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1、三年级上册 Unit 4 We Love Animals 第一课时教学设计一、教学目标：1. 能理解对话，并能用正确的语音语调朗读对话；2. 根据对话的情景进行对话角色表演；3. 能在语境中初步运用Whats this? Its a . 来交流动物信息。二、教学重点：1. 理解对话意义，并能用正确的语音语调朗读对话；2. 初步运用新句型Whats this? Its a . 来交流相关动物信息。三、课前准备：教师准备相关动物的魔术师道具、动物卡片、学生卡片和投影仪（灯）。四、教学步骤：1. 情景创设与热身活动师生问候及老师展示魔术师的照片，让孩子们思考魔术师能做些什么？吸引学生的兴趣，引出今天
2、的主题魔术表演。a. Greetings: T: Good morning boys and girls. S: Good morning, Jason.b. Revision: Whats this?教师展示魔术师的帽子、披风等，孩子们猜是什么东西，老师化身魔术师，变出一张纸，用有洞的纸来进行复习身体部分，同时渗透主句型进行自问自答。T: Look, kids. Whats this? Its a magic hat. And whats this? Its a cape. I am a magician now. T: Look! Whats this? Oh its a piece of
3、 paper. Whats this? Its a nose. Look! Whats this? Its a .设计意图：通过帽子、纸、用挖了洞得纸盖在脸上等活动，复习了以前学的身体部分名称，同时也用来引出今天的主要句型的语境，让孩子们初步感受语镜，感知句型的意思。同时引出本课其中一个新词bear。2. Presentation呈现部分教师继续在帽子里变出一些文具，让孩子们尝试全班用“Whats this? Its a .”来问与答。同时呈现小狗与小鸭子的塑胶动物，并学习这两个单词。T: Now look here. Whats this? Whats this? Its a pen. Wh
4、ats this? Whats this? Its a . Come here, touch and guess. Whats this? Its a .设计意图：通过摸帽子里东西的游戏，集中孩子们的注意力，引导他们试用目标语言，激发他们运用目标语言进行提问的欲望，进一步提升对目标语言的理解。同时，用塑胶玩具动物教授dog, duck和bear三种动物。3. PracticeA. 看高级魔术表演。教师展示一只手问学生Whats this? Its a hand. 再展示另一只手询问学生Whats this?学生回答，Its a hand. 紧接着，老师用双手，借助射灯，在屏幕上做出鸭子的手影，
5、然后再一次问Whats this?学生会惊讶地回答Its a duck.并且非常感兴趣这一魔术表演。T: Look! Whats this? Its a hand. Whats this? Its a hand, too. Then whats this? Its a . (duck) B. 看图初步了解课文大意教师引出吴一凡和Mike也在玩魔术，给学生展示课文图，看图，提出问题：1. What are they doing? 3. What are they making? 4. Can they make bears? 引起孩子们的思考。C组织学生看课文的图联想，猜猜图中人物在说什么，然后
6、组织学生听课文录音。T: Mike and Wu Yifan are playing magic, too. Look at the pictures, guess 1. What are they doing? 3. What are they making? 4. Can they make bears? T: Look at picture 1, what are they talking? Ss: Whats this? Its a .T: Maybe / Good try. / It could be . Now lets listen to the tape. C教师检验问题的答案
7、。师生再一次重温对话内容。T: So in picture 1, what are they talking? Ss: Whats this? Its a .T: Yes, you are right. And picture 2?Now lets read after the tape. Can anyone come here and act out the dialogue?Pay attention to the last picture. Oh, its Zoom. They are so disappointed. 设计意图：在学课文前的提问，有效地激发学生的思维，让孩子们开动脑筋
8、，思考一些深层的问题，并对图片进行预测，然后带着问题去听录音，学生的注意力更集中，更容易理解课文。D. Make hand magic教师带领学生做手影魔术的练习，把句型Whats this？Its a . 作为魔术语，并板书，让学生边做动作边说这两句话，加强对句型的上口与操练，让学生在玩中学，学中玩，一举两得。T: Wu Yifan and Mike are making hand magic. Can you do it? Who can do it? Do you want to have a try? Who want to come here and have a try?E. Ro
9、le play组织学生表演对话。4. Extending (Lets Make!)学生以小组为单位，一起创编手影，看谁猜得多，创得多，并进行评分与展示。T: Now lets have a hand magic competition. Discuss in your groups and practice in your groups. 2 minutes to play magic in groups. Ready? Go.设计意图：通过手影活动，运用新句型，为学生留下更多的创作空间，同时也可渗透下一节课要学习的动物，为下一节课做铺垫。5. 小结与评价教师检查两组的拼比结果，并借助评价的图
10、，再一次用Whats this？Its a . 来问答，加深巩固本课重点句型，同时也作为本课的小结。6. Homeworka. 跟读课文三次并表演。b. 教家长做手影活动。板书设计：评价手段：全班分成bear和duck组，每答对一次，可以向上爬一楼梯，到最后还可以作为本课目标句型的操练与小结。流程图：1. Warm-up (Revision) 热身活动A: 介绍魔术师B: 认识魔术师的道具2. PresentationA: 老师化身魔术师，穿洞的纸复习身体部分，渗透主句型。3. PracticeA: 魔术帽中边文具，复习文具，铺垫学生用句型来问答。同时学习三种新的动物。B: 老师的手影魔术，引
11、导学生巩固操练新句型。C: 看课文图，想问题，回答手影问题。D: 预测每一幅图的意思和对话内容E: 听录音，跟读，表演F: 学做魔术师，板书句型，训练句型G: 学生尝试做手影魔术4. Extending学生小组PK手影魔术比赛。5. 小结及评价6. 作业A. 跟读课文三次并表演。 B. 教家长做手影活动。三年级上册Unit 4 We Love Animals 第二课时教学设计广东省东莞市莞城中心小学 邓凤娇一、教学目标：1. 能在语境中运用Whats this?Its a . 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
12、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：“Whats this? Its a .”教师呈现动物拼图，让孩子们猜。通过猜的游戏，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。 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
13、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 girls. Ss: Good morning, Miss Deng.T: Before the class, let me see whether you can remember this? Look! Whats this? Ss: Its
