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1、三年級英語下冊 Unit6（2）教案 人教PEP
一 教學目標
1.知識目標：
① 學生能聽懂，會說本課對話。
?② 學生能在設置的情景中靈活運用句型：“It has…… ”；“ Look at……”；“It’s so……”。
2.技能目標：
① 培養(yǎng)學生在一定的語境中運用所學語言進行交際的能力。
② 培養(yǎng)學生的觀察力和想象力，激發(fā)學生的思維，培養(yǎng)學生運用語言的創(chuàng)造能力。
3.情感目標：培養(yǎng)學生愛護動物和欣賞大自然的情感。
二 教學重點和難點
①重點：句型“Look at……”；“It has……and……”；“It’s so……”。
②難點：單詞children和fun
2、ny的正確讀音。
???????????? 表示身體部位單詞，單復數的運用。
三 教學媒體設計
英語教學是學習第二語言的學科教學。如何在缺乏真實語言環(huán)境的基礎上，激發(fā)學生的學習興趣，提高學生的綜合運用語言能力，是所有英語教師一直思考探索的問題?？罩姓n堂的運用給小學英語課堂帶來了生機和活力，它激發(fā)了學生的學習興趣，能創(chuàng)設出有利于激發(fā)和支持學生想象的情境。在小學英語課堂教學中，適時、合理的運用空中課堂進行輔助教學，可以優(yōu)化教學過程?？罩姓n堂設置了較多的與課堂教學內容關系密切的視頻、動畫、圖片，給學生以樂趣，更給學生以啟迪。為學生創(chuàng)設了自主學習的情境，提高了教學效率。在本節(jié)課的教學活動中，合理
3、運用空中課堂遵循導入、導看、導學、導評的教學模式。先采用學生喜愛的歌曲導入新課，再觀看光盤呈現對話內容，給學生布置任務，讓學生先聽，跟讀并朗讀?？词痉哆M行小組合作表演，然后創(chuàng)編對話，循序漸進，逐步提高，讓學生在參與、協作、交流中展示自己的才華，讓他們充滿自信，感受成功。
四 教學過程
㈠復習熱身
1 師生一起表演唱英語歌曲《Hello》。
??? T:：Hello,Children.do oh do!
??? Ss ：Hello,Miss Zhang,do oh do!
T： Hello,children,do oh do!
T and Ss： Hello,Hello.Hello
4、!
【設計意圖】教師采用歌曲對唱的方式活躍課堂氣氛，并讓學生初步感知生詞children
2 觀看光盤，師生一起做Let’s do。
Tall,tall,tall,
Make yourself tall.
Big,big,big,
Make your eyes big.
Long,long,long,
Make your arms long.
Short,short,short,
Make yourself short.
Small,small,small,
Make your eyes small.
?Short,short,short,
Make your ar
5、ms short.
【設計意圖】利用光盤呈現生動的畫面，和著有韻律的節(jié)奏，用歌謠形式活躍課堂氣氛，復習和鞏固所學的形容詞，并為本課教學做鋪墊。
㈡呈現新課
1 呈現新句型
①觀看動畫聽描述猜動物，呈現句型“It has……”聽示范，跟讀兩次。
T：Boys and girls,lets play a guessing game,listen;
?? It has a long nose and a short tail,It has big ears and small eyes.What′s the animal?
Ss:It’s a/an……
T:Very good.
T
6、:It has……(教授句型It has……)
T:Please listen to the sally and repeat.
Ss:Ok.
②繼續(xù)猜迷，比較圖片，呈現句型“It’s so big.”“It’s so funny.” 然后聽示范并跟讀。
T: Look at the elephant,? It’s so big.
Look at the mouse ,It’s so small.
Look at the monkey, It’s so funny.
【設計意圖】三年級小學生的好奇心強，通過觀看動畫，用猜的方式不但能充分調動他們的積極性，而且輕松又準確的呈現了本課
7、的教學重點.
③兩人一組利用單詞圖片進行猜動物游戲
S1:It has a long tail and big eyes.What’s the animal ?
S2;Monkey.
S1:Yes, here you are.
S2:Thank you.
……
【設計意圖】游戲是學生們喜愛的活動之一，通過游戲活動進一步鞏固本節(jié)課的重點內容，同時注重小組間的合作與交流，發(fā)揮英語的交際功能，培養(yǎng)學生的英語口語交際能力。
2 呈現會話
①觀看動畫片，布置任務，讓學生記住動畫中動物的特征，然后讓學生聽示范并跟讀，再朗讀對話內容。
T:Do you love animals? Do
8、you like the zoo?
? Today, Mike and Sarah go to the zoo, Let’s listen to their dialogue and then answer the following question:“What can you see in the zoo?”
S: ……
【設計意圖】讓學生在觀看過程中完成一項任務，讓學生記住動畫中動物的特征，看完后作匯報比賽。此項活動激發(fā)了學生的學習興趣。
②觀看游戲示范，小組戴上頭飾表演會話
T:Look at the screen then act this dialoge out in y
9、our groups.
T:Your turn,please.
Ss:…
【設計意圖】利用頭飾創(chuàng)設語境，通過小組合作，把機械模擬變成有意義的表演，培養(yǎng)了學生樂于表達，樂于傾聽，樂于分享的品質。
㈢趣味操練
1．Let’s chant(把全班學生分成男，女生兩大組，配合動作進行歌謠對唱)
Look at the elephant.???? It’s so big!
