(共22张PPT)
Unit Four We love animals
Part B
Let’s learn & Let’s do
1.能够听辨、认读图片中单词“elephant, monkey, bird, tiger, panda, zoo”及其书写形式；
2.能够听懂指示语“Act like a…”，并能够按照指令做出相应的动作。
Enjoy a song.
Listen and guess.
It is a .
dog
Listen and guess.
It is a .
cat
Listen and guess.
It is a .
pig
Welcome to the zoo.
What can you see
I can see a zoo.
zoo
[zu ]
动物园
What can you see
I can see two birds.
bird
[b d]
鸟
Look at the footprints. Is it a duck
No.
tiger
[ ta ɡ (r)]
老虎
What’s that
It’s a tiger.
What can you see
I can see two pandas.
panda
[ p nd ]
熊猫
It’s a monkey.
monkey
[ m ki]
猴子
What’s that
What’s that
It’s elephant.
elephant
[ el f nt]
大象
a
an
a monkey
a bird
a panda
a tiger
an elephant
an apple
an eraser
Read and act.
Listen and touch.
Two students are invited to the front.
After the teacher says a word, two
students touch the word on the blackboard
quickly. The others repeat the word.
The words are said faster and faster.
The winner can get two stickers.
A guessing game.
The teacher hides a picture of an animal
behind his/her back. The picture will be
shown to students if someone says the
right answer. The winner can get a sticker
and be the little teacher.
Pair work.
It’s a/an .
What’s that
Let’s do.
Enjoy a song.
Unit Four We love animals
Part B Let’s learn & Let’s do
It’s a/an .
What’s that The fifth period(第五课时)
Part B Let’s learn & Let’s do
内容分析
本课是PEP小学英语三年级起点第一册Unit 4第五课时。主要学习单词“elephant, monkey, bird, tiger, panda, zoo”以及能够听懂指示语“Act like a…”，并能够按照指令做出相应的动作。老师将通过听音跟读和游戏巩固重难点，使学生掌握本节课知识点。
课时目标
知识与能力
·能够听辨、认读图片中单词“elephant, monkey, bird, tiger, panda, zoo”及其书写形式
·能够听懂指示语“Act like a…”，并能够按照指令做出相应的动作
过程与方法
创设Zoom和Zip观察动物园的情景，逐个引出本课要学的单词，通过听音、看脚印、说颜色猜动物、出示部分身体部位等多种形式呈现新单词。在模仿动作时，由最初教师带领同学做，到让学生自由发挥，充分发挥学生的自主性。
情感态度价值观
在课堂的最后，对学生进行情感教育。推荐与本课时主题相关的绘本，有利于培养学生热爱阅读的良好习惯，在阅读中陶冶情操。
教学重难点
教学重点
能够听、说、认读单词“elephant, monkey, bird, tiger, panda, zoo”。
教学难点
能够正确区分“a”和“an”的用法。
教学准备
教学课件、课文录音、视频、动物图片、动物头饰、动物玩具等。
教学媒体选择
多媒体，录音。
教学活动
录音
游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Good morning, boys and girls!
Ss: Good morning, Miss/ Mr…
2. Sing the song—Old MacDonald.
Play the song.（出示课件）Let students follow it to sing.
3. Listen and guess.
T: Oink! Oink! What’s this
Ss: It’s a pig.
T: Woof! Woof! What’s this
Ss: It’s a dog.
…
Step 2: Presentation
1. Teach the new words.
(1) Teach the word “zoo”.
Show the picture of Zoom and Zip in “Let’s learn on the PPT. （出示课件）
T: Look, who are they
Ss: Zoom and Zip.
T: Guess! What are they looking at
Ss: …
T:（课件出示：有“zoo”标志的动物园图片）Look, they are looking at the zoo. oo/u:/, zoo/zu:/. (Write down the word “zoo” on the blackboard.) Follow me, zoo, zoo, zoo. Students repeat the word and practice it in groups.
(2) Teach the word “bird”.
Play the recording of the sound that a bird makes.（出示课件）
T: Listen, who is singing in the zoo
Ss: 小鸟。
T: Good, it’s a bird. (Write down the word “bird” on the blackboard.) Follow me: /b/-/ /-/d/,/b d/. Bird,↗bird.↘
Ask students to pay attention to the pronunciation of the letter combination “ir” which pronounces “/ /”. Let students practice the word row by row.
Show a picture of a bird on the PPT.（出示课件）Walk far away from the teacher’s desk and point to the PPT.
T: S1, look! What’s that
S1: It’s a bird.
T: (Do the action.) I can act like a bird. Boys and girls, follow me: Act like a bird.
Ss: (Do the action.) Act like a bird.
Let students practice it row by row.
(3) Teach the word “tiger”.
Show the footprints of a tiger.（出示课件）
T: Look at the footprints. Is it a duck
Ss: No.
T: What’s that
Ss: A dog/ cat
T:（课件出示：老虎图片） Look, it’s a tiger. (Write down the word “tiger” on the blackboard.) Read after me. /t/-/a /-/g (r)/,/ ta ɡ (r)/ . Tiger, tiger, tiger.
Lead students to read the word “tiger” and practice it in high and low voice.
