C含PPT的教学设计及点评

三年级上Unit 4 We Love Animals 第一课时教学设计

西坝小学

一、教学目标：

邹芳

1. 能在语境中运用What's this?It's a ... 来交流物品信息。

2. 能够能听说、认读dog, duck, bear, pig, cat等几种动物的名称。

3. 能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。

二、教学重点：

听说、认读dog, duck, bear, pig, cat等动物的名称

三、课前准备：

动物卡片、动物单词卡、录音机。

四、教学步骤：

1. Warm-up

T: Good morning, boys and girls.

Ss: Good morning…….

T: Before the class, we are coming to Old Macdonald's farm,let’s listen a song and answer my question: what animals are they? Listen to the song. And you will know it. Listen carefully

2. Prensetation

1) 单词教学

T: What animals are on his farm?

Ss: duck, pig, dog.

T: Yes, there are some ducks on the farm. Follow me, duck, duck, quack, quack. Can you act like a duck? Follow me, please. Duck, duck, quack, quack.

Ss: duck做动作Duck, duck, quack, quack.

①教授新单词duck, pig, dog, cat等。

②教师在教授新词的过程中，通过图片渗透let's chant的内容，如Is the pig big? Is the cat fat? Where is the dog? It's on the log.并有意识地通过动作表情等帮助学生理解chant的内容。

T: Where are the ducks? Look! They are in the truck. Look at the duck, in the truck.

T: Yes, there is a duck on the farm, what else? Yes, cat. Can you act like a cat? Follow me, please. Cat, cat, meow, meow. Together. Is this cat fat? Yes, look at the cat, it is fat.

T: What else are on the farm? Yes, dog. Can you act like a dog? Follow me, please. Dog dog bow wow. Together. Where is the dog? Yes, look at the dog, it's on the log.

T: Besides dog, cat, duck, what else? Yes, pig. Can you act like a pig? Follow me, please. Pig pig, oink oink. Together. Is the pig big? Yes, look at the pig, it is big.

③学生跟录音朗诵韵律诗，然后进行表演。

2) Let's chant（看图唱韵律诗）

T: Look at them! They are so happy. Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck.

3) Let's say it together.

Ss: Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck.

T: Can you give me the beat? One more time, let's say it together.

Look, ask and answer (听音做动作)

T: Do you like these animals? If you like it, please act it out! Now Act like a cat!

S: Cat, cat, meow, meow.

T: Ok, this time I'd like one student come here and act. Who like to come?

Student A: What's this?

Whole class: It's a ...

4) 教师教授bear单词，教师创设故事情节——熊来了。通过紧张刺激的故事引出新词，并进行教授。

T: They are so happy together. But today something happens. Listen! Look! Here comes the ... Who is coming?

Ss: a bear

T: Oh, no! Help! A bear. Can you act like a bear? 教bear单词

Can you act like a bear? Yes，follow me, bear, bear, roar, roar.

T: Oh, yes. The bear is on OM's farm now. How do the animals feel now? Are they scared?

Ss: ... Yes

T: What will they do? Just stay here and wait for the bear to eat?

Ss: ...

T: Yes, they run away. Help! Help!

T: Listen, who is running? (猫的声音) What's this?

Ss: It's the cat.

T: What's this?

Ss: It's the dog.

... (cat-dog-duck-pig-gun sound)

OM: Where are my animals? Where are my animals? Can you help him?

Ss: Yes.

T: Let's help him look for the animals.

T: Look! They all hide themselves up. Old Macdonald is looking for his animals. Where are they? Where are the ducks? Where are the cats? Where is the pig? Where is the dog? Can you help him?

SS: Yes. (出图)

T: Look at No. 1, what's this?

Ss: It's a pig.

T: Right?

Ss: Yes.

T: What is No.2?

Ss: It's a duck.

T: Great！How many ducks can you see?

Ss: 3.

T: What's No.3？

Ss: It's a dog.

T: Right?

Ss: Yes.

T: What's No. 4?

Ss: It's a cat.

T: How many cats are there?

Ss: 2.

5) T: Wow, all the animals are here now. Look, here are the rooms for them. Whose room is it?

Ss: Dog.

T: Why?

Ss: Because of the bone, so it's for the dog.

T: Bingo. And this? Look at the door.

Fish, it's for the cat. Pig's nose? It's for the pig. And the foot print, it's for the duck. You are so clever.

T: Look! What's on the floor? The name cards for the room. What's this?

Ss: dog.

T: dog? Dog? (翻门牌卡) When you see the right room card, please stand up and say loud.

Ss: Yes.

T: Cat, cat, cat?

Ss: Yeah.

(duck, pig, bear全班玩一次看词起立读)

T: Great. Can you help them find their own room card? Discuss with your partner and try to match the right name with the right animal.

T: Let's check the answer. Dog, right? Cat, right? Pig, right? Duck, right? (check the answer)

T: If you are the same, please hands up! Thank you. Who can help me to put this name card on the right door?

