/Revision) (1)教师播放Recycle 1----Let's sing 的录音,师生共同演唱歌曲How Are You?,并伴有打节拍等动作。 (2)学生口语表演。教师给学生3分钟左右的时间,让学生根据所学内容自编会话。(若课上没有准备的时间,教师可留口头家庭作业,让学生头一天准备。)在学生准备完毕后进行课上表演。会话内容为所学知识的总和,也可鼓励学生将课外知识引入。以下提供两个简单的会话内容: a. ----Good afternoon, Fang Fang. ----Good afternoon, Lan Lan. ----Lan Lan, this is Dong Dong. He is new. ----Hi, Dong Dong. Nice to meet you. ----Nice to meet you, too. b. ----Hello, Bai Ling. How are you? ---- Hi, I'm fine, thank you. And you? ----Very well, thank you. (3)教师播放Recycle 1---- chant and find! 的录音,师生同说此段内容。

新版pep三上unit4weloveanimals教案

PEP三年级上册Unit4 We love animals第一课时教学设计 莱西市姜山镇中心小学王巧芝 教学内容:PEP三年级上册Unit4 We love animals A Let’s learn, let’s chant &let’s talk(P38-39) 教学目标: 1.知识技能目标: ⑴所有学生能听、说、认读以下单词:cat, duck, dog, pig, bear. ⑵所有学生能能听懂会说句型: What’s this? It’s a… 90%以上的学生能够在图片、实物或情境的帮助下运用以下句型询问并回答动物的名称:What’s this? It’s a … ⑶所有学生能了解对话大意,90%的学生能模仿并朗读对话。 ⑷所有学生能听懂chant的内容。70%以上的学生能理解并听说chant,50%的学生能够根据本课所学单词自主读出fat, big, log, truck, pear这几个单词。 2.情感目标: 所有学生能体会到动物的可爱,产生爱护动物的意识与情感。 3.过程方法目标: 学生通过欣赏一组美丽的动物图片,了解本课课题,为学习本课内容做好心理上的准备。 以农场为背景,从猜农场上有什么动物入手学习新单词,做到词不离句、句不离境,达成知识与能力目标⑴⑵⑷。 教师辅以体态语教学chant,使教学活动更加生动活泼、有趣,达成

知识与能力目标⑷。 通过问题引领式,引导学生逐步理解文本内容。 学生通过看课本情境图回答:Who are they? What are they doing? 培养他们的读图能力,达成知识与能力目标⑶。 学生通过观看对话部分的动画,整体感知文本。通过带问题看动画,培养抓取主要信息的能力,达成知识与能力目标⑶。 学生通过模仿跟读本课的录音,进一步理解课文,达成知识与能力目标⑶. 通过看图猜动物和听音猜动物两个活动,紧紧围绕本节课的教学目标展开操练,达成知识与能力目标⑴⑵。 学生通过配乐欣赏美丽可爱的动物图片和老师的解说,进一步的强化和升华爱护动物的情感,达成情感态度目标。 教学重难点: 重点: ⑴学生能听、说、认读cat, dog, duck, pig, bear等词汇。 ⑵学生能够运用句型What’s this? It’s a…询问并回答动物的名 称。 难点: ⑴学生在真实情境中灵活运用以下句型询问并回答动物的名称:What’s this? It’s a … ⑵学生根据本课所学单词自主读出fat, big, log, truck, pear这几个单词。 教学准备:多媒体课件 教学过程:

Weloveanimals教案

Unit 4 We Love Animals Part B Let’s talk Let’s play Let’s learn Let’s do 教学内容与分析: 1.听懂会说动物名称单词pig, elephant, bird, squirrel, mouse, bear。学习May I have a look? Here you are.等扩展的新语言。 2.能模仿本课所学动物的特征性动作,并且能听指令做动作。 3.在活动中熟悉单词,了解动物,保护和爱护动物,热爱自然。 教学重点: 学习新的动物单词pig, elephant, bird, squirrel, mouse, bear。学习May I have a look? Here you are.等扩展的新语言。 教学难点: 单词squirrel, elephant, mouth and mouse, bird and bear 的发音。对Let’s talk内容的整体把握;表示同意、肯定和把东西递给他人时的用语“Sure. Here you are。”的发音要到位,语气要诚恳。 教具准备: l.教师自备的pig,elephant,bird,squirrel,mouse,bear的单词卡片,图片和课件。

