2012年秋PEP小学英语三年级上册Unit 4 We Love Animals 第二课时教学设计

新教材  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What's this?It's 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
①复习上一节课的内容：“What's this? It's 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。
② 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。
③ 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, boys and girls.
Ss: Good morning, Miss Deng.
T: Before the class, let me see whether you can remember this? Look! What's this?
Ss: It's 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 what's this?
S: It's a farm.
T: And this?
S: It's a farm.
T: Yes, it's a farm. Whose farm is this? ... It's my friend Old Macdonald's. Let's say hello to OM.
S: Hello, OM.
T: What's can you see>⑤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: 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 it's for the dog.

T: Bingo. And this? Look at the door.

Fish, it's for the cat. Pig's nose? It's for the pig. And the foot print, it's for the duck. You are so clever.

T: Look! What's>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 animal.

T: Let's 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>S1: (Put the room card>T: Right？And this ...

⑥小结评价

T: Great. Today we have a lot of fun>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 farm. What's>学生画完，展示学生作品

T: So, this is ...'s farm. What's>Ss: No.

T: It doesn't matter. This is your homework. That's all for today. See you. And today's 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 MacdonaldActivity3: 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 animalsLearn the animals——听歌后学单词3. PracticeActivity 1: Talk about the animals. (Let's 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.