Lesson 1教案2

学校: 江门市新会圭峰小学

教学年级：三年级

课题名称：

Unit 3 Animals

设计教师：

课时：（period）

教材版本

广东人民出版社

蒋惠欢

The first period

《学英语》第1册

一、学生分析

1.本课例的授课对象是三年级的学生，学生学习英语兴趣浓

厚，喜欢在各种情景下听、读、演的学习形式。他们从一年级开始学习英语，已具有一定的英语基础。学习积极性高，接受知识快，富有想象力和创造力，自主学习探索能力强。能够在图片、手势或图像的帮助下听懂课堂活动中的简单提问或指令，做出适当的反应，能够在老师的指引下完成教学活动。

2．在语言知识方面，能够使用句型

“What’s this? It’s a…”“Is this a _____?”，并且能够回答Yes, it is. / No, it isn’t .

二、教材分析

1.本课时新授的内容是本教材第三单元的第一课时。

2.本课时主要学习Unit3的单词和句型，学会使用句型“Is this a _____?”，并且能够回答Yes, it is. / No, it isn’t .

3.学生要掌握的单词是：elephant, panda, monkey, lion, tiger, rabbit. 三、教学目标

（一）语言知识目标

教学内容

1. 会读并运用以下的名词：elephant, panda, monkey, lion,

tiger, rabbit. 2.了解以上动物的特征和习性。

3. 学生能够在所设情景中运用重点句型，如：Is this a lion? Yes, it is./ No, it isn’t.

（二）语言技能目标

1、能掌握

elephant, panda, monkey, lion, tiger, rabbit这六个单词的第一个字母的语音。

2、能运用所学单词和句子询问某人这是不是______动物？，并对别人提出的问题做出相应回答。

3、能综合前3个单元的知识进行语音交际。

（三）学习策略目标

1. 对所学内容能主动参与练习和实践；

2. 能积极运用所学英语进行表达、交流并获取信息。

（四）情感态度目标

1.乐于模仿，体会到运用英语进行交际活动的乐趣，增强自信心。

2.学生要体会该玩的时候尽情玩，该学习的时候认真学习。

（五）文化意识目标。

1

了解不同的动物的特征和喜好。

四、教学策略

1.本课主要运用游戏教学、创设情景、交流评价等教学策略,

引导学生主动参与、积极交流与合作的能力。

2.在教学的过程中，运用游戏充分调动学生的兴趣，使学生在愉快的气氛和活动中巩固单词和灵活地运用句型。

3.采用多媒体教学创设情景，让学生所学知识更加贴近生活，使学生更能灵活的运用单词和句型。

4.课前准备：单词卡、小组活动时使用的图片、头饰、教学课件等。

五、教学过程

Step 1 Warming up.

1. Greeting.

T: Hello. I’m Angel. What’s your name?

S1: Hello. I’m×××.

T: Nice to meet you,×××.

S1: Nice to meet you, too,×××.

T: Hello, boys and girls.

Ss: Hello, Angel.

T: Nice to meet you.

Ss: Nice to meet you, too.

（通过“Greeting. ”即可拉近与学生的距离，又可以复习Unit1的基本句型。）

2. Review with the game “Sharp eyes”.

T: You’re so smart. I want to play games with you. Now please look at the pictures and try to remember.

【出示Unit 2，

6个单词卡片，逐一翻转听读一次。】

Sharp eyes①④②⑤③⑥

T: No. l What’s this? S1: It’s a…

T: Is this a…？

Ss: Yes. / No. T: Let’s see. Is this a…?

Ss: Yes. / No.

T: Yes, it is. It’s a…

You really have a good memory. ( Good memory.) (No, it isn’t. It’s a… That’s OK. Keep on fighting.) 【相同方式提问剩下的5幅图。】

T: One more time.

【出示已学的4个动物单词卡片（各2），逐一翻转听读一次。】

【同上逐幅图提问。】

2

Sharp eyes①cat②elephant③④

（通过游戏激发学生思维，激活一些已学的词汇，为下一步的教学做铺垫。）

3. Lead in.（1分钟）

T: Good memory. Wow! They’re animals. I like animals. （Drawing）Look! I’m drawing an animal. Is this a bee? (Ss: Yes!) The bee is an animal. an animal ,1 animal, 2 animals, 3 animals,4… Great! Today we’ll learn Unit 3 Animals. Follow me. Step 2: Presentation. 1. Learn the new words and sentences.

