PEP人教版三年级上册英语第四单元Unit 4 集体备课教案教学反思

Unit4Weloveanimals

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…”

教材分析

uCool!Ilikeit."；能够听、说、认读单词“duck,pig,cat,bear,dog,elephant,monkey,bird,tiger,

panda,zoo”。

知识目标：

句型

•能听懂、会说句型“一What'sthis/that?—It'sa…”"Cool!Ilikeit.”

词汇

・能听、说、认读单词Uduck,pig,cat,bear,dog,elephant,monkey,bird,tiger,panda,zoo^

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：

教学目标

•能够在图片、实物或情境的帮助下运用句型“一What'sthis/that?一It'sa…”询问并回答动物

的名称

•能够在情境中运用句型“Cool!Hikeit.”表达赘美或欣赏

•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

第一课时：PartALet'stalk&Let'splay

第二课时：PartALet'slearn&Let'schant

第三课时：PartALettersandsounds

课时安排

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）

PartALefstalk&Lefsplay

霞教:学:详M/

A教学内容与目标

课时教学内容课时教学目标

•能够理解对话大意，能够用正确的语音、语调朗读对话

Lefstalk•能够在图片和教师的帮助下，在语境中运用句型“一WhaCsthis?—It'sa…”来交流图片

上的各种动物信息

•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“一What's

Let'splay

this?—Ifsa-w

A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Whafsthis?—Ifsaduck/dog/bear.”。

A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。

A教学准备

2.教学课件、课文录音、视频、人物头饰、教学实物等。

A教学过程

Step1:Warm-up&Lead-in

1.Greetings.Teachingpurpose

T:Hello,boysandgirls!本课的主题是动物，在

Ss:Hello,Miss/Mr...这里渗透本单元的主题歌

2.Enjoythesong一OldMacDonald.（课件出示:教材P44Lefs《OldMacDonald》。这首歌

sing板块的歌曲）曲虽然没有学过，但是很多

3.Listenanddo.学生早就听过，容易引起学

T:Showmeyourpencil/ruler/crayon...生的共鸣，激发学生的兴趣。

Studentsshowthestationeryaccordingtotheteacher9sinstructions.复习第一单元的文具类单

Step2:Presentation词,为新授句型"It'sa…”

做铺垫。

1.Teachthenewsentencestructuresandwords.

（1）Teachthenewsentencestructure"It'sa...”

Theteachershowsapentostudents.

T:Whafsthis?Ifsa...

Ss:Pen.

T:Great!It'sapen.Followme:Ifsapen.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'sa…以旧引新，

过渡自然，学生很容易接受

Theteacherwritesdownthesentencestructure"It'sa…"onthe

blackboard.

Thentheteachershowsotherstationerytohelpstudentspractice

thenewsentencestructure"It'sa…”

Ss:It'sapencil/ruler/crayon/...

(2)Teachthenewsentencestructure"What'sthis?”andtheword

“dog”.

T:(Showacrayon.)What'sthis?Teachingpurpose

Ss:It'sacrayon.在学习新句型的过程

T:Good!Followme:What'sthis?中，自然引出新单词“dog”,

过渡自然。音与形相结合的

Theteacherwritesdownthesentence"What'sthis?^^onthe

学习方式，更有利于学生对

blackboard.

新知识的掌握。

T:Now,youask,Ianswer.

Ss:What'sthis?

T:It'sapencil/ruler/crayon/...

ShowthepictureofadogonthePPT.(出示课件)

T:What'sthis?

Ss:狗。

T:Yes.Ifsadog.

Theteacherwritesdowntheword"dog"ontheblackboard.

T:Woof,woof!Ifsadog.Readafterme./d/-/A/-/g/,dog,/

dog.\

Studentsreadtheword“dog”andthesentence"It'sadog."after

theteacher.

(3)Teachtheword“duck”.Teachingpurpose

Theteacherplaystherecordingofthesoundthataduckmakes.通过听鸭子的叫声，引

(出示课件)出新单词“duck"。变换不同

T:Listen!What'sthis?Adog?的学习形式，激发学生的学

Ss:No.习兴趣。

T:(Showthepictureofaduck.)Aduck?

Ss:Yes!

Theteacherwritesdowntheword“duck”ontheblackboard.

