三年级上册Unit-4-We-Love-Animals第二课时教学设计.docx

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1、三年级上册Unit 4 We Love Animals第二课时教学设计一、教学目标：1 .能在语境中运用Whadsthis?Ifsa来交流物品信息。2 .能够能听说、认读dog, duck, bear, pig, cat等几种动物的名称。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。二、教学重点：听说、认读dog, duck, bear, pig, cat等动物的名称三、课前准备：动物卡片、动物单词卡、录音机。四、教学步骤：1. Warm-up （Song 唱一唱）热身活动复习上一节课的内容：“Whafs this? Ifs a”教师呈现动物拼图，让孩子们猜。通过猜 的游戏

2、，既复习了上一节课的句型，同时也为歌曲的呈现铺垫，了解chick, duck, dog, cow, bear, pig, cat 等词汇。 教师呈现老麦克唐纳的照片，让学生猜他的农场上有什么东西，检测学生对农场的 了解，激活已有的生活体验。 听老麦克唐纳有个农场的歌曲，让孩子们听歌抓词，初步感受农场上有什么动物。 带着问题去听，更有侧重点。设计意图：通过拼图游戏复习已学句型，同时拓展与铺垫歌曲内容，通过头脑风暴 看农夫照片想农夫农场的有什么，激活已有生活体验，听轻松愉快的歌曲，带着找出农场上 的动物的任务，既复习已学单词，同时引出并教授新单词。T: Good morning, boys and

3、 girls.Ss: Good morning, Miss Deng.T: Before the class, let me see whether you can remember this? Look! Whafs this?Activity 5: Look and find （看脚印、身体部分找动物动物躲起来）Activity 6: Help the animal get home （帮助动物回家，认房子，贴名字卡）A. Recognize the homerecognize the room cardB. match the room card with the right room4

4、 .小结与评价、尝试画农场A.教师示范，和孩子们一起谈论一下她的农场。B.孩子们尝试自己设计5 . 作业 Finish drawing your farm.三年级英语教案：unitl Hello第一课时三年级英语教案：unitl Hello第一课时教学重点：本节课重点有关生活中打招呼的一些英语知识，重点句型是 hello / hi / I am.教学难点：掌握日常问候和自我介绍用语，并能根据实际情况正 确使用。教具准备：1自我介绍卡片。2游戏所需的道具。教学过程：一.热身L老师给同学们播放英文歌曲hello2.师生齐唱第10页的歌曲hello先给学生播放动画录音，让学生在他们喜爱的卡通声音了解

5、学习 打招呼用语hello/hi,边听录音边说英语，了解语言所用的环境， 学习与兴趣同时存在。二.新知呈现L话题交流导入新课。（用正常上课用语）T： good morning / afternoon ! boys and girls.Ss： good morning / afternoon !T： I am .2.情景创设，理解语意。教师创设刚开学同学们互相打招呼的情景。T： H ello! We are the first time to see. Let? s say hello to others, ok!Ss:hello / hiT: I m your new teacher, ple

6、ase introduce youself to me.(说完后用汉语再翻译一遍)SI： hello! If !,3.交际练习(D利用师生问答，生生问答等基本操练形式进行简单有效的 交际训练。T： Hello!I am S2:Hello, I am(2)通过板书呈现重点句型。Hello! /Hi!I am三.趣味练习1 .跟读模仿，歌谣强化。(1)听录音模仿对话，通过听录音纠正学生的发音，培养学生 良好的语音，语调。初步形成一定的语感。(2)分角色朗读对话，师生读，男女生读，让学生在模仿中进 一步理解对话，为在实际生活中运用语言打下基础。(3)由老师教唱hell。的歌谣，然后分组说唱。2 .游

7、戏巩固。(击鼓传花)首先，将全班学生分为两组。教师有节奏地敲击小鼓，两组学 生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花, 这时，拿到花的学生就起来自我介绍。Hi!I am-在做游戏时，教师应提示学生发音，引导学生区分正确，错误的 发音。四.拓展性活动1.活动运用，任务落实。(1)学生拿出一张纸来自制自己的名片，用Hello/I am互相 交换名片。(2)练习任务中落实一随堂检测。PEP三年级上册Unit 2 ColoursA Lets learn & Lets do教学设计一、教材分析本单元主要围绕颜色展开的，穿插着简单的交际用语,配上色彩丰富的图画, 给人耳目一新的感觉，激发

