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Pep小学三年级英语上册Unit4 第二课时教学设计

一、教学目标
本节课是学习PEP小学三年级英语上册第四单元第二课时中的六个有关动物的
单词monke y、cat、rabbit、dog、duck、panda.和 Let’s do. 听指令做动作。
1．能听、说、认读本课六个动物单词cat、duck、rabbit、monke y、dog、panda。
听懂理解句子Look!Ihavea…..快速反应：Act like a ……..。
2．能听懂一些指示语并能按照指令模仿动物。
3．培养学生说英语的习惯 ，激发学生想学、乐学英语的兴趣和愿望。培养学生
从小爱护小动物的美好情感。
教材分析
本节课是PEP小学三年级上册英语第四单元第二课时，主要内容是听、说、认读
rabbit 、dog、duck、panda、monkey、cat这六个动物单词。这六个单词是本单元
重点内 容，有举足轻重的作用。以及Let’sdo部分的“TPR”活动。
1、教学重难点
重点：能听懂、会说动物单词，以及听指令作出动作。
难点：注意单词cat、panda、rabbit中“a”的发音。
2、教具准备
根据教学实际和学校条件以及对学情的分析我采用自制的动物头图片、制作出
PPT多媒体课件、录音 机、和教材配套磁带等教具。
3、学生情况分析
本节课授课的对象是小学三年级的学生，他 们对英语的学习知识初级阶段，对英
语知识的掌握较少，但是三年级学生天真活泼，好奇心强，有较强的 模仿能力和
求知欲望。在这是学习同学们喜爱的动物单词兴趣很高并乐于学。
三、教学方法
为了突破这节课的重难点，让学生在一种轻松。民主、和谐的氛围中学得新知，
我利用课件、图 片的形式进行教学，采用适合学生年龄特征的激情引趣法、游戏
教学法、多媒体辅助法、TPR活动法等 。力求用简单、生动、通俗易懂的方式渗
透学习策略，发掘他们的积极求知、努力挖掘他们的潜能。
四、教学过程
-up (Song 唱一唱)
热身活动
①复习上一节课的内容：“What's this? It's a ...”教师呈现动物拼图，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
chic k, duck, dog, cow, bear, pig, cat 等词汇。
② 教师呈现老 麦克唐纳的照片，让学生猜他的农场上有什么东西，检测学
生对农场的了解，激活已有的生活体验。
③ 听老麦克唐纳有个农场的歌曲，让孩子们听歌抓词，初步感受农场上有
什么动物。带着问题 去听，更有侧重点。
设计意图：通过拼图游戏复习已学句型，同时拓展与铺垫歌曲内容，通过头
脑风暴——看农夫照片，想农夫农场有什么，激活已有生活体验，听轻松愉快的
歌曲，带着找出农场上 的动物的任务，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 liu.
T: Before the class, let me see whether you can remember this? Look! What's
this?
Ss: It's a dog.( chick, duck, cow, bear, farm屏幕最后出农场图，老师再引学生
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. Whose farm is this? ... It's my friend Old Macdonald's. Let's
say hello to OM.
S: Hello, OM.
T: What's can you see on his farm? Then, what else are on his farm?
Ss: ... animal, vege, fruits.
T: (repeat students' answer, dog, duck, so many animals, maybe ...)
Yes, he has many animals. Then what animals are they? Listen to the song. And
you will know it. Listen carefully
2. Prensetation
1) 单词教学
①教师提问孩子们，刚才的歌曲中有些什么动物，并进行教授新单词duck,
pig, dog, cat等。歌曲中的象声词，帮助学生理解单词的意思。
(听完歌曲)
T: What animals are on his farm?
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.
3. Practice + Presentation巩固操练活动
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。
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.
T: Oh, yes. The bear is on OM's farm now. How do the animals feel now? Are
they scared?
Ss: ... Yes
T: What will they do? Just stay here and wait for the bear to eat?
Ss: ...
T: Yes, they run away. Help! Help!
③教师播放逃跑中的动物的声音，让孩子们说出动物的名称，检查学生对单
词的掌握。
设计意图：通过听动物的叫声，猜逃跑中的动物名称，检查学生对单词的意
思的理解与掌握，同时也为 下一步的藏起来做铺垫。
T: Listen, who is running? (猫的声音) What's this?
Ss: It's the cat.
T: What's this?
Ss: It's the dog.
... (cat-dog-duck- pig-gun sound)
T: What's this? Yes, it's the gun's sound. Oh, Old Madonald shoot the bear, yeah,
the bear is dead now. OM is worrying now.

