lesson 2第二课时教案

Unit 4 Pets （Lesson 2）教学设计

王昕珏 成都蒙彼利埃小学

一. 教学基本信息

教材：《英语（人教版）》（一年级起点）三年级上册

课题：Unit 4 Pets 课时：Lesson 2 二．教学分析

教材分析：本单元的语言功能是对宠物进行描述。单元教学内容包括学习5个宠物的单词、描述性词汇small，long、对核心句型What does it look like? It’s...It has...的学习运用、读懂寻宠物启事，描述自己的宠物以及在四线三格规范书写单词句型等。

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内容分析：本课时主要教学内容为学习Lesson2 A的对话内容，并能够听懂、会说用来询问描述宠物外貌特征的问句及答语What does it look like? It’s...It has...

学情分析：学生从一年级开始学习英语，通过两年多的学习积累，孩子们能听懂基本的课堂用语，养成了主动倾听、积极思考、善于观察图片、乐于回答问题、敢于用英语表达自己的想法的好习惯。

对宠物的描述需用到的单词包括颜色、大小尺寸以及身体部位。学生在一二年级已经学过一些关于动物、颜色、身体部位的单词以及形容词big和short。本册第二单元学习了其他更多地身体部位单词。由于句型结构It’s和It has 后面所搭配的语言不同（分别是表示颜色、尺寸的形容词和身体部位的名词），学生区分稍显困难，因而是本课时的难点，主要通过分类的方法来加以理解运用。

三．目标设置

教学目标：

语言知识目标：核心句型What does it look like? It’s...It has...

语言技能目标：

1.

在情境的帮助下理解课文并能跟读课文。

2.

能够听懂、会说用来询问描述宠物外貌特征的问句及答语。

学习策略目标：

1. 采用整体教学的方式，在情境中理解学习课文；

2. 在学习过程中，通过体验、猜测、小组讨论、归纳分类、交际等形成合作、探究的学习模式。

情态态度目标：

1. 培养学生赞美、欣赏他人的意识。

2. 培养学生爱护宠物、保护动物的意识。

教学重点：能够听懂、会说用来询问宠物的外貌特征的问句What does it look like? 及答语It’s...It has...。

教学难点：对It’s和It has的区分。

教具：教学配套CD-ROM、白板课件、图片、词卡、题单等。

板书设计：

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Unit 4 Pets

五．教学过程

一、Preparation 1. Greetings T: Hello, children.

Ss: Hello, Jo. T: How are you?

Ss: I am happy/fine/…

[设计意图] 简单问候，在和谐愉快的氛围中开始英语课的学习，为热身活动做好准备。

3.Warm up T: I’m happy too. Let’s chant. 播放视频。

Ss chant with the video. T: What animals can you hear in the chant?

Ss: Snake, rabbit…

学生说一个T 点出相应的动物图片。

T：We keep these animals at home (点出房子) and we call them pets. 板书Unit 4 Pets. Look, I have some pets here. If you do a good job, a pet for you. T: Now listen and guess what pet it is.

学生听音频并回答。

[设计意图] 在唱、听、猜中复习一课时内容，感知核心句型结构，为本节课做好铺垫准备。

4. Lead-in T: Today our friends are playing with their pets in the park.

Look! Binbin and Lily are talking. What pet does Binbin have?(魔术笔聚焦)

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Ss: (Binbin has) a dog. T: What color is the dog? (引导学生用It’s)

学生观察图片。Ss: It’s black. T: It’s big or small?

Ss: It’s small.

T: It’s pretty?

Ss: Yes/No.

Hmm, I think it’s pretty.

[设计意图]聚焦本课学习内容，带领学生仔细观察动物特征并引导使用目标语It’s…。

二、Preparation 5. Learn Lesson 2 A Step 1 整体呈现，初步感知

T: How about Lily? Lily, Lily, do you have a pet? Let’s ask Lily together.

Ss: Lily, Lily, do you have a pet? T: Let’s listen. 播放课文视频。学生带着问题观看视频。

Ss: Lily has a rabbit. [设计意图]学生带着问题完整观看故事并回答问题，整体感知故事、初步理解故事大意。

Step 2 Detail reading Pic1：

T: Look. Binbin and Lily are talking. Why does Binbin say “Thank you”? Discuss in 2.

学生同桌讨论。

Ss：Because Lily says …学生回答展示。

T: Maybe. Let’s listen and check. 播放音频。

学生复述。白板呈现“Wow! What a pretty dog.”—再听—学生跟读—正音（强调What a连读。）

T: How does Lily say it? 引导模仿语气。You are Lily. I am Binbin.

