课题

Unit 3 At the zoo B Let’s learn

课时

第5课时

教材

与

学情

分析

本课时主体部分为John和Chen Jie在动物园中看到鸵鸟后对鸵鸟的局部特征，如head、tail等进行描述的场景。包含四个新的形容词的音形义用的掌握。本课时It has...和上一对话课中的It is...两个句型的区别是一大难点。辅助性板块为一首TPR歌谣，对所学的形容词进行巩固。三年级的孩子们很好动，歌谣部分参与的积极性强。

教学目标与重难点

1. 能够听说认读单词“small, big, short, long”；

2. 能够熟练运用上述单词并通过多种活动运用句型“It has…”描述动物的特点；

3. 能够借助大量的肢体活动和思维活动,培养学生的观察能力思维能力和表演能力；

4. 通过活动能够更好地掌握单词和句型,进一步培养语言交际能力。

教学重点：能够听说认读并熟练运用单词“small, big, short, long”和句型“It has…”来描述动物特征

教学难点：能够运用所学形容词和句型在实际情景中恰当地描述动物特征能够区别使用 “It’s…”和 “It has…”

教学

准备

课 件课文录音视频单词卡片等

过

程

设

计

Step 1: Warm-up & Revision & Lead-in

1.Greetings.

2.Sing a song—”It has big eyes”.

3.I say, you say

T: I say monkey, you can say ...

S1: Dog.

S2: Cat.

...

Step 2: Presentation

A. The First Station: Look and guess

1.Let’s guess

T: Today, we're going to the zoo. Let's go together and have a look. Now, we’re at the first station. Let’s guess.

T: Who is it?

Ss: A/An ...?

2. Make a riddle(同桌合作，编谜语，描述动物，相互猜一猜)

T: Now, it’s your turn to try to make a riddle with your partner.

（在让学生进行创编前，对It's ..., It has a/an ..., It has ...的句型进行板书，跟读和讲解）

       3.Look and say

T: Look at the picture, what do John and Chen Jie see? What’s that?

T: It’s an ostrich.

4.Listen and tick

T: What dose that ostrich look like? Let’s listen and tick. It has ...

5.Listen and order

Teach these four words by the word card. Students read one by one.

6.Listen and repeat

7.Read to partners(和同桌读一读)

Step 3: Practice

B. The Second Station: Challenge

1.Fast-reaction

T: Say the word loudly as soon as possible.

        2. Good to know

3. Let’s do

T: Stand up please. Let’s do it and read it together.

4. Read and match(读一读,选一选)

T: Open your workbook to page 17. Let’s read it first.

Step 4: Consolidation &Extension

C. The Third Station:小小讲解员

1.Look and say

T：Look at that the ostrich. Can you say with “It has ...”

S1: It has a small head.

S2: It has a short tail.

S3: It has a big body.

S4: It has long legs.

2.Look and say (Tip: 从整体到部分，从上到下)

3.小小讲解员 (Tip: 从整体到部分，从上到下)

T: Now it our turn to be a little guide. For example, I want to say something about elephant. I put on the picture of elephant and say “Look at that elephant....”

T: Now, let’s work in group of two, put on the animals you like and say something with your group member.

 4.Enjoy a video.

T: Animals are our friends, we should love them and protect them.

随 笔

以简单的问候语及歌曲导入课堂，达到warm up 的效果，学生与教师共同感受音律，随着音乐共同哼唱。

让学生根据给出的词，发散思维，尽可能多的回忆已学过的相关词汇，复习旧知，为最后环节的输出做铺垫。

通过谜语引出句型It has (a/an) ...，也增加学习的趣味性。

让学生自己试着创作谜语，加强对句子的运用。

两遍的录音播放让学生对录音内容加深熟悉度。

通过游戏挑战，从单词到句子不断复现本课知识。使学生在游戏中巩固知识。

三年级学生对chant积极性很高，是巩固知识的好方式。

最后的拓展部分，将本课所学重点单词融入文本中。为了降低难度，先看图说句子，引导学生用it has的句型描述ppt中圈起来的部位。第二步文本填空。第三部教师示范。最后小组合作，互相说一说自己喜欢的动物。

作业

设计

1.Listen and repeat.（听音跟读。）

2.Finish your exercises.

    3.和你的伙伴分享你对小动物的讲解（选做）

板书

设计

Unit 3 At the zoo B Let’s learn

big small short long

It has (a/an) ...

