英语人教版三年级下册Unit 3 At the zoo L1.docx

Unit 3 At the zooLesson 1教材分析：本课是人教版PEP英语教材三年级下册第三单元第一课时。教学内容是使用两个句型 Look at that . Its (so) . 来描述动物整体特征。这是一节会话课，要求学生在理解课文内容的基础上，能够进行角色扮演、自主创编。学情分析：学生对于动物的主题比较喜欢，也比较熟悉。在平日教学中，对于两个重点句型已有了一定了解，部分学生可以自主生成，但在形容词的使用上略显欠缺，需要一些提示和帮助。故设计了游览动物园的情境，在情境中，通过多感官观察感受的方式激活已有知识，通过合作-分享-探索的方式习得新知。教学方法：情境教学法、全身反应法（TPR）、交际法、合作学习法。Contents: (A) Lets talk Sentence patterns: Look at that . Its (so) .Lesson type: ConversationAims: 1. to understand the dialogue and read it with correct pronunciation and proper intonation; 能够正确理解对话内容，并用正确的语音语调读出对话；2. to describe animals with the sentence patterns; 能够利用所学句型描述动物；3. to raise the awareness of dos and donts at the zoo. 能够激发保护动物的行为规范意识Key points: to understand the sentence patterns and use them to describe animals. 能够理解句型并正确运用。Difficulties: 1. to pronounce giraffe correctly; 2. to combine two descriptive sentences into one with and.Incentive method: 1. Team competition: Monkeys climbing; 2. Oral praise for outstanding Ss.设计意图：通过小猴子爬大树的分组积分方式，激发学生的学习兴趣和参与热情。Aids: word/sentence cards, monkey cards, a headband Procedure:I. Warm-up 1. Lets enjoy: At the zoo (a cartoon)2. Greetings.II. Lead-in Set the scene to activate Ss knowledge about a zoo. T: Well go to a wonderful place today. Well meet many animals there. Where is it? Ss: Zoo. T: Exactly. Lets go to the zoo.设计意图：通过猜谜的方式导入情境，激活已有知识。III. Presentation and practice 1. T shows the zoo map to elicit the description. T: Look at that zoo map. What animals do you see?Ss: .T: Who do you want to see first?Ss: Panda.T: OK. Lets go to see the panda first.设计意图：呈现动物园地图，创设情境。 (1) T shows pictures of a panda. T: Look at that panda. Wow! Its so . Ss: Fat. T: Its so fat. Ss learn the shape and sound of fat with Phonics and a word card.设计意图：利用动作、语气引导学生说出“fat”，继而通过自然拼读法和形象生动的单词卡片巩固单词和句型认知。 T shows a picture of a monkey. T: Whos there? Ss: Its a monkey. T: Look at that monkey. Is it fat? Ss: No, its thin. Ss read the two sentences after T.Ss learn the shape and sound of thin with Phonics and a word card.设计意图：通过熊猫和猴子的对比，在句型中强化一对反义词“fat”和“thin”的认知。 (2) T plays the sound of an elephant. T: Listen, who is it? Ss: Its an elephant. (T shows the picture of an elephant, and elicits the description.) S1: Look at the elephant. Its so big.设计意图：采用“听一听猜一猜”的方式呈现内容，学生调动多感官感知动物特征，激发学习兴趣。T points to a tiny animal: Whats that? Is it a bee? Lets have a look.T shows magnifying glass: Ha! Its not a bee! Its a bird! Its a hummingbird! Its so .Ss: Small!T: Yes. Its the smallest bird all over the world.设计意图：通过大象与蜂鸟的对比巩固一对反义词“big”和“small”的认知。并补充了“蜂鸟是世界上最小的鸟”这一常识。Ss learn the shape and sound of big and small with Phonics and word cards.(3) T shows a picture of the wildlife zone. T: Sh- Now we are at the wildlife zone. Be careful! (a picture of a tiger breaks in)T: Oh, my god! Look at that tiger. Its .Ss: .T: Its big. Its strong! Its big and strong!Ss read the sentence after T.设计意图：一只老虎突然出现，调节了课堂气氛。通过将两位同学的语句合成的方式突破了难点二，并在后续的练习中巩固操练。T shows a picture of a bear. T: Look at that bear. What does it look like?S1: Its tall. S2: Its big. S3: Its tall and big.Two more exercise. T may give hints on colour of animals.T: Im a little bit scared of them. Lets leave here.(4) T shows the picture of Lets talk (p24) T: Hey, look at that boy. Who is he? Whos that girl? Ss: . T: They are at this zoo, too! What are they talking? Lets listen to them and then answer questions. Q1: What does the giraffe look like? Q2: Who is short and fat? Ss listen to the audio clip. Answer questions. Read after it. Role-play.设计意图：回归课本。将课堂情境与课本情境相融合，通过整体输入（带问题听音频）回答问题分句跟读角色扮演的方式，分阶段完成教学目标一。IV. Production1. Brainstorm more adjectives. T: We may use these words to describe animals. Lets read them together. Ss read the words. T: What else? Lets brainstorm more words! Ss think about more word to describe animals. T takes notes on the blackboard.设计意图：采用头脑风暴的方式激活学生已有知识，为下一步自主创编奠定基础。2. T shows a picture of the zoo. Ss make their own dialogues. T: Look, so many animals at the zoo. Which animal do you like? S1: I like pandas.T: Can you act as a panda?S1 acts.T nominates several to make sentences with the sentence patterns.T: Please work in groups of 4. Two Ss act as animals, two Ss talk about them. Sentence pattern: Look at . Its (so) . (Ss act with music. T go around.) Open check.设计意图：首先通过师生互动说明活动要求，继而在四人小组中开展活动。四人分工不同，可自由选择扮演动物或是游客，尊重学生的个性发展和自主性，并增添了活动趣味。小组活动过程中伴随主题音乐伴奏，营造轻松愉悦的氛围。V. Extension T: Do you love animals?Ss: Yes!T: I love animals, too! Look, I have some food. I want to feed them! I like chips. Hey, baby panda, come on, have some chips! Oh, look at that penguin. Its so fat! Have some Coke!Ss: No!T: Why?Ss share their opinions on Dont feed the animals. (Chinese is acceptable.)设计意图：通过教师投喂食物的错误做法，唤起学生保护动物的意识，以及在动物园游览时的行为规范。此部分的主要目的是升华主题，德育渗透，故允许学生使用汉语表达观点。VI. Home work Draw and describe. T: We have a happy day at the zoo. Whos your favorite animal? S1: Elephant. T draws an elephant: What does it look like? S1: Its big and fat. T