三年级上pep版Unit 4 4.2We love animals教案6页

Thesecondperiod(第二课时)PartALet’slearn&Let’schant内容分析本课是PEP小学英语三年级起点第一册Unit4第二课时。主要学习五个动物单词“pig,bear,cat,duck,dog”以及利用读音规则拼读新单词。老师将通过多种教学活动巩固重点单词，使学生掌握本节课知识点。课时目标知识与能力·能够听、说、认读五个动物单词“pig,bear,cat,duck,dog”·能够了解这五个动物单词的书写形式·能够通过朗读歌谣对动物单词音和义进行巩固操练，并初步感知一些形容词的意义·能够利用读音规则拼读新单词过程与方法用手影、动物身体的一部分、叫声、脚印和简笔画的方式引出这五个动物单词，先让学生通过chant感知读音规则，再通过字母替换，训练学生的自然拼读能力。通过TPR教学法，使学生动口，动手，动眼，动脑，调动其全身感官，投入英语学习中来，提高学习效率。情感态度价值观通过创编chant、创设动物聚会的情景，让学生结合学过的句型自由表达，培养学生的发散性思维。在本课的最后，呈现可爱的小动物视频，培养学生热爱动物、保护动物的意识。教学重难点教学重点能够听、说、认读五个动物单词“pig,bear,cat,duck,dog”。教学难点能够了解这五个动物单词的书写形式，并利用读音规则拼读新单词。教学准备教学课件、课文录音、视频、动物头饰等。教学媒体选择多媒体，录音。教学活动1.录音2.游戏3.Chant,教学过程Step1:Warm-up&Revision1.Greetings.T:Goodmorning!Boysandgirls!Ss:Goodmorning!Miss/Mr…T:S1,howareyou?S1:…T:Hello,what’syourname?S2:……2.Sharpeyes.Theteachershowsthepicturesofthetailsandfootprintsof“duck,bear,dog”onthePPT.（课件出示：依次快速出示鸭子、熊、狗的尾巴和脚印的图片）Studentsrespondtotheteacherwiththesentencestructure“It’sa…”quickly.T:LookatthePPT.What’sthis?Ss:It’saduck/bear/dog.3.Listenanddo.T:Showmeyourpencil/ruler/crayon…Studentsshowthestationeryaccordingtotheteacher’sinstructions.Step2:Presentation1.Teachthenewwords.(1)Teachthewords“cat,fat”.T:Icanmakeananimalwithmyhands.Look,what’sthis?(Theteachermakesacatwithhis/herhands.)Ss:猫。T:Yes!It’sacat.ShowapictureofacatonthePPT.（出示课件）T:/æt/,/kæt/,cat.Followme:Meow,meow,cat.Ss:Meow,meow,cat.(Theteacherchecksstudents’pronunciationonebyone.)T:Lookatthecat.Itbecomesfat.（课件出示：鼠标点击猫的图片，猫逐渐变胖，图片下方呈现cat—fat）T:/æt/,cat./æt/,fat.Fat,fat,fat.Followme:It’safatcat.Ss:It’safatcat.T:Now,let’smakeachant.Studentsfollowtheteacherandrepeatthechant.,(2)Teachthewords“pig,big”.Showapictureofapig’stailonthePPT.（出示课件）T:Look,what’sthis?Acat?Ss:No.ShowapictureofalittlepigonthePPT.（出示课件）T:It’sapig./ɪg/,pig.Followme:Oink,oink,pig.Ss:Oink,oink,pig.(Theteacherchecksstudents’pronunciationbythegame“Highandlowvoice”.)T:Lookatthepig.Itbecomesbig.（课件出示：鼠标点击小猪的图片，猪逐渐变大，图片下方呈现pig—big）T:/ɪg/,pig./ɪg/,big.Big,big,big.Followme:It’sabigpig.Ss:It’sabigpig.T:Now,let’smakeachant.Studentsfollowtheteacherandrepeatthechant.(3)Teachthewords“dog,log”.Playtherecordingofthesoundthatadogmakes.（出示课件）T:Listen!What’sthis?Ss:It’sadog.ShowapictureofadogonthePPT.（出示课件）T:Yes,it’sadog./d/-/ɒ/-/g/,dog.Followme:Woof,woof,dog.Ss:Woof,woof,dog.（课件出示：鼠标点击小狗的图片，小狗下方出现一根圆木，图片下方呈现dog—log）T:Changethefirstletter“d”oftheword“dog”into“l”.Whocanreadthenewword?S1:Log.T:Good!Astickerforyou.It’salog./ɒ/-/g/,log.Log,log,log.Readafterme:Thedogisonthelog.Ss:Thedogisonthelog.(4)Teachthewords“duck,truck”.ShowthefootprintofaduckonthePPT.(出示课件)T:What’sthis?Ss:It’saduck.ShowapictureofaduckonthePPT.（出示课件）T:Great.Followme:/ʌk/,/ʌk/,duck.Ss:/ʌk/,/ʌk/,duck.