T:Quack,quack!It'saduck.Readafterme./d/-/A/-/k/,duck,/

duck.\

Studentsreadtheword"duck"andthesentence"It'saduck."afterTeachingpurpose

theteacher.通过猜一猜、摸一摸的

(4)Teachtheword“bear”.方式,引出新单词“bear”。

Theteachershowsaboxtostudents.Letstudentsguesswhat'sin再次变换形式，让学生始终

thebox.保持浓厚的学习兴趣。

T:Look,Ihaveabox.What'sinthebox?Youcantouchit.

Ss:...

T:(Takeoutthetoybear.)What'sthis?It'sabear.Readafterme.

/b/-/eo(r)/,bear,/bear.\

Theteacherwritesdowntheword"bear"ontheblackboard.

Studentsreadtheword"bear"andthesentence"It'sabear.^^after

theteacher.

2.Lookandsay.

(1)Showthefirstpictureof"Let'stalk”.

.••••"课件出ZF

T:Look!WuYifanandMike!Whataretheydoing?Theyare

playinggamesintheclassroom.WuYifanismakinganimalswithhis

hands.Heismakinganimalsonthewall.Whafsthisonthewall?Teachingpurpose

在学习课文对话这一环

Ss:It'saduck.

节，从提供语言支架，到逐

T:Good!

步去掉支架，让学生自主学

(2)Showthesecondpictureof"Let'stalk”.

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。

T:Look,what'sthis?WhowantstobeWuYifan?

SI:Whafsthis?

Ss:It'sadog.

T:Cool!

(3)Showthethirdpictureof"Let'stalk”.

课件出示

T:Look,whataretheytalkingabout?Pleaseworkinpairs.One

actsWuYifan.TheotheroneactsMike.

Letstudentsworkinpairs,andthenhaveashow.Theteachergives

theassessmentatlast.

(4)Showthelastpictureof"Let'stalk”.(课件出示：教材P38Let's

talk板块的第四幅图)

T:Whoisthat?

Ss:Zoom!

T:Oh,it'sZoom.Teachingpurpose

3.Readandact.播放录音，学生听录音

(1)Theteacherplaysthecartoon.(课件出示:教材P38Let'stalk跟读。引导学生按照正确的

板块的动画)Askstudentstowatchthecartoonandreadafterit.Let语音、语调朗读对话，并能

studentspayattentiontothepronunciationandtheintonation.在小组中进行角色扮演。进

(2)Letstudentsreadthedialoguebythemselves.一步加深学生对对话的理

(3)Letstudentspracticethedialogueinpairs,andthenwearthe解，以及对新学单词和句型

headdressestoactoutthedialogueinclass.的掌握。

Step3:Practice

1.Makeachant.

Theteachergivesanexampletostudents.Thenletstudentsmakea

chanttogether.Teachingpurpose

以朗朗上口的形

••…课件出示­.chant

式，帮助学生巩固新知，让

What'sthis?What'sthis?

It'saduck.It'saduck.学生在韵律中，多回合、多

What'sthis?What'sthis?层次地操练，不断加强对新

It'sadog.It'sadog.知的记忆。

What'sthis?What'sthis?

It'sabear.It'sabear.

2.Lefsplay.

Teachingpurpose

(1)Showthepicturesof“duck,dog,bear"onebyone.(出示课件)

通过手影游戏，在一问

Dothehandshadowsandimitatethesoundsofthethreeanimals.

一答间，进一步加深学生对

Letstudentsaskandanswerwiththesentencestructures“一What'sthis?

句型和动物单词的理解，同

—Ifsaduck/dog/bear.^^

时让课堂教学充满趣味性。

(2)Pairwork.

Letstudentsworkinpairstopracticethedialogueof"Let'splay”.

(3)Showtime.

Askonestudenttocometothefrontandimitatethesoundsofthe

animals,andtheotherstudentsguessbysaying"It'sa...”

SI:Woof!Woof!Whafsthis?

Ss:It'sadog.

Step4:Consolidation&Extension

1.Whatisonthefarm?

ShowthepictureofoldMacDonaldandhisfarmonthePPT.（课件

出示:MacDonald和他的农场）Studentscanseepartofthedog/duck/

Teachingpurpose

bearinthepicture.在导入环节，学生聆听

T:（课件出示：一只狗在吃狗粮）Look!What'sthis?《OldMacDonald》这首歌；

Ss:It'sadog.在拓展环节，再次围绕

T:Wow,youaresoclever!（课件出示：地上有一些鸭子的脚印）MacDonald的农场创设语音

What'sthis?情境，对重点句型进行拓展

Ss:It'saduck.操练，首尾照应。让学生找

T:（课件出示：一只熊躲在树洞里，只露出尾巴）Look!What's出隐藏在农场中的动物，能

this?够极大地调动学生的积极

Ss:It'sabear.性。

2.Practiceinpairsandshowinclass.

