Lesson 4 Horses and Rabbits名师教学视频（文字实录）

Lesson 4 Horses and Rabbits教学设计

开平小学

田杰

教学内容分析：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。

教学目标

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. 二、

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.

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。

Step1：Greeting and review Step 2：Presentation （1）T: What is it？ What can you see on 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: Good job. Here’s a new one. (PPT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.“or”says /ɔ:/.

Follow me, horse, horse, this is a horse. T: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 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:Horses can run. 找生读。

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 /æ/. Follow me, rabbit, rabbit, it is a rabbit. Rabbits can jump.学生练习这个句子。

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? 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 ___.

Step 3 Listen and imitate (1)T: Now Li Ming, Danny, and Jenny are talking about animals. Listen and fill in the blanks.播放课文录音

1.读文，选择正确的选项，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 fly? (A. arms B. animals) —_______ can fly. (A. Chickens B. Birds ) (2) Listen and imitate.(跟读录音，培养正确的语音、语调、语感) T:跟录音读课文，学生练习后展示2-3组。

设计意图：课程标准要求尽量给学生创设接触原音、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，第二次着重培养语音语调。

Step4 Practice T: What animals can fly? S: Birds can fly. T: Now do it with your partner. Who wants to show your dialogue? Let’s see, who is better? Step5：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). Today’s homework: 选一种你喜欢的小动物，用上我们今天学习的内容，写几句话。 Time’s up. Goodbye, class.

教学反思：延续第三课的动物的本能，运用can a horse run? Yes , it can./ No,it can’t继续学习can的句型。帮助孩子区分人的回答和动物的回答，只有多练习才能真正区分。但是我觉得这两节的内容有些乱，孩子很小对此处的回答还是区分不清。另外，做任何练习教师应该让学生练习的人数越多越好，希望孩子们更加积极的参与课堂活动，教师设计的活动趣味性应该高一些，激发学生说英语的兴趣。