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释义: That means your dog is pretty/cute.

举例：T: Wow! What a pretty jacket/pencil box.

S1/S2: Thank you. Pic 2:

T: What does Binbin say? Let’s read. 全班齐读。

T: What will Lily say? 点击呈现，生读。

Pic 3:

T: Lily has a rabbit. Can you guess what color is it? Does it have long or short ears?

S1: Maybe It’s white. S2: Maybe it has long ears. …

学生猜测表达各自的想法。

T：Maybe. Let’s listen. 听音频—回答展示。

预设：学生若不能完全表达，可分段听。

呈现—再听—学生分组跟读。

T: What does Binbin ask? 学生听音—复述—板书—does it连读—男/女读。

T: It’s white. It has long ears and red eyes. (边说边将white词卡和red eyes, long ears词卡归类置于It’s和It has之下。)

T: Look. This is Lily’s rabbit. Can you help me to complete it?

白板上学生拖动图片拼出rabbit。

[设计意图]通过逐层设问猜想、推测、归纳和实际操作等多种输入渠道，激发学生的学习兴趣，帮助学生理解学习。

Step 3 听音跟读课文

T：You did a good job. Let’s listen and try to repeat. 完整播放视频，生跟读。

T: Now, boys are Binbin, girls are Lily. Let’s read in role.

分角色跟读。

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[设计意图]回归教材，让学生在听读的基础上建立声音与图片、语音与语调之间的联系加深理解，固化核心语言结构。

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Production 6. Describe your pet Step 1 Jo’s dog

T: Lily has a rabbit. How about Jo? I have a dog. T gives 3 pictures of dog: Guess which one is my dog?

Ss: What does it look like? T: It’s black and white. It has a long tail.

Ss point to the dog. 预设：若学生未能想到提问，师做引导。

T: Yes. This is my dog. 拿出图片。It’s black and white. 贴词条。What else?

Ss: It’s big. It has a long tail/four legs/…师板书big/a long tail/four legs…

T: Wow. You did a wonderful job.师带领学生根据词条一起读：It’s… It has…

T: (拿起black词条) “black” goes here or here?

师引导学生将各个词条归类到It’s和It has之下。

[设计意图]在观图过程中，不同的学生从不同角度描述特征，共同产出词库，制作出思维导图。通过对各个词条的归纳分类，帮助学生突破区分It’s 和It has的难点，为后续语言运用降低难度。

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Step2 Describe your pet T:

So that is my pet. How about you? Do you have a pet? Please finish the work sheet. If you don’t have one, please choose the pet you want. 师做示范。学生完成题单。

Step3 同桌交流

同桌问答练习。

T和S1做示范：

T: Do you have a pet? S1: Yes. I have a …

T: What does it look like? S1: It’s … It has …

[设计意图]通过题单练习、同桌对话整合语言结构，帮助学生梳理、内化核心结构，为后续的口语输出做充足的准备。

7. Let’s interview Step one：

T: I know some of you has a dog. Some of you has a cat or a bird. Now let’s interview each other. When you finish, please sit down and raise up hands.

师做示范。

T: Do you have a pet? S1/S2/…: Yes. I have a …

Ss walk around the classroom and ask their friends. T: Time is up. Please tell me who has a cat/turtle?

S1: … has a cat/turtle.

T: …, do you have a cat/turtle? 核对成功则询问者获加分。

T: This time. I want to know what your pets look like. So you need to ask your friends one more question: What does it look like?

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Step two：

S1: Do you have a pet?

S2:Yes, I have a …/No.

S1: What does it look like? S2: It’s … It has…

T: Time is up. Who has a …?

S1: … has a …

T: What does it look like? S1: It’s … It has…

核对成功则询问者获加分。

[设计意图]活动由易到难，引导学生在真实的交际互动中使用目标语。通过老师的询问检测，反馈学生的采访任务，使活动更具真实性

四、

Summary & Homework T: Today we talked about pets. Pets are just like our family members. We should take care of them. 播放视频。学生看完视频说一说宠物需要什么。

T: What does a pet need?

Ss: Pets needs food, water and above all, they need our love.

Homework

1.

Listen and repeat. 跟读课文

2.

Describe your pets to your friends. 想你的朋友介绍一下宠物。

[设计意图]总结活动达成本课的情感态度目标，培养孩子们爱护宠物的意识。分层布置作业，充分尊重学生个体差异，循序渐进的发展学生的英语学习能力。

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