广东版三年级上册Unit 3 Animals-Lesson 1-教案、教学设计--(配套课件编号：3050c).doc

1、1 Unit 3Animals I、Teaching materials 1. Book 1, Unit 3, P18 story. 2. Book 2, Unit3, P21 Song. II、Teaching Procedure Warming-up Song: Lets go to the zoo Presentation Story Watch the video and answer two questions. Listen and imitate; Role play. Emotional education; Extension Production Complete the

2、story and read the story Watch the video again and answer the questions Sing a songSing the song “Is this a dog?” with actions. 2 III、Teaching objectives 1. Knowledge objectives: -To help students listen,speak, read, and spell the words:bird,dog,zoo,his -To help students read,comprehend and use the

3、drill: Whats this? It is a. Is this a.? Yes, it is ./No, it isnt. 2.Abilityobjectives: -To help students remember the words :bird,dog,zoo,his -To help students comprehend and read the story well and get some information from it. -To help students to express what animals it is: Whats this? It is a. I

4、s this a.? Yes, it is ./No, it isnt. 3. Learning objectives: -To help students remember the words :bird,dog,zoo,his -To help students comprehend and read the story well. 4. Moral objectives: Summary Homework Who are the winners. 1.Share the story with your parents. 2.Make a hand-copied about animals

5、 3 -To like the animals. -To help students understand that protesting animals is very important to everyone. -To arouse students interests in Englishreading while teaching by story.Encourage students to join in the cooperation. 5. Culture objectives: -To make the students know that protesting animal

6、s is very important to everyone. IV、Teaching key points & Teaching difficult points 1. Teaching key points -To help students listen,speak, read, and spell the words: ird,dog,zoo,his -To help students read,comprehend and use the drill: Whats this? It is a. Is this a.? Yes, it is ./No, it isnt. -To he

7、lp students comprehend and read the story well and get some information from it. 2. Teaching difficult points -To help students comprehend the story and get some information from it. -To help students express what animals it is: Whats this? It is a. Is this a.? Yes, it is ./No, it isnt. V 、Teaching

8、aids: PPT ，cards，exercise sheet,stickers VI、Approaches: Situational teaching method, task-based activities, Collaborative learning 4 approach, Self-study and cooperation study methods. VII、Teaching Procedure Step 1 Organization 1、warming-up T: Before our class,lets sing a song, Lets go to the zoo. A

9、fter that,you have to answer the question: Q1.What animals can you see? Q2.Where can you see the animals? S: OK. Teacher sing and dance with students. 设计意图：通过歌曲，激发学生学习兴趣，热情的投入到课堂中，同时，让其 自觉回忆以前学过的动物单词，为本课的学习做铺垫。通过唱歌的形式，把所 学的新单词都集中巩固运用。学生在活泼的唱跳活动中，复习单词，并创造性 地使用自身的肢体语言中进一步提高学生英语思维品质的创造性和灵活性。 Step 2 Pre

10、sentation 1.Play the video for once and have students to answer the questions。 T: Show the picture of animals and ask where can we see the animals? Ss:At the zoo T: Today Gogo and Tony are going to the zoo, lets go and see. Please watch the video and answer the following questions: A.What animals ca

11、n you see? 5 Teacher provide a skeleton:I can see.(a bird/ a cat /a dog)and teach the new word: bird. T:can you show me how can a bird fly Practice the word in the sentences: Is this a bird? Yes, it is./ No,it isnt. B.Whats the name of the dog? Guide students to say: His name is Boomer. T:Teach “his

12、”, Point to a boy(S1) and ask,Whats his name? Ss: His names . S1:Point to a boy(S2)and ask,Whats his name? Ss:His names . S2:Point to a boy(S3)and ask,Whats his name? Ss:His names . T: Teach Boomer by phonics 设计意图：通过视频，把孩子们带入动物园的情景，让孩子们在视频中整体感 知故事。本环节为新单词和句型新授环节，在活动中操练 bird，使学生在读准读 好单词的同时，轻松地理解好单词。简

