Lesson 4 Horses and Rabbits获奖说课稿

长白

学校教师备课笔记

年级

课题

三年级

学科

英语

主备教师

刘慧子

复备教师

课型

新授

Lesson4 Horses and Rabbits

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 ____.另一个教材分析

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。

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。思维以形学情分析

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。

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 ____?

教学目标

____ 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。

教学重点：

1要求学生能够听懂、会说、认读和书写horse, animals, yes, no.

教学重点难点分析

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。

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。

教学策略分析

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。

课前准备

教师

多媒体

学生

教学活动过程设计（第 课时）

教学活动

教师活动

学生活动

(播放歌曲视频，教师和学生边唱歌边做动作。

通过歌曲和动作活跃课堂气氛，促使学生尽快全身心投入学习活动，同时复习之前学过的动物名词，为学习新知做准备。

设计意图：复习学过的动教学环节

设计意图

T: Good morning, boys and Step1：Greeting girls. So glad to see you and review

today. Now let’s sing the song Old Macdonald Had a Farm.).

1）T: What can you see on Step 2 Presentation a farm? S1/S2/S3: I can see dogs/cows/pigs…

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T: Good job. Here’s a new 物单词和句型Is this a one. (用书遮挡马图片的一部分，让学生继续猜) What’s this? S1/S2: Cow/sheep/horse…

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

导学生用本句型猜动物。) 书horse）,“or”says S1: Is this a ____? Step 2：Presentation 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)

/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. S3: 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 //. 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? æ

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. S: What animals can fly? 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 ___.

(1)T: Now Li Ming, Danny, and Jenny are talking about Step 3 Listen animals. Listen and fill in the 录音，培养正确的语音、语and imitate 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blanks.(投影呈现问题，播放课文录音) 1.听录音，选择正确的选调、语感) T:跟录音读课文，看谁读得最好模仿得最像，谁就是咱

(2) Listen and imitate.(跟读设计意图：课程标准要求尽量给学生创设接触原

项，并回答问题。

--Can a ____ run? ( A. horse B. rabbit ) --____, it can. ( A. Yes B. NO ) --Can a horse fly? --No, it ____.

( A. can

B. can’t) —What ________ can 们班的朗诵小明星。（学生练习后展示2-3名）

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? 着重培养语音语调。

师生互动，活跃课堂气氛，加深对新知识的理解，灵活运用

fly? (A. arms

B. animals)

S: Yes, it can. —_______ can fly. (A. Chickens

B. Birds )

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.

OK, now who wants to try?

No more than five

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。)

Step5：Class closing. T: Let’s sing a song. 投影呈现内容如下：

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? It lives in water.(它生活T: Today we have learnt 在水里) three new words and these It can swim. sentences(师手指向板书,学生读出新单词和新句It has no legs(没有腿). What is it? 型). According these, I 分别找男生和女生来猜谜，prepare a riddle for you. 猜对的为本组加一分。

Can you guess? T:(学生猜出后)So great. （投影呈现谜语：It is an

animal.

In this class, which team Today’s homework: 选一wins at last? … wins the 种你喜欢的小动物，用上我培养学生自主创新的能力

Homework game. Congratulations! 们今天学习的内容，介绍一个我们学过的动物。例如：duck. Time’s up. Goodbye, class.

（2 minutes）

Let’s clap your hands for them.

Lesson 4 Horses and Rabbits

horse

}

animals

rabbit

板书设计

What animals can ____? ______ can ______.

Can a ____

____? Yes, it can. No, it can’t.

教学反思

学生通过学习，能够正确的认读单词，能正确运用用本课句型。来交流和讨论。学生对英语的学习兴趣浓厚，积极性高，并且有了一定的听说，读，写的能力。学生对于本课的主题较感兴，是学生熟悉的话题，他们可以参与进来。很好的完成了本课教学任务。