【滴滴滴

微信响起】T: Ssh! My friend is contacting me by wechat. Hello, Amy. 【elephant】

Amy (We Chat): 1Angel. Your birthday is coming. I want to give you an animal as a present. (T: Wow!) 2Please guess! What’s this?

T: Is this a cat?

Amy (We Chat):3No, it isn’t.

T: I can’t guess. Can you help me? Is this a…?

S1: Is this…?

Amy(We Chat): 4Ok! Let’s watch.

T: Let’s watch.

T: Is this an elephant? Ss: Yes.

T: (Sing with the card.) Yes. （拿词卡）There is an animal at the zoo. And elephant is its name, oh! E-l-e-p-h-a-n-t, （引导学生跟唱）e-l-e-p-h-a-n-t, e-l-e-p-h-a-n-t. And elephant is its name. Oh! T: Follow me! e [e] [e] elephant.

↗elephant↘elephant, Is this an elephant？Yes, it is.

T: The elephant is so big. Can we keep it at home? Ss: No. T: I agree with you. Amy , I can see it at the zoo.

Amy(We Chat): 5OK! How about this one? 【panda】

T: Oh! What’s this? Guess. Is this a…?

S1: Is this…?

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Amy(We Chat): （课件响声

出现panda视频画面）

T：Look!【板书】

Is this a panda? (Ss: Yes.) T:【板书】Yes, it is. (动作)Follow me. T:（拿词卡快速翻转）Is this a panda? (Ss: Yes, it is.) Yes! There is an animal at the zoo. And panda is its name, oh! P-a- n-d-a, （引导学生跟唱）p-a- n-d-a, p-a- n-d-a. And panda is its name. Oh! T: p [p] [p] panda. (2次) ↗panda↘panda , Is this a panda? Yes, it is.（2组，3人）

T: Can we keep a panda at home? Ss: No. T: I agree with you. Let’s see.（T: The panda is a national treasure of China. We should protect them.

T: Amy ,I can see it at the zoo.

Amy(We Chat): 6You’re right. Here is another one.

【tiger】

T: I’m scared. Is this a…?

S1: Is this…?

Amy(We Chat): T: Oh! Let’s watch!

T：Is this a tiger? (Ss: Yes, it is.) T:（拿图卡反面）Look! Is this a tiger? (Ss: Yes, it is.)

T:（拿图卡正面）

No, it isn’t. 【板书】

T: isn’t （Ss: isn’t）【板书】

isn’t =is not.

T:（拿词卡快速翻转）Is this a tiger? (Ss: Yes, it is.) Yes! Tiger, t-i-g-e-r, t-i-g-e-r, t-i-g-e-r. Good! T: t [t] [t] tiger.

↗tiger↘tiger , Is this a tiger?(指其它动物) No, it isn’t.

T: Can we keep a tiger at home? Ss: No. T: That’s

right. It’s dangerous. Amy, Tigers are wild animals.

Amy(We Chat): 7Oh, yes. What about this one? 【lion】

4

T: Who can guess? Is this a…?

S1: Is this…?

Amy(We Chat): （课件微信

响声

出现视频画面）

T：Oh，let’s watch. Is this a lion? (Ss: Yes, it is.) T: lion, l-i-o-n, l-i-o-n, l-i-o-n. (Good singing.) T: l [l] [l] lion.

↗lion↘lion, Is this a lion? (指其它动物) No, it isn’t. （2组，3人）

T: Can we keep a lion at home?

Ss: No. T: That’s right. The lion is dangerous, too.

Amy , I can’t keep it at home. Amy(We Chat): 8OK! Here is another one.

【monkey】

T: Who can guess?

S1: Is this a…?

Amy(We Chat):

T：Oh，let’s watch.