8、了学生的学习动机和学习兴趣。本课时是PEP小学 英语三年级上册第二单元第二课时，Lets learn & Let,s do的内容。主要学习颜色 方面的内容，颜色是与学生日常生活紧密相关的，本课时主要掌握四个表示颜色 的单词：red, yellow, green, blue,及围绕这些单词进行听指令做动作，为后继 阶段的颜色学习做好铺垫。二、学情分析三年级的学生刚接触英语时间不长，对英语还充满了好奇心，颜色也是学生 很感兴趣的一个话题，这些都有利于新知识的教学。同时，学生在第一单元就已 经掌握了“Show me”的句型，学习本课的Le/s do就具有一定的知识基础。三、教学目标：1 .知识目标：

9、(1)能听说认读red, yellow, green, blue四个颜色单词。(2)能听懂“showme.”的指令来练习和运用有关颜色单词。2 .能力目标：(1)让学生熟练运用所学颜色单词，并能对身边的事物进行简单描述。(2)学生能够根据指令做动作。3 .情感目标：(1)通过游戏活动，激发学生说英语，学英语的兴趣。(2)让学生辨色彩，感受生活，提高学生热爱生活，热爱祖国的意识。四、教学方法为了顺利完成教学目标，按照学生的认知规律，我采用情景假设法，直观演 示法，游戏法等教学方法。兴趣是学生最好的老师，在课堂上适当运用肢体语言, 游戏法，激发学生学习英语的兴趣。教师通过直观演示法，引导学生用英语

10、表达 自己的思想和感受。五、教学重难点教学重点：能听说认读四个颜色单词并运用，能完成Lefs do部分。教学难点：四个颜色单词的读音，尤其是green中gr的发音。六、教具准备教师准备：多媒体课件，影像资料。五彩的花朵，四个颜色的水彩笔。学生准备：英语课本，水彩笔。七、教学过程：（）Warm-upT: Hello, boys and girls.Ss: Hello, teacher.T: Hello, Tm . Whafs your name?S: Hello, Tm .教师走到学生中和单个学生say hello打招呼。T: Now, lets sing a song, OK?Ss: OK.教

11、师播放歌曲Hello，请学生边听边拍手，并有节奏地吟唱。【设计意图】师生亲切的问候,拉近师生间的距离,也创设了说英语的氛围;唱 英文歌曲可以很好地复习旧知识,同时可以激发学生的学习兴趣。（二）Presentation1、出示仙堡女王想选一些男孩与女孩学习魔法的图片，引导学生去闯关。【设计意图】通过孩子们感兴趣的魔仙堡女王课件能大大的提高学生们的学习兴 趣。2、第一关四个颜色单词1）教师点击课件，出示国旗的图片。领读红色red 八学生跟读。教师引导学生说I see red.并引导学生能听懂教师的指令show me red.接着让生用red组单词及句子。2）课件出示太阳花的图片领读黄色yellow

12、 /X学生跟读。教师引导学生说I see yellow并引导学生能听懂教师的指令show me yellow接着让生用yellow组单词及句子。3）课件出示绿叶的图片领读绿色green /X学生跟读。教师引导学生说I see green.并引导学生能听懂教师的指令show me green.接着让生用green组单词及句子。课件出示大海的图片4）领读蓝色blue / 学生跟读。教师引导学生说I see blue.并引导学生能听懂教师的指令show me blue.接着让生用blue组单词及句子。5） Lets do教师播放Lets do部分录音，让学生跟录音一起唱并做动作。3、第二关游戏关1）

13、火眼金睛2）我猜，我猜，我猜猜3）给花朵涂颜色课件出示颜色转盘图片教师再次领读四个颜色的单词，然后指转盘上的颜色，指哪个颜色请学生们把这 个颜色用英语说出来。2、第三关句子关教师给出句子支架，让生根据提示补全句子，并进行句子练习。（二）Homework1、Finding the colours that we learned,introducing them to your father and mother。在家里找找 我们学过的颜色，用英语说给爸爸妈妈听。2、Drawing a picure with the colours that we learned.画一幅画，用上我们学过的颜色。S

