三年级上册 公开课Unit 4 We Love Animals 第一课时教学设计

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三年级上册 Unit 4 We Love Animals

第一课时

一、教学目标：

1. 能理解对话，并能用正确的语音语调朗读对话；

2. 根据对话的情景进行对话角色表演；

3. 能在语境中初步运用What's this? It's a ... 来交流动物信息。

二、教学重点：

1. 理解对话意义，并能用正确的语音语调朗读对话；

2. 初步运用新句型What's this? It's a ... 来交流相关动物信息。

三、课前准备：

教师准备相关动物的魔术师道具、动物卡片、学生卡片和投影仪。

四、教学步骤：

1. 情景创设与热身活动

①师生问候及老师展示魔术师的照片，让孩子们思考魔术师能做些什么？吸引学生的兴趣，引出今天的主题——魔术表演。

a. Greetings:

T: Good morning boys and girls.

S: Good morning, Jason.

b. Revision: What's this?

②教师展示魔术师的帽子、披风等，孩子们猜是什么东西，老师化身魔术师，变出一张纸，用有洞的纸来进行复习身体部分，同时渗透主句型进行自问自答。

T: Look, kids. What's this? It's a magic hat. And what's this? It's a cape. I am a magician now.

T: Look! What's this? Oh it's a piece of paper. What's this? It's a nose. Look! What's this? It's a ...设计意图：通过帽子、纸、用挖了洞得纸盖在脸上等活动，复习了以前学的身体部分名称，同时也用来引出今天的主要句型的语境，让孩子们初步感受语镜，感知句型的意思。同时引出本课其中一个新词——bear。

  2. Presentation呈现部分

①教师继续在帽子里变出一些文具，让孩子们尝试全班用“What's this? It's a ...”来问与答。同时呈现小狗与小鸭子的塑胶动物，并学习这两个单词。

T: Now look here. What's this? What's this? It's a pen. What's this? What's this? It's a ... Come here, touch and guess. What's this? It's a ...设计意图：通过摸帽子里东西的游戏，集中孩子们的注意力，引导他们试用目标语言，激发他们运用目标语言进行提问的欲望，进一步提升对目标语言的理解。同时，用塑胶玩具动物教授dog, duck和bear三种动物。

3. Practice

A. 看高级魔术表演。

教师展示一只手问学生What's this? It's a hand. 再展示另一只手询问学生What's this?学生回答，It's a hand. 紧接着，老师用双手，借助射灯，在屏幕上做出鸭子的手影，然后再一次问What's this?学生会惊讶地回答It's a duck.并且非常感兴趣这一魔术表演。

T: Look! What's this? It's a hand. What's this? It's a hand, too. Then what's this? It's a ... (duck)

B. 看图初步了解课文大意

教师引出吴一凡和Mike也在玩魔术，给学生展示课文图，看图，提出问题：1. What are they doing? 3. What are they making? 4. Can they make bears? 引起孩子们的思考。

C．组织学生看课文的图联想，猜猜图中人物在说什么，然后组织学生听课文录音。

T: Mike and Wu Yifan are playing magic, too. Look at the pictures, guess 1. What are they doing? 3. What are they making? 4. Can they make bears?

T: Look at picture 1, what are they talking?

Ss: What's this? It's a ...

T: Maybe / Good try. / It could be ... Now let's listen to the tape.

C．教师检验问题的答案。师生再一次重温对话内容。

T: So in picture 1, what are they talking?

Ss: What's this? It's a ...

T: Yes, you are right. And picture 2?

Now let's read after the tape.

Can anyone come here and act out the dialogue?

Pay attention to the last picture. Oh, it's Zoom. They are so disappointed.

设计意图：在学课文前的提问，有效地激发学生的思维，让孩子们开动脑筋，思考一些深层的问题，并对图片进行预测，然后带着问题去听录音，学生的注意力更集中，更容易理解课文。

D. Make hand magic

教师带领学生做手影魔术的练习，把句型What's this？It's a ... 作为魔术语，并板书，让学生边做动作边说这两句话，加强对句型的上口与操练，让学生在玩中学，学中玩，一举两得。

T: Wu Yifan and Mike are making hand magic. Can you do it? Who can do it? Do you want to have a try? Who want to come here and have a try?

E. Role play

组织学生表演对话。

4. Extending (Let's Make!)

学生以小组为单位，一起创编手影，看谁猜得多，创得多，并进行评分与展示。

T: Now let's have a hand magic competition. Discuss in your groups and practice in your groups. 2 minutes to play magic in groups. Ready? Go.

设计意图：通过手影活动，运用新句型，为学生留下更多的创作空间，同时也可渗透下一节课要学习的动物，为下一节课做铺垫。

5. 小结与评价

教师检查两组的拼比结果，并借助评价的图，再一次用What's this？It's a ... 来问答，加深巩固本课重点句型，同时也作为本课的小结。

6. Homework

a. 跟读课文三次并表演。

b. 教家长做手影活动。

板书设计：

评价手段：全班分成bear和duck组，每答对一次，可以向上爬一楼梯，到最后还可以作为本课目标句型的操练与小结。