pep 三下unit 3 Part B.doc

Unit 3 At the ZooB Lets learn远安县嫘祖镇中心小学 余俊I. Analysis of the teaching materialsThe topic of the unit is about animals at the zoo. The language situation is to talk about animals and learn to use the words: big, small, long, short, sentences: It is _.It has_. To describe some aspects of animals.II. Analysis of the studentsThe students are from Grade three , they have already learned some animals before, they can use such adjectives as big、small、tall to describe things. By the end of this class, students should describe animals in whole sentence. III. Teaching Aims1. Knowledge aims： Students can be able to read and say the words: big, small, long, short. Students can be able to describe the animals use the sentence It is _. It has_.2. Ability aims: Students can describe some aspects of animals, communicate with others. 3. Emotion aims： Enable students to cooperate and communicate with others in group work. Enable students to set up the sense of loving animals.IV. Teaching Important and Difficult points1. How to make students understand and use new words and new sentences. 2. How to make students use the key sentences to describe the animals.Teaching aids: multimedia, toys, cardsV. Teaching procedures and purposes:Step 1. Greeting1. Free talk：Hello. Whats your name? Do you like dogs?.Then give the student a card.(a long tail, big eyes, . )（设计意图：Free talk问学生喜欢dog, rabbit等动物，先铺垫一些动物词汇。准备好的动物身体部位卡片，作为对学生回答问题的奖励，为后面的设计monster环节做准备，也能激发低年级孩子想要得到卡片而积极回答问题的积极性。）Step 2. Warm-up1.Enjoy a video: Animals2.Act like animals. The first time: listen. The second time: Listen and do.（设计意图：课前通过自编chant，把前几课时学过的内容串起来，有节奏有韵律的复习，活跃了课堂氛围，使学生动起来，为接下来的教学做好准备。）Step 3. Presentation and practice1.Show a rabbit. T: Act like rabbit. Who can?2.Show a monkey. Can you act like monkey?3. Show a elephant. T: Heres a big animal coming. Ss: elephant. T: The elephant is very big. Students read: big Its big.4. Show a mouse. T: Is it big? Ss: No. T: The mouse is very small. Students read: small Its small.5. Show an apple. CAI: a big apple. Then the apple becomes smaller, smaller. Ss: a small apple. （设计意图：学生观察两幅图并将其进行对比，由a big apple 自然说出a small apple，半开放式的语言支架结构为学生自主学习创造了机会。）6. ActionsTeacher gives the orders. Students do the actions.T: Touch your noseeyesarms. Touch your tails. Oh, sorry. You dont have tails.7. Show a monkey. Touch its tail and say: It has a tail, a long tail.Read long long tail It has a long tail.8. Show a pig. Touch its tail and say: It has a tail, a short tail. Read short a short tail It has a short tail.(设计意图：通过Action 环节，自然过渡到tail,逐步到long tail和short tail，再引出句型It has_.) 9. CAI show a pencil, becomes longer, longer. Ss: a long pencil. Then it becomes shorter, shorter. Ss: a short pencil.10. Show two pictures. Then ask students to fill in the blanks. It has _ ears. It has _ears.11. Show two pictures, then ask students to say the sentences It has_.(设计意图：巩固句型练习，第一步看图片填出重点单词，完成句子，第二步根据图片自己说出句子，层层递进。)Step 4. Chant1. Teacher says and does. Students listen and look carefully.(Big, big, big. Make your eyes big. )2. Students say and do together. 3. Have a match. Ask two students to come here. T: Make your arms long.Students do it as quickly as they can.（设计意图：在教授chant时一边说一边做并通过男女生比赛来激发低年级孩子的斗志，在比赛中练习，效果会更好。）Step 5. Presentation and practice1. Show a monkey. Ask students to say the sentences.It has a _long_tail. It has _big_eyes.CAI: It has a long tail and _big eyes.（设计意图：通过课件展示两个句子合并成一个句子，中间用and 连接，清晰明了。）2. Show a pig. Have students to say the sentences freely.3. PracticeIts_. It has _. Its_. It has _. a long tailtallbigsmalllongthinlongthinsa long taila fat bodya big nosebig eyessmall earsthin legs tall big eyes small earsbig a fat body short legs small a big nose long thin（设计意图：利用快速反应活动，引导学生将“Its_.和It has _.”两类句型进行分类并总结规律。再运用练习，让学生检验自己对句型的掌握情况，对接下来的利用这两个句型进行重组猜谜环节做好铺垫。）Step 6. Riddle1. Ask students to come here. Touch a toy animal. Then describe with Its_. It has _.Other students can guess.For example: It is small and thin . It is gray. It has a long tail. It has small eyes. 2. Ask one student to come here and back to the class. Then other students describe the animal. Student 1 can guess.(设计意图：先让一个学生上来描述，其他学生猜，然后找一个学生上台背对大家，其他学生可以任意描述这个动物，激发了他们的语言能力和想象能力，进一步巩固教学)Step 7. Make a monster1. Four students a team. Use their cards to design the monster.2. Then show us their monster with Its_. It has _.(设计意图：什么样的情景才有利于语言的输出？我思考后设计了这个环节，让学生用这节课表现好时得到的动物身体部位卡片，做成一个monster，既能让每个学生有事可做，有话可说，参与到活动中；又能活跃课堂气氛。并且谈论始终围绕animals这个话题，学生们制造出来的“Monster”会更具吸引力。)Step 8. EmotionShow the video “our Pets” to students. Tell them: Animals are our friends. We should love animals.) (设计意图：拓展阅读，对课文知识点的学习作补充。通过绘本中孩子们与动物相处的和谐画面，自然地引出学生爱护动物的情感。而不是僵硬的号召我们要爱护动物。)Step 9. Homework1. Listen to the tap