PEP三年级上册Unit4教案.docx

1、PEP三年级上册Unit4教案第 1 课时课型：新授教学内容：第4单元A Lets learn and Letters教学目标：1. 知识目标（1）能听说认读“四会”单词“cat, dog, duck, ,pig, bear, ”。（2）能听懂指令，并根据指令做相应的动作。2. 能力目标（1）能在实际生活中运用英语表达熟悉和喜爱的动物。（2）培养学生根据情景正确运用语言的能力。3. 情感态度目标（1）在活动中培养学生的协作精神。（2）培养学生认真、积极、大胆的学习态度。（3）培养学生爱护和保护动物的情感。教学重难点：单词的正确发音与在实际生活中的运用。学习书写英文字母，英文字母印刷体与手写体的

2、区别。教学准备：有关教学课件，动物头饰，小火车图片，小红旗，大萝卜模型教学过程二次备课Step 1: Warm-upa. Sing a song: Teddy Bear设计意图：课前唱英文歌曲，教师和学生一起演唱并配上相应的动作，用表情、动作、眼神和学生交流，使学生情绪兴奋，快速进入“角色”，全身心地准备学习的开始。b. Free talk.设计意图：师生间的日常会话交流，培养学生用英语思维，用英语交际的能力。c. Today we are going to learn some new words. Look, here comes a train（教师手拿一列小火车介绍）There are

3、 some numbers on it（手势指向各小组）. Number 1 is for group 1; Number 2 is for group 2; Number 3 is for group 3; Number 4 is for group 4.（教师拿出一面小红旗）If you do very well, you can get a red flag for your group. Lets see which group is the best. OK?（教师以手势鼓动学生回答：OK）设计意图：小学生好胜心强，从开始就把竞争机制引入课堂，并贯穿于整堂课，大大激发了学生的学习兴趣

4、，有利于学生完全投入到课堂活动中来。Step 2: Presentation（课件展示动物园情景图）T: Boys and girls, today we have some animal friends. They are from England. Do you want to know them?Ss: Yes.T: Remember. You should say English to them because they are from England. Look, they are coming.（教师手指向门口，事先安排好的学生戴着兔子的头饰，一蹦一跳进教室）S: Hello,

5、Im cat.T: Oh, this is Miss cat（注意吐词清晰，重读强调）. Lets welcome her.（鼓掌）Ss: （鼓掌）Welcome, cat.T: Lets make a friend with cat.S1: Hello, cat.S2: Nice to meet you, cat.S3: Hi, cat.T: Look, Mr. dog is coming.(Teacher uses the same way to teach other words.)设计意图：首先以动物园情景图的展示使学生对此课的学习内容有个整体了解。以“外国动物小朋友来访”的特殊情景来

6、导入新课，呈现生词，形式新颖，调动了学生的好奇心，同时让学生通过与他们交朋友，既复习了问候语，又让学生在与学生的问候中，自然地说出这些动物名称。Step 3: Practise1（课件展示动物在开party的场面）T: Boys and girls, our new friends are very happy, so they are having a party in our classroom. Lets see who will come to our party? Who will be the first one?设计意图：以“外国动物小朋友”这一线索贯穿于整个课堂，使课堂设计显得

7、很完整同时又把学生的思路从遥远的英国动物园拉到现实的课堂中来，并和教材的部分相呼应，有利于学生的理解与记忆。2. 听音辩物：课件播发各种动物的声音，学生通过声音来判断，并说出动物的名称。设计意图：此部分通过各种动物的声音，给学生听觉感受，使学生全方位的感知与理解，并对所学新词进行了操练。3A game: Whats missing?（火眼金睛）出示单词卡片，安排学生说出哪种动物消失了。通过趣味操练加强学生对单词的识记。设计意图：运用游戏来复习单词可以避免单调，枯燥的朗读，可以大大地调动学生的积极性，激发他们的参与热情，从而提高学习效果。4. A play: 小白兔，拔萝卜（教师戴着rabbit

8、的头饰示范）T: “Its a nice day. The rabbit goes out .（看到萝卜模型）Wow, what a big turnip！Oh, its so big! I like it.”（并做拔萝卜状） “one, two, three. Oh, no! Who can help me?”教师引导学生说：“Dog, dog, help me!”（戴小狗头饰的同学“汪汪”地上台，搭着兔子的肩说） “One, two, three. Oh, no!.”所学动物全部上场，合力终于成功拔萝卜。设计意图：学生在真实的情景中，通过亲身体验参与，在操练巩固新知的同时又培养了学生团结合