课题

Unit 3 At the zoo B Let’s learn

课时

第5课时

教材

与

学情

分析

本课时主体部分为John和Chen Jie在动物园中看到鸵鸟后对鸵鸟的局部特征，如head、tail等进行描述的场景。包含四个新的形容词的音形义用的掌握。本课时It has...和上一对话课中的It is...两个句型的区别是一大难点。辅助性板块为一首TPR歌谣，对所学的形容词进行巩固。三年级的孩子们很好动，歌谣部分参与的积极性强。

教学目标与重难点

1. 能够听说认读单词“small, big, short, long”；

2. 能够熟练运用上述单词并通过多种活动运用句型“It has…”描述动物的特点；

3. 能够借助大量的肢体活动和思维活动,培养学生的观察能力思维能力和表演能力；

4. 通过活动能够更好地掌握单词和句型,进一步培养语言交际能力。

教学重点：能够听说认读并熟练运用单词“small, big, short, long”和句型“It has…”来描述动物特征

教学难点：能够运用所学形容词和句型在实际情景中恰当地描述动物特征能够区别使用 “It’s…”和 “It has…”

教学

准备

课 件课文录音视频单词卡片等

过

程

设

计

Step 1: Warm-up & Revision & Lead-in

1.Greetings.

2.Sing a song—”It has big eyes”.

3.I say, you say

T: I say monkey, you can say ...

S1: Dog.

S2: Cat.

...

Step 2: Presentation

A. The First Station: Look and guess

1.Let’s guess

T: Today, we're going to the zoo. Let's go together and have a look. Now, we’re at the first station. Let’s guess.

T: Who is it?

Ss: A/An ...?

2. Make a riddle(同桌合作，编谜语，描述动物，相互猜一猜)

T: Now, it’s your turn to try to make a riddle with your partner.

（在让学生进行创编前，对It's ..., It has a/an ..., It has ...的句型进行板书，跟读和讲解）

3.Look and say

T: Look at the picture, what do John and Chen Jie see? What’s that?

T: It’s an ostrich.

4.Listen and tick

T: What dose that ostrich look like? Let’s listen and tick. It has ...

5.Listen and order

Teach these four words by the word card. Students read one by one.

6.Listen and repeat

7.Read to partners(和同桌读一读)

Step 3: Practice

B. The Second Station: Challenge

1.Fast-reaction

T: Say the word loudly as soon as possible.

        2. Good to know

3. Read and choose(读一读,选一选)

T: Here comes the third challenge, let’s read it together first.

4. Let’s do

T: Stand up please. Let’s do it and read it together.

5. Read and match(读一读,选一选)

T: Open your workbook to page 17. Let’s read it first.

Step 4: Consolidation &Extension

C. The Third Station:小小讲解员

1.Look and say

T：Look at that the ostrich. Can you say with “It has ...”

S1: It has a small head.

S2: It has a short tail.

S3: It has a big body.

S4: It has long legs.

2.Look and say (Tip: 从整体到部分，从上到下)

3.小小讲解员 (Tip: 从整体到部分，从上到下)

T: Now it our turn to be a little guide. For example, I want to say something about elephant. I put on the picture of elephant and say “Look at that elephant....”

T: Now, let’s work in group of two, put on the animals you like and say something with your group member.

4.Enjoy a video.

T: Animals are our friends, we should love them and protect them.

随 笔

以简单的问候语及歌曲导入课堂，达到warm up 的效果，学生与教师共同感受音律，随着音乐共同哼唱。

让学生根据给出的词，发散思维，尽可能多的回忆已学过的相关词汇，复习旧知，为最后环节的输出做铺垫。

通过谜语引出句型It has (a/an) ...，也增加学习的趣味性。

让学生自己试着创作谜语，加强对句子的运用。

两遍的录音播放让学生对录音内容加深熟悉度。

通过游戏挑战，从单词到句子不断复现本课知识。使学生在游戏中巩固知识。

先读一读，选一选图片配对，降低下一步一边跟读，一边跟做动作的难度。三年级学生对chant积极性很高，是巩固知识的好方式。

最后的拓展部分，将本课所学重点单词融入文本中。为了降低难度，先看图说句子，引导学生用it has的句型描述ppt中圈起来的部位。第二步文本填空。第三部教师示范。最后小组合作，互相说一说自己喜欢的动物。

作业

设计

1.Listen and repeat.（听音跟读。）

2.Finish your workbook.

    3.和你的伙伴分享你对小动物的讲解（选做）

板书

设计

教学

反思