2.A部分的单词图卡。 3.小动物的玩具。 教学过程: 一、热身 / 复习(Warm-up/Revision ) 1. (1)Free talk.日常口语会话活动。 (2)播放歌曲”Hello “。 (3) 复习A部分的单词:dog, monkey, cat, duck, rabbit, panda.老师做动作,学生猜。(答对者奖励贴纸) 二、呈现新课(Presentation ) 1. Let’s learn (1)播放Let’s learn部分的动漫,引出新单词。 (2)教授新单词:bear, bird, mouse, elephant, pig, squirrel。 (3)巩固单词。(多种形式读单词并通过幻灯片巩固新单词) (4)Games (两组进行比赛,一位学生展示卡片,一位学生看后做动作,另一位学生猜动作。做的好的一组奖励) 2. Let’s do (1)学习Let’s do。

Weloveanimals

Welvemls Welvemls 一、学内容:Let’stlk&Let’sply 二、学目标: 1.要求学生能听懂、会说t,duk,dg,mkey,pd,rbbt,z,并能结合句子Ive ……在实际情景中运用。 2.要求学生能听懂、会说几个表示赞美的感叹语Cl!Super!Gret!W!并能够在实际情景中恰当地使用。 三、课前准备: 1.师准备本课时所学的动物玩具及图片等。 2.学生准备有关文具的实物。 四、学过程: ㈠热身 1.演唱歌曲:“Hreyu?” 2师生问候。 3.师生、生生间的日常会话练习,eg A:Gdmrg,MkeTssJ B:(tC)Hell,JNetmeetyu C:(tB)Netmeetyu,t! ㈡复习 1播放Ut1Let’st的录音,学生拿出文具跟读并表演。 2请学生用Lk,Ive……复习所学的文具。 ㈢新课展示 1.通过听动物声音和看动作,呈现有关动物的新单词:rbbt,pd,mkey,dg,t,duk,并学。 最后,师将过的小动物放在一起并对学生说,Lk,Ivez 2.感叹语Gret!Cl!W! Super!采取自然引入的方法,在呈现动物公仔时,因势利导地学几个感叹语,并告诉学生时下中文最时髦的说法“好酷啊!”中的“酷”即是英文的l一词的译音。而“Super”可以翻译成“棒极了!好极了!”等等。Super 一词有“超级”的意思,如:Superm(超人),Supermrket(超级市场)等。 3.听录音,展示Let’stlk部分的学内容,学生跟读、模仿。师要求学生注意语音、语调。 ㈣趣味操练 1.单词的操练:师读单词,学生扮演,模仿动作,然后师模仿动作由学生说出单词,最后全班推送几组同学到讲台上来表演。 2.师将橡皮泥做成的动物藏在动物图片卡后贴在黑板上,请一同学上讲台,师说:At,学生就从黑板上取下画有猫的图片,然后说:Tsst 接着再从动物卡后找出橡皮泥动物,说:Lk,Ivet全班同学可以同时用Cl!Super!Gret! W!中的任何一种做出回应。用同样的方法操练新单词rbbt,pd,mkey,dg,duk等。[中国:] 3.Mkgz 让学生用橡皮泥做出自己喜欢的动物,然后用句子Lk,Ive……向全班同学展示,全班同学用感叹语做出回应。 ㈤课外活动 1用“Wtdyuve?Ive……”调查四个同学有哪些动物。 2.模仿学过的动物,将它们的名称及表示它们的叫声的词说给家长听。

WeloveAnimals!

