2012年秋PEP小學英語三年級上冊Unit 4 We Love Animals 第二課時教學設計 - 小學英語教案及反思

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1、2021年秋PEP小學英語三年級上冊Unit 4 We Love Animals 第二課時教學設計 - 小學英語教案及反思 新教材三年級上冊Unit 4 We Love Animals 第二課時教學設計 廣東省東莞市莞城中心小學　 鄧鳳嬌 一、教學目標：　 1. 能在語境中運用What's this?It's a ... 來交流物品信息。 2. 能夠能聽說、認讀dog, duck, bear, pig, cat等幾種動物的名稱。 3. 能聽懂一些簡單的指示語，并能按照指令模仿動物做出相應的動作。 二、教學重點： 聽說、認讀dog, duck, bea

2、r, pig, cat等動物的名稱 三、課前準備： 動物卡片、動物單詞卡、錄音機。 四、教學步驟： 1. Warm-up (Song 唱一唱) 熱身活動 ①復習上一節(jié)課的內容：“What's this? It's a ...〞教師呈現(xiàn)動物拼圖，讓孩子們猜。通過猜的游戲，既復習了上一節(jié)課的句型，同時也為歌曲的呈現(xiàn)鋪墊，了解chick, duck, dog, cow, bear, pig, cat 等詞匯。 ② 教師呈現(xiàn)老麥克唐納的照片，讓學生猜他的農場上有什么東西，檢測學生對農場的了解，激活已有的生活體驗。 ③ 聽老麥克唐納有個農場的歌曲，讓孩子們

3、聽歌抓詞，初步感受農場上有什么動物。帶著問題去聽，更有側重點。 設計意圖：通過拼圖游戲復習已學句型，同時拓展與鋪墊歌曲內容，通過頭腦風暴——看農夫照片想農夫農場的有什么，激活已有生活體驗，聽輕松愉快的歌曲，帶著找出農場上的動物的任務，既復習已學單詞，同時引出并教授新單詞。 T: Good morning, boys and girls. Ss: Good morning, Miss Deng. T: Before the class, let me see whether you can remember this? Look! What's this? Ss:

4、It's a dog.( chick, duck, cow, bear, farm屏幕最后出農場圖，老師再引學生看黑板) T: And what's this? S: It's a farm. T: And this? S: It's a farm. T: Yes, it's a farm. Whose farm is this? ... It's my friend Old Macdonald's. Let's say hello to OM. S: Hello, OM. T: What's can you see on his farm? Then

5、, what else are on his farm? Ss: ... animal, vege, fruits. T: (repeat students' answer, dog, duck, so many animals, maybe ...) Yes, he has many animals. Then what animals are they? Listen to the song. And you will know it. Listen carefully 2. Prensetation 1) 單詞教學 ①教師提問孩子們，剛剛的歌曲中有些什

6、么動物，并進行教授新單詞duck, pig, dog, cat等。歌曲中的象聲詞，幫助學生理解單詞的意思。 (聽完歌曲) T: What animals are on his farm? Ss: duck, pig, dog. T: Yes, there are some ducks on the farm. Follow me, duck, duck, quack, quack. Can you act like a duck? Follow me, please. Duck, duck, quack, quack. Ss: duck做動作Duck, duck,

7、 quack, quack. ②教師在教授新詞的過程中，通過圖片滲透let's chant的內容，如Is the pig big? Is the cat fat? Where is the dog? It's on the log.并有意識地通過動作表情等幫助學生理解chant的內容。 T: Where are the ducks? Look! They are in the truck. Look at the duck, in the truck. T: Yes, there is a duck on the farm, what else? Yes, cat. Can

8、you act like a cat? Follow me, please. Cat, cat, meow, meow. Together. Is this cat fat? Yes, look at the cat, it is fat. T: What else are on the farm? Yes, dog. Can you act like a dog? Follow me, please. Dog dog bow wow. Together. Where is the dog? Yes, look at the dog, it's on the log. T: Bes

