We Love Animals 教学设计（Period2）小学英语（PEP）三年级上册湖北巴东大支坪希望小学郭力菁一、教学目标1．能在语境中运用What's this? It's a ... 来交流物品信息。
2．能够能听说、认读dog, duck, bear, pig, cat等几种动物的名称。
3．能听懂一些简单的指示语，并能按照指令模仿动物做出相应的动作。
二、教学重点听说、认读dog, duck, bear, pig, cat等动物的名称。
三、课前准备动物卡片、动物单词卡、录音机。
四、教学步骤1．Warm-up （Song 唱一唱）（1）热身活动①复习上一节课的内容：“What's this? It's a...”教师呈现动物拼图，让孩子们猜。
通过猜的游戏，既复习了上一节课的句型，同时也为歌曲的呈现铺垫，了解chick, duck, dog, cow, bear, pig, cat等词汇。
②教师呈现老麦克唐纳的照片，让学生猜他的农场上有什么东西，检测学生对农场的了解，激活已有的生活体验。
③听老麦克唐纳有个农场的歌曲，让孩子们听歌抓词，初步感受农场上有什么动物。
带着问题去听，更有侧重点。
设计意图：通过拼图游戏复习已学句型，同时拓展与铺垫歌曲内容，通过头脑风暴──看农夫照片想农夫农场的有什么，激活已有生活体验，听轻松愉快的歌曲，带着找出农场上的动物的任务，既复习已学单词，同时引出并教授新单词。
T: Good morning, boys and girls.Ss: Good morning, Miss Deng.T: Before the class, let me see whether you can remember this? Look! What's this?Ss: It's a dog. （chick, duck, cow, bear, farm屏幕最后出农场图，老师再引学生看黑板。
）T: And what's this?S: It's a farm.T: And this?S: It's a farm.T: Yes, it's a farm. Whose farm is this? ... It's my friend Old Macdonald's. Let's say hello to OM.S: Hello, OM.T: What's can you see on his farm? Then, what else are on his farm?Ss: ... animal, vegetable, fruits.T: (repeat students' answer, dog, duck, so many animals, maybe ...)Yes, he has many animals. Then what animals are they? Listen to the song. And you will know it. Listen carefully.2．Presentation（1）单词教学①教师提问孩子们，刚才的歌曲中有些什么动物，并进行教授新单词duck, pig, dog, cat等。
歌曲中的象声词，帮助学生理解单词的意思。
（听完歌曲）T: What animals are on his farm?Ss: duck, pig, dog.T: Yes, there are some ducks on the farm. Follow me, duck, duck, quack, quack. Can you act like a duck? Follow me, please. Duck, duck, quack, quack.Ss: duck做动作Duck, duck, quack, quack.②教师在教授新词的过程中，通过图片渗透let's chant的内容，如Is the pig big? Is the cat fat? Where is the dog? It's on the log.并有意识地通过动作表情等帮助学生理解chant的内容。
T: Where are the ducks? Look! They are in the truck. Look at the duck, in the truck.T: Yes, there is a duck on the farm, what else? Yes, cat. Can you act like a cat? Follow me, please. Cat, cat, meow, meow. Together. Is this cat fat? Yes, look at the cat, it is fat.T: What else are on the farm? Yes, dog. Can you act like a dog? Follow me, please. Dog dog bow wow. Together. Where is the dog? Yes, look at the dog, it's on the log.T: Besides dog, cat, duck, what else? Yes, pig. Can you act like a pig? Follow me, please. Pig pig, oink oink. Together. Is the pig big? Yes, look at the pig, it is big.③学生跟录音朗诵韵律诗，然后进行表演。
设计意图：通过在教授单词的过程中渗透韵律诗的含义，通过节奏轻快的节奏，提高诗歌的理解和词汇的上口。
（2）Let's chant（看图唱韵律诗）T: Look at them! They are so happy. Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck.（3）Let's say it togetherSs: Look at the cat, it is fat. Look at the pig, it is big. Look at the dog, on the log. Look at the duck, on the truck.T: Can you give me the beat? One more time, let's say it together.3．Practice + Presentation 巩固操练活动（1）Look, ask and answer （听音做动作）教师组织两大组孩子通过PK的形式，看图做动作，竞猜游戏。
看谁演得好，问得好，答得好。
看动作，扮演动作，检查孩子们的对单词的理解与掌握，同时滚动前面的第一课时的句型进行操练，使孩子们在语篇句型中进行操练。
T: Do you like these animals? If you like it, please act it out! Now Act like a cat!S: Cat, cat, meow, meow.T: Ok, this time I'd like one student come here and act. Who like to come?(老师给图片给一个学生代表看，然后那个学生用动作表演该动物)Student A: What's this?Whole class: It's a ...（2）教师教授bear单词，教师创设故事情节──熊来了。
通过紧张刺激的故事引出新词，并进行教授。
同时，引起孩子们的思考，熊来了，其他动物怎么办？提示学生逃跑。
设计意图：设计熊来了的情景，使故事更游戏剧色彩，吸引学生的注意力，引起学生的思考与共鸣，为下面的活动创设条件──动物们都很害怕，要逃生了。
T: They are so happy together. But today something happens. Listen! Look! Here comes the ... Who is coming?Ss: A bear.T: Oh, no! Help! A bear. Can you act like a bear? 教bear单词Can you act like a bear? Yes，follow me, bear, bear, roar, roar.T: Oh, yes. The bear is on OM's farm now. How do the animals feel now? Are they scared?Ss: Yes.T: What will they do? Just stay here and wait for the bear to eat?Ss: ...T: Yes, they run away. Help! Help!（3）教师播放逃跑中的动物的声音，让孩子们说出动物的名称，检查学生对单词的掌握。
设计意图：通过听动物的叫声，猜逃跑中的动物名称，检查学生对单词的意思的理解与掌握，同时也为下一步的藏起来做铺垫。
T: Listen, who is running? (猫的声音) What's this?Ss: It's the cat.T: What's this?Ss: It's the dog.(cat-dog-duck-pig-gun sound)T: What's this? Yes, it's the gun's sound. Oh, Old Macdonald shoot the bear, yeah, the bear is dead now. OM is worrying now.OM: Where are my animals? Where are my animals? Can you help him?Ss: Yes.T: Let's help him look for the animals.（4）教师让孩子们帮助老麦克唐纳找失散的动物，学生通过观察动物们留下的痕迹──脚印、树丛中露出的尾巴、腿等，说说那个地方藏起来的动物是什么。