T: Is this a monkey? (Ss: Yes, it is.) T: monkey, m-o-n-k-e-y , m-o-n-k-e-y , m-o-n-k-e-y . (Sing well.) T: m[m] [m] monkey.

↗monkey↘monkey, Is this a monkey? Yes, it is.

T: Can we keep a monkey at home?

Ss: Yes./No. T: Maybe yes, maybe no. But the monkey is naughty. Amy , I don’t like it.

Amy(We Chat): 9OK!OK! You don’t like it. What about the last one?

【rabbit】

T: Let’s watch.

T: Do you like the rabbit?

Ss: Yes. 5

T: Me too.

rabbit, r-a-b-b-i-t , r-a-b-b-i-t , r-a-b-b-i-t . T: r[r] [r] rabbit.

↗rabbit↘rabbit, Is this a rabbit? Yes, it is.

T: Can we keep the rabbit at home? Ss: Yes. T: I agree with you. Amy. I like the rabbit.

Amy(We Chat):

10Great! It’s your birthday present.

T: Wow! Thanks. Amy(We Chat):11

On your birthday, I invite you to bring English superstars to visit our zoo . T: Wonderful! Thank you, Amy. Amy(We Chat): 12I’m waiting for you. Goodbye, boys and girls. T: Say “goodbye” to Amy.

Ss: Goodbye, Amy.

（通过微信直接进入新单词和句型的教学，即紧靠生活又能引起学生的好奇心。运用歌曲和语音教学单词即能帮助学生掌握字母的发音又能减轻拼读单词的难度。）

2. Guessing game.

T: Boys and girls, do you want to be an English superstar? Ss: Yes.

T: Ok! First, I do you guess! T: ( Do the actions.) S: Is this …?

T: Yes, it is. / No, it isn’t.

（运用一般疑问句及其肯定和否定回答进行“Guessing game.”，巩固新知。）

Step 3: Practice.

1. “Super” game.

T: You’re super! Let’s play the“Super game”.

Let me show you how to play. （指引一个学生站在小组前面，面向组员。）You stand here, please.（指引该小组成员）When you see the picture, then do the action.（指引站立的那个学生）

You guess “Is this …?” （指引该小组成员）Then you answer “Yes, it is. / No, it isn’t.”. Now have a try. … Got it? Each group has 45 seconds.

（通过“Super”的小组竞争游戏，调动课堂气氛，游戏中融入U1、U2内容，新旧知识结合，促进所学知识的灵活运用。）

2. Listen , number and circle.

6

T:Wow！

Group 2 guess 10. You’re the winner. Super. The others keep on fighting. Now, please take out your exercise paper. Listen and number.

Ready? (Ss: Go!) 【panda】I'm white and black. I’m fat. I like eating bamboos!

T：What’s this? (Ss: A panda.) Is this a panda? (Ss: Yes, it is. ) So No. 1 it’s a panda.

Let’s circle it. Panda, p-a-n-d-a, p-a-n-d-a. 【tiger】My eyes look like a cat. My tail looks like a cat. But I’m not a cat.

T：What’s this? (S1: It’s a tiger.) Is this a tiger? (Ss: Yes, it is.) So No. 2 it’s a tiger. Tiger, t-i-g-e-r, t-i-g-e-r. Well don’t.

【rabbit】My ears are long. My tail is short. I like carrots.

T：What’s this? (S1: It’s a rabbit.) Is this a rabbit? (Ss: Yes, it is.) So No. 3 it’s a rabbit. Rabbit, r-a-b-b-i-t, r-a-b-b-i-t.

【elephant】I am very big. I have two big ears and a long nose.

T：What’s this? (S1: It’s an elephant.) Is this an elephant? (Ss: Yes, it is.) So No. 4 it’s an elephant. Elephant, e-l-e-p-h-a-n-t, e-l-e-p-h-a-n-t. 【monkey】I like eating bananas. My tail is long.

T：What’s this? (S1: It’s a monkey.) Is this a monkey? (Ss: Yes, it is.) So No. 5 it’s a monkey. Monkey, m-o-n-k-e-y, m-o-n-k-e-y. 【lion】It is the king of the animals. It’s very dangerous.