Unit 4 We Love Animals ! (教学设计) 设计者: 汕头市潮阳区和平中寨小学马静宜 一、简介 在任务型的语言教学过程中,教师是一个设计者、组织者、引导者。本节课我设计以帮助狮王寻找森林音乐会上的六位演奏家为主线,通过游戏、活动等形式,引导学生在创设的交际情景中自然学习新单词和句型,同时培养学生的口语交际能力和语言创新能力。 二、学生分析 1、我所任教的三年级学生大约在9——10岁这个阶段。他们都很 活泼好动,好胜心强,充满着好奇心和求知欲,学习英语的兴趣浓厚,模仿力很强,富于想象,特别爱听童话故事。 2、学生在学习本课之前已经初步具备能用英语进行简单日常交流 的能力,能听懂老师的英语课堂用语,并能根据老师的指令做游戏及简单的角色扮演。 三、教材分析 本套教材编写以话题为纲,以交际功能为主线,兼顾语言结构,逐步引导学生完成有实际意义的语言任务。根据小学生的年龄和学习认知特点,把本节课Let’s learn, Let’s do, Part A处理为Unit 4第一课时的教学内容。这是一节有关于动物单词学习的课。动物是学生感兴趣的话题,通过贯彻任务型的语言教学,以故事内容为主线,让学生在情境中自然学习单词,并在自主探究、小组合作中让学生感受成功的喜悦,同时为下一课句型的学习打下了良好的基础。 四、教学目标 我确定本节课的教学目标为:

a)Be able to know well six words about animals: rabbit, monkey, panda, dog, cat, duck. b)Be able to use the words flexibly in real situations. c)Be able to understand “Act like a…”and do the same actions. d)To make them know well: We should love animals and protect them! 教学重难点: How to use the new words in real situations flexibly. 五、教学策略 新课程标准倡导任务型的语言教学,让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受成功。因此,在本节课中我通过童话故事为主线,采用以情境结构为主的功能交际法和全身动作反应法为主要教学方法,让学生在轻松愉快的行动中输入语言,让他们在做中学、在表演中学,同时辅以听说法。倡导自主、合作、探究的学习方式,让学生在完成任务、感受成功的过程中培养合作竞争意识。 六、多媒体电教手段的运用及其他 本节课是在多媒体教室完成教学的。运用自制的英语CAI 课件,同时需要一些笑脸卡片、小贴纸、六个动物头饰、自制皇冠、单词卡为教学作准备。 七、教学过程

Weloveanimals教案

Book 1. Unit 4. We love animals . A. Let’s learn . Let’s do . Teaching Aims: 1.To enable Ss to master the words: rabbit cat panda duck monkey dog . 2.Ss can listen and do the action . Teaching Importance and Difficulty: Ss master the words and understand the sentence: Act like a … . Teaching Steps and Design: Warming up: 1.Free talk: Good morning . How are you? Fine ,thank you . Nice to meet you .Nice to meet you , too . This is … . 2.Sing a song : Teddy Bear Presentation: T shows a Teddy Bear and introduce its forest: There is a sports meeting.Look. Six players are coming . 1.T: Good morning . Boys and girls . I’m rabbit . Ss: Good morning , rabbit . Ss read the word one by one ; group by group 2.T: Mew~Mew~Mew~ I’m cat . Ss read the word and do the action . Ss say the word : a , cat . 3.T: Who is the next ? Can you guess ? It’s white and black It has big eyes . Ss guess and say after T: It’s a panda . Ss: Hello , panda. Ss read the words: rabbit ; cat ; panda 4.T: Who is coming ? Ga~Ga~Ga~ Ss look at the T’s mouth and say : duck . Ss say: Hello , duck .How are you ? T corrects the pronunciation . 5.T do the action and say :monkey . Money is coming .Nice to meet you , boys and girls . Ss listen and repeat :monkey monkey

人教版PEP三年级上册Unit 4 We love animals 第一课时教学设计

Unit 4 We love animals 第一课时教学设计 浙江省嘉兴市秀洲区洛东中心小学韩瑞珍 一、教学内容分析 本教案是《PEP小学英语》Book 1 Unit 4 We love animals 的词汇教学设计。根据教学的灵活性原则,为了学生操练句型时便于替换,我把此课时提前至第一课时来教。《PEP小学英语》体现了较强的交际教学思想,注重学生综合语言运用能力的培养。如果词汇教学的形式只停留在教师教读,学生跟读的形式上,学生就不能真正理解和记忆单词,所以本节教学设计的重点是把词汇放在能听、能看、能触摸的情景中去,将静态的文字变得生动起来,使学习内容“鲜活”起来,力争将教学内容内化到学生的认知结构中并通过表演等综合语言活动将其转化为一定的语言表达能力,从而体现把话题——功能——结构——任务结合起来的总思路。鉴于以上的分析,结合教学内容和学生实际,确定本课时的教学目标。 二、教学目标 1. 知识目标 (1)能听说认读“四会”单词“cat, dog, duck, monkey, rabbit, cat, panda”。 (2)能听懂指令,并根据指令做相应的动作。 2. 能力目标 (1)能在实际生活中运用英语表达熟悉和喜爱的动物。 (2)培养学生根据情景正确运用语言的能力。 3. 情感态度目标 (1)在活动中培养学生的协作精神。 (2)培养学生认真、积极、大胆的学习态度。