13、单的 TPR 游戏可以避免机械操练，还可 以活跃课堂气氛。 在新授his时， 拓展whats his name, 让学生在回答His name is . 中深刻理解单词，而不仅仅停留在课本上的 His names Boomer.本环节突出培养 学生英语思维品质的深刻性。同时，小组间的竞争是全班的同学都动起来，并 积极参与到课堂活动中， 使难点在活动中提前突破,为学生能顺利读懂 story 中句 型“Is this a ? Yes,it is./ No, it isnt.”作铺垫。这充分提高了小学生英语思维的灵活 性。培养学生英语思维的灵活性，能够有效帮助学生分析各种英语问题，将各 种因素进行综

14、合，进而解决英语问题。 6 2.Play the video for twice.and have students to number the picture and do the true or false. T: Take put your exercise sheet,this time we will watch the video for a second time,and you have to do the exercise 1, number the picture and exercise 2,True or False. S: Ok.(Watch while doing

15、the exercises) （Walk around to provide guidance if needed,and remind students the time.Then check the answers with students.） For exercise 1，have students to read out their answer one by one and give students who answer the question correctly a sticker about animal. For exercise 2,have students to s

16、how True with their thumb and index finger,and show me False by crossing their hands on the chest. After that,teacher show the story,have students to read the sentence and teacher explains one picture by one picture. 设计意图：通过排序和判断对错使学生进一步深入理解课文,引导孩子们带着问 题去听读，明确听读的目的，增强活动的有效性。在简单的练习中教师通过动 物小贴纸和动作激发了孩子

17、们竞争意识，反应迅速，使乏味的机械操练富有趣 味性，同时为下一环节知识和活动做铺垫，学生英语思维品质的灵活性得到极 大提高。 Step 3 To teach the story 1.Listenandfollow.(Tips:payattentiontotheintonationand 7 pronunciation )Present story with the flash. T: （Play the recording“Whats this ?”） listen! Who can repeat the sentence? S1：Whats this ? T：Is she right? Ss

18、: Yes. T:Very good,beat hands!An animal sticker for you. Play the recording of the sentence again and have the whole class to repeat the sentence. . Stop the recording one sentence by one sentence, and teacher in the same way. 设计意图：语音语调是英语学习的基础，是每一个英语学习者的所要面临的首 要难题。此环节为培养学生语音语调，培养学生良好的英语语感，使学生能说， 会说

19、，更有自信开口去说英语，避免哑巴英语的学习情况。通过拓展语音语调 的教学活动，培养了学生英语思维品质的广阔性。 2. Read the story. (1)Listen,read after the tape and understand the story. T: Lets listen again and know what are they talking about. Ss: (Listen and repeat.) 8 T: Who can try? S1: (Read the sentence one by one.) 设计意图：通过精读文中每一话，深刻理 解句子的意思，有感情地朗

20、读课文。把单词句型放到情景中，让学生易学易懂， 词不离句，句不离景，并能学以致用。这培养了学生仔细观察事物，并将文字 与情景相结合的能力。以后的思维会变得更加缜密，充分培养了学生思维的准 确性。 (2)Read together. T: You did a good job. Please open your books, page 18 and read story together. 设计意图：通过精读文中每一话，深刻理解句子的意思，有感情地朗读课文。 把单词句型放到情景中，让学生易学易懂，词不离句，句不离景，并能学以致 用。这培养了学生仔细观察事物，并将文字与情景相结合的能力。以后的思维

21、 会变得更加缜密，也充分培养了学生思维的准确性 (3)Role play. T: You are Tony, you are Jenny and you are Gogo. Lets read again. Ss: (Ss read the story) 设计意图：这环节中，学生分角色有感情朗读课文，体验不同角色人物的语言 输出，使他们更深刻地理解课文。培养学生自己在接触知识的时候自己用心去 感受其中的差别，学习知识会更加灵活，帮助学生树立正确的情感态度和道德 态度。 Step 4 Practice(Filing the blank and complete the story) 9 T: N

22、ow, take out your exercise sheet,finished exercise3, filling the blank.give students enough time to do the exercise.After that,check the answer with students.each group read out one picture. 设计意图： 通过让学生动笔为课文填空使学生更深入体会课文， 为下一步角色 扮演做好铺垫。核对答案时采取小组分组阅读，增加学生的竞争意识，使学生 更积极参与课堂。不但可以缓解紧张的情绪，活跃课堂气氛，既巩固所学知识， 又

