人教PEP版英语三年级上册Unit4【Let’s-talk;-Let’s-play】(教案).doc

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1、好好学习 天天向上第四課时l 課时内容B. Lets talk; Lets playl 課时分析 本部分在A部分单词及句型学习基础上,继续学习如何询问远处动物或物品是什么.在Lets talk部分,Mike和朋友一起去马戏团看表演,他们在帐篷外看时候,发现了一个“奇怪”动物,Mike猜是熊,结果发现是化过妆熊猫.走进帐篷,他们又发现了一个有趣穿着裤子狗,Mike和朋友都很喜欢.在这个过程中,教材呈现了如何询问远处不认识动物句式:Whats that? 以及如何用Cool! I like it. 来表达自己喜欢与欣赏.因为学生在A部分学习过了Whats this?在此課时中,重要是引导学生区别t

2、his和that.Lets play 是个猜动物游戏.一个学生把动物图片放在背后,另外一个同学来猜.在此过程中使用重点句式:Whats that? Its a . I like it. 在实际教学中,可以使用教室内实物、文具等物品进行练习.也可以利用多媒体展示一些动物影子,来让学生猜一猜,让他们在猜测中练习重点句式.l 課时目标1. 能够听懂、会说、认读句式:Whats that? Cool! I like it. 2. 能够听懂、会说单词:panda, funny 3. 能够理解并能正确认读課文对话,发音准确,语调自然.4. 能够在真实语境中运用本課句型来询问物品英语名称l 課时重难点1.重

3、点:能够听懂、会说、认读句式:Whats that? Cool! I like it.能够理解并能正确认读課文对话,发音准确,语调自然.2. 难点:能够在真实语境中运用本課句型询问动物或物品是什么,做到表达准确、流畅.l 教学准备1. 多媒体課件、录音机、磁带.2. 动物图卡l 教学过程 Step 1 Warm up1.播放韵句:Look at the cat.学生齐唱.Teacher: Lets listen to the chant look at the cat. Say it together, please. 设计意图:本課在学习了如何询问近处不知道动物基础上,学习如何询问远处不知道

4、动物.因此,以部分学习过韵句热身,既活跃气氛,营造良好英语学习氛围,又为接下来学习做好了知识准备. Step 2 Lead in1. 展示手里动物图卡,询问动物名称,再指向大屏幕上动物,询问动物名称.Teacher: Whats this? Yes, Its a cat. Look, whats that? Yes, its a dog. （展示更多动物图片,复习之前学习过动物）设计意图:通过手里动物和大屏幕中动物对比,引出如何询问远处不认识动物句式:Whats that? 让学生在具体情境中感受Whats this?和Whats that?区别. Step 3 Presentation1.

5、展示教材中打扮奇特熊猫图片,讨论图片,引出課文内容.Teacher:Look at that picture. Whats that? Guess. Teacher: Now listen to the tape to find the answer. 设计意图:因为課文中熊猫穿着奇怪,所以能够引起学生兴趣.在此基础上,让学生认真倾听課文内容,去印证自己猜测.2. 讨论对话内容,展示重点词汇及重点句式.Teacher: Whats that? Is it a bear? No, its a panda. （板书单词）Read it together, panda. （展示正常熊猫图片,对比教材

6、中图片）Look, this panda is funny. （展示好玩好笑熊猫图案,让学生感受funny含义）Are they funny? Yes, they are funny. Look at the dog. Is it funny? Do you like it? Do you like the funny dog? Do you like the funny panda? 设计意图:通过谈论对话内容,帮助学生更好地理解教材中对话内容,并掌握重点句式表达方式. Step 4 Practice1. 播放課文内容,学生跟读,注意发音、语调.Teacher:Now read the di

7、alogue with the tape. Please read it carefully and loudly. Pay attention to the pronunciation.2. 自由读对话内容,分角色表演課文.Teacher:Read the dialogue freely. Then I will ask you to act it out. Lets find the best group. 设计意图:通过跟读,保证学生能够正确朗读对话内容.分角色表演課文,一方面使学生能够正确流利地朗读課文,另一方面也能进一步熟悉重点句式表达.3. 游戏:猜猜它是谁.出示动物部分图片,请学

8、生猜猜是什么动物.Teacher: Look,we can see part of the animal. Whats that? Guess. 设计意图:通过猜测来激发学生参与热情.学生在不断地猜中熟悉本課重点问答句.4. 学生以肢体语言来模仿某个动物,其他学生尝试猜出.Teacher: Who can act as an animal? Its funny, right? Guess whats that? Do you like .? 设计意图:通过学生比较喜欢模仿活动,来使学生将动物单词字音与字义统一起来,且进一步操练重点句型.5. 展示动物图片,与学生进行对话练习,然后请学生进行两人

9、小组对话.Teacher: Whats that? Student: Its a .Teacher: Its a funny .Student: I like it. Teacher:Do it in pairs, please. You can show some animals you find. And you can draw some funny animals. Teacher: Show your dialogue, please. Lets find the best pair. Step 5 Summary1. 倾听、学习韵句.Teacher: Its time for a

10、chant. Listen carefully. Whats that? Whats that?Its a panda. Its a panda. Its funny. Its funny. I like it. I like it. Teacher: Please say the chant after me. 2. 自编韵句,展示韵句,总结本課主要内容.Teacher: Now please make a chant like this and show it. 设计意图:将課文主要内容总结为韵句,先进行示范,让学生掌握韵句节奏和编写规则,然后再自己替换单词进行改编,从而起到总结、巩固本課

11、重点句式和单词作用.l 課堂作业一、 根据图片内容选择正确回答.( ) 1.What s that? A. Its a panda. B. Its a bear. ( ) 2. Whats that? A. Its a dog. B. Its a cat. ( ) 3. Whats that? A. Its a pig. B. Its a duck. 二、根据图片判断句子正（T）误（F）.( ) 1. The dog is fat. ( ) 2. The panda is big. ( ) 3. The cat is funny. ( ) 4. I like noodles. 三、连词成句.1. a it is panda (.)_2. that is what (?)_3. it like I (.)_答案:一、1. B 2. A 3. A 二、1.F 2. T 3. T 4. F三、1. It is a panda. 2. What is that? 3. I like it. l 板书设计Unit 4 We love animalsB. Lets talkWhats that? Its a .Look, a funny .Cool! I like it. 5