(3)培养学生爱护和保护动物的情感。 三、教学重难点 “ 四会”单词的正确发音与在实际生活中的运用。 四、课前准备 有关教学课件,动物头饰,小火车图片,小红旗,大萝卜模型。 五、教学步骤 Step 1: Warm-up a. Sing a song: "Teddy Bear" 设计意图:课前唱英文歌曲,教师和学生一起演唱并配上相应的动作,用表情、动作、眼神和学生交流,使学生情绪兴奋,快速进入“角色”,全身心地准备学习的开始。 b. Free talk. 设计意图:师生间的日常会话交流,培养学生用英语思维,用英语交际的能力。 c. Today we are going to learn some new words. Look, here comes a train(教师手拿一列小火车介绍).There are some numbers on it(手势指向各小组). Number 1 is for group 1; Number 2 is for group 2; Number 3 is for group 3; Number 4 is for group 4.(教师拿出一面小红旗)If you do very well, you can get a red flag for your group. Let's see which group is the best. OK?(教师以手势鼓动学生回答:OK.) 设计意图:小学生好胜心强,从开始就把竞争机制引入课堂,并贯穿于整堂课,大大激发了学生的学习兴趣,有利于学生完全投入到课堂活动中来。

Unit4WeLoveAnimals

PEP小学英语(供三年级起始用) Unit4 We Love Animals 第一课时 一、教学内容Unit4A Let 's learnLet 's do 二、教学目标 知识与技能 1. 能够听,说,认读单词: dog ,cat ,duck , rabbit, panda, monkey。 2. 能够听懂一些指令,如:“Act like ..... ,并能做出相应的动作。 过程与方法 TPR 教学法情景教学法直观教学发游戏教学法启发式教学法通过在玩中学,学中玩愉快教学思路,将快乐贯穿于课堂教学中。情感态度、价值观 1.培养学生热爱小动物、保护小动物的美好情感。 2. 学生能充满自信,敢于开口,乐于模仿,乐于表演。 三、学情分析 本课时的教学对象是小学三年级开始学英语的学生,对英语有着强烈的好奇心和学习热情。这个年龄段的孩子爱玩爱动,注意力集中的时间较短。因此教师应在课堂上设计生动活泼,形式多样的活动来吸引孩子们的注意。本课时是围绕动物这个话题的。动物是学生所喜爱并熟悉的一个话题,抓住动物的某种特性,以他们丰富的想象力把它们表现出来。教师在设计课是应激活孩子们的思维,让英语课堂更贴近学生生活,更富童趣,让他们体会到“在玩中学,学中玩的乐趣”。 四、教学重难点 重点:A、能听说、认读一些常见的动物单词:monkey, dog, cat, duck, panda , rabbit. B 、能听懂一些简单的指示语,如:Act like a , , 并能按指令模仿动物做出相应的动作。 难点:让学生正确掌握6 个动物名称单词的正确发音。 五、教具准备 CAI ,单词卡,鸭子手偶,动物卡片 六、教学流程 Step1.Warm-up 1.Greeting. 2.Sing a song“Teddy Bear” T: Bear is an animal. Do you like animals? S: Yes. T: Today we are going to talk about“Unit4 We Love Animals”。 设计意图:让学生参与歌曲有利于活跃气氛,愉悦身心,创设英语课堂气氛,又自然

Unit4Weloveanimals.