T：What’s this? (S1: It’s a lion.) Is this a lion? (Ss: Yes, it is.) So No. 6 it’s a lion. Lion, l-i-o-n, l-i-o-n. (以动物的特征编成谜语，以情景赋予学生想象的空间，听谜语、理解谜语的过程中，培养学生的听力、理解力，在情境中训练学生运用语言的能力。同时，通过看动物圈单词，训练学生记单词，培养学生的观察、记忆、思维能力。）

Step4: Expand the knowledge.

T: You did a good job. Now let me choose the English superstars. Please show me your card. OK! Let’s talk.

English Super Stars Dialogue：

Model A：A: Hello！...B: Hi! ... A: Nice to meet you. B: Nice to meet you, too. A: Is this …?B: Yes, it is. A: Thank you. tigerdpolalamebinopbodnhinakatgieneynytkModel B：A: Hello！...B: Hi! ... A: Nice to meet you. B: Nice to meet you, too. A: Is this …?B: No, it isn’t. It’s …A: Thank you.

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T: Now who wants to be an English superstar. (出示皇冠头饰选人Here you are.) Please pay attention to！Who can get the most cards and your team members will become English superstars. Ok? Good, please go to talk to your friends ... T: Time’s up. Let’s see. Wow! Your team has 6 members. It’s the most. You are the English superstars. It’s for you. (奖励) Later, you can visit the zoo. Please go back to your seat. （学生在教师的引导下大胆联想，演绎出生动的对话，进一步联系生活，总结所学的知识，听、说、演等综合能力的培养，引领学生大胆开口说英语，句子的语言能力和文化内涵得以最大的渗透。）

Step 5: Summery.

T: Boys and girls. Today we’ve learned Unit 3 Animals. Let’s enjoy the video.

Animals are our friends. They’re lovely. Let’s protect the animals. I believe you can do it.

(通过观看保护动物宣传片，参透对学生保护动物的教育，逐渐培养学生保护动物从我做起的意识。) Step 6:Homework for today. Make dialogues with the new words and sentences with your partner. T: Ok! Homework for today. Boys and girl Make dialogues with the new words and sentences with your friends.（运用新知识和朋友对话。）

六、课后反思

1.本节课设计主线清晰，很好地体现了教学的整体性。以微

信聊天激发学生成为“英语之星”，在Angel生日当天去参观动物园为引子巧妙地将复习、新授、巩固练习、拓展连成一条线，紧扣课本的同时又抓住了时代的脉搏。教学过程中运用了游戏教学、交流评价、创设情景等教学策略,引导学生主动参与、积极交流。具体分析: 一是通过“Greeting. ”即可拉近与学生的距离，又可以复习Unit1的基本句型。二是通过游戏“Sharp eyes”激发学生思维，激活一些已学的词汇，为下一步的教学做铺垫。三是通过微信直接进入新单词和句型的教学，即紧靠生活又能引起学生的好奇心。四是在新授时运用歌曲和语音教学单词即能帮助学生掌握字母的发音又能减轻拼读单词的难度。五是通过自编Chant巩固单词开头字母的发音，单词的升降调和一般疑问句用升调提问及其肯定和否定回答。六是通过“Super”小组竞争游戏进行巩固练习，调动课堂气氛，游戏中融入U1、U2内容，新旧知识结合，促进所学知识的灵活运用。七是以动物的特征编成谜语，以情景赋予学生想象的空间，听谜语、理解谜语的过程中，培养学生的听力、理解力，在情境中训练学生运用语言的能力。八是通过看动物圈单词，唱歌看结果活动，训练学生记单词，培养学生的观8

察、记忆、思维能力。九是让学生在教师的引导下大胆联想，演绎出生动的对话，进一步联系生活，总结所学的知识，听、说、演等综合能力的培养，引领学生大胆开口说英语，句子的语言能力和文化内涵得以最大的渗透。十是通过观看保护动物宣传片，参透对学生保护动物的教育，逐渐培养学生保护动物从我做起的意识。

2. 要调整和改进方面：

本节课在让学生练习听方面下的笔墨欠佳，如果能多设计一个环节让学生练习效果会更好。

板书设计

9