T: (Do the action.) I can act like a tiger. Boys and girls, follow me: Act like a tiger.
Ss: (Do the action.) Act like a tiger.
(4) Teach the word “panda”.
The teacher wears the headdress of Zoom and puts a telescope in front of his/ her right eye.
T: Look, I am Zoom. I want to see the animals in the zoo. (Pretend to be looking at something.) Oh, I see an animal. It’s black and white. It is fat. What’s that
Ss: 熊猫。
T: Yes. It’s a panda. (Write down the word “panda” on the blackboard.) Follow me: /p/-/ n/-/d /, / p nd /. Panda, ↗panda.↘
Lead students to read the word “panda” several times.
T: Who can act like a panda
S1: (Do the action.) Act like a panda.
T: Boys and girls, follow him/ her: Act like a panda.
Ss: (Do the action.) Act like a panda.
(5) Teach the word “monkey”.
Show a tail of a monkey on the PPT.（出示课件）
T: A tail! What’s that
S1: A tiger
S2: A monkey？
T: Yes! It’s a monkey. (Write down the word “monkey” on the blackboard.) Follow me: / /-/m /-/ki/, / m ki/. Monkey, ↗monkey.↘Students practice it line by line.
T: Act like a monkey.
Ss: (Do the action.) Act like a monkey.
(6) Teach the word “elephant”.
Show a nose of an elephant on the PPT.（出示课件）
T: What’s that
Ss:大象。
T: It’s an elephant. (Write down the word “elephant” on the blackboard.) Follow me: /e/, /e/, elephant.
Ss: /e/, /e/, elephant.
T: Cool! Act like an elephant.
Ss: (Do the action.) Act like an elephant.
Remind students that we can say “a monkey/bird/tiger/panda”, but we should say “an elephant”.
T: We should say “an…” if a word begins with a vowel sound, for example: an elephant, an apple.（课件出示：an elephant, an apple及图片）We should say “a…” if a word begins with a consonant sound, for example: a dog, a cat.（课件出示：a dog, a cat及图片）
T: Now, I say the animal word, and you say “a…” or “an…”. OK
Ss: OK!
T: Panda.
Ss: A panda.
T: Elephant.
Ss: An elephant.
…
（课件出示：一些动物单词，两所房子，一个标有“a”,一个标有“an”）
T: Look! Can you take the animals home For example, we can say “a panda” “an elephant”. Who wants to have a try
Two students come to the front and finish the exercises on the PPT.
The teacher and the other students check the answers together.
2. Read and act.
(1) Play the recording of “Let’s learn”. （课件出示：教材P42 Let’s learn板块的音频）
Ask students to read after the recording. Let students pay attention to the pronunciation and the intonation.
(2) Let students read the words and the sentences by themselves.
(3) Ask some students to the front to read the words and the sentences in class. Check if they read correctly and fluently.
Step 3: Practice
1. Listen and touch.
Two students are invited to the front. After the teacher says a word, two students touch the word on the blackboard quickly. The others repeat the word. The words are said faster and faster. The winner can get two stickers.
2. A guessing game.
The teacher hides a picture of an animal behind his/her back. The picture will be shown to students if someone says the right answer. The winner can get a sticker and be the little teacher.
T: Guess. What’s that
S1: It’s a panda.
T: No.
S2: It’s a dog.
T: No.
…
3. Pair work.
(1) Let students work in pairs to ask and answer with each other.
T: Take out and show me your pictures of animals. Now you can ask and answer with your partners.
S1: What’s that
S2: It’s a / an…
S2: What’s that
S1: It’s a / an…
(2) Show time.
Ask some pairs to come to the front and have a show.
Step 4: Consolidation & Extension
1. Let’s do.
(1) Show some pictures of different animals one by one. (出示课件) Let students say the words through the pictures.
T:（Show the picture of a bird.）You can say like this: Act like a bird. Bird, bird, bird.
(Show the picture of a tiger.)
Ss: Act like a tiger. Tiger, tiger, tiger.
…
(2) Do the actions and say the instructions.
Students do and say as the teacher does.
Play the video of “Let’s do”. (出示课件) Ask students to practice after the video.
(3) Divide the whole class into five groups. The teacher says the instructions and the groups act accordingly at once. The group which does the actions the fastest and most tidily wins.
2. Introduce the picture books about animals.
Enjoy the song—Brown bear, brown bear, what do you see
T: Class, do you love animals
Ss: Yes!
T: I love animals! We love animals! Now, let’s enjoy the song—Brown bear, brown bear, what do you see （课件出示：歌曲的视频）
Students watch the video and listen to the song.
T:（课件出示：两个绘本故事的相关介绍） After class, you can read the picture books Brown bear, brown bear, what do you see and Good night, gorilla.
板书设计
作业设计
完成本节课习题。
教学反思
1.活动的设计有层次、有梯度，由易到难，充满趣味性，便于学生掌握。
2.本课单词教学中，以听音、看脚印、说颜色猜动物、出示部分身体部位等多种方式呈现新单词,形式多样。并且注重语音细节，有意识地培养学生规范读音的好习惯。
3.介绍与主题相关的绘本，拓展学生的知识视野，培养学生的核心素养。
4.板书设计条理清晰，一目了然，突出教学重点。
