人教PEP三年级英语上册教案：Unit 4 We love animals(第一课时)

Unit4Weloveanimals教材分析本单元学习的主题是动物。教学内容主要是围绕着主线人物询问近处或远处不认识的动物（或其他事物）来展开的。教学重点是能够听懂、会说核心句型“一What'sthis/that?—It'sa…”“Cool!Ilikeit.”;能够听、说、认读单词“duck,pig,cat,bear,dog,elephant,monkey,bird,tiger,panda,zoo”。教学目标知识目标：句型•能听懂、会说句型“—What'sthis/that?—It'sa…”“Cool!Ilikeit.”词汇•能听、说、认读单词''duck,pig,cat,bear,dog,elephant,monkey,bird,tiger,panda,zoc”字母与语音•能正确听、说、读、写字母Jj,Kk,Ll,Mm,Nn并知道其在单词中的发音能力目标：•能够在图片、实物或情境的帮助下运用句型“—What'sthis/that?—It'sa…”询问并回答动物的名称•能够在情境中运用句型“Cool!Ilikeit.”表达赞美或欣赏•听到字母能说出它对应的发音情感态度、文化意识、学习策略目标：•培养学生热爱动物、保护动物的意识•了解英语中部分动物声音的拟声词•能够建立单词音、义、形之间的联系，整体学习单词课时安排第一课时:PartALetstalk&Let'splay第二课时：PartALetslearn&Let'schant第三课时：PartALettersandsounds第四课时：PartBLet'stalk&Let'splay第五课时:PartBLet'slearn&Let'sdo第六课时：PartBStarttoread&Let'scheck&Let'ssing

Thefirstperiod（第一课时）PartALet'stalk&Let'splay►教学内容与目标►教学内容与目标课时教学内容课时教学目标Let'stalk•能够理解对话大意，能够用正确的语音、语调朗读对话•能够在图片和教师的帮助下，在语境中运用句型“—What'sthis?—It'sa…”来交流图片上的各种动物信息Let'splay•能够通过声音与意义相结合的游戏活动，巩固记忆动物单词的音和义以及句型“—What'sthis?一It'sa…”»教学重点1.能够理解对话大意，能够用正确的语音、语调朗读对话。2.能够听懂、会说句子“一What'sthis?一It'saduck/dog/bear.”。►教学难点能够在实际情境中正确运用句型“一What'sthis?—It'sa...”询问并回答动物的名称。►教学准备预习本课时的相关内容。教学课件、课文录音、视频、人物头饰、教学实物等。►教学过程Step1:Warm-up&Lead-inTeachingpurpose本课的主题是动物，在这里渗透本单元的主题歌《OldMacDonald》。这首歌曲虽然没有学过，但是很多学生早就听过，容易引起学生的共鸣，激发学生的兴趣。复习第一单元的文具类单词，为新授句型Teachingpurpose本课的主题是动物，在这里渗透本单元的主题歌《OldMacDonald》。这首歌曲虽然没有学过，但是很多学生早就听过，容易引起学生的共鸣，激发学生的兴趣。复习第一单元的文具类单词，为新授句型“It'sa-”做铺垫。T:Hello,boysandgirls!Ss:Hello,Miss/Mr.Enjoythesong—OldMacDonald.（课件出示：教材P44Let'ssing板块的歌曲）Listenanddo.T:Showmeyourpencil/ruler/crayon.Studentsshowthestationeryaccordingtotheteacher'sinstructions.Step2:Presentation1.Teachthenewsentencestructuresandwords.（1）Teachthenewsentencestructure“It'sa.”Theteachershowsapentostudents.T:What'sthis?It'sa.Ss:Pen.

