Lesson 8 Tigers and Bears教学设计

Lesson 8 Tigers and Bears 一、教材分析

1.课文分析

本课是冀教版《学英语》（三年级起点）三年级下册Unit 2 Lesson 8 Tigers and Bears 主要内容为新词汇：tiger, wolf, bear, snake，long, short 句子为

It’s long. It’s short. 本课以前面的知识为基础，让学生学会新的词汇，提高听说技能，学生会用习得来谈论动物。

2.学生分析

三年级学生天真可爱，活泼好动。他们在一个学期的英语学习中积累了部分句子和单词，并对英语学习产生了浓厚的兴趣。在本节课内容之前，学生已经学过一些表示动物名称和描述动物外貌特征的词汇，他们还接触过What’s this? Is it a ___? It’s _____.句型。这些知识都可以充实本节课的教学内容。

二、教学目标

1.知识目标

A.学生能听懂、会说、认读并书写下列词汇：tiger, bear, long, short; B.学生能认读、理解并使用下列句式：It’s long. It’s short. C.学生能唱歌曲：Big and Small

2.能力目标

A.学生的听说技能得到提高，并会运用新词汇和新句型习得来谈论动物。

3.情感态度

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通过唱歌，做游戏等多种形式激发学生学习英语的兴趣。

采用教师评价的方式加强学生的合作意识。

通过本次课学生会有保护动物的意识。

4.教学重、难点

重点：tiger, bear, long. short单词的认读及掌握

难点：运用Its __ is long/short.句式描述动物。

三、教学准备

课本，教学课件，卡片，玩具熊，铅笔，尺子。

四、教学过程

Step 1 Class Opening

1. Greetings. 教师亲切友好的问候学生，拉近和学生的距离。

T: Good morning！Boys and girls.

S: Good morning！Teacher Liu. T: How are you? S: Fine, thanks. And you? T: I’m fine, too. Thank you. Boys and girls please stand up; let’s sing a song “Old MacDonald Had a Farm”. (播放动画视频,教师与学生一起手舞足蹈地唱歌，既拉近师生距离，又烘托出欢快的英语课堂氛围。)Thank you everybody, you did a good job, sit down please. 2.Revision Look! What’s this? (出示动物园图片，学生猜出这是一个动物园) 2

Yes. What animals are at the zoo? (学生能说出一些动物园的动物，对学生给出的答案及时运用

good, yes, nice等肯定和表扬，给学生树立开口说英语的自信心。) There are so may animals at the zoo. What’s this? Can you guess? (幻灯片出示提示语，让学生根据提示回答) •It is fat. •It is black and white. •It likes to eat bamboos. —What is it?

—Bingo. It’s a panda. Next, •It is thin. •It has a long tail. •It likes to eat bananas. —What is it?

—Bingo. It’s a monkey. Let’s go on, •It is tall and big. •It has a long nose. •It has two big ears. —What is it?

—Bingo. It’s an elephant. T: Do you want to see more animals? Let’s go to lesson8. [设计意图] 通过歌曲调动学生学习兴趣，使其尽快进入英语学习的氛围中。通过动物园图片，引出整节课的情景主线，并根据提示语猜动物方式帮助学生复习上次课所学动物，为后面学习埋下伏笔。

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Step II New Concepts ⅰ.Introduction 1.听音频猜动物，讲授tiger. Listen, this animal is coming.教师播放音频让学生听出是哪一种动物.

T：What is it? 结合声音和老师的肢体语言引出老虎一词。教师出示幻灯片教授tiger.并指导发音。注意元音i的发音[ai]要饱满，板书单词，指导书写，学生拼读ti-ger。教师及时纠正发音和给予表扬。拓展出几个单词让学生尝试去读，注意元音i的发音[ai]要饱满。

2.出示PPT，呈现只有一小部分wolf的图片，让学生去猜测。

T：What is it? Is it a dog? 引出

wolf一词. 教师领读单词，侧重[u]的发音，避免读成[wɔlf] ，板书单词指导书写并练读。继续出示多只狼的图片T: How many wolves? S: Three wolves. 强调一下变复数。

