2022年秋PEP小学英语三年级上册Unit 4 We Love Animals 第二课时教学设计.docx

《2022年秋PEP小学英语三年级上册Unit 4 We Love Animals 第二课时教学设计.docx》由会员分享，可在线阅读，更多相关《2022年秋PEP小学英语三年级上册Unit 4 We Love Animals 第二课时教学设计.docx（9页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、2022年秋PEP小学英语三年级上册Unit 4We Love Animals第二课时教学设计新教材三班级上册Unit 4 We Love Animals其次课时教学设计 广东省东莞市莞城中心学校邓凤娇一、教学目标：1 .能在语境中运用What s this?It s a .来沟通物品信息。2 .能够能听说、认读dog, duck, bear, pig, cat等几种动物 的名称。3 .能听懂一些简洁的指示语，并能根据指令仿照动物做出相应 的动作。二、教学重点：听说、认读dog, duck, bear, pig, cat等动物的名称三、课前预备：动物卡片、动物单词卡、录音机。四、教学步骤：1.

2、 Warm-up （Song 唱一唱）热身活动复习上一节课的内容：Whats this? Its a . ”老师呈现 动物拼图，让孩子们猜。通过猜的嬉戏，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。老师呈现老麦克唐纳的照片，让同学猜他的农场上有什么东 西，检测同学对农场的了解，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：通过拼图嬉戏复习已学句型，同时拓展与铺垫歌曲内 容，通过头脑风暴一一看农夫照片想农夫农场的有什么，激

3、活已 有生活体验，听轻松开心的歌曲，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 girls.Ss： Good morning, Miss Deng.T： Before the class, let me see whether you can remember this? Look! Whats this?Ss： Its a dog. （ chick, duck, cow, bear, farm 屏幕最终出 农场图，老师再引同学看黑板）T： And whats this?S： Its a farm.T： And thi

4、s?S： It1s a farm.T： Yes, itr s a farm. Whose farm is this? . It s my friend Old Macdonald1s. Lets say hello to OM.S： Hello, OM.T： Whatr s can you see on his farm? Then, what else are onhis farm?Ss： . animal, vege, fruits.T： （repeat studentsr answer, dog, duck, so many animals, maybe .）Yes, he has ma

5、ny animals. Then what animals are they? Listen to the song. And you will know it. Listen carefully 2. Prensetation 1）单词教学老师提问孩子们，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，关心同学理解 单词的意思。（听完歌曲）T： What animals are on his farm?Ss： duck, pig, dog.T： Yes, there are some ducks on the farm. Follow m

6、e, 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.老师在教授新词的过程中，通过图片渗透lets chant的内容, 如 Is the pig big? Is the cat fat? Where is the dog? Its on the log.并有意识地通过动作表情等关心同学理解chant的 内容。T： Where are the ducks? Look! They a

7、re 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 at the cat, it is fat.T： What else are on the farm? Yes, dog. Can you act like a dog? Follow

8、 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. Together. Is the pig big? Yes, look at the pig, it is big.同学跟录音朗诵韵律诗，然后进行表演。设计意图：通过在教授单词的过程中渗透

9、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) Let s 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) Lets say it together.Ss： Look at the cat, it is fat. Look at the pig, it is big.Look at th

10、e dog, on the log. Look at the duck, on the truck.T： Can you give me the beat? One more time, letf s say it together.3. Practice + Presentation 巩固操练活动Look, ask and answer （听音做动作）老师组织两大组孩子通过PK的形式，看图做动作，竞猜嬉戏。看谁演得好，问得好，答得好。看动作，扮演动作，检查孩子们 的对单词的理解与把握，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 thes

11、e 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?（老师给图片给一个同学代表看，然后那个同学用动作表演该动 物）Student A： Whatf s this?Whole class： It1s a .老师教授bear单词，老师创设故事情节一一熊来了。通过紧 急刺激的故事引出新词，并进行教授。同时，引起孩子们的思索， 熊来了，

12、其他动物怎么办？提示同学逃跑。设计意图：设计熊来了的情景，使故事更嬉戏剧颜色，吸引同学 的留意力，引起同学的思索与共鸣，为下面的活动创设条件一一动物们都很可怕，要逃命了。T： They are so happy together. But today something happens. Listen! Look! Here comes the . Who is coming?Ss： a bearT： Oh, no! Help! A bear. Can you act like a bear? 教 bear 单词 Can you act like a bear? Yes, follow me,

13、 bear, bear, roar, roar.T： Oh, yes. The bear is on OMs 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! Help!老师播放逃跑中的动物的声音，让孩子们说出动物的名称，检 查同学对单词的把握。设计意图：通过听动物的叫声，猜逃跑中的动物名称，检查同学 对单词的意思的

14、理解与把握，同时也为下一步的藏起来做铺垫。 T： Listen, who is running?（猫的声音）What s this?Ss： Its the cat.T： Whats this?Ss： Its the dog. (cat-dog-duck-pig-gun sound)T： Whatf s this? Yes, itrs the gun!s sound. Oh, Old Madonald shoot the bear, yeah, the bear is dead now. OM is worrying now.OM： Where are my animals? Where are

15、 my animals? Can you help him?Ss： Yes.T： Let1s help him look for the animals.老师让孩子们关心老麦克唐纳找失散的动物，同学通过观看动 物们留下的痕迹一一脚印、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，检查同学对动物的一些特征了解， 如一只鸭子应当有两个脚印等，拓展孩子们的学问，同时也适当 地对数量进行了拓展。T： Look! They all hide themselves up. Old Macdonald is looking for his animals. Where

16、 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： It1 s a pig.T： Right?Ss： Yes.T： What is No. 2?Ss： Itf s a duck.T： Great! How many ducks can you see?Ss： 3.T： What s No. 3?Ss： It1 s a dog.T： Right?Ss： Yes.T： Whats No. 4?Ss： It1s a cat.T： How many cats are there?Ss： 2.