Unit 4 We love ani mals. 第1课时 教学目标 1能听懂、会说并理解句子What' s this ? I f s a ... 2在创设的情景中,能用What' s this ? It' s a ...表达和询问。 3学生浓厚学习兴趣的培养。 学习目标 1.学习表达What' s this ? I f s a ...常见的动物单词duck、bear; dog. 2在创设的情景中,能用What' s this ? I f s a ...表达和询问。 教学过程: 、回顾铺垫(Warm-u p/Revisio n) (1)教师播放Recycle 1----Let's sing的录音,师生共同演唱歌曲How Are You?并伴有打节拍等动作。 (2)学生口语表演。教师给学生3分钟左右的时间,让学生根据所学内容自编会话。(若课上没有准备的时间,教师可留口头家庭作业,让学生头一天准备。)在学生准备完毕后进行课上表演。会话内容为所学知识的总和,也可鼓励学生将课外知识引入。以下提供两个简单的会话内容: a. Good after noon. Fang Fang . Good after noon, Lan Lan. Lan Lan, this is Dong Dong. He is new. Hi, Dong Don g. Nice to meet you. Nice to meet you, too.

你会说其中的哪种动物? Can you say in En glish? b. Hello, Bai Ling. How are you? Hi, I'm fine, tha nk you. And you? Very well, tha nk you. (3)游戏:SHOW ME YOUR … 【学生使用自己准备好的文具实物】 教师先示范说单词,如pencil ,教师说Show me your pencils 学生出示铅笔, 又快又正确的同学为小组赢得一分。用同样的方法找学生说其它文具单词的口 令,继续游戏。(注意:教师应参加学生的游戏,与学生一起展示文具。) 呈现新课(P rese ntati on) 教师举起自己的钢笔说:Look ! What ' s this?学回答pen,教师重复: s a ..用其他文具再次重复,以此让学生了解 What ' s this? I f s a ...的 意思。 教师拿出准备好的图片,图片中有 rabbit, pan da,mo nkey, dog, duck 等动 物玩具。教师举起,兴奋地说: Look! I have so many ani mals. Lets have a look 并 出示,询问学生 What ' s this?带着学生用句子It ' s a …回答。 (3)多次重复,提问。 What' s this? I f s a ... (4)在学生不注意的基础上,询问教室的其他东西, What ' s this?引导学生用 It ' s a …回答,在前边练习的基础上,应该很多孩子都会回答出来。 (5)教师拿一个东西自问自答 What' s this? I f s a ...,但是故意说错,引导 学生自然说出no 。It ' s a (6)教师播放Let's talk/ A 部分的课件。播放之前提出要 求: 你能听到或看到几种动物? How many an imals? (1) Yes. It '

Weloveanimals教学设计

《We love animals 》教学设计 庐江县城南小学 一、概述: 本单元以animal为话题,分A、B、C三个部分。以A、B部分Let’s learn 中的十个动物单词为线索,Let’s talk 为桥梁,C部分中的任务活动为中心,贯穿整个单元。在学习新知识的同时,落实任务型教学,将Let’s play ,Let’s do ,Let’s chant等形式多样的任务活动与animal 串联起来。 二、教学理念分析: 英语课程标准明确指出,根据小学生的生理和心理特点以及发展需要.小学阶段英语课程的目的是:激发学生学习英语的兴趣,培养他们英语学习的积极态度,使他们建立初步的学习英语的自信心,培养他们一定的语感和良好的语音、语调基础,使他们形成初步用英语进行简单日常交流的能力,为进一步学习打下基础。新课程提倡任务型教学,让学生在教师的指导下通过感知、体验、实践、参与和合作等方式完成教学目标。本着这一理念,我在设计本课时从激发和保持学生的学习兴趣入手,精心创设生活化语言情景,开展丰富多彩的活动,让学生在我的指导下进行语言交流,感受用英语交流的乐趣和成功感,从而培养学生用英语进行交流的能力。 三、教学目标分析: 知识与能力: 1.能听懂、会说“-What’s this?”- It’s a|an …,并能在实际情景中运用。