3.利用触摸玩具方式猜出动物讲授bear. 教师手拿一个装有玩具熊的袋子，让学生触摸感知后猜出动物。

T: What is it? 学生会回答各种各样的答案，最后老师将玩具熊展示给孩子，并教授bear.注意字母组合ear的发音，学生练读并板书单词指。拓展出单词让学生去练读。

4.声音和肢体语言结合，让学生猜出snake. 教师模仿蛇的声音，用手模仿蛇的动作，

学生猜出答案引出snake. 板书单词书写并练读。Do you like a snake? Why? A snake can bite you. 巩固新知：Now look at my finger, when I point to wolf, you read wolf, 4

Here we go! 男孩女孩分别快速读出老师手中的图片，继续巩固加深记忆；对于学生出色的表现给予表扬！

设计意图：通过四种不同方式引出四种动物，形式多样，学生既会充满好奇心，又不会感到枯燥。声音图片相结合，加深印象；引导学生元音及字母组合的发音；指导书写，为其今后的学习打下基础。教师要运用所学过的句子What’s this? Is this a ___? Is it fat/thin/big/small? What color is it? 引导学生对知识的迁移。

ⅱ.Sing a song Let’s have a rest and enjoy a song “Big and Small”, then try to tell me “How many animals are in the song?”. 播放歌曲“Big and Small”。学生回答问题后提问：

Is a bear big or small? A bird is ... A tiger is ... A cat is ... Is the snake big or small? and that snake is ... Is the snake fat or thin? And that snake is ... Is the snake long or short? 用手比划长短让学生明白。And that snake is ... 设计意图：在单词学习后适时播放歌曲让学生感到轻松，带着问题有目的的听歌曲体现任务教学法，学生会有目的有重点去听，易于记住歌词里面的动物。并通过一连串问题引出long/short. PartⅢ

Long or short ? ⅰ.long or short? 教师用一名男生和女生头发的对比引出long、short. 5

板书It is long/short.学生练读。

教师手持两把尺子，一长一短提问：Which is long? Which is short? 学生回答：It is long. It is short.让多个学生指认说出句子。

教师手持两根铅笔，一长一短提问：Which is long? Which is short? 学生回答：It is long. It is short.让多个学生指认说出句子。

设计意图：运用学具去讲授重点知识既直观又形象，学生易于理解，操练起来简单方便。

ⅱ. Jenny and Li Ming talk about two animals 设置情境：Jenny and Li Ming go to the zoo. 观看动画视频，教师提出问题：What do Jenny and Li Ming see at the zoo？

学生回答They see an elephant and a rabbit. Good! That’s the elephant.

T: What’s this? (在幻灯片上圈出大象鼻子)

S: Nose.

T: Its nose is long.学生说出long. Look! Are they the same? 出示

it’s 和

its. 举例：

It’s tall. Its body is tall. 同上方法讲解

Its tail is short. Look! That’s the rabbit. 同上方式讲解

Its ears are long. Its tail is short. 设计意图：在学习

It is long/ short. 句型后再讲解Its nose is long. Its tail is short.难度由浅入深，符合学生认知规律。设置Jenny和Li Ming6

去动物园情境引入动画视频，并让学生带着问题有目的观看体现了任务教学法。

学生跟读，男女生分角色练读。

ⅲ. Can you say something about the tiger? 学生根据图片能说出很多简单的句子，It is big. It is fat. Its tail is long. 在此基础上让学生小组合去讨论一些动物，It is big/small. It is fat/thin. It is long/short. Its nose is long. Its tail is short.及时纠正学生的问题并提出表扬

设计意图：教师设计此环节给学生提供运用所学语言的机会，使得语言知识得以输出，并培养他们学习英语的自信心。

PartⅣ. Play a game! 教师演示如何操作。One student can’t look at the picture. The others help him guess. Have fun! 游戏过后欣赏野生动物图片，告诉学生要保护动物，情感上得到共鸣。

教师实施比划爱心，帮助学生理解。

PartⅤ.Homework 1. Draw an animal in lesson8 as you like, and try to describe it in English. 2.Sing the song: “Big and Small ”

to your parents and friends. 最后在

“Big and Small”歌声中结束本次课。Boys and girls, you did a good job today, I’m proud of you, see you next time, goodbye!

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PartⅥ

板书

Lesson8 Tigers and Bears

tiger wolf It’s long. bear snake It’s short. 8