Studentspracticethesentencestructures“一What'sthis?一It's

a...“inpairs.

SI:（Pointtothepictureofthedogonthefarm.）Look!What'sthis?

S2:It'sadog.

SI:（Pointtothe...）Look!Whafsthis?

S2:...

Theteacherchoosesseveralpairsofstudentstoshowtheir

dialoguesinclass,andgivessomestickerstothestudentswhodoagood

job.

A板书设计

Unit4UJeloveanimats

UJhat"sthis?

A作业设计

1.Practicethedialogueof"Let'stalk".

2.Practicethesentencestructuresbyplayingthehandshadowgamewithyourfamilymembers.

3.Dotheexercises.

A教学反思

1.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。

2.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。

►TeachingContents&TeachingAims

Let'stalk

,Beabletounderstandthemainideaofthedialogueandreadthedialoguewithcorrect

pronunciationandintonation.

•Beabletousethesentencestructures“一What'sthis?一It'sa...”togetinformationofanimalsin

contextwiththehelpoftheteacherandthepictures.

Let'splay

•Beabletoconsolidatethewords"duck,dog,bear”andthesentencestructures”—What'sthis?

•一It'sa...”throughthehandshadowgameandotheractivities.

►TeachingPriorities

•Beabletounderstandthemainideaofthedialogueandreadthedialoguewithcorrect

pronunciationandintonation.

•Beabletounderstandandsaythesentences"―Whafsthis?—It'saduck/dog/bear.”

►TeachingDifficulties

•Beabletousethesentencestructures"一What'sthis?一It'sa...”toaskandanswerthenameof

theanimalscorrectlyinrealsituations.

►TeachingProcedures

Teaching

Teacher5sActivitiesStudents9ActivitiesTeachingPurposes

Stages

Stimulatestudents9

1.Greetings.

1.Greetings.interestinlearningand

Warm-up2.Listentothesong.

2.Enjoythesong一Oldleadinthetopicofthis

&3.Showthestationery

MacDonald.unit.Reviewthewords

Lead-inaccordingtothe

3.Listenanddo.aboutstationerywhich

teacher9sinstructions.

studentshavelearned.

1.leachthenewsentence(1)Learnthenewsentence

CreateagoodEnglish

structuresandwords.structure"It'sa…"by

learningatmosphere.

(1)Teachthenewsentencesomestationery.

Leadstudentsto

structure"It'sa...”(2)Learnthenewsentence

understandandlearn

Presentation(2)Teachthenewsentencestructure“What's

thenewsentence

structure"What'sthis?”andthis?”andtheword

structuresandwords

theword"dog”.“dog”.

throughdifferent

(3)Teachtheword“duck”.(3)Learntheword“duck”.

learningways.

(4)Teachtheword"bear".(4)Learntheword"bear".

Leadstudentstolearn

newsentencestructures

2.Lookandsay.Observethepicturesand

gradually.Reducethe

Showthepicturesof"Let'stalkaboutthemwiththe

difficultyoflearning.

talk“onebyoneandteachtheteacher.Learnthe

Andcultivatestudents9

dialoguestepbystep.dialogue.

observationandlogical

thinkingability.

Makesurethatstudents

Readthedialogueafterthe

canreadthedialogue

cartoonandreadby

3.Readandact.correctlyandfluently.

themselves.Piacticethe

Playthecartoon.Deepentheir

dialogueinpairsandactit

understandingofthe

out.

dialogue.

1.Makeachant.

Makeachanttogether.

Giveanexample.

Usethechanttoarouse

students9learning

Followtheteachertoask

2.Lefsplay.interest.Practicethe

Practiceandanswerwiththe

Showthepicturesonebyone.keywordsandsentence

sentencestructures

Dothehandshadowsandstructuresbythe

“—What'sthis?—Ifsa

imitatethesounds.interestinggames.

duck/dog/bear.”

1.Whatisonthefarm?