14、s: Itfs a dog.（ chick, duck, cow, bear, farm屏幕最后出农场图，老师再引学生看黑板）T: And whats this?S: Its a farm.T: And this?S: Its a farm.T: Yes, its a farm. Whose farm is this? . Its my friend Old Macdonalds. Lets say hello to OM.S: Hello, OM.T: Whats can you see on his farm? Then, what else are on his farm?Ss: . a

15、nimal, vege, fruits.T: （repeat students1 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 carefully2. Prensetation1）单词教学教师提问孩子们，刚才的歌曲中有些什么动物，并进行教授新单词duck, pig, dog, cat 等。歌曲中的象声词，帮助学生理解单词的意思。（听完歌曲）T: Wh

16、at 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 做动作 Duck, duck, quack, quack.教师在教授新词的过程中，通过图片渗透lefs chant的内容，如Is the pig big? Is the cat fat? Whe

17、re is the dog? Its on the log,并有意识地通过动作表情等帮助学生理解chant的内容。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 you act like a cat? Follow me, please. Cat, cat, meow, meow. Together. Is this cat fat? Yes, look

18、 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, its on the log.T: Besides dog, cat, duck, what else? Yes, pig. Can you act like a pig? Follow me, please. Pig pig, oink oink. T

19、ogether. Is the pig big? Yes, look at the pig, it is big.学生跟录音朗诵韵律诗，然后进行表演。设计意图：通过在教授单词的过程中渗透韵律诗的含义，通过节奏轻快的节奏，提高诗 歌的理解和词汇的上口。2） Lets chant （看图唱韵律诗）T: Look at them! They are so happy. 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

20、） Lets 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 beat? One more time, lets say it together.3. Practice + Presentation 巩固操练活动Look, ask and answer （听音做动作）教师组织两大组孩子通过PK的形式，看图做动作，竞猜游戏。看谁演

21、得好，问得好， 答得好。看动作，扮演动作，检查孩子们的对单词的理解与掌握，同时滚动前面的第一课时 的句型进行操练，使孩子们在语篇句型中进行操练。T: Do you like these animals? If you like it, please act it out! Now Act like a cat!S: Cat, cat, meow, meow.T: Ok, this time Id like one student come here and act. Who like to come?（老师给图片给一个学生代表看，然后那个学生用动作表演该动物）Student A: Whats

22、this?Whole class: Its a .教师教授bear单词，教师创设故事情节熊来了。通过紧张刺激的故事引出新词, 并进行教授。同时，引起孩子们的思考，熊来了，其他动物怎么办？提示学生逃跑。设计意图：设计熊来了的情景，使故事更游戏剧色彩，吸引学生的注意力，引起学生的 思考与共鸣，为下面的活动创设条件动物们都很害怕，要逃生了。T: They are so happy together. But today something happens. Listen! Look! Here comes the . Who is coming?55: a bearT: Oh, no! Help!

23、A bear. Can you act like a bear?教 bear 单词 Can you act like a bear? Yes, follow me, bear, bear, roar, roar.T: Oh, yes. The bear is on OM*s farm now. How do the animals feel now? Are they scared?Ss:. YesT: What will they do? Just stay here and wait for the bear to eat?Ss:.T: Yes, they run away. Help!

24、Help!教师播放逃跑中的动物的声音，让孩子们说出动物的名称，检查学生对单词的掌握。设计意图：通过听动物的叫声，猜逃跑中的动物名称，检查学生对单词的意思的理解与 掌握，同时也为下一步的藏起来做铺垫。T: Listen, who is running?(猫的声音)Whats this?Ss: Its the cat.T: Whafs this?Ss: Its the dog. (cat-dog-duck-pig-gun sound)T: Whats this? Yes, its the guns sound. Oh, Old Madonald shoot the bear, yeah, the