9、作的精神，将“众人拾柴火焰高”的思想从小植根于孩子们的心田。Step 4: Extension/Consolidation1. Lets do.a. Play the tape. Ss just listen, and point the sentence in the book.b. Play the tape again and Ss repeat and do the action.c. Teacher gives some commands and Ss do the actions.T: Act like a monkey, act like.设计意图：小学生的学习兴趣短暂。TPR全

10、身运动反应法能调动学生的感官，让学生在听听做做中巩固了新知。2. Play a game: 幸运搭档两人一组，一人做动作，一人猜动物名称。设计意图：将幸运52栏目的形式搬到英语课堂上来，新颖而有趣。小组合作，小组竞赛将课堂气氛推向高潮。Step 5: AssessmentT: Today we have learned some new words. We know names of many cute animals. We can make good friends with them. Now lets see which group is the best. Lets count th

11、e red flags together.T, Ss: One two three.（教师带领学生一起数小组的小红旗，并评出最优小组）T: I think in this class you did a very good job. Lets give him a big hand.（鼓掌）（课件展示动物图片）T: Lets say goodbye to our new friends.Ss: Goodbye, monkey. Goodbye, duck.设计意图：小红旗的数量让学生体验成功带来的喜悦最后让学生对动物朋友告别起到了化龙点睛的作用，同时使“外国动物小朋友”这一线索完美收场字母教学

12、：1、.Revision大小声游戏：f-face, g-gift, d-duck等教师轻声说一个单词和字母，学生则需大声朗读。教师大声说，学生则轻声说（设计思路：活跃气氛，融洽师生情感，激发学生参与课堂活动的热情，使学生迅速进入英语学习的状态，并帮助学生巩固了上节课的单词字母。）2. Presentations（1）听录音出示卡片猜意思联系字母j。教师出示单词卡jeep，jump 让学生听录音跟读jeep jump猜意思。教师问学生jeep的第一个字母是什么：What letter is this? 学生回答：j。教师出示字母卡，让学生辨别字母Jj的大小写。教师说：今天我们来认识两个以字母j打

13、头的单词。出示图片，教读jeep jump。（2）.教师在四线三格中教写字母大小写Jj。注意让学生区分大写J的手写体和书写体，可同时出示手写体和印刷体的单词卡让学生观察，让学生记住手写体的大写J没有横。要让学生仔细观察小写j 占了几个格几条线，提醒学生在书写这个字母时注意占格位置以培养他们正确的书写习惯,（3）.依次教授k l m n,引导学生字母顺序无意识的学习。(设计意图：从学生们已知的单词入手，导入本课重点字母。)3. Practise （1）听tpr歌谣操练字母发音，注意提醒字母在单词中的发音。（2）listen and circle学生听到辅音字母及例词如：n-nose，圈出对应的字

14、母。（3）循序渐进，学生由看着单词说首字母到听发音说首字母，逐渐增加难度，过度自然。同时检查学生对字母发音的掌握情况。(设计意图：通过各种形式的操练活动，练习字母的发音。)4. Game在学生已经熟悉字母的基础上，设计一些简单的字母和单词记忆游戏以便学生更好地掌握字母发音。抢读字母、传递字母、听单词找字母等形式(设计意图：在游戏活动中巩固字母发音，寓教于乐。)5. Extension（1）制作字母卡-寻找兄弟-寻找对应单词。(2)在四线格中适量抄写需掌握的字母。板书设计：A Lets learn and Letters “cat, dog, duck, , bear, cat, Jj Kk L

15、l Mm Nn第 2 课时课型：新授教学内容：第4单元A Lets talk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。 教学重、难点：能在语境中运用Whats this?Its a . 来交流物品信息教学准备：动物卡片、动物单词卡、录音机。教学过程二次备课教学过程：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

16、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, b

17、oys and girls.Ss: Good morning, Miss Deng.T: Before the class, let me see whether you can remember this? Look! Whats this?Ss: Its 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 O

18、ld 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, vege, 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

19、. Listen carefully2. Prensetation1) 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 animals 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

20、, 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 the 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, wha

21、t 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 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 t

22、he 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? 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.

23、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 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 ti

24、me, lets say it together.3. PracticeLook, 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，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 on

25、e 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?Whole 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

26、something happens. Listen! Look! Here comes the . Who is coming?Ss: a bearT: Oh, no! Help! A bear. 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 wi

27、ll 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-gu

28、n sound)T: Whats this? Yes, its the guns sound. 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: 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

29、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 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. (出图)T: Look at No. 1, whats th

30、is?Ss: Its a pig.T: Right?Ss: Yes.T: What is No.2?Ss: Its a duck.T: Great！How many ducks can you 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

31、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? Lo