Lookatthepicturesand

ShowsomepicturesandaskCreatethelanguage

answerthequestions.

somequestions.environmentwithold

MacDonald'sfarmto

Consolidation

echowiththebeginning

&

andarousestudents9

Extension2.Letstudentsworkinpairsand

Workinpairstopracticegreatinterestin

showinclass.

thesentencestructuresandpracticingthenew

Givesomestickerstothe

showinclass.sentencestructures.

studentswhodoagoodjob.

1.Practicethedialogueof"Let'stalk”.

2.Practicethesentencestructuresbyplayingthehandshadowgamewithyourfamily

Homework

members.

3.Dotheexercises.

Thesecondperiod（第二课时）

PartALefslearn&Lefschant

亘教学详案亘

A教学内容与目标

课时教学内容课时教学目标

•能够听、说、认读五个动物单词“pig,bear,cat,duck,dog”

Let'slearn

•能够了解这五个动物单词的书写形式

•能够通过朗读歌谣对动物单词音和义进行巩固操练，并初步感知一些形容词的意义

Let'schant

•能够利用读音规则拼读新单词

A教学重点

能够听、说、认读五个动物单词“pig,bear,cat,duck,dog”。

A教学难点

能够了解这五个动物单词的书写形式，并利用读音规则拼读新单词。

A教学准备

2.教学课件、课文录音、视频、动物头饰等。

A教学过程

Step1:Warm-up&Revision

1.Greetings.Teachingpurpose

T:Goodmorning!Boysandgirls!通过师生间的情景对话

Ss:Goodmorning!Miss/Mr...来拉近师生距离，营造愉快

T:S1,howareyou?的学习氛围，同时复习关于

SI:...打招呼的句型，为后面的环

T:Hello,what'syourname?节做铺垫。

S2:...

2.Sharpeyes.Teachingpurpose

Theteachershowsthepicturesofthetailsandfootprintsof"duck,通过呈现动物的尾巴和

bear,dog97onthePPT.（课件出示：依次快速出示鸭子、熊、狗的尾脚印，让学生迅速说出动物

的名称，集中学生的注意力，

巴和脚印的图片）

营造良好的学习氛围。复习

Studentsrespondtotheteacherwiththesentencestructure"It's

上节课的单词和句型的同

a.・・"quickly.

时，也为本课的学习做铺垫。

T:LookatthePPT.What'sthis?

Ss:It'saduck/bear/dog.

3.Listenanddo.

T:Showmeyourpencil/ruler/crayon...

Studentsshowthestationeryaccordingtotheteacher'sinstructions.

Step2:Presentation

1.Teachthenewwords.

(1)Teachthewords"cat,faf\

T:Icanmakeananimalwithmyhands.Look,what'sthis?Teachingpurpose

(Theteachermakesacatwithhis/herhands.)用手影、动物身体的一

Ss:猫。部分、叫声、脚印和简笔画

T:Yes!It'sacat.的方式引出这五个动物单

ShowapictureofacatonthePPT.(出示课件)词，先让学生通过chant感

知读音规则，再通过字母替

T:/aet/,/kast/,cat.Followme:Meow,meow,cat.

换，训练学生的自然拼读能

Ss:Meow,meow,cat.

力。通过TPR教学法，使学

(Theteacherchecksstudents9pronunciationonebyone.)

生动口，动手，动眼，动脑，

T:Lookatthecat.Itbecomesfat.(课件出示：鼠标点击猫的图片,

调动其全身感官，投入英语

猫逐渐变胖，图片下方呈现cat—fat)学习中来，提高学习效率。

T:/act/,cat./ast/,fat.Fat,fat,fot.Followme:It'safatcat.

Ss:It'safatcat.

T:Now,let9smakeachant.

课件出示,.

It'sacat.

It'sfat.

It'safatcat.

Ilikethefatcat.

Studentsfollowtheteacherandrepeatthechant.

(2)Teachthewords6tpig,big”.

Showapictureofapig'stailonthePPT.(出示课件)

T:Look,what'sthis?Acat?

Ss:No.

ShowapictureofalittlepigonthePPT.(出示课件)

T:It'sapig./ig/,pig.Followme:Oink,oink,pig.

Ss:Oink,oink,pig.

(Theteacherchecksstudents5pronunciationbythegame“Highand

lowvoice”.)

T:Lookatthepig.Itbecomesbig.(课件出示：鼠标点击小猪的

图片，猪逐渐变大，图片下方呈现pig—big)

T:/ig/,pig./ig/,big.Big,big,big.Followme:Ifsabigpig.

