Lesson 4 Horses and Rabbits说课稿【一等奖】

Lesson4 Horses and Rabbits 一、教材分析：

本节课的词汇不多，四会词：horse, animal, yes, no. 另两个是三会词：rabbit and jump.句型较之上一课有点难度，一个是What animals can ____? ____ can ____.另一个是容易与上课混淆的：Can a____ ____? Yes, it can. / No, it can’t.此句采用了第三人称it 来叙述，所以句型的练习中要通过有趣味、有情境的活动，帮助学生理解I 与it 的区别，并能正确运用。

二、学生分析：

三年级学生活泼好动，善于模仿，乐于参与活动，喜欢积极表现自我。思维以形象思维为主，教学设计直观形象，符合学生的年龄特点。学生年龄小，注意力集中时间短，课堂上应该运用多媒体形象直观地调动学生学习的积极性，引导学生以游戏活动形式积极参与到课堂教学中来，让学生在轻松、愉快的氛围中学习英语、喜欢英语。

三、教学目标：

知识与技能目标：

1. 能听懂、会说、认读和书写单词：horse, animals, yes, no.

2. 能认读、理解并使用下列句式进行对话或情景表演: What animals can ____? ____ can ____.Can a____ ____?Yes, it can. / No, it can’t.

情感态度目标：

通过游戏活动，培养和激发学生的学习兴趣。

学习策略目标：

1 渗透字母组合的发音，让学生掌握一定的发音规则，有利于单词的识记。

2 通过pair work等活动使学生积极运用语言，学会与他人交流合作。

3. 课堂中的评价语言集中在对学习内容的掌握、学生付出的努力以及期望他们发展的方向上。

四.教学重点难点：

1要求学生能够听懂、会说、认读和书写horse, animals, yes, no. 2 能够运用句型进行对话或情景表演：What animals can ____?

____ can ____. Can a____ ____?

Yes, it can. / No, it can’t.

教学难点：

能够熟练运用以上特殊疑问句与一般疑问句句型进行交际交流。

教学环节

教

学

互

动

设计意图

Greeting 通过歌曲和动作活Step I T: Good morning, boys and girls. So glad to see you 跃课堂气氛，促使学Warming-up

today. Now let’s sing the song Old Macdonald Had a 生尽快全身心投入

Farm. (播放歌曲视频，教师和学生边唱歌边做动作。) 学习活动，同时复习

之前学过的动物名词，为学习新知做准备。。

1.（1）T: Very well, thank you. Sit down please. What can

you see on a farm?

培养学生的观察能S1/S2/S3: I can see dogs/cows/pigs…

力。

T: Now can you guess? What’s this?(投影呈现课本

No 2的内容，同时呈现Is this a ____? 句型，引导学生

通过问题驱动处理用本句型猜动物。) 课文的第一部分

S1: Is this a ____?

T: Maybe.

S2: Is this a _____?

T: Perhaps.

S3: Is this a _____?

Step II New T: I’m not sure. Let’s see. Oh, it’s a pig(师生齐说). The

concept

next one...(教师继续播放图片，学生继续猜) presentation

设计意图：复习学过的动物单词和句型Is this a ____?

2. Presentation

T: Good job. Here’s a new one. (用书遮挡马图片的一部

分，让学生继续猜) What’s this?

评价跟上，与本课大S1/S2: Cow/sheep/horse…

情境呼应。

T: Let’s see. It’s a horse. （在马的简笔画旁板书

horse）,“or”says /ɔ:/.

Follow me, horse, horse, this is a

horse.

T(面向S1/S2):Can you say it?

S1: Horse.

T: It’s a horse.

S2: It’s a horse.

T: (指向一匹马) This is a white horse, and (找同学来接)

S: This is a brown horse.

T:（出示群马图）These are ...

Ss: These are horses.

T: Follow me, horses.

Ss: Horses.

T: Let’s see a horse has …(教师用手指着图片中马的腿，

提示学生来对马进行描述)

S1/S2/S3：

A horse has four legs/two years/a tail…

T: Not bad. Another one. What’s this? （采用同样的方法

呈现兔子）

S: 兔子。

T: Rabbit. (板书rabbit) “a”says /æ/. Follow me, rabbit,

rabbit, it is a rabbit.(同理教学rabbit)

A horse is an animal. (板书animal) A rabbit is an

animal. Horses and rabbits are animals.

