Useful expressions名师教学设计2

课

题：Unit 4 We Love Animals 第二课时

一、学习目标：

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、重难点：

听说、认读dog, duck, bear, pig, cat等动物的名称

三、导学流程

（一）新课导入，明确目标w

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热身活动

①复习上一节课的内容：“What's this? It's a ...”教师呈现动物图片，让孩子们猜。通过猜的游戏，既复习了上一节课的句型，同时也为歌曲的呈现铺垫，了解duck, dog,, bear, pig, cat 等词汇。

②

教师简化一个农场让学生猜农场上有什么东西，检测学生对农场的了解，激活已有的生活体验。带着学生找出农场上的动物，既复习已学单词，同时引出并教授新单词。

T: Good morning, boys and girls. Ss: Good morning, Miss You. T: Before the class, let me see whether you can remember this? Look! What's this?

Ss: It's a dog.( duck, bear, farm在黑板上简化出农场图，老师引学生看黑板) T: And what's this? S: It's a farm. T: And this? S: It's a farm. T: Yes, it's a farm.

T: What's can you see on the farm?

Ss: ... animal T: (repeat students' answer, dog, duck, so many animals, maybe ...) Yes, there have many animals. Then what animals are they? Listen to the tape. And you will know it. Listen carefully （二）指导学习，引导发现

1) 单词教学

①教师提问孩子们，刚才的录音中中有些什么动物，并进行教授新单词duck, pig, dog, cat等。

T: What animals are onthe farm? w

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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. 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。

设计意图：通过在教授单词的过程中渗透韵律诗的含义，通过节奏轻快的节奏，提高诗歌的理解和词汇的上口。

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. （三）、展示交流，融错化疑：

①Look, ask and answer (听音做动作) 教师组织两大组孩子通过PK的形式，看图做动作，竞猜游戏。看谁演得好，问得好，答得好。看动作，扮演动作，检查孩子们的对单词的理解与掌握，同时滚动前面的第一课时的句型进行操练，使孩子们在语篇句型中进行操练。X

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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? (老师给图片给一个学生代表看，然后那个学生用动作表演该动物) Student A: What's this? Whole class: It's a ...

②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。同时，引起孩子们的思考，熊来了，其他动物怎么办？提示学生逃跑。

设计意图：设计熊来了的情景，使故事更游戏剧色彩，吸引学生的注意力，引起学生的思考与共鸣，为下面的活动创设条件——动物们都很害怕，要逃生了。

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. )教师播放Let's chant录音，学生边听边说边做此部分的活动。

（四）：检测反馈，综合提升：

T: Great. Today we have a lot of fun on the farm. 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 ...)

（nose）

（mouth）

（五）：整理反思，拓展延伸：

1、请同学们自己回顾并汇报本节课学到了什么知识。

2、灵活运用本节课所学的知识与同学，老师进行交谈。

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