三年级下册Unit Pets教学设计

1、Unit4 Pets教学设计（第一课时）教学内容：剑桥小学英语（JOIN IN）（Book1）Unit4 Pets的第一课时:词汇：pet frog fish hamster rabbit dog mouse cat budgie句型：- Have you got a pet ?-Yes, I have .-What have you got ?-( A cat .)教学目标：知识与能力目标：1.能听、说、认读pet  frog  fish hamster rabb

2、it dog mouse cat budgie2.能在真实的交际情景中运用下列句型与同伴交流：- Have you got a pet ?-Yes, I have .-What have you got ?- ( A cat .)情感态度价值观目标：1.在同伴和小组活动中，能积极地与同伴交流，表达真实、自然。2.对学生进行德育渗透，树立保护动物、保护大自然、保护环境的意识。教学手段：课件    磁带   图片教学过程：Step1 Warming-upGreetings and free talk

3、.T : Good morning, boys and girls.   Glad to meet you .   How are you ?（自由对话是心灵的交汇，通过师生充满热情的交谈，拉近了彼此的距离。）Step2 Lead-in （创设情境，导入新课）T : My dear children, lets listen to a chant. After you listen, please tell me what you can hear. Ready? （放录音Chant）T : W

4、hat can you hear? (At this time,children may say“ dog ”、“frog ” and so on , because they have learned the two words last year.)T : OK! dog , frog ,cat ,mouse ,they are all pets. (板题、领读)    I like pets, do you like pets?T : Today , lets go out of the classroom and g

5、o to a pets supermarket. OK? Now, please stand in a line .(生离开座位站队)T : One, two, ready, go! (The pupils dance) . (音乐起，学生一个个跳起兔子舞回座位)（听轻松活泼的英文歌曲，可以为学生营造浓厚的英语氛围，师生通过站队集合，然后跳兔子舞进入宠物超市，打破了传统教学的枯燥形式，激起了学生的学习兴趣。）T : OK. Weve arrived.(音乐停，出示超市图)     Look! T

6、his is the pets supermarket. There are so many pets here. Are they lovely? Yeah! They are very lovely.T : Look at the pets , please. Do you know their English names? Do you have any questions?T : (Some of the pupils may come to the front and ask : Whats this? Whats this

7、? )（运用媒体展开pets的画面，让学生一开始就置身于宠物超市的情景中，充分调动他们的学习积极性。）Step3 Presentation and practiseA . Study the words1. (1). frogT : (出示荷叶图、蛙叫) Listen! Whats this? Can you guess?T : (They have learned frog in Grade 3, so some of them can say frog ).T : Oh! Its a frog . (出示青蛙)Follo

8、w me, frog frog (板书、领读) Do you like frog?T : If you like it , you can get it from your desk. (2). fishT : (出示fish) Wow! Its a lovely fish. Read after me. fish fish (板书、领读)    Whod like fish? Please get it . (3). hamsterT

9、 : (出示hamster   “Hi ! Im a hamster . I like eating .”)    Hello, Mr hamster! Follow me , hamster hamster (板书、领读) If you like it, you can get it . (4). rabbitT : Boys and girls , this way please. (出示rabbit) Look! This is a rabbit.&

10、#160;Read after me, please. rabbit rabbit   (板书、领读) Who likes rabbit? Take it, please. (5). dogT : (出示狗叫声) Listen! Whos it ?  Please guess.T : ( The pupils can say dog , because they have learned it in Grade 3.)T : Yes, its a dog.（出示dog）

11、60;Read after me, dog dog (板书、领读) Whod like dog? Please get it .  (6). mouseT : (出示mouse “Hi, everyone! My name is mouse. Do you like me?”)T : Hi, Miss mouse! Follow me, mouse mouse (板书、领读)    I dont like mouse, do you l

12、ike mouse ? Oh! You like mouse, you can get it .  (7). catT : (出示猫叫声) listen! Whats it ?T : Yes. Its a cat.（出示cat） Follow me, cat cat (板书、领读) If you like it, please get it.  (8). budgieT : （出示budgie）This is a budgie. Its beautiful. Follow me,

13、60;budgie budgie (板书、领读)  I like budgie best, what about you?（利用学生提出的问题学习新单词，充分发挥了学生的主体性，积极性也更高一些，在教学单词时利用多媒体显示色彩鲜艳的宠物图片、单词及其叫声，既能刺激学生的视觉，吸引学生的注意力，又能给学生以直观感知，学生自然印象深刻。）2. Practice (1)看图片说单词并将其贴黑板上。T : Oh! Im tired. Lets play a game.Look at the pictures,I have got many p

14、ets. Now, please say their English names and mime the actions if you like. （师出示图片，生看图说单词并模仿动作）T : Who can help me? Please come here. (请一些学生上台当小老师)（2）师出示单词，学生快速做动作或模仿其叫声。T : Look at the words, mime the actions as quickly as possible.（小学生注意力集中的时间比较短，约为17分钟，所以在他们大脑开始疲倦的时候做一些游戏活动，不仅调节了大脑，同时也巩固