T: We have learnt so many animals. Can you tell me what

animals can run? (板书What animals can ___?)

S: Dogs.

T: Good. Dogs can run.(板书___ can ___.)

T: What else animals can run?

S1/S2/S3/S4:___ can run.

T: What animals can …?(做出游泳的动作，示意学生来

提问)

S: What animals can swim?

S1/S2/S3: Fish/Dogs/Ducks can swim.

S: What animals can jump?

S1/S2/S3: Rabbits/… can jump.

S3: It’s a horse.

S1/S2/S3: Birds/… can fly.

T: Can a chicken fly? (板书Can a ___ ___?)

Ss: Yes.

T: Yes, it can. (板书此句) Can a chicken swim?

Ss: No.

T: No, it can’t. (板书此句) Can a ...?(举手示意学生来提

问)

S: Can a ___ ___?

T: Answer.

S: ___ can ___.

3．

Listen and imitate

(1)T: Now Li Ming, Danny, and Jenny are talking about

animals. Listen and fill in the blanks.(投影呈现问题，播

放课文录音)

锻炼学生听力并获取信息的能力。同时

1.听录音，选择正确的选项，并回答问题。

跟读课文，养成良好--Can a ____ run?

( A. horse

B. rabbit )

的听读习惯。

--____, it can.

( A. Yes

B. NO )

--Can a horse fly?

--No, it ____.

( A. can

B. can’t)

S: What animals can fly? —What ________ can fly? (A. arms

B. animals)

—_______ can fly. (A. Chickens

B. Birds ) (2) Listen and imitate.(跟读录音，培养正确的语音、语调、语感) T:跟录音读课文，看谁读得最好模仿得最像，谁就是咱们班的朗诵小明星。（学生练习后展示2-3名）

设计意图：课程标准要求尽量给学生创设接触原音、模仿原音的机会，本课给学生两次听课文录音的机会，

第一次着重听力的训练和培养，第二次着重培养语音语调。

Step4 Practice (1) T: Take out your pictures and make a dialogue with your partner like this. (找一位学生和老师对话，为学生做出示范) T：Can a chicken run? S: Yes, it can. T: Can a fish fly? S: No, it can’t.

T: What animals can fly? S: Birds can fly. T: Now do it with your partner. (Three minutes later) Who wants to show your dialogue? Let’s see, who is better?

T: Let’s play another game, guess an animal.

(教师示范：

拿一张图片放在头顶，问学生Can it ...? Is it a ...? 根

据学生的回答来猜出图片上的动物是什么。) Now

play the game with your partner. 评价跟上，与本课大

... 情境呼应。

Step III

OK, now who wants to try? No more than five Consolidation

questions, or you can not get the point. This girl,

please. (此学生把图片顶在头顶，通过问答来猜测

动物。男女生分组，顺利猜出者可为本组挣得一

分。)

锻炼学生听力并获T: Let’s sing a song. 投影呈现内容如下：

取信息的能力。同时

Can a rabbit jump? Can a rabbit jump? Yes, it can. Yes, it can. Rabbits can jump. Rabbits can jump. Can you jump? Can you jump?

Can a horse run? Can a horse run? Yes, it can. Yes, it can. Horses can run. Horses can run. Can you run? Can you run?

Today we have learnt three new words and these sentences(师手指向板书,学生读出新单词和新句型). According these, I prepare a riddle for you. Can you guess? （投影呈现谜语：It is an animal. It lives in water.(它生活在水里) It can swim. It has no legs(没有腿). StepIV. Class Closing What is it?

分别找男生和女生来猜谜，猜对的为本组加一分。

T:(学生猜出后)So great. In this class, which team wins at last? … wins the game. Congratulations! Let’s clap your hands for them. Today’s homework: 选一种你喜欢的小动物，用上我们今天学习的内容，编一条谜语，比一比谁编制的谜语最有趣，最高明！Time’s up. Goodbye, class.

跟读课文，养成良好的听读习惯。

及时巩固本节课所学知识。谜语的形式更增加了学习的趣味性。

六、板书设计：

Lesson 4 Horses and Rabbits

horse

}

animals

rabbit

What animals can ____? ______ can ______.

Can a ____

____? Yes, it can.