OM: Where are my animals? Where are my animals? Can you help him?
Ss: Yes.
T: Let's help him look for the animals.
④教 师让孩子们帮助老麦克唐纳找失散的动物，学生通过观察动物们留下的
痕迹——脚印、树丛中露出的尾巴 、腿等，说说那个地方藏起来的动物是什么。
设计意图：通过帮农夫找动物，检查学生对动物的一些特 征了解，如一只鸭
子应该有两个脚印等，拓展孩子们的知识，同时也适当地对数量进行了拓展。
T: Look! They all hide themselves up. Old Macdonald is looking for his animals.
Where are they? Where are the ducks? Where are the cats? Where is the pig? Where
is the dog? Can you help him?
SS: Yes. (出图)
T: Look at No. 1, what's this?
Ss: It's a pig.
T: Right?
Ss: Yes.
T: What is No.2?
Ss: It's a duck.
T: Great！How many ducks can you see?
Ss: 3.
T: What's No.3？
Ss: It's a dog.
T: Right?
Ss: Yes.
T: What's No. 4?
Ss: It's a cat.
T: How many cats are there?
Ss: 2.
⑤教师让孩子们帮助老麦克唐纳把动物们送它们自己的房间，但 是动物们的
房间的房牌都掉到地上了，老师先让孩子们根据房门上的特征，辨别这些房子是
谁的 ，如门上有条鱼骨头，那应该是猫的房间，如房门上有个猪鼻子——猪的房
子，房门上是根大骨头——狗 的房子，房门上是一些鸭子的脚印——鸭子的房间，
还有一块写着小心熊的牌子。孩子们首先全班认读一 次词卡，然后再同桌讨论，
再自己尝试把正确的动物名和动物门派卡连起来。然后再让代表把牌子贴到正 确
的房门上。
设计意图：通过小组讨论房间的主人，从动物的特征或者食物来辨别动物，更深一层地理解课文内容，通过贴门牌，加深对单词的认读。
T: Wow, all the animals are here now. Look, here are the rooms for them. Whose
room is it?
Ss: Dog.
T: Why?
Ss: Because of the bone, so it's for the dog.
T: Bingo. And this? Look at the door.
Fish, it's for the cat. Pig's nose? It's for the pig. And the foot print, it's for the
duck. You are so clever.

T: Look! What's on the floor? The name cards for the room. What's this?
Ss: dog.
T: dog? Dog? (翻门牌卡) When you see the right room card, please stand up
and say loud.
Ss: Yes.
T: Cat, cat, cat?
Ss: Yeah.
(duck, pig, bear全班玩一次看词起立读)
T: Great. Can you help them find their own room card? Discuss with your
partner and try to match the right name with the right animal.
T: Let's check the answer. Dog, right? Cat, right? Pig, right? Duck, right? (check
the answer)
T: If you are the same, please hands up! Thank you. Who can help me to put this
name card on the right door?
S1: (Put the room card on the door)
T: Right？And this ...
⑥小结评价
T: Great. Today we have a lot of fun on the farm. Let's see which group makes
more fences. So today's winner is Group B. 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 ...)
T: Look, this is my farm. What's on my farm? A cat, a dog, a duck, now I want a
pig, too. (在sheet上当场画出一只小猪) Finish! So, this is my farm. Do you want to
draw your farm? Take out your paper and draw it.
学生画完，展示学生作品
T: So, this is ...'s farm. What's on her farm? Look, a ... wonderful. Have you
finished?
Ss: No.
T: It doesn't matter. This is your homework. That's all for today. See you. And
today's homework is to finish your farm, like this:

板书设计：整个板书以 一个农场图为背景，老师每教授一种动物就往农场上
添加动物，全班分成AB大组比赛，比赛为农场添篱 笆，加固防卫。学生没每答
对一个问题，可以上去加一条篱笆，看那边的篱笆更多更牢固。最后还可以用 此
来进行整节课的小结。

教学流程图
1. warm-up:
Activity1: Guessing game滚动上一课时句型，操练动物单词
Activity2: Whose farm is this?—引出人物Old Macdonald
Activity3: song Old Macdonald has a farm—听歌曲说说农场上有什么动物
2. Presentation: Listen to the song and say out the animals
Learn the animals——听歌后学单词
3. Practice
Activity 1: Talk about the animals. (Let's chant)
Activity 2: Listen and act (听指令，扮演动物)
Activity 3: Learn animal 认识熊（熊来了——故事升级）
Activity 4: Listen and say (听动物声音猜动物——动物们逃跑了)
Activity 5: Look and find (看脚印、身体部分找动物——动物躲起来)
Activity 6: Help the animal get home (帮助动物回家，认房子，贴名字卡)
A. Recognize the home
B. recognize the room card
C. match the room card with the right room
4. 小结与评价、尝试画农场
A. 教师示范，和孩子们一起谈论一下她的农场。
B. 孩子们尝试自己设计
作业Finish drawing your farm.
教学反思
本课教学内容是学生们感兴趣的动物单词以及让学生们模拟动物动作。 本节
教学设计的重点是把词汇放在能听、能看、能触摸的情景中去，将静态的文字变
得生动起来 ，使学习内容“鲜活”起来，同时单词、词句、动作相结合，边教学边
活动，动静结合，以活动贯穿教学 ，充分体现了新课改倡导的教学活动化，活动
生活化。力争将教学内容内化到学生的认知结构中并通过表 演等综合语言活动将
其转化为一定的语言表达能力，从而体现把话题—功能——结构——任务结合起来的总思路。
在单词呈现时，我采用了不同的方式让学生们猜一猜，大大激发学生的兴 趣，
避免了静态单词呈现的枯燥。我依据新课改以人为本，以学生为本的理念，以手
偶的形式， 让学生通过跟小兔子打招呼对话的形式学习新单词，并让他们综合运
用所学语言知识。在呈现单词的同时 让学生Act like a_____.词不离句，融合表演。
学生模仿动物动作时兴趣盎然。Touch and guess 的游戏让学生在不知不觉中复
习巩固了新单词并输出新词。在本课教学中，分成6个动物组听音做动作全 面调
动学生的感官，并复习了旧知，巩固了新学单词，培养了他们的团队意识以及团
结合作的精 神。学生们都跃跃欲试，积极地想为自己一组赢得一朵小花。
本课的教学氛围热烈，学生们 都争相模仿小动物，教学效果较好。但本课中
用一个学生模拟动物跟另一个学生打对话的面不够广，如果 改为让每位学生带上
动物头饰进行自由对话，则参与的面会广些。还有板书的设计可以让整体感强一些等等。这些问题在以后的教学中值得探究，逐步改进，不断的完善教学。