Unit4 Pets教学设计.docx

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1、Unit4 Pets教学设计 Unit4 Pets教学设计（第一课时） 标签： unit pets 教学 设计 第一课 教学内容：剑桥小学英语（JOIN IN）（Book1）Unit4 Pets的第一课时: 词汇：pet frog fish hamster rabbit dog mouse cat budgie 句型：- Have you got a pet ?-Yes, I have .-What have you got ?-( A cat .) 教学目标： 学问与实力目标： 听、说、认读pet frog fish hamster rabbit dog mouse cat budgie 2

2、.能在真实的交际情景中运用下列句型与同伴沟通： - Have you got a pet ?-Yes, I have .-What have you got ?- ( A cat .) 情感看法价值观目标： 1.在同伴和小组活动中，能主动地与同伴沟通，表达真实、自然。 2.对学生进行德育渗透，树立爱护动物、爱护大自然、爱护环境的意识。 教学手段：课件 磁带 图片 教学过程： Step1 Warming-up Greetings and free talk. T : Good morning, boys and girls. Glad to meet you .How are you ? （自由

3、对话是心灵的交汇，通过师生充溢热忱的交谈，拉近了彼此的距离。） Step2 Lead-in （创设情境，导入新课） T : My dear children, lets listen to a chant.After you listen, please tell me what you can hear.Ready? （放录音Chant） T : What can you hear? (At this time,children may say“ dog ”、“frog ” and so on , because they have learned the two words last ye

4、ar.) T : OK! dog , frog ,cat ,mouse ,they are all pets.(板题、领读) I like pets, do you like pets? T : Today , lets go out of the claroom and go to a pets supermarket.OK? Now, please stand in a line .(生离开座位站队) T : One, two, ready, go! (The pupils dance) .(音乐起，学生一个个跳起兔子舞回座位) （听轻松活泼的英文歌曲，可以为学生营造深厚的英语氛围，师生通

5、过站队集合，然后跳兔子舞进入宠物超市，打破了传统教学的枯燥形式，激起了学生的学习爱好。） T : OK.Weve arrived.(音乐停，出示超市图) Look! This is the pets supermarket.There are so many pets here.Are they lovely? Yeah! They are very lovely. T : Look at the pets , please.Do you know their English names? Do you have any questions? T : (Some of the pupils m

6、ay come to the front and ask : Whats this? Whats this? ) （运用媒体绽开pets的画面，让学生一起先就置身于宠物超市的情景中，充分调动他们的学习主动性。） Step3 Presentation and practise A .Study the words 1.(1).frog T : (出示荷叶图、蛙叫) Listen! Whats this? Can you gue? T : (They have learned frog in Grade 3, so some of them can say frog ). T : Oh! Its

7、a frog .(出示青蛙) Follow me, frog frog (板书、领读) Do you like frog? T : If you like it , you can get it from your desk.(2).fish T : (出示fish) Wow! Its a lovely fish.Read after me.fish fish (板书、领读) Whod like fish? Please get it . (3).hamster T : (出示hamster “Hi ! Im a hamster .I like eating .”) Hello, Mr ham

8、ster! Follow me , hamster hamster (板书、领读) If you like it, you can get it . (4).rabbit T : Boys and girls , this way please.(出示rabbit) Look! This is a rabbit.Read after me, please.rabbit rabbit (板书、领读) Who likes rabbit? Take it, please. (5).dog T : (出示狗叫声) Listen! Whos it ? Please gue. T : ( The pupi

9、ls can say dog , because they have learned it in Grade 3.) T : Yes, its a dog.（出示dog） Read after me, dog dog (板书、领读) Whod like dog? Please get it .(6).mouse T : (出示mouse “Hi, everyone! My name is mouse.Do you like me?”) T : Hi, Mi mouse! Follow me, mouse mouse (板书、领读) I dont like mouse, do you like

10、mouse ? Oh! You like mouse, you can get it .(7).cat T : (出示猫叫声) listen! Whats it ? T : Yes.Its a cat.（出示cat） Follow me, cat cat (板书、领读) If you like it, please get it. (8).budgie T : （出示budgie）This is a budgie.Its beautiful.Follow me, budgie budgie (板书、领读) I like budgie best, what about you? （利用学生提出的

