三年级上册Unit4WeLoveAnimals第二课时教学设计.docx

1、三年级上册三年级上册 Unit4WeLoveAnimals 第二课时教学设计第二课时教学设计 三年级上册 Unit 4 We Love Animals 第二课时教学设计 一、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。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：1.Warm-up(Song 唱一唱)热身活动 复习上一

2、节课的内容：“Whats this?Its a.”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。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

3、时引出并教授新单词。T:Good morning,boys 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 fr

4、iend Old 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.Listen carefu

5、lly 2.Prensetation 1)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,quack,quack.Ss:duck做动作 Duck,du

6、ck,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,what else?Yes,cat.Can you act like a cat?Follo

7、w 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 the log.T:Besides dog,cat,duck,what else?Yes,pig.Can you act like a pi

8、g?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.Look at the cat,it is fat.Look at the pig,it is big.Look at the dog,on the log.Look at th

9、e 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 time,lets say it together.3.Practice+Presentation 巩固操练活动 Look,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

10、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 one 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?Who

11、le 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 something happens.Listen!Look!Here comes the.Who is coming?Ss:a bear T:Oh,no!Help!A bear.Can you act lik

12、e 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:.Yes T:What will 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。

13、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-gun 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 anim

14、als?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

15、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 this?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.

16、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:

17、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?Look at the door.Fish,its for the cat.Pigs nose?Its for the pig.And the foot print,its for the duck.You are so clever.T:Look!Whats on the floor?T

18、he name cards for the room.Whats this?Ss:dog.T:dog?Dog?(翻门牌卡)When you see the right room card,please stand up and say loud.Ss:Yes.T:Cat,cat,cat?Ss:Yeah.(duck,pig,bear全班玩一次看词起立读)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

19、 animal.T:Lets check the answer.Dog,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.小结评价 T:Great.Today we have a lot of fun on the farm.Le

20、ts see which group makes more fences.So todays 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:Look,this is my

21、farm.Whats on my farm?A cat,a dog,a duck,now I want a pig,too.(在 sheet 上当场画出一只小猪)Finish!So,this is my farm.Do you want to draw your farm?Take out your paper and draw it.学生画完，展示学生作品 T:So,this is.s farm.Whats on her farm?Look,a.wonderful.Have you finished?Ss:No.T:It doesnt matter.This is your homework

22、.Thats all for today.See you.And todays homework is to finish your farm,like this:板书设计：整个板书以一个农场图为背景，老师每教授一种动物就往农场上添加动物，全班分成 AB大组比赛，比赛为农场添篱笆，加固防卫。学生没答对一个问题，可以上去加一条篱笆，看那边的篱笆更多更牢固。最后还可以用此来进行整节课的小结。教学流程图 1.warm-up:Activity1:Guessing game 滚动上一课时句型，操练动物单词 Activity2:Whose farm is this?引出人物 Old Macdonald A

23、ctivity3:song Old Macdonald has a farm听歌曲说说农场上有什么动物 2.Presentation:Listen to the song and say out the animals Learn the animals听歌后学单词 3.Practice Activity 1:Talk about the animals.(Lets chant)Activity 2:Listen and act(听指令，扮演动物)Activity 3:Learn animal bear 认识熊（熊来了故事升级）Activity 4:Listen and say(听动物声音猜动物动物们逃跑了)Activity 5:Look and find(看脚印、身体部分找动物动物躲起来)Activity 6:Help the animal get home(帮助动物回家，认房子，贴名字卡)A.Recognize the home B.recognize the room card C.match the room card with the right room 4.小结与评价、尝试画农场 A.教师示范，和孩子们一起谈论一下她的农场。B.孩子们尝试自己设计 5.作业 Finish drawing your farm.