1、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, bear, 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

2、：1. Warm-up (Song 唱一唱)熱身活動復習上一節課的內容：“What's this? It's a .”教師呈現動物拼圖，讓孩子們猜。通過猜的游戲，既復習了上一節課的句型，同時也為歌曲的呈現鋪墊，了解chick, duck, dog, cow, bear, pig, cat 等詞匯。 教師呈現老麥克唐納的照片，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。 聽老麥克唐納有個農場的歌曲，讓孩子們聽歌抓詞，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

3、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: 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:

4、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, what else are on his farm?Ss: . animal, vege, fruits.T: (repeat students' answ

5、er, 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) 單詞教學教師提問孩子們，剛才的歌曲中有些什么動物，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, d

6、og. 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, quack, quack.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

7、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 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 el

8、se 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: 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? Ye

9、s, look at the pig, it is big.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，通過節奏輕快的節奏，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 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) Let's say it toge

10、ther.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, let's say it together. 3. Practice + Presentation鞏固操練活動Look, 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。看誰演得好，問得好，答得好?？?/p>

11、動作，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 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 thi

12、s?Whole class: It's a .教師教授bear單詞，教師創設故事情節熊來了。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，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 bearT: Oh, no! Help!

13、 A bear. Can you act like a bear? 教bear單詞 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 aw

14、ay. Help! Help!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，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 sou

15、nd. Oh, Old Madonald shoot the bear, yeah, the bear is dead now. OM is worrying 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.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

16、應該有兩個腳印等，拓展孩子們的知識，同時也適當地對數量進行了拓展。T: Look! They all 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. (出圖)T: Look at No. 1, what's this? Ss: It's a pig.T: Right?S

17、s: Yes.T: What is No.2?Ss: It's a duck.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.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房門上的特征，辨別這些房子是誰的，如門上有條魚骨頭，那應該是貓的房間，

18、如房門上有個豬鼻子豬的房子，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辨別動物，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

19、the bone, 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?

20、(翻門牌卡) 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

21、, 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 put this name card on the right door?S1: (Put the room card on the door)T: Right？And this .小結評價T: Great. Today we have a lot of fun on the farm. Let's see which

22、group makes 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:

23、Look, 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: 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。學生沒答對一個問題，可以上去加一條籬笆，看