英语三年级上册4.1

Thefirstperiod(第一课时)PartALet'stalk&Let'splay内容分析本课是PEP小学英语三年级起点第一册Unit4第一课时。主要学习在语境中运用句型“—What'sthis?—It'sa…”来交流图片上的各种动物信息。老师将通过chant和游戏巩固重点句型，使学生掌握本节课知识点。课时目标知识与能力·能够理解对话大意，能够用正确的语音、语调朗读对话·能够在图片和教师的帮助下，在语境中运用句型“—What'sthis?—It'sa…”来交流图片上的各种动物信息·能够通过声音与意义相结合的游戏活动，巩固记忆动物单词的音和义以及句型“—What'sthis?—It'sa…”过程与方法通过创设语音情境，对重点句型进行拓展操练，首尾照应。能够极大地调动学生的积极性。情感态度价值观在学习课文对话这一环节，从提供语言支架，到逐步去掉支架，让学生自主学习,并操练句型。以回答问题、自由发挥、表演等多种形式，在降低学习难度的同时，培养学生的观察能力和逻辑思维能力。教学重难点教学重点1.能够理解对话大意，能够用正确的语音、语调朗读对话。2.能够听懂、会说句子“—What'sthis?—It'saduck/dog/bear.”。教学难点能够在实际情境中正确运用句型“—What'sthis?—It'sa…”询问并回答动物的名称。教学准备教学课件、课文录音、视频、人物头饰、教学实物等。教学媒体选择多媒体，录音。教学活动录音Chant游戏教学过程Step1:Warm-up&Lead-in1.Greetings.T:Hello,boysandgirls!Ss:Hello,Miss/Mr…2.Enjoythesong—OldMacDonald.（课件出示：教材P44Let'ssing板块的歌曲）3.Listenanddo.T:Showmeyourpencil/ruler/crayon…Studentsshowthestationeryaccordingtotheteacher'sinstructions.Step2:Presentation1.Teachthenewsentencestructuresandwords.(1)Teachthenewsentencestructure“It'sa…”Theteachershowsapentostudents.T:What'sthis?It'sa…Ss:Pen.T:Great!It'sapen.Followme:It'sapen.Theteacherwritesdownthesentencestructure“It'sa…”ontheblackboard.Thentheteachershowsotherstationerytohelpstudentspracticethenewsentencestructure“It'sa…”Ss:It'sapencil/ruler/crayon/…(2)Teachthenewsentencestructure“What'sthis?”andtheword“dog”.T:(Showacrayon.)What'sthis?Ss:It'sacrayon.T:Good!Followme:What'sthis?Theteacherwritesdownthesentence“What'sthis?”ontheblackboard.T:Now,youask,Ianswer.Ss:What'sthis?T:It'sapencil/ruler/crayon/…ShowthepictureofadogonthePPT.（出示课件）T:What'sthis?Ss:狗。T:Yes.It'sadog.Theteacherwritesdowntheword“dog”ontheblackboard.T:Woof,woof!It'sadog.Readafterme./d/-/ɒ/-/g/,dog,↗dog.↘Studentsreadtheword“dog”andthesentence“It'sadog.”aftertheteacher.(3)Teachtheword“duck”.Theteacherplaystherecordingofthesoundthataduckmakes.（出示课件）T:Listen!What'sthis?Adog?Ss:No.T:(Showthepictureofaduck.)Aduck?Ss:Yes!Theteacherwritesdowntheword“duck”ontheblackboard.T:Quack,quack!It'saduck.Readafterme./d/-/ʌ/-/k/,duck,↗duck.↘Studentsreadtheword“duck”andthesentence“It'saduck.”aftertheteacher.(4)Teachtheword“bear”.Theteachershowsaboxtostudents.Letstudentsguesswhat'sinthebox.T:Look,Ihaveabox.What'sinthebox?Youcantouchit.Ss:…T:(Takeoutthetoybear.)What'sthis?It'sabear.Readafterme./b/-/eə(r)/,bear,↗bear.↘Theteacherwritesdowntheword“bear”ontheblackboard.Studentsreadtheword“bear”andthesentence“It'sabear.”aftertheteacher.2.Lookandsay.(1)Showthefirstpictureof“Let'stalk”.T:Look!WuYifanandMike!Whataretheydoing?Theyareplayinggamesintheclassroom.WuYifanismakinganimalswithhishands.Heismakinganimalsonthewall.What'sthisonthewall?Ss:It'saduck.T:Good!