23、能增加课堂的趣味性，同时提高小学生英语思维品质的准确性。 Step 5 production（Role-play the story） Five students in a group, have students to practice the story in their group, and role play the story. one to be Gogo, one to be Tony, one to be cat, one to be bird, one to be Boomer. Teacher walk around the classroom and give stude

24、nts guidance. Six minutes later, invite two groups of students to come to the front and wear the headpiece. Act out their story and give them positive feedback.(everyone of them got an animal sticker) 设计意图：通过让学生角色扮演，使学生在有趣的表演活动中巩固课文。学生 自己组织，自己设计表演，极大锻炼了学生的能力，也大大增加了学生的学习 兴趣。做到了让学生在玩中学，在学中玩，极大培养学生思维品质

25、的灵活性和 敏捷性。 Step 6 Extension 1. Sing a song: Is this a dog? The first time, have students to listen and clap hands with 10 the Rhythm.The second time,invite students to sing the song while clapping the hands with the rhythm. 设计意图：用一首欢快的歌曲来巩固这节课的重点句型 Is this a.，同时激发学 生学习兴趣，热情的投入到课堂中。由故事教学中句型的 Is this

26、a bird 拓展到该 歌曲的 Is this a dog，学生的思维得到开拓。同时学生的欢快的编唱又体现了学 生思维的创造性，在核心素养下，在小学英语教学中培养学生的思维品质，能 够通过具有拓展意义的英语教学，提高学生思维的广阔性。 2.Emotional education T: Today, we learn unit3Animals, we learn lots of animals, right? Point to the blackboard,are they cute? Ss：Yes! T: I will show you some more picture abut anima

27、ls. They are lovely and sweet,do you love them? Ss: Yes! T: show students some picture about the injured animals. Are they cute? Ss: No! T: Why are they injured?(pause for a second)Yes, they are hurt by people.So,from this class I want you to know that we should love and protect animals, okay? Ss: O

28、kay! 设计意图：本节课主题为动物，联系生活实际，深入挖掘教材中的德育因素，寓 11 道育于语言教学中，使学生学会如何做人做事。本节课为培养学生珍惜和保护 动物的意识，帮助学生树立正确的情感态度，道德态度。 Step 6 Summary 1. Teacher sums up the knowledge with students,and have students to read the key sentence once again. 设计意图：通过黑板上的板书，与学生再读一遍重点句型，进一步加深学生对 本节课知识的印象。总结课堂，给学生一个完整的框架。让学生明白所学习的 知识是一个完整的

29、体系，对他更加全面灵活的消化知识有很大的帮助，培养了 学生思维的灵活性。 2. Who are the winners? T: Look,( point to the assessment on the blackboard) Who are the winners? 设计意图：充分运用评价机制，有利于老师驾驭课堂，鼓励学生积极参与课堂 活动，培养学生对英语浓厚的学习兴趣，提高课堂教学效率，使学生感受习得 知识的快感和享受成功的乐趣。学生会在不知不觉中去追求更好的分数，不断 进步。 Step 7 Homework 1. Share the story with your parents. 2.

30、 Make a hand-copied about animals. 设计意图：把课文读给家人听，检测他们的阅读 情况；让学生做一份关于动物的手抄报，让学生 12 在动手实践过程中加深对本节课知识的理解，提高学生的学习兴趣，培养学生 的综合运动能力，创造性思维。 VIII、Layout: IX、Exercises for the class 13 本课时检测安排： 1、本课时通过适量的听、说、读、写的训练检测学生是否理解课文内容，掌握 句型结构，以保证课堂效率。 2、完成本课时的教学后，将采用以下两种方式来检测学生是否掌握本课时单词 和句型及对课文的理解程度： （1）在课堂上，教师根据学生的反应和训练效果反馈学生对本课课文的理解程 度，掌握基本阅读技巧的情况。 （2）通过检查学生的课后作业，检测学生对本课知识的掌握程度。