9、ides dog, cat, duck, what else? Yes, pig. Can you act like a pig? Follow me, please. Pig pig, oink oink. Together. Is the pig big? Yes, look at the pig, it is big. ③學生跟錄音朗誦韻律詩，然后進行表演。 設計意圖：通過在教授單詞的過程中滲透韻律詩的含義，通過節(jié)奏輕快的節(jié)奏，提高詩歌的理解和詞匯的上口。 2) Let's chant〔看圖唱韻律詩〕 T: Look at them! They are so ha

10、ppy. Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck. 3) Let's say it together. Ss: Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck. T: Can you give me the

11、 beat? One more time, let's say it together. 3. Practice + Presentation穩(wěn)固操練活動 ①Look, ask and answer (聽音做動作) 教師組織兩大組孩子通過PK的形式，看圖做動作，競猜游戲?？凑l演得好，問得好，答得好?？磩幼?，扮演動作，檢查孩子們的對單詞的理解與掌握，同時滾動前面的第一課時的句型進行操練，使孩子們在語篇句型中進行操練。 T: Do you like these animals? If you like it, please act it out! Now Act like

12、a cat! S: Cat, cat, meow, meow. T: Ok, this time I'd like one student come here and act. Who like to come? (老師給圖片給一個學生代表看，然后那個學生用動作表演該動物) Student A: What's this? Whole class: It's a ... ②教師教授bear單詞，教師創(chuàng)設故事情節(jié)——熊來了。通過緊張刺激的故事引出新詞，并進行教授。同時，引起孩子們的思考，熊來了，其他動物怎么辦？ 提示學生逃跑。 設計意圖：設計熊來了的情景，

13、使故事更游戲劇色彩，吸引學生的注意力，引起學生的思考與共鳴，為下面的活動創(chuàng)設條件——動物們都很害怕，要逃生了。 T: They are so happy together. But today something happens. Listen! Look! Here comes the ... Who is coming? Ss: a bear T: Oh, no! Help! A bear. Can you act like a bear? 教bear單詞 Can you act like a bear? Yes，follow me, bear, bear, roar,

14、roar. T: Oh, yes. The bear is on OM's farm now. How do the animals feel now? Are they scared? Ss: ... Yes T: What will they do? Just stay here and wait for the bear to eat? Ss: ... T: Yes, they run away. Help! Help! ③教師播放逃跑中的動物的聲音，讓孩子們說出動物的名稱，檢查學生對單詞的掌握。 設計意圖：通過聽動物的叫聲，猜逃跑中的動物名稱，

15、檢查學生對單詞的意思的理解與掌握，同時也為下一步的藏起來做鋪墊。 T: Listen, who is running? (貓的聲音) What's this? Ss: It's the cat. T: What's this? Ss: It's the dog. ... (cat-dog-duck-pig-gun sound) T: What's this? Yes, it's the gun's sound. Oh, Old Madonald shoot the bear, yeah, the bear is dead now. OM is worryin

16、g now. OM: Where are my animals? Where are my animals? Can you help him? Ss: Yes. T: Let's help him look for the animals. ④教師讓孩子們幫助老麥克唐納找失散的動物，學生通過觀察動物們留下的痕跡——腳印、樹叢中露出的尾巴、腿等，說說那個地方藏起來的動物是什么。 設計意圖：通過幫農夫找動物，檢查學生對動物的一些特征了解，如一只鴨子應該有兩個腳印等，拓展孩子們的知識，同時也適當?shù)貙?shù)量進行了拓展。 T: Look! They all hide

17、themselves up. Old Macdonald is looking for his animals. Where are they? Where are the ducks? Where are the cats? Where is the pig? Where is the dog? Can you help him? SS: Yes. (出圖) T: Look at No. 1, what's this? Ss: It's a pig. T: Right? Ss: Yes. T: What is No.2? Ss: It's a duc

