Lesson 4 Horses and Rabbits公开课教案

Lesson4 Horses and Rabbits

一、设计思路

1.激发学生的学习兴趣,营造愉快的学习气氛,使学生保持积极的情感体验。

2.强调语言活动的真实性和趣味性,培养学生的语言运用能力。

二、教学背景分析

教学内容分析:

本节课的词汇,四会词:horse,animal,yes,no.三会词:rabbit and jump.句型有点难度,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,所以句型的练习中通过有趣的活动,帮助学生理解I与it 的区别,并能正确运用。

学生情况分析:

三年级学生活泼好动,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、教学目标分析

(一)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.

(二)情感态度目标:

通过游戏活动,培养和激发学生的学习兴趣。

(三)学习策略目标:

1. 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。

2. 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、难点分析

教学重点:

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。

五、教学过程设计

S tep1:Greeting and review

T: Good morning, boys and girls. Now let’s sing the song Old Macdonald Had a Farm. (播放歌曲视频。)

设计意图:通过歌曲活跃课堂气氛,促使学生尽快全身心投入学习活动.

S tep 2:Presentation

(1)T: What can you see on a farm?

S1/S2/S3: I can see dogs/cows/pigs…

T: Now can you guess? W hat’s this?(投影呈现课本No 2的内容,同时呈现Is this a ____? 句型,引导学生用本句型猜动物。)

S1: Is this a ____?

T: Maybe.

S2: Is this a _____?

T: Perhaps.

S3: Is this a _____?

T: I’m not sure. Let’s see. Oh, it’s a pig(师生齐说). The next one...(教师继续播放图片,学生继续猜)

设计意图:复习学过的动物单词和句型Is this a ____?

Step 2 Presentation

T: 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? S: Cow/sheep/horse…

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

S3: It’s a horse.

T: Good. Another one. What’s this? (采用同样的方法呈现兔子)

S: 兔子。

T: Rabbit. (板书rabbit) . 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 animal s.

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 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 run?

S: Horses can run.

S: What animals can fly?

S: 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 ___.

Step3 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?

(2)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.

Step4:Class closing.

T: 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).

What is it?

T:(学生猜出后)So great. Congratulations! Let’s clap your hands for you. 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!Time’s up. Goodbye, class.

板书

Lesson 4 Horses and Rabbits

h or se } animals

r a bb i t

What animal s can ____? ______ can ______.

Can a ____ ____? Yes, it can.

No, it can’t.