2.掌握表示动物的六个单词duck,dog,cat,pig,elephant,bear。 过程与方法: 情感态度与价值观: 1.能通过对本课动物单词的学习,了解动物是我们人类的朋友,培养学生热爱动物的热情。 2.能了解几个国家具有代表性的动物。 3.能通过英语与美术、音乐等学科进行的整合,提高审美情趣和审美能力。 四、学习者特征分析: 刚接触英语的三年级学生,对于他们来说是一门新的课程,还是比较有新鲜感的,而且大部分学生在二年级时接触过英语,所以英语对他们来说并不陌生,学习热情还是很高的。 五、教学策略分析: 在这一单元的教学中,教师要富有童心,尽可能生动活泼地表现动物形态或表情,充分利用体态语言让学生理解会话的含义,帮助记忆,并培养用英语思维的能力。如在学习常见动物名称时,可以充分运用体态语,以惟妙惟肖的形态和声音直接呈现单词,学生因为模仿而生趣,因活动而更有记忆。要注重学生对bear and bird的发音区分,既能听清楚,又能说清楚。在教学方法上,侧重点放在运用句型I have ….来套学新词汇。可以复习第一单元的文具用品词汇,在活动中问及动物和文具的颜色,从而复习第二单元的颜色的词汇,达到以新带旧,知识积累和活用效果。设计的活动要活泼流畅,在活动中达到既要活跃课堂,又掌握知识;既学习了本单元新语言知识,又复习到以往旧知识的功效。教师在整个单元的课堂引导上,应突出love 这个词的含义,要能运用自己的表情声音展示动物的可爱和自己对他们的喜欢之情,使整个单元主题学习始终有与动物亲近、交朋友的温馨气氛。本单元在用身体语言来辅助教学时,模仿动物要多角度,如dog, 既可以用双手背朝前放在两侧太阳穴,也可以woof, woof地叫,当然,还可以尝试运用学生自创的体态语,让学生的学习主动性因得到教师的肯定和鼓励而得到发挥和保持。

Weloveanimals

We love animals”第二课时教学设计 一.设计理念 “在生活里找教育,为生活而教育”的观念相当明确。教育学家陶行知的“社会即学校”学说,更是告诉我们“教育的材料,教育的方法,教育的工具,教育的环境,都可以大大增加”。这对我们解决当前教育中教育内容的过时陈旧、不符合学生生活实际、不切合学生思想认识、不能很好地为学生的将来生活服务的现象是很有启发的。《英语课程标准》也强调课程从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践参与、合作与交流的学习方式和任务型的教学途径,发展学生的综合语言运用能力,使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。 那么,我们应如何去实践陶行知的生活教育理论呢?我认为,我们的教育内容必须尽可能地注入生活的新鲜血液、新鲜内涵。根据陶行知先生的“教学做合一”的理论,“教的法子根据学的法;学的法子根据做的法,事怎么做,就怎么学,就怎么教”,这说明教学的中心是“做”,即实际生活。我们必须了解生活,了解学生生活现状,了解生活发展的趋势和生活对人的要求的变化,在课堂教学中落实教学目标。 二.教学内容 本课的教学内容是小学英语PEP教材第一册第四单元“We love animals”第二课时。 三.教学目标 1.能听、说、认读六个单词:cat , dog, duck, panda, monkey, rabbit.(知识目标) 2.培养学生学习英语的浓厚兴趣及热爱小动物的美好情操。(情感目标)3.能根据本课内容改编歌谣,使学生积极参与各种游戏、表演和编创。(能力培养目标) 四.教学重难点 1.掌握和识记六个单词,能根据读音做出正确的动作反应。(重点) 2.根据本课内容改编“What’s in the picture?”歌谣。(难点) 五.教具准备

幼儿园英语:Weloveanimals

英语:Weloveanimals 教学过程: ㈠热身 1.演唱歌曲:“How are you?” 2.师生问候。 3.师生、生生间的日常会话练习,eg. A:Good morning.,Mike.This is John. Bto C)Hello,John.Nice to meet you. Cto B)Nice to meet you,too! ㈡复习 1.播放Unit 1 Let’s chant的录音,学生拿出文具跟读并表演。 2.请学生用Look,I have a ……复习所学的文具。 ㈢新课展示 1.通过听动物声音和看动作,呈现有关动物的新单词:rabbit,panda,monkey,dog,cat,duck,并教学。 最后,教师将教过的小动物放在一起并对学生说,Look,I have a zoo. 2.感叹语Great!Cool!Wow!Super!采取自然引入的方法,在呈现动物公仔时,因势利导地教学几个感叹语,并告诉学生时下中文最时髦的说法“好酷啊!”中的“酷”即是英文的cool一词的译音。而“Super”可以翻译成“棒极了!好极了!”等等。Super一词