25、bear is dead now. OM is woirying now.OM: Where are my animals? Where are my animals? Can you help him?Ss: Yes.T: Lets help him look for the animals.教师让孩子们帮助老麦克唐纳找失散的动物，学生通过观察动物们留下的痕迹脚 印、树丛中露出的尾巴、腿等，说说那个地方藏起来的动物是什么。设计意图：通过帮农夫找动物，检查学生对动物的一些特征了解，如一只鸭子应该有两 个脚印等，拓展孩子们的知识，同时也适当地对数量进行了拓展。T: Look! They all

26、hide 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.（出图）T: Look at No. 1, whats this?Ss: Its a pig.T: Right?Ss: Yes.T: What is No.2?Ss: Its a duck.T: Great! How many ducks

27、can you see?Ss: 3.T: Whafs No.3?Ss: Its a dog.T: Right?Ss: Yes.T: Whafs No. 4?Ss: Its a cat.T: How many cats are there?Ss: 2.教师让孩子们帮助老麦克唐纳把动物们送它们自己的房间，但是动物们的房间的房牌 都掉到地上了，老师先让孩子们根据房门上的特征，辨别这些房子是谁的，如门上有条鱼骨 头，那应该是猫的房间，如房门上有个猪鼻子猪的房子，房门上是根大骨头狗的房 子，房门上是一些鸭子的脚印鸭子的房间，还有一块写着小心熊的牌子。孩子们首先全 班认读一次词卡，然后再同桌讨论，再自己尝

28、试把正确的动物名和动物门派卡连起来。然后 再让代表把牌子贴到正确的房门上。设计意图：通过小组讨论房间的主人，从动物的特征或者食物来辨别动物，更深一层地 理解课文内容，通过贴门牌，加深对单词的认读。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 bone, so its for the dog.T: Bingo. And this? Look at the door.Fish, its for th

29、e cat. Pigs nose? Its for the pig. And the foot print, its for the duck. You are so clever.T: Look! Whats on the floor? The name cards for the room. Whats this?Ss: dog.T: dog? Dog?（翻门牌卡）When you see the right room card, please stand up and say loud.Ss: Yes.T: Cat, cat, cat?Ss: Yeah.（duck, pig, bear全

30、班玩一次看词起立读）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, right? Pig, right? Duck, right? (check the answer)T: If you are the same, please hands up! Thank you. Who can he

31、lp me to put this name card on the right door?S1: (Put the room card on the door)T: Right? And this .小结评价T: Great. Today we have a lot of fun on the farm. Let*s see which group makes more fences. So todays winner is Group B. Boy and girls, can you remember the animals on the farm, today? What are th

32、ey? 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: Look, this is my farm. Whafs on my farm? A cat, a dog, a duck, now I want a pig, too. (在 sheet 上当场画出一只小猪)Finish! So, this is my farm. D

33、o you want to draw your farm? Take out your paper and draw it.学生画完，展示学生作品T: So, this is .s farm. Whats on her farm? Look, a . wonderful. Have you finished?Ss: No.T: It doesnt matter. This is your homework. Thats all for today. See you. And today*s homework is to finish your farm, like this:My Farm b

34、eai dog cat pig duckThis is my farni. I have a I like my fami. Do you like it? ( )板书设计：整个板书以一个农场图为背景，老师每教授一种动物就往农场上添加动物, 全班分成AB大组比赛，比赛为农场添篱笆，加固防卫。学生没答对一个问题，可以上去加 一条篱笆，看那边的篱笆更多更牢固。最后还可以用此来进行整节课的小结。Unit Four We love animals.（A. Lefs Learn）教学流程图1. warm-up:Activityl: Guessing game滚动上一课时句型，操练动物单词Activity

35、!: Whose farm is this?一引出人物 0kl MacdonaldActivity3: song Old Macdonald has afann一听歌曲说说农场上有什么动物2. Presentation: Listen to the song and say out the animalsLearn the animals听歌后学单词3. PracticeActivity 1: Talk about the animals. （Lets chant）Activity 2: Listen and act （听指令，扮演动物）Activity 3: Learn animal bear” 认识熊（熊来了故事升级）Activity 4: Listen and say （听动物声音猜动物动物们逃跑了）