T:Great!It'sapen.Followme:It'sapen.Theteacherwritesdownthesentencestructure“It'sa...”ontheblackboard.Thentheteachershowsotherstationerytohelpstudentspracticethenewsentencestructure“It'sa...”Ss:It'sapencil/ruler/crayon/...Teachthenewsentencestructure“What'sthis?”andtheword“dog”.T:(Showacrayon.)What'sthis?Ss:It'sacrayon.T:Good!Followme:What'sthis?Theteacherwritesdownthesentence“What'sthis?”ontheblackboard.T:Now,youask,Ianswer.Ss:What'sthis?T:It'sapencil/ruler/crayon/...ShowthepictureofadogonthePPT.(出示课件)T:What'sthis?Ss:狗。T:Yes.It'sadog.Theteacherwritesdowntheword“dog”ontheblackboard.T:Woof,woof!It'sadog.Readafterme./d/-/A/-/g/,dog,/dog.、Studentsreadtheword“dog”andthesentence“It'sadog.”aftertheteacher.Teachtheword“duck”.Theteacherplaystherecordingofthesoundthataduckmakes.(出示课件)T:Listen!What'sthis?Adog?Ss:No.T:(Showthepictureofaduck.)Aduck?Ss:Yes!Theteacherwritesdowntheword“duck”ontheblackboard.T:Quack,quack!It'saduck.Readafterme./d/-/A/-/k/,duck,/duck.\Studentsreadtheword“duck”andthesentence“It'saduck.”aftertheteacher.Teachtheword“bear”.Theteachershowsaboxtostudents.Letstudentsguesswhat'sinthebox.T:Look,Ihaveabox.What'sinthebox?Youcantouchit.Teachingpurpose借助第一单元学过的文具类单词，引出本课要学的句型“It'saTeachingpurpose借助第一单元学过的文具类单词，引出本课要学的句型“It'sa-・”。以旧引新，过渡自然，学生很容易接受并掌握。Teachingpurpose在学习新句型的过程中，自然引出新单词“dog”,过渡自然。音与形相结合的学习方式，更有利于学生对新知识的掌握。Teachingpurpose通过听鸭子的叫声，引出新单词“duck”。变换不同的学习形式，激发学生的学习兴趣。Teachingpurpose通过猜一猜、摸一摸的方式，引出新单词“bear”。再次变换形式，让学生始终保持浓厚的学习兴趣。T:(Takeoutthetoybear.)What'sthis?It'sabear.Readafterme./b/-/eo(r)/,bear,/bear.\Theteacherwritesdowntheword“bear”ontheblackboard.Studentsreadtheword“bear”andthesentence“It'sabear.”aftertheteacher.2.Lookandsay.(1)Showthefirstpictureof“Let'stalk”.(2)Showthesecondpictureof“Let'stalk”.ifflnJLi二”.亠(2)Showthesecondpictureof“Let'stalk”.ifflnJLi二”.亠；Teachingpurpose在学习课文对话这一环节，从提供语言支架，到逐步去掉支架，让学生自主学习,并操练句型。以回答问题、自由发挥、表演等多种形式，在降低学习难度的同时，培养学生的观察能力和逻辑思维能力。(3)Showthethirdpictureof“Let'stalk”.f出，;5丿:T:Look!WuYifanandMike!Whataretheydoing?Theyareplayinggamesintheclassroom.WuYifanismakinganimalswithhishands.Heismakinganimalsonthewall.What'sthisonthewall?Ss:It'saduck.T:Good!T:Look,what'sthis?WhowantstobeWuYifan?S1:What'sthis?Ss:It'sadog.T:Cool!T:Look,whataretheytalkingabout?Pleaseworkinpairs.OneactsWuYifan.TheotheroneactsMike.Letstudentsworkinpairs,andthenhaveashow.Theteachergivestheassessmentatlast.(4)Showthelastpictureof“Let'stalk”.(课件出示：教材P38Let'stalk板块的第四幅图)

T:Whoisthat?Teachingpurpose播放录音，学生听录音跟读。引导学生按照正确的语音、语调朗读对话，并能在小组中进行角色扮演。进一步加深学生对对话的理解，以及对新学单词和句型的掌握。Ss:Teachingpurpose播放录音，学生听录音跟读。引导学生按照正确的语音、语调朗读对话，并能在小组中进行角色扮演。进一步加深学生对对话的理解，以及对新学单词和句型的掌握。T:Oh,it'sZoom.3.Readandact.Theteacherplaysthecartoon.(课件出示：教材P38Let'stalk板块的动画)Askstudentstowatchthecartoonandreadafterit.Letstudentspayattentiontothepronunciationandtheintonation.Letstudentsreadthedialoguebythemselves.Letstudentspracticethedialogueinpairs,andthenweartheheaddressestoactoutthedialogueinclass.Step3:Practice1.Makeachant.Teachingpurpose以朗朗上口的Teachingpurpose以朗朗上口的chant形式，帮助学生巩固新知，让学生在韵律中，多回合、多层次地操练，不断加强对新知的记忆。・、・・・・・・・・・・・・・抵Whaf'^This?What'sthis?-iIt's<1duck.It'saduck.jW/hat'ithis?What写this?;TtHsadog.It'sadog.V/hat'sthis?Who+sthis?