有“超级”的意思,如:Superman(超人),Supermarket(超级市场)等。 3.听录音,展示Let’s talk部分的教学内容,学生跟读、模仿。教师要求学生注意语音、语调。 ㈣趣味操练 1.单词的操练:教师读单词,学生扮演,模仿动作,然后教师模仿动作由学生说出单词,最后全班推送几组同学到讲台上来表演。 2.教师将橡皮泥做成的动物藏在动物图片卡后贴在黑板上,请一同学上讲台,教师说:A cat,学生就从黑板上取下画有猫的图片,然后说:This is a cat .接着再从动物卡后找出橡皮泥动物,说:Look,I have a cat.全班同学可以同时用Cool!Super!Great!Wow!中的任何一种做出回应。用同样的方法操练新单词 rabbit,panda,monkey ,dog,duck等。 3.Making a zoo 让学生用橡皮泥做出自己喜欢的动物,然后用句子Look,I have a ……向全班同学展示,全班同学用感叹语做出回应。 ㈤课外活动 1.用“What do you have?I have a ……”调查四个同学有哪些动物,有的打“√”。;动物 姓名 2.模仿学过的动物,将它们的名称及表示它们的叫声的词

三年级人教版英语 we love animals 课堂实录

课堂实录 教学年级:小学三年级 课题名题:We Love Animals 教学版本:PEP 小学英语课时说明:第2课时(30minutes) 一、学生分析 1、本案例适合小学三年级的学生,他们活泼好动,心理负担轻,好奇心强,学习态度积极,爱模仿,但注意时间短,自制力差。 2、学生经过一、二年级及该册前三单元的学习,已有了一定的基础,也掌握了一些常见的小动物和指令,能够说一些问候语和对话,听懂一些课堂用语和有秩序地进行教学游戏。、学生对英语学习有着较为浓厚的兴趣,渴望通过新学期的学习获得更多的知识,以丰富自己的交际内容,提高自身的交际能力。 4、学生有了一定的英语动手能力和应用语言能力的课。主要的学习内容就是课文中有关动物的单词和对话句型由于本课结合多媒体进行教学,为学生提供了比课本更生动更有趣更丰富的资源,更容易引起学生的兴趣,因此有助于激发与培养学生的想象力,使学生可以培养学生自主学习、自我创新的精神。 二、教材分析: 1、本节课是小学英语PEP第一册第四单元第一课时,本节课所需课时为1课时,40分钟。 2、课前的学习内容,复习以前的情景对话。 3、有根据这一主要内容,我确定了本课的目标:重点为单词bear,dog,duck,pig,cat。 我采用了听、说、学和做的四步教学方法,利用先进的教学设备(CAI、投影仪),增强教学的趣味性和新颖性。通过在“玩中学,学中玩”的愉快教学思路,将快乐贯穿于课堂教学中,设置了一个情景:参观喜洋洋的农场,来和小动物们交朋友。 三、教学目标: (一)、依据《标准》提出的五个目标,结合对学生和教材的分析结果,设定下以核心任务。1,知识目标:掌握新单词bear ,dog ,duck ,pig,cat 会用“It’s a ……” 2、能力目标:学会表演。(Can act like some animals.) 3、情感目标:爱动物、保护动物的情感。Can love the animals and protect the animals.)(二)、本节课学生要达到的学习目标.能运用语言的能力、学会有关动物的单词和句型、能用英语口语表达和表演小动物、从`学习中体会保护动物。 四、教学策略: 1、本节课采用全部动作反应法:视、听、说,表演。让学生在有节秦的说唱中体验语言,在有韵律的歌唱中感受语言,在轻松愉快的行动中输入语言,让他们在做中学,在唱中学,在表演中学,从而为培养他们运用英语进行顺利的交流打下坚实的基础。 2、打算采用先进的教学设备(电脑、音响、投影仪)预计达到操作熟练的效果。课前需要准备的材料:多媒体课件、动物图片、动物照片、玩具、听、说、学和做 五、教学过程: 1. Warm-up(热身): T: First, we have a free talk .Nice to meet you. Ss: Nice to meet you, too. T: How are you? Ss: I’m fine. Thank you. /Very well. Thanks. T: Great ! Today we’ll study the new lesson. At first,let’s enjoy a song Old Macdonald Had A Farm , OK?