14、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: . animal, v
15、ege, 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 carefully2. Prensetation 1) 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: What anima
16、ls 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lets chant的内容，如Is the pig big? Is the cat fat? Where is th
17、e 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 at the
18、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. Togethe
19、r. 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) Lets
20、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。看谁演得好，问得好
21、，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 this?Wh
22、ole 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?Ss: a bearT: Oh, no! Help! A bear.
23、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 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!教师播放逃
24、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: Whats 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 bear is
25、dead now. OM is worrying 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 hide them
26、selves 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 can you
27、see?Ss: 3.T: Whats No.3？Ss: Its a dog.T: Right?Ss: Yes.T: Whats 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，再自己尝试把正确的动物名和动物门
28、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 the cat. Pigs n
29、ose? 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全班玩一次看词起立读
30、)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: Lets 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 help me to
31、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. Lets 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 they? They ar
32、e .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. Whats 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. Do you want
33、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 todays homework is to finish your farm, like this: 板书设计：整个板书以一个农场图为背景，
34、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。教学流程图1. warm-up: Activity1: Guessing game滚动上一课时句型，操练动物单词Activity2: Whose farm is this?引出人物Old MacdonaldActivity3: song Old Macdonald has a farm听歌曲说说农场上有什么动物2. Presentation: Listen to the song and say out the
35、 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)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
36、家，认房子，贴名字卡) A. Recognize the homeB. recognize the room cardC. match the room card with the right room 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.三年级上册Unit 4 We Love Animals 活动课教学设计广东省东莞市莞城中心小学 钟秀清START TO READFind and say1. 看find and say的内容，让学生找出字母。老师根据学生的回答在黑板上写出
37、这些字母。What do you see? What letters? Big or small? 2. 数出字母的数量，老师在书上写出数量。How many big Js? 3. 学生自己看课本数，完成worksheet的填空题。看着老师所写的内容，复述一次。Look and count1. PPT出示六种动物的图片，让学生说出单词。2. 完成worksheet的连线。3. 数出各个动物对应的单词的个数，再次认读单词。The zoo keeper is preparing the food for animals. Look here!（指书中的食物）Elephant要吃多少份呢？Lets
38、count. What about the cat, the dog .? Count and write the numbers on your book.4. 对答案：Elephant has 3. How do you know they are for the elephant? Yes, here is the name. And this is what elephant likes. What about the cat?LETTERS AND SOUNDS1. Warm up: Lets chant.Look! Lets chant. 看看第一行，有什么相似的单词呢？对，cat
39、和fat, at, cat. at, fat.那么第二行呢？2. PPT出示本单元的五个字母，让学生读一次。3. 游戏：快速认读字母。4. 看单词卡片，听老师读单词。找出两个单词共同的发音。（可分解读）5. 出示单词，说出相同的音是哪个字母。 6. 用相同方法学习K, L, M, N。7. PPT出示五个字母和对应的单词，齐读一次。8. 口头进行拼读练习。如：T: /k/, /at/.Ss: cat.9. 跟录音chant.10. Listen and circle.1) 齐读一次所有的字母：Can you read these?2) Listen and circle the letters.3) Check the answer.LETS CHECK1. 让学生看图，说说图意。2. Listen and number.3. Check the answers.附：学生的worksheetWorksheet1. Lets count I can see 2 J, _j ,_K, _k, _L, _l, _M, _m, _N and _n.2. Lets match15