三年级英语上册Unit4Weloveanimals教学设计Period2人教PEP

Unit4Weloveanimals教学设计（Period2）一、教学目标.能在语境中运用What'sthis?It，sa...来交流物品信息。.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Warm-up（Song唱一唱）热身活动复习上一节课的内容："What'sthis?It'sa...”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。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，激活已有生活体验，既复习已学单词，同时引出并教授新单词。Presentation（1）单词教学①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:Whatanimalsareonhisfarm?Ss:duck,pig,dog.T:Yes,therearesomeducksonthefarm.Followme,duck,duck,quack,quack.Canyouactlikeaduck?Followme,please.Duck,duck,quack,quack.Ss:duck做动作Duck,duck,quack,quack.②教师在教授新词的过程中，通过图片渗透let'schant的内容，如Isthepigbig?Isthecatfat?Whereisthedog?It'sonthelog.并有意识地通过动作表情等帮助学生理解chant的内容。T:Wherearetheducks?Look!Theyareinthetruck.Lookattheduck,inthetruck.T:Yes,thereisaduckonthefarm,whatelse?Yes,cat.Canyouactlikeacat?Followme,please.Cat,cat,meow,meow.Together.Isthiscatfat?Yes,lookatthecat,itisfat.T:Whatelseareonthefarm?Yes,dog.Canyouactlikeadog?Followme,please.Dogdogbowwow.Together.Whereisthedog?Yes,lookatthedog,it'sonthelog.T:Besidesdog,cat,duck,whatelse?Yes,pig.Canyouactlikeapig?Followme,please.Pigpig,oinkoink.Together.Isthepigbig?Yes,lookatthepig,itisbig.③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。Let，schant(看图唱韵律诗)T:Lookatthem!Theyaresohappy.Lookatthecat,itisfat.Lookatthepig,itisbig.Lookatthedog,onthelog.Lookattheduck,onthetruck.Let'ssayittogetherSs:Lookatthecat,itisfat.Lookatthepig,itisbig.Lookatthedog,onthelog.Lookattheduck,onthetruck.T:Canyougivemethebeat?Onemoretime,let，ssayittogether.Practice+Presentation巩固操练活动Look,askandanswer(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，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:Doyouliketheseanimals?Ifyoulikeit,pleaseactitout!NowActlikeacat!Cat,cat,meow,meow.Ok,thistimeI'dlikeonestudentcomehereandact.Wholiketocome?(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)StudentA:What'sthis?Wholeclass:It，sa(2)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:Theyaresohappytogether.Buttodaysomethinghappens.Listen!Look!Herecomesthe...Whoiscoming?Abear.T:Oh,no!Help!Abear.Canyouactlikeabear?教bear单词Canyouactlikeabear?Yes,followme,bear,bear,roar,roar.T:Oh,yes.ThebearisonOM'sfarmnow.Howdotheanimalsfeelnow?Aretheyscared?Ss:Yes.T:Whatwilltheydo?Juststayhereandwaitforthebeartoeat?Ss:T:Yes,theyrunaway.Help!Help!(3)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,whoisrunning?(猫的声音)What'sthis?Ss:It'sthecat.T:What'sthis?Ss:It，sthedog.(cat-dog-duck-pig-gunsound)T:What，sthis?Yes,it'sthegun，ssound.Oh,OldMacdonaldshootthebear,yeah,thebearisdeadnow.OMisworryingnow.

OM:Wherearemyanimals?Wherearemyanimals?Canyouhelphim?Ss:Yes.T:Let'shelphimlookfortheanimals.(4)小结评价T:Great.Todaywehavealotoffunonthefarm.Let'sseewhichgroupmakesmorefences.Sotoday'swinnerisGroupB.Boyandgirls,canyouremembertheanimalsonthefarm,today?Whatarethey?TheyareSs:duck,dog,cat,pig,bear.T:Doyoulikethisfarm?Ifyouhaveafarm,whatdoyouwant?Whatanimalsdoyouwant?Cat?Dog?Ss:・..(cat,bird...)T:Look,thisismyfarm.What'sonmyfarm?Acat,adog,aduck,nowIwantapig,too.(在sheet上当场画出一只4、猪)Finish!So,thisismyfarm.Doyouwanttodrawyourfarm?Takeoutyourpaperanddrawit.学生画完，展示学生作品。T:So,thisis.♦・'sfarm.What'sonherfarm?Look,a...wonderful.Haveyoufinished?Ss:No.T:Itdoesn，tmatter.Thisisyourhomework.That，sallfortoday.Seeyou.Andtoday'shomewo