小学英语教学资源
-
We Love Animals
教学设计（
Period2
）
小学英语（
PEP
）三年级上册
湖北巴东大支坪希望小学
郭力菁
一、教学目标
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、教学重点
听说、认读
dog, duck, bear, pig,
cat
等动物的名称。
三、课前准备
动物卡片、动物单词卡、录音机。
四、教学步骤
1
．
Warm-up
（
Song
唱一唱）
（
1
）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
chick, 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的有什么，
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 Deng.
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, far
m
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, vegetable,
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
．
Presentation
（
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，
< br>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。
< br>
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。
< br>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
< br>（
1
）
Look, 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
bea
r
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，
< br>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 Macdonald 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。