Look at the mouse .????? It’s so small!
Look at the cat,???????? It’s so short!
Look at the monkey,???? It’s
10、 so funny!
【設計意圖】教師利用學生熟悉的歌謠節(jié)奏，對歌謠內容進行創(chuàng)編，有利于讓學生進一步掌握本節(jié)課的短語和句型，使操練內容富有趣味性。
2.創(chuàng)編對話
T:Boys and girls, Do you have toys?Take them out.Describe your toys in your group.You can do like this;Look at the rabbit, It’s short,It has……
T:Ok,let’s visit the zoo.
三人小組情景會話：把學生帶來的動物玩具擺放成一個“動物園”的形式，每小組可根據自己的喜好參
11、觀其他小組的動物園，并用所學語言進行交流，再請小組上前表演，評選出優(yōu)秀小組。
【設計意圖】教師通過信息傳遞活動，培養(yǎng)學生聽說能力，創(chuàng)設游動物園情景，讓學生活用語言，自由創(chuàng)編對話，體現了教學的開放性和學生學習的主體性。
㈣課外活動
1.畫出你喜歡的動物并涂色
2.向你的朋友，家長介紹、描述你喜歡的動物。
【設計意圖】作業(yè)的設計既是課堂教學的延伸，又為下一節(jié)課做好準備。
附送：
2019-2020年三年級英語下冊 unit7 Lesson 4教案 北師大版
1.Introduce hard /c/and soft /c/
? Student Book page 74 (Unc
12、le Booky’s ABC)
?Write the letter c on the board. Explain that you are going to say two words with the letter c in them. One word has a hard /c/ sound? (cat) and the other word has a soft /c/ sound (cent). Ask the children to? listen and watch as you model hard /c/ and soft /c/. Ask them to listen
13、for? the difference between the two sounds, and then have them repeat the two? sounds after you.
?Turn to Uncle Booky’s ABC at the back of the Student Book and point to? the hard /c/ and soft /c/ words. Say each word in turn and model the hard? and soft sounds.
?Repeat the procedure with the lette
14、r k.
2.Sounds and letters
? Student Book page 8
?Draw the children’s attention to the pictures at the bottom of the page.
?Play the tape for kite and camera. Ask, “Do these words have a hard /c/?? sound or a soft /c/ sound?”
?Play the tape again and have the children say the words aloud.
?R
15、epeat the procedure for the soft/c/words.
3.Listen for /c/
? Student Book page 8
?Direct children’s attention to the middle of the page. Show your copy of?? the page and point to the first row of words. Say that one of the words have a different /c/ sound.
?Play the first four words on the tap
16、e and have the children point to each word as they hear it.
?Play the tape again. This time the children cross(×)the word that has a different /c/ sound.
?Repeat the procedure for the second row.
4.Read with Uncle Booky
? Student Book page 8
?Direct children’s attention to the two rows of wor
17、ds at the bottom of the page. Show your copy of the page and point to the first row of words.
?Play the tape for the first 5 words. Have the children point to each word that they hear in the tape.?Ask the children if they can find that the letter c in all the words has the same sound.
?Tell the ch
18、ildren to find out how to read the last two words.
?Play the tape for the last two words and have children repeat after the tape.
?Repeat the procedure for the second row of words.
5.Model the structures
?Hold up the flashcard for hot dog. Ask one of the children, “Do you like hot dogs?” The chi
19、ld should answer either, “Yes, I do.” or “No, I don’t.”
?Pin up the necessary drillcards on the board to form the question and? answer. Read the sentences aloud to the children, pointing to each word as you do so. Have the children repeat the question and answer after you.
?Now ask another child t
20、he same question. Continue until you find a child who gives a different answer from the first child.
?Substitute the necessary drillcards to form the new answer. Repeat the procedure used to model the first answer. Then have the children repeat the question and answer after you.
?Now review the qu
21、estion, What food do you like? Pin up the necessary drillcards on the board. Repeat the procedure used to model the first question.
?Repeat the procedure for the sentences, I like (fruit). and I don’t like (vegetables).
6.Uncle Booky’s blackboard
? Student Book page 9
?Have the children open th
22、eir books at page 9. Model the structures on Uncle Booky’s Blackboard by reading them aloud to the class.
?Have the children repeat the structures in a class drill. Use all possible binations.
7.Touch, ask, and answer
?Student Book page 9
?Draw the children’s attention to the pictures at the b
23、ottom of the page. Show your copy of the page. Point to Ken’s name and the six pictures below it. Explain that Ken likes all the foods with a black check (??) next to them. He doesn’t like the foods with a red cross (×) next to them.
?Review the names of each kind of food pictured (chicken, hot do
24、gs,corn,apples, watermelon, and French fries).
?Now point to the question, Does Ken like apples? Read the question aloud. Point to the picture of the apples. Then elicit the answer, “Yes, he does.” Have the children read the answer.?
?Substitute the other foods pictured for apples and repeat the procedure.?
?Draw the children’s attention to the second collection of pictures (beans, hot dogs, bananas, pears, chicken, and corn).?
?Repeat the procedure used for the first question and picture.?????
?Put the children into pairs to practice the questions and answers
三年級英語下冊 Unit6（2）教案 人教PEP