15、了所学知识。）B.     Study the sentence1.      T : Now, I have got a pet. What is it ? Can you guess?(When they guess the pets, they can go over the words again.)T : Yeah! You are right, I have got a pet. Its a cat. （板书领读I have got a pet.）

16、60; T : Have you got a pet?( If you have got a pet,you can say: Yes, I have.) What have                             you got?  Oh! You have got a

17、dog? What colour is it? Black and white.Yeah! A lovely dog.（Ask several pupils in this way.）(连续问几名学并板书领读)2. PracticeT : All of us have got pets. Now, please ask your partner: Have you got a pet? What have you got? What colour is it? Make a dialogue in groups. （学生拿宠物图片编对话）T : Whod like

18、 to act out your dialogue? Please come here.（在这一环节，教师为学生创设真实的交际场景，让学生拿宠物卡片模拟表演，在真实的情景中去感知、体会、实践，从而轻松地掌握新知识，整个教学过程循序渐进，训练覆盖面广，更能培养学生大胆表达和创新的能力。）Step4 HomeworkT : Today, we have learned many pets, they are frog、 cat、 fish、 dog、 mouse、 rabbit 、budgie and hamster. After class, you can draw you

19、r favourite pet and colour it, then ask your partner about their pets. Complete the form.T : If you wan to know more pets information,you can surf internet and search（引导学生观察板书，与教师一起整理本节课所学内容，使学生对所学知识有系统认识的同时，提高了语言表达能力，通过设置多样的、有系统性的作业，做到了面向全体学生，帮助他们及时复习掌握所学知识，让学生上网查询更多的宠物资料，既能拓展知识，激发学生学习英语的欲望，同时

20、也为他们继续深入学习奠定了基础。）Step5 ConsolidationT : Now, lets say the chant together. (出示课件)（利用富有节奏感的来巩固练习所学内容，给学生一种感觉新颖的独特效果，增强了语感，培养了学生的音乐节奏智能，做到了首尾呼应，又活跃了课堂气氛。）Step6 Permeate virtue teaching （德育渗透，树立环保意识）T : Boys and girls, are the pets lovely? Yeah! Its lovely!T : I like t

21、hem. Do you like them? Yes.T : Pets are our friends, so we must love and protect them.（结合课堂教学，对学生进行思想品德教育，帮助学生从小树立“爱护动物”、“保护动物”、“保护大自然”、“保护环境”的意识，使学生对所学内容有一个更高层次的认识。）Step7 SummaryT : (看表) Oh! Its time to go home. Stand up, please. Please say goodbye to the pets.Ss: Goodbye, pets.

22、T : Now lets go.（音乐起，学生跳着兔子舞出教室） 剑桥小学英语Join in 1Unit4. Pets Part6. Mime the action story教学设计授课人：晋华小学    王 涛 I. 教学内容：Part6. Mime the action story. 学习动作故事，让学生模仿各种宠物的动作。II. 教学目标：1.      知识目标：1.）学习6个动词fly, run, swi

23、m, eat, sit,roar。要求达到四会             2.）理解介词like的含义          3.）了解Fly like a budgie.这样的句型结构2.  能力目标: 1.) 能理解指令并表演动作。         &

24、#160;   2.）能正确朗读所学动作故事             3.）能模仿范例写句子3.  情感目标：乐于模仿，敢于开口，积极参与。III. 重难点：正确运用个动词并理解指令做动作。IV.  教学方法：TPR全身反应法和直观教学法V.   教具学具: 多媒体，录音机，卡片VI.  教学过程：一、  &

25、#160;        激情导入：1.      Greeting.T:  Hello, boys and girls!Ss: Hello, Miss Wang!T: Have you got a book?Ss: Yes, I have.T: Have you got a pencil case?Ss: Yes, I have.（设计意图：通过和学生真诚地问好交流及询问Have you got a book/ pencil case

26、/ pencil？让学生检点自己的学习用具是否准备好。）2.      Warming up:Say the chant “Have you got a pet?”（设计意图：通过节奏明快chant的热身使学生的注意力回到课堂上来并调动了学生对这堂课的学习热情，并为导入做铺垫。）3.      Leading :T: Now today well go on talking about “Pets”. I have got many pets. Look! Whats thi

27、s?Ss: A cat.T: Yeah! Have you got a cat?Ss: Yes.T: Who can mime the action of the cat?S1: 边说边做动作  Cat cat cat.T：Good. The cat for you.复习单词dog ,mouse, frog方法同上。.T: Now  well mime the actions about the pets.板书课题（设计意图：我通过认读单词卡复习cat, dog, frog, mouse并让学生模仿这四只宠物的动作来导入今天所学的课题Mime

28、the action story.）二、民主导学：Step1.  Presentation1.) T: Look, what? (CAI 出示鹦鹉图片)    Ss: A budgie.    T: What can budgie do?    Ss: FlyT: Yes. Fly. (CAI 出示鹦鹉飞的动画)Lets spell fly.Ss: F-L-Y,fly.T: 板书fly并领读   

29、 Ss：Fly  Fly  Fly    T: Fly like a budgie.Ss: Fly like a budgie.（学鹦鹉飞的动作）T：板书like并领读。CAI 出示句子Fly like a budgie.领读句子Ss:集体读分组读T: Whatsmeaning of“ Fly like a budgie.”？Ss:像鹦鹉一样飞。T：Whatsmeaning of like in this sentence?S1：喜欢。T: Maybe. But I dont think so.