(2)Showthesecondpictureof“Let'stalk”.T:Look,what'sthis?WhowantstobeWuYifan?S1:What'sthis?Ss:It'sadog.T:Cool!(3)Showthethirdpictureof“Let'stalk”.T:Look,whataretheytalkingabout?Pleaseworkinpairs.OneactsWuYifan.TheotheroneactsMike.Letstudentsworkinpairs,andthenhaveashow.Theteachergivestheassessmentatlast.(4)Showthelastpictureof“Let'stalk”.（课件出示：教材P38Let'stalk板块的第四幅图）T:Whoisthat?Ss:Zoom!T:Oh,it'sZoom.3.Readandact.(1)Theteacherplaysthecartoon.（课件出示：教材P38Let'stalk板块的动画）Askstudentstowatchthecartoonandreadafterit.Letstudentspayattentiontothepronunciationandtheintonation.(2)Letstudentsreadthedialoguebythemselves.(3)Letstudentspracticethedialogueinpairs,andthenweartheheaddressestoactoutthedialogueinclass.Step3:Practice1.Makeachant.Theteachergivesanexampletostudents.Thenletstudentsmakeachanttogether.2.Let'splay.(1)Showthepicturesof“duck,dog,bear”onebyone.（出示课件）Dothehandshadowsandimitatethesoundsofthethreeanimals.Letstudentsaskandanswerwiththesentencestructures“—What'sthis?—It'saduck/dog/bear.”(2)Pairwork.Letstudentsworkinpairstopracticethedialogueof“Let'splay”.(3)Showtime.Askonestudenttocometothefrontandimitatethesoundsoftheanimals,andtheotherstudentsguessbysaying“It'sa…”S1:Woof!Woof!What'sthis?Ss:It'sadog.…Step4:Consolidation&Extension1.Whatisonthefarm?ShowthepictureofoldMacDonaldandhisfarmonthePPT.（课件出示：MacDonald和他的农场）Studentscanseepartofthedog/duck/bearinthepicture.T:（课件出示：一只狗在吃狗粮）Look!What'sthis?Ss:It'sadog.T:Wow,youaresoclever!（课件出示：地上有一些鸭子的脚印）What'sthis?Ss:It'saduck.T:（课件出示：一只熊躲在树洞里，只露出尾巴）Look!What'sthis?Ss:It'sabear.2.Practiceinpairsandshowinclass.Studentspracticethesentencestructures“—What'sthis?—It'sa…”inpairs.S1:(Pointtothepictureofthedogonthefarm.)Look!What'sthis?S2:It'sadog.S1:(Pointtothe…)Look!What'sthis?S2:…Theteacherchoosesseveralpairsofstudentstoshowtheirdialoguesinclass,andgivessomestickerstothestudentswhodoagoodjob.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.教学设计精心巧妙，层层递进，由易到难，易于操作，始终使学生保持浓厚的学习兴趣。2.新知的学习尽可能地联系旧知，以旧引新，降低了学生学习的难度，帮助学生更好地理解所学知识。3.板书设计配合图片展示，一目了然，重点突出，对课堂教学起到了很好的辅助作用。Unit4WeloveanimalsALet'slearn●教学反思本课的教学重点是学习五个单词pig,bear,duck,dog,cat以及理解运用句型It’saduck.It’sadog.单词教学其实是很枯燥的，学习起来很无味，考虑到学生的好奇心及求知欲，我设计了不同的游戏和操练方法学习这几个单词；并加入了一些表达自己喜好的句型，让学生在特定的语境内领悟和使用，进行有意义的交际，以此达到语言教学的真正目的。下面我就结合这节课我谈谈自己在突破难点时的一些做法和体会。一、歌曲开篇，引入情境学生刚上课时心理处于紧张状态，所以我通过用英语与学生打招呼，和他们一起唱《OldMacDonald》活跃了课堂气氛，消除了紧张，使学生的注意力很集中，激发了学习兴趣，使学生很自然地进入了良好的学习状态，并且为下面的教学环节作好铺垫。二、以分小组形式，组间对抗，提高学生的学习兴趣小学生都有很强的好胜心，在课前我将本