《三年级上册Unit4WeLoveAnimals第二课时教学设计》由会员分享，可在线阅读，更多相关《三年级上册Unit4WeLoveAnimals第二课时教学设计（8页珍藏版）》请在金锄头文库上搜索。
1、三年级上册Unit 4 We Love Animals 第二课时教学设计广东省东莞市莞城中心小学 邓凤娇一、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)热身活动复习上一节课的内容：“Whats this? Its
2、 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，同时引出并教授新单词。T:
3、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?
4、. Its my friend 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
5、 you will know it. Listen carefully2. 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
6、, please. Duck, duck, 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 d
7、uck on the farm, what 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
8、 at the dog, its on the 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 the
9、m! 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 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
10、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: Ca
11、t, 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?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
12、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 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 animal
13、s feel now? Are they scared?Ss: . YesT: 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。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:
14、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 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
15、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 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?