S1: (Put the room card on the door)

T: Right？And this ...

小结评价

T: Great. Today we have a lot of fun on the farm. Let's see which group makes more fences. So today's winner is Group B. Boy and girls, can you remember the animals on the farm, today? What are they? They are ...

Ss: duck, dog, cat, pig, bear.

T: Do you like this farm? If you have a farm, what do you want? What animals do you want? Cat? Dog?

Ss: ... (cat, bird ...)

T: Look, this is my farm. What's on my farm? A cat, a dog, a duck, now I want a pig, too. (在sheet上当场画出一只小猪) Finish! So, this is my farm. Do you want to draw your farm? Take out your paper and draw it.

学生画完，展示学生作品

T: So, this is ...'s farm. What's on her farm? Look, a ... wonderful. Have you finished?

Ss: No.

T: It doesn't matter. This is your homework. That's all for today. See you. And today's homework is to finish your farm. 板书设计：

三上Unit 4 We Love Animals 第一课时课后反思

邹

芳

本节课重点讲的是五种小动物，通过学习让学生认识、会读这六个动物单词并会模仿它们的动作。这是一节有活力的课，处于小学三年级这个年龄段的孩子具有好奇、好活动、爱表现、善模仿等特点，本课所讲的五种小动物正是孩子们所熟悉的、喜欢的，教学内容贴近学生生活，符合小学生兴趣。学生的兴趣一旦被激发出来，就能积极参与到课堂活动中来。下面我就结合这节课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，又面对新老师，难免心理紧张，所以我先让学生欣赏英文歌曲“old macdonald had a farm”，通过简单的歌曲营造了轻松的学习氛围，在这种氛围中为要学内容做好铺垫准备。

二、不同方式，教学单词。

新课的导入我采用的是动画课件，整节课利用一个农场发生的小故事将生动有趣的五个小动物展示在学生面前，让学生的视觉有一个全新的感受，营造一种自然、愉悦的氛围，使学生对所学内容充满期待，在学生的一片惊叹声中，单词的教授也就自然地进行了下来。单词的

教读是先跟读再到教师教读。小学生的第一印象很重要，所以第一次的发音就得准确到位，跟着录音读就能很好的做到这一点。接下来就由我拿起动物卡片走到学生中去带领学生学习单词，这样做会使学生感到教师的亲和力，体现一种和谐的学习氛围。单词的领读也是形式多样的，有齐读、分升降调读、一个一个读、分小组读等形式，这样学生就不会觉得枯燥无味，更能刺激学生积极主动地参与到单词的练习中来。给学生提供了一个有趣、轻松、活泼、竞争的氛围去操练单词。

让学生在故事中学单词，

三、趣味操练，巩固新知。

为了充分调动学生的积极性，我采用了多种多样的游戏活动，如扮演小动物，根据脚印找小动物的家、摸一摸然后说出这个动物等，这些活动可以锻炼学生听和说的能力，学生对于这种形式很感兴趣。学生通过游戏，提高自己掌握知识的能力。另外，生动活泼的表演方式也符合儿童爱玩的天性，能够吸引学生的注意，激发他们学习英语的积极性，主动性。“兴趣是最好的老师”，有兴趣，学生学起来印象才深刻。

四、存在的不足

整堂课上完之后，虽然有成功之处，但也发现存在着不足的地方，那就是我的语速过快，有些课堂用语自己也是因为太过于紧张而说得

不是太明确，学生听得不是很清晰，这样就导致学生不理解教师发出指令的意思，从学生们的眼神中我知道自己的不足，这是我在以后的教学工作中急需改进的地方。

通过这次课，我深深地感受到，教师应该真真正正的关注每一名学生的发展，把学生的兴奋细胞统统调动起来，才能让学生真正的成为课堂上的小主人。比如在摸一摸然后说小动物时学生都特别积极，都想上来摸一摸，可是因为时间和地点还有种种原因没法让学生一一上来，有的学生就会显得特别失望。

三是课堂评价，原本设计了学生的小组竞赛，表现好的就往自己农场里贴上小动物，但是后来发现有好多局限性，就临时改为最后给学生小卡片，尤其是第三组同学，基本上就没能加进一些活动中来。学生评价未能很好的体现，这也是一个失误。

另外由于增加了学习难度，有些环节的街接不是很紧凑，特别是单词的练习，比如帮小动物找名字和家，如果能让学生每人都可以自己连线估计会更好，还有就是chant的唱念不够，学生的基础较好，完全可以多念多练习。因为面对的是新学生，所以在细节上没照顾到全体同学，加上紧张声音不够洪亮，表演时动作不够自然，表情也不够丰富。希望今后通过实践能设计出更多更好的适合小学生的游戏活动来。针对这些不足，在以后的教学实践中，还要不断提高自身业务素质，深入研究教材，多向有经验的教师请教。