Ss:It'sabigpig.

T:Now,let9smakeachant.

课件出7F

It'sapig.

It'sbig.

It'sabigpig.

Ilikethebigpig.

Studentsfollowtheteacherandrepeatthechant.

（3）Teachthewords“dog,log”.

Playtherecordingofthesoundthatadogmakes.（出示课件）

T:Listen!What'sthis?

Ss:Ifsadog.

ShowapictureofadogonthePPT.（出示课件）

T:Yes,it'sadog./d/-/n/-/g/,dog.Followme:Woof,woof,dog.

Ss:Woof,woof,dog.

（课件出示：鼠标点击小狗的图片，小狗下方出现一根圆木，

图片下方呈现dog一log）

T:Changethefirstletteroftheword"dog"intoT.Whocan

readthenewword?

SI:Log.

T:Good!Astickerforyou.It'salog./n/-/g/,log.Log,log,log.

Readafterme:Thedogisonthelog.

Ss:Thedogisonthelog.

（4）Teachthewords“duck,truck”.

ShowthefootprintofaduckonthePPT.（出示课件）

T:Whafsthis?

Ss:It'saduck.

ShowapictureofaduckonthePPT.（出示课件）

T:Great.Followme:/Ak/,Mk/,duck.

Ss:Mk/,/Ak/,duck.

（课件出示：鼠标点击鸭子的图片，鸭子出现在一辆货车里，

图片下方呈现duck-truck）

T:Whocanreadit?（Theteacherpointstotheword“truck".）

S2:Truck.

T:Wonderful!Astickerforyou.Ifsatruck./Ak/,Mk/,duck./Ak/,

/Ak/,truck,truck,truck.Readafterme:Theduckisinthetruck.

Ss:Theduckisinthetruck.

（5）Teachthewords"bear,pear”.

T:Now,Iwilldrawananimalontheblackboard.Guesswhatitis!

Thefastestonecangetasticker.

S3:It'sabear.

T:Nicejob.Youcangetasticker.

ShowapictureofabearonthePPT.（出示课件）

T:/eo(r)/,/eo(r)/,bear.Followme:Growl,growl,bear.

Ss:Growl,growl,bear.

T:Whafsthis?(TheteacherpointstothepictureonthePPT.)

Ss:It'sabear.

(课件出示：鼠标点击熊的图片，一个梨子出现在熊的身下，

图片下方呈现bear—pear)

T:Weknowtteaf,pronounces"/eo(r)/".Changethefirstletter

oftheword"bear"into"p".Whocanreadthenewword?

S4:Pear!

T:Great!Youcangetasticker.It'sapear./p/-/eo(r)/,pear.Read

afterme:Thebearisonthepear.

Ss:Thebearisonthepear.

Teachingpurpose

2.Readandact.

播放录音，学生听录音

(1)Playthecartoonof"Let'slearn^^.(课件出示：教材P39Lefs

跟读。引导学生按照正确的

learn板块的动画)Askstudentstowatchthecartoonandreadafterit.语音、语调朗读单词和句子，

Letstudentspayattentiontothepronunciationandtheintonation.并能在与同伴的练习中，不

(2)Letstudentsreadthewordsandthedialoguebythemselves.断加深对单词读音的记忆。

(3)Letstudentspracticethewordsandthedialogueinpairs,and最后，借助手影表演，正确

thenactoutthehandshadowsofthefiveanimalsinclass.地说出单词并巩固所学句

Step3:Practice型。

1.Whatismissing?

PresentthepicturesofthefiveanimalsonthePPTatatime.(课件Teachingpurpose

出示：猪、熊、猫、鸭子和狗这五张图片同时出现后，每次随机让通过难度系数不断上升

其中一张图片消失)Thenaskstudentstofindoutthemissinganimal的游戏，学生对所学新词掌

andsaythewordquickly.握得越来越好。操练chant

2.Whatisthis?的难度不断降低，配合TPR

活动，激发和维持学生的学

Theteacherchoosesonestudenttocometothefrontandwearsthe

习兴趣。

headdressfbrhim/her.Thenthestudentguesseswhatthisis.

Ss:Whatisthis?

SI:Ifsadog.

Ss:No!

SI:It'sapig.

Ss:No!

SI:It'saduck.

Ss:Yes!

(Theteachercanchoosethreeorfourstudentstoplayth