18、k. T: Great！How many ducks can you see? Ss: 3. T: What's No.3？ Ss: It's a dog. T: Right? Ss: Yes. T: What's No. 4? Ss: It's a cat. T: How many cats are there? Ss: 2.⑤教師讓孩子們幫助老麥克唐納把動物們送它們自己的房間，但是動物們的房間的房牌都掉到地上了，老師先讓孩子們根據(jù)房門上的特征，區(qū)分這些房子是誰的，如門上有條魚骨頭，那應該是貓的房間，如房門上有個豬鼻子——豬的房子，

19、房門上是根大骨頭——狗的房子，房門上是一些鴨子的腳印——鴨子的房間，還有一塊寫著小心熊的牌子。孩子們首先全班認讀一次詞卡，然后再同桌討論，再自己嘗試把正確的動物名和動物門派卡連起來。然后再讓代表把牌子貼到正確的房門上。設計意圖：通過小組討論房間的主人，從動物的特征或者食物來區(qū)分動物，更深一層地理解課文內容，通過貼門牌，加深對單詞的認讀。T: Wow, all the animals are here now. Look, here are the rooms for them. Whose room is it? Ss: Dog. T: Why? Ss: Because of the b

20、one, so it's for the dog. T: Bingo. And this? Look at the door. Fish, it's for the cat. Pig's nose? It's for the pig. And the foot print, it's for the duck. You are so clever. T: Look! What's on the floor? The name cards for the room. What's this? Ss: dog. T: dog? Dog? (翻門牌卡) When you see the r

21、ight room card, please stand up and say loud. Ss: Yes. T: Cat, cat, cat? Ss: Yeah. (duck, pig, bear全班玩一次看詞起立讀) T: Great. Can you help them find their own room card? Discuss with your partner and try to match the right name with the right animal. T: Let's check the answer. Dog, right? Cat, righ

22、t? Pig, right? Duck, right? (check the answer) T: If you are the same, please hands up! Thank you. Who can help me to put this name card on the right door? S1: (Put the room card on the door) T: Right？And this ... ⑥小結評價T: Great. Today we have a lot of fun on the farm. Let's see which group makes

23、 more fences. So today's winner is Group B. Boy and girls, can you remember the animals on the farm, today? What are they? They are ... Ss: duck, dog, cat, pig, bear. T: Do you like this farm? If you have a farm, what do you want? What animals do you want? Cat? Dog? Ss: ... (cat, bird ...) T: Lo

24、ok, this is my farm. What's on my farm? A cat, a dog, a duck, now I want a pig, too. (在sheet上當場畫出一只小豬) Finish! So, this is my farm. Do you want to draw your farm? Take out your paper and draw it. 學生畫完，展示學生作品T: So, this is ...'s farm. What's on her farm? Look, a ... wonderful. Have you finished? Ss

25、: No. T: It doesn't matter. This is your homework. That's all for today. See you. And today's homework is to finish your farm, like this: 板書設計：整個板書以一個農場圖為背景，老師每教授一種動物就往農場上添加動物，全班分成AB大組比賽，比賽為農場添籬笆，加固防衛(wèi)。學生沒答對一個問題，可以上去加一條籬笆，看那邊的籬笆更多更牢固。最后還可以用此來進行整節(jié)課的小結。 教學流程圖1. warm-up: Activity1: Guessing game滾動上一課

26、時句型，操練動物單詞Activity2: Whose farm is this?—引出人物Old MacdonaldActivity3: song Old Macdonald has a farm—聽歌曲說說農場上有什么動物2. Presentation: Listen to the song and say out the animalsLearn the animals——聽歌后學單詞3. PracticeActivity 1: Talk about the animals. (Let's chant)Activity 2: Listen and act (聽指令，扮演動物) Activ

27、ity 3: Learn animal "bear" 認識熊Activity 4: Listen and say (聽動物聲音猜動物——動物們逃跑了) Activity 5: Look and find (看腳印、身體局部找動物——動物躲起來) Activity 6: Help the animal get home (幫助動物回家，認房子，貼名字卡) A. Recognize the home B. recognize the room card C. match the room card with the right room 4. 小結與評價、嘗試畫農場A. 教師示范，和孩子們一起談論一下她的農場。B. 孩子們嘗試自己設計5. 作業(yè)Finish drawing your farm.