（课件出示：鼠标点击鸭子的图片，鸭子出现在一辆货车里，图片下方呈现duck—truck）T:Whocanreadit?(Theteacherpointstotheword“truck”.)S2:Truck.,T:Wonderful!Astickerforyou.It’satruck./ʌk/,/ʌk/,duck./ʌk/,/ʌk/,truck,truck,truck.Readafterme:Theduckisinthetruck.Ss:Theduckisinthetruck.(5)Teachthewords“bear,pear”.T:Now,Iwilldrawananimalontheblackboard.Guesswhatitis!Thefastestonecangetasticker.S3:It’sabear.T:Nicejob.Youcangetasticker.ShowapictureofabearonthePPT.（出示课件）T:/eə(r)/,/eə(r)/,bear.Followme:Growl,growl,bear.Ss:Growl,growl,bear.T:What’sthis?(TheteacherpointstothepictureonthePPT.)Ss:It’sabear.（课件出示：鼠标点击熊的图片，一个梨子出现在熊的身下，图片下方呈现bear—pear）T:Weknow“ear”pronounces“/eə(r)/”.Changethefirstletter“b”oftheword“bear”into“p”.Whocanreadthenewword?S4:Pear!T:Great!Youcangetasticker.It’sapear./p/-/eə(r)/,pear.Readafterme:Thebearisonthepear.Ss:Thebearisonthepear.2.Readandact.(1)Playthecartoonof“Let’slearn”.（课件出示：教材P39Let’slearn板块的动画）Askstudentstowatchthecartoonandreadafterit.Letstudentspayattentiontothepronunciationandtheintonation.(2)Letstudentsreadthewordsandthedialoguebythemselves.(3)Letstudentspracticethewordsandthedialogueinpairs,andthenactoutthehandshadowsofthefiveanimalsinclass.Step3:Practice1.Whatismissing?PresentthepicturesofthefiveanimalsonthePPTatatime.（课件出示：猪、熊、猫、鸭子和狗这五张图片同时出现后，每次随机让其中一张图片消失）Thenaskstudentstofindoutthemissinganimalandsaythewordquickly.2.Whatisthis?Theteacherchoosesonestudenttocometothefrontandwearstheheaddressforhim/her.Thenthestudentguesseswhatthisis.Ss:Whatisthis?S1:It’sadog.Ss:No!S1:It’sapig.,Ss:No!S1:It’saduck.Ss:Yes!(Theteachercanchoosethreeorfourstudentstoplaythegame.)3.Let’schant.(1)Watchthevideoandguessthemeaning.Theteacherplaysthevideoof“Let’schant”.(课件出示：教材P39Let’schant板块的视频)Studentswatchthevideoandguessthemeaningofthechant.(2)Listen,lookandpoint.T:Class,let’slistentotherecordingagain.Thistime,youshouldlistenandpointtothepictures.Forexample:Ifyouhear“Lookatthecat.Itisfat.”,youshouldpointtothepictureof“cat”.OK?Ss:OK!(3)Listenandchant.T:Now,let’schanttogetheraftertherecording!Areyouready?Let’sgo!Ss:…Step4:Consolidation&Extension1.Makeanewchant.Askstudentstomakeanewchantwiththekeywordsasthedemonstration.2.Welcometotheanimals’party.T:Theanimalsarehavingapartyinthezoo.Doyouwanttojointhem?Fivestudentscancometothefront.Youcanweartheheaddressesandsaylikethese:Hello,I’madog./Goodmorning,I’macat!/Howareyou?I’mabear!3.Watchavideoaboutanimals.T:Youaresogreat!Atlast,let’senjoyavideoaboutanimals.Lookattheanimals.Theyaresocute.Wemustlovetheanimals.（课件出示：一段关于动物的视频）板书设计作业设计完成《核心课堂》/《一本好卷》本节课习题。教学反思,1.TPR教学法适合本课的教学，使得整节课活泼生动，让学生也能积极参与到课堂中来。2.本课涉及单词的读音规则，教师利用了这个机会对自然拼读法进行渗透，让学生尝试拼读单词，为之后的单词学习打下了基础。3.本课涉及的单词较多，在Let’stalk板块已学过“duck,bear,dog”，因此在本课的教学中，多花了一点时间在新词“pig,cat”的操练上。4.板书设计简洁明了，对课堂教学起到了很好的辅助作用。