三年级英语《We love animals》说课稿

[标签:标题] 我说课的课题是人教版小学英语三年级上册第四单元《We love animals》,我按以下五个程序说课:教学分析、教学目标、教学策略、教学过程、教学反思。 一、教学分析 (一)分析教材: 人教版小学英语三年级上册第四单元《We love animals》,本教材特点与生活实际相结合,以学生交际功能为主要线路,兼顾语言结构,逐步引导学生运用英语完成有实际目的的语言任务。 (二)学情分析: 三年级的小朋友初学英语,英语功底也很薄弱,我根据学生情况,以学生为主体,以激活他们对英语的兴趣为着入点。《We love animals》这一课围绕几只小动物展开对单词的认知,因为学生的年龄特点对动物也都很偏爱,所以我把本课运用我们多样化教学手段使学生轻松掌握重难点。结合新课程标准及英语课程的总体目标我将教学目标及重难点设计如下. 二、教学目标 知识与技能:学习认读单词bear, dog, duck, pig, cat.学习歌谣Act like a animal.

过程与方法:通过课件,图片表格,动物头饰,和游戏达到对单词的认读掌握。通过let’s do 这部分使学生学会单词的基础上完善语言结构。 情感态度价值观:学习小动物名称的同时,教育孩子们要珍爱小动物因为动物是人类最好的朋友。 教学重难点:学会单词bear, dog, duck, pig, cat,并学会使用单词。 三、教学策略 为了有效的达成教学目标,突出重点,突破难点,我采取了以下教学策略: (一)发挥信息技术优势 借助信息技术强大的功能和优势,拓宽了学生的知识面。 (二)提高学生的能动性 围绕新课标指出以学生为主体的思想,在课堂上教师要肯放手,提高学生的能动性,让学生成为课堂的主载者。 (三)兴趣激励 在我们鼓励性语言评价中树立学生的自信心,有兴趣去说英语,做游戏及积极参与合作。 四、教学过程 (一)激活思维,调动情感

We love animals教学设计

We love animals教学设计We love animals teaching design

We love animals教学设计 前言:小泰温馨提醒,幼儿园是针对幼儿集中进行保育和教育的学前教育机构,幼儿不仅可以学到知识,从小接触集体生活,帮助孩子健康快乐地度过童年时光。幼儿园教育作为整个教育体系基础的基础,是对儿童进行预备教育,包括性格完整健康、行为习惯良好、初步的自然与社会常识。本教案是根据幼儿园中班儿童的学习特点、发展特点来设计并编辑成教学活动的内容。便于学习和使用,本文下载后内容可随意修改调整及打印。 we love animals 一、教学内容:let’s talk & let’s play 二、教学目标: 1.要求学生能听懂、会说 cat, duck, dog, monkey, panda, rabbit, zoo,并能结合句子i have a ……在实际情景中运用。 2.要求学生能听懂、会说几个表示赞美的感叹语cool! super! great! wow!并能够在实际情景中恰当地使用。 三、课前准备: 1.教师准备本课时所学的动物玩具及图片等。 2.学生准备有关文具的实物。 四、教学过程: ㈠热身 1.演唱歌曲:“how are you?” 2.师生问候。 3.师生、生生间的日常会话练习,eg.

a: good morning.,mike. this is john. b:(to c)hello, john. nice to meet you. c:(to b)nice to meet you, too! ㈡复习 1.播放unit 1 let’s chant的录音,学生拿出文具跟读并表演。 2.请学生用look,i have a ……复习所学的文具。 ㈢新课展示 1.通过听动物声音和看动作,呈现有关动物的新单词:rabbit, panda, monkey, dog, cat, duck,并教学。 最后,教师将教过的小动物放在一起并对学生说,look, i have a zoo. 2.感叹语great! cool! wow! super!采取自然引入的方法,在呈现动物公仔时,因势利导地教学几个感叹语,并告诉学生时下中文最时髦的说法“好酷啊!”中的“酷”即是英文的cool一词的译音。而“super”可以翻译成“棒极了!好极了!”等等。super一词有“超级”的意思,如:superman(超人),supermarket(超级市场)等。 3.听录音,展示let’s talk部分的教学内容,学生跟读、模仿。教师要求学生注意语音、语调。 ㈣趣味操练 1.单词的操练:教师读单词,学生扮演,模仿动作,然后

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