Itdsabear.Ithsabear.Teachingpurpose通过手影游戏，在一问一答间，进一步加深学生对句型和动物单词的理解，同时让课堂教学充满趣味性。2.Teachingpurpose通过手影游戏，在一问一答间，进一步加深学生对句型和动物单词的理解，同时让课堂教学充满趣味性。Showthepicturesof“duck,dog,bear”onebyone.(出示课件)Dothehandshadowsandimitatethesoundsofthethreeanimals.Letstudentsaskandanswerwiththesentencestructures“—What'sthis?—It'saduck/dog/bear.”Pairwork.Letstudentsworkinpairstopracticethedialogueof“Let'splay”.Showtime.Askonestudenttocometothefrontandimitatethesoundsoftheanimals,andtheotherstudentsguessbysaying“It'sa...”S1:Woof!Woof!What'sthis?Ss:It'sadog.…Step4:Consolidation&Extension1.Whatisonthefarm?Teachingpurpose在导入环节，学生聆听《OldMacDonald》这首歌；在拓展环节，再次围绕Teachingpurpose在导入环节，学生聆听《OldMacDonald》这首歌；在拓展环节，再次围绕MacDonald的农场创设语音情境，对重点句型进行拓展操练，首尾照应。让学生找出隐藏在农场中的动物，能够极大地调动学生的积极T:(课件出示：一只狗在吃狗粮)Look!What'sthis?Ss:It'sadog.T:Wow,youaresoclever!（课件出示：地上有一些鸭子的脚印）What'sthis?Ss:It'saduck.T:（课件出示：一只熊躲在树洞里，只露出尾巴）Look!What'sthis?Ss:It'sabear.Practiceinpairsandshowinclass.Studentspracticethesentencestructures“—What'sthis?—It'sa...”inpairs.S1:(Pointtothepictureofthedogonthefarm.)Look!What'sthis?S2:It'sadog.S1:(Pointtothe.)Look!What'sthis?S2:.Theteacherchoosesseveralpairsofstudentstoshowtheirdialoguesinclass,andgivessomestickerstothestudentswhodoagoodjob.►板书设计duck►作业设计1.duck►作业设计1.Practicethedialogueof“Let'stalk”.2.Practicethesentencestructuresbyplayingthehandshadowgamewithyourfamilymembers.3.Dotheexercises.►教学反思教学设计精心巧妙，层层递进，由易到难，易于操作，始终使学生保持浓厚的学习兴趣。新知的学习尽可能地联系旧知，以旧引新，降低了学生学习的难度，帮助学生更好地理解所学知识。3.板书设计配合图片展示，一目了然，重点突出，对课堂教学起到了很好的辅助作用。Unit¥tc/e臥芒animal?lAJhat"Sthis?►TeachingContents&TeachingAimsLet'stalkBeabletounderstandthemainideaofthedialogueandreadthedialoguewithcorrectpronunciationandintonation.Beabletousethesentencestructures“一What'sthis?一It'sa...”togetinformationofanimalsincontextwiththehelpoftheteacherandthepictures.Let'splayBeabletoconsolidatethewords“duck,dog,bear”andthesentencestructures“一What'sthis?•—It'sa.”throughthehandshadowgameandotheractivities.TeachingPriorities•Beabletounderstandthemainideaofthedialogueandreadthedialoguewithcorrectpronunciationandintonation.Beabletounderstandandsaythesentences“一What'sthis?一It'saduck/dog/bear.”TeachingDifficultiesBeabletousethesentencestructures“一What'sthis?一It'sa...”toaskandanswerthenameoftheanimalscorrectlyinrealsituations.►TeachingProceduresTeachingStagesTeacher'sActivitiesStudents'ActivitiesTeachingPurposesWarm-up&Lead-inGreetings.Enjoythesong一OldMacDonald.Listenanddo.Greetings.Listentothesong.Showthestationeryaccordingtotheteacher'sinstructions.Stimulatestudents'interestinlearningandleadinthetopicofthisunit.Reviewthewordsaboutstationerywhichstudentshavelearned.Presentation1.Teachthenewsentencestructuresandwords.Teachthenewsentencestructure“It'sa...”Teachthenewsentencestructure“What'sthis?”andtheword“dog”.Teachtheword“duck”.Teachtheword“bear”.Learnthenewsentencestructure“It'sa...”bysomestationery.Learnthenewsentencestructure“What'sthis?”andtheword“dog”.Learntheword“duck”.Learntheword“bear”.CreateagoodEnglishlearningatmosphere.Leadstudentstounderstandandlearnthenewsentencestructuresandwordsthroughdifferentlearningways.2.Lookandsay.Showthepicturesof“Let'stalk”onebyoneandteachthedialoguestepbystep.Observethepicturesandtalkaboutthemwiththeteacher.Learnthedialogue.Leadstudentstolearnnewsentencestructuresgradually.Reducethedifficultyoflearning.Andcultivatestudents'observationandlogicalthinkingability.3.Readandact.ReadthedialogueaftertheMakesurethatstudents

Playthecartoon.cartoonandreadbythemselves.Practicethedialogueinpairsandac