30、 What else?S2: 像-一样。T: Great. This “like”means 像-一样in Chinese.2.）教授 “Run like a rabbit.” 方法同上（设计意图：利用多媒体课件创设情境，通过看让学生来猜这些宠物及宠物在干什，借此机会引出动词fly , run,，每出现一个动词就引出句子（Fly） like a（ budgie.）采用了词不离句，句不离词的教学方法。然后通过TPR全身反应法不断操练动词和句子激发学生兴趣加深学习印象。）3. ) T: What? Can you guess? 

31、 (Draw a fish for Group A on Bb)Ss: A fish.T: Group A, have you got a fish？    GA: Yes.    T: Group B, have you got a fish?    Ss: No.T: Group B, spell fish.GB: F-I-S-H, fish.T: Great. Group B you can get a fish.T: What can fish do ?Ss

32、: Swim.T：板书领读。When I say swim, you should say :Ss: Swim Swim SwimT: Please read as I point .Ss: Swim like a fish.T: Who can read it? And mime the fish.S1: Swim like a fish.T：Lets follow him/her.Ss: Swim like a fish. （学鱼游泳的动作）（设计意图：为避免呈现形式单一，在呈现swim like a fish时，我没有利用课件而是利用黑板上奖励给学生的鱼引出fish进而引出句子

33、swim like a fish。）Step2. Drill1.)       T: I say the three sentences and you do.Eg:  T: Run like a rabbit.   Ss:学兔子跑的动作2.)       T: I say the names of the pets, you say the corresponding verbs.Eg: T:

34、Fish.  Ss: Swim.3.) Ask one leader to stick the word cards on the corresponding position.Then he/she read the sentences.（设计意图：我每教完三个动词和句子就进行巩固操练：老师说句子学生做动作；老师说宠物名词学生说动词；然后请一名学生将宠物单词卡贴在相应的位置并领读全班同学读句子。这既激发了学生的学习兴趣又增强了学生学习的主人翁意识，为学生创设了主体参与的条件。）Step3. Presentation1.）T: Listen! What?Ss: A dog.

35、T: What can dog do?Ss: SitT: 板书领读Ss: Sit Sit SitT: Ppt出示句子Ss: Sit like a dog.（让学生看幻灯片自己认读句子）T: Let's read the sentence aloud together.Who wants to be the leader?Ask one leader to read the sentence.T: Lets say and do.Ss: Sit like a dog. (学狗坐的动作)2.）教授“Eat like a hamster.&#

36、160;和Roar like a tiger.” 方法同上。在操练单词Roar时采用看手势大小的方法来操练。Step4. Drill：1.）T： I do and you say. Eg:T学做仓鼠吃东西的样子   Ss：Eat like a hamster.2.）T: I say the names of the pets, you say the corresponding verbs.Eg：T:tiger    Ss：Roar3.）Ask one leader to stick the w

37、ord cards on the corresponding position.Then he/she read the sentences.4.（设计意图：利用多媒体课件创设情境，通过听和看让学生来猜这些宠物及宠物在干什，借此机会引出动词, sit, eat, roar，每出现一个动词就引出句子（Sit） like a（dog.）采用了词不离句，句不离词的教学方法。然后通过TPR全身反应法不断操练动词和句子激发学生兴趣加深学习印象。）Step5. Mime the action story.1.) Listen and do2.) Open the books. Listen an

38、d say.3.)Listen and fill in the numbers.（设计意图：让学生进入文本，通过模仿表演故事和听音标号来整体感受和熟悉故事 。）Step6. Practic and consonlidation1.) Practic in pairs.2.）Play games.Other students say the sentences as the teacher point, ask the two students do the actions as they hear.  One student say the sentences ,

39、other students do the actions as they hear.（设计意图：我充分发挥学生的主体参与性，并采取游戏的形式进行应用训练。首先以两人小组的形式进行练习，然后叫几名学生上台和全班同学进行互动:听指令并表演动作或看动作说指令。)三、检测导结:1.Can you imagine what animals can do the actions? And fill in the blanks. Fly like a (      ).     

40、0;    Eat like a (      ). Run like a (      )        Sit like a (      ). Swim like a (      ).  &#

41、160;     Roar like a (      ).2.Check the answers. S1: Fly like a ( butterfly / deer ).     S4: Eat like a ( pig ). S2: Run like a ( tiger / deer ).        S5: Sit like a

42、 ( cat ). S3: Swim like a ( duck / frog ).      S6: Roar like a ( lion ).（设计意图：是为了让学生巩固拓展所学知识，培养学生自主学习能力和想象力，仿照本节课所学句型来填写所缺四、HomeworkObserve three animals and write down the sentences like “（Fly） like a （budgie）.” VII.板书设计：Unit4 PetsA    &