11、问题学习新单词，充分发挥了学生的主体性，主动性也更高一些，在教学单词时利用多媒体显示色调艳丽的宠物图片、单词及其叫声，既能刺激学生的视觉，吸引学生的留意力，又能给学生以直观感知，学生自然印象深刻。） 2.Practice (1)看图片说单词并将其贴黑板上。 T : Oh! Im tired.Lets play a game.Look at the pictures,I have got many pets.Now, please say their English names and mime the actions if you like.（师出示图片，生看图说单词并仿照动作） T : Wh

12、o can help me? Please come here.(请一些学生上台当小老师) （2）师出示单词，学生快速做动作或仿照其叫声。 T : Look at the words, mime the actions as quickly as poible. （小学生留意力集中的时间比较短，约为17分钟，所以在他们大脑起先疲乏的时候做一些嬉戏活动，不仅调整了大脑，同时也巩固了所学学问。） B.Study the sentence 1.T : Now, I have got a pet.What is it ? Can you gue? (When they gue the pets, th

13、ey can go over the words again.) T : Yeah! You are right, I have got a pet.Its a cat.（板书领读I have got a pet.） T : Have you got a pet?( If you have got a pet,you can say: Yes, I have.) What have you got? Oh! You have got a dog? What colour is it? Black and white.Yeah! A lovely dog.（Ask several pupils

14、in this way.）(连续问几名学并板书领读) 2.Practice T : All of us have got pets.Now, please ask your partner: Have you got a pet? What have you got? What colour is it? Make a dialogue in groups.（学生拿宠物图片编对话） T : Whod like to act out your dialogue? Please come here. （在这一环节，老师为学生创设真实的交际场景，让学生拿宠物卡片模拟表演，在真实的情景中去感知、体会、

15、实践，从而轻松地驾驭新学问，整个教学过程按部就班，训练覆盖面广，更能培育学生大胆表达和创新的实力。） Step4 Homework T : Today, we have learned many pets, they are frog、cat、fish、dog、 mouse、rabbit、budgie and hamster.After cla, you can draw your favourite pet and colour it, then ask your partner about their pets.Complete the form. T : If you wan to kn

16、ow more pets information,you can surf internet and search （引导学生视察板书，与老师一起整理本节课所学内容，使学生对所学学问有系统相识的同时，提高了语言表达实力，通过设置多样的、有系统性的作业，做到了面对全体学生，帮助他们刚好复习驾驭所学学问，让学生上网查询更多的宠物资料，既能拓展学问，激发学生学习英语的欲望，同时也为他们接着深化学习奠定了基础。） Step5 Consolidation T : Now, lets say the chant together.(出示课件) （利用富有节奏感的来巩固练习所学内容，给学生一种感觉新奇的独特

17、效果，增加了语感，培育了学生的音乐节奏智能，做到了首尾呼应，又活跃了课堂气氛。） Step6 Permeate virtue teaching （德育渗透，树立环保意识） T : Boys and girls, are the pets lovely? Yeah! Its lovely! T : I like them.Do you like them? Yes.T : Pets are our friends, so we must love and protect them.（结合课堂教学，对学生进行思想品德教化，帮助学生从小树立“爱惜动物”、“爱护动物”、“爱护大自然”、“爱护环境”的意

18、识，使学生对所学内容有一个更高层次的相识。） Step7 Summary T : (看表) Oh! Its time to go home.Stand up, please.Please say goodbye to the pets. Ss: Goodbye, pets. T : Now lets go.（音乐起，学生跳着兔子舞出教室 Unit4 Pets教学设计 Unit 4 教学设计 unit 4 at the farm 教学设计 Unit 4 In the Community 教学设计 Unit 4 Part A 教学设计 【教学设计】Unit 4 At the farm Unit4 The Earthquakesreading教学设计 Unit 4 My home 教学设计 unit4earthquake教学设计 必修4 unit 1教学设计 本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第10页 共10页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页第 10 页 共 10 页