Unit12 Three little pigs 教学内容与目标
【内容来源】上海教育出版社（2013年版）三年级下册Module4 Unit12
【教学内容】
一、功 能
1. 介绍：介绍自己的名字和物品。命令：命令别人做某事。
2. 请求：请求帮助。
二、语言知识
1. 核心句型和日常用语：
Hooray!
This is my house.
Look at my house.
Open the door!
You can’t come in.
My house is very strong. Help!
I have a good idea.
2. 词汇：afraid (of), bad, go, house, little, make, now, there, very
三、语言技能
1. 听：听懂故事，理解故事大意，感受句子的感彩。
2. 说：表达命令和请求。用Hooray! Help! 等日常用语表达喜悦或求助。
3. 读：读懂故事《三只小猪》，理解故事大意。
4. 写：正确书写本单元的核心词汇。
【教学目标】
1. 掌握本单元的核心词汇。
2. 能用恰当的句子和语调表达故事中的相关内容。
3. 通过故事阅读，学习小猪Jim做事踏实，明白遇到困难要想办法解决，并知道团结就是力量。
教学重点
1. 词汇：afraid (of), bad, go, house, little，make, now, there, very
2. 句型：
Hooray!
This is my house.
Look at my house.
Open the door!
You can’t come in.
My house is very strong.
Help!
I have a good idea.
Unit12 Three little pigs 第1课时教学设计
【内容来源】上海教育出版社（2013年版）三年级下册Module4 Unit12
【主 题】图1-6
【课 时】第1课时
教学目标(Teaching aims)
通过学习故事的第一部分，帮助学生了解故事人物和背景，激发阅读兴趣。
二、教学重难点(Teaching points and difficulties)
1. 词汇：house, make, now
2. 句型：Hello, I’m Tom. This is my house. Look at my house. It’s very strong.
3. 日常用语：Hooray!
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
播放一首关于动物或者小猪的歌曲，如：Old MacDonald has a farm等，让学生跟着录音一起唱。既调节课堂气氛，同时引出故事的主人公：三只小猪。
出示一张猪图片，让学生用学过的语言来描述一下，为接下去的故事学习做好铺垫。
T: Look, this is a pig.
It’s pink
It’s fat
It can run.
It likes sleeping.
It goes “oink, oink, oink”.
While-task procedures
播放故事的完整动画让学生观看并说出故事的名字。然后出示故事第一部分图1和图2的挂图，让学生看图听录音，回答问题。通过回答，了解故事的主要人物和故事背景。21世纪教育网版权所有
(1) How many children does Mother Pig have? Who are they? (Mother Pig has three children. They are Tom, Tim and Jim.)21教育网
(2) Are they brothers or sisters?
(They are brothers.)
(3) What does Mother Pig ask the children to do? (Make houses.)
(4) What does she say? (“Now you can go and make your houses.”)
(5) Do the children like this idea?
(Yes, they do.)
(6) What do they say? (“Hooray!”）
2. 播放录音让学生模仿，在模仿跟说的基础上出示句子让学生有感情的朗读，然后让学生分别戴上猪妈妈和三只小猪的头饰，进行小组表演，进一步巩固故事开头的学习，为后续的学习和表演打好基础。21cnjy.com
3. 出示图片3-5的挂图，让学生看图听录音，回答问题，通过问题检测学生对这一部分内容的理解；然后，教师再出示图6，让学生再听录音回答问题，最终解决第一部分的故事内容，为后续学习做好铺垫。21·cn·jy·com
T: (show Pictures 3-5 and play the recording)
(1) Whose houses are ready? /Who finishes first? (Tom and Tim’s houses./Tom and
Tim.)
(2) What do they want to do? (Go fishing.)
(3) What about Jim? Can he go? (He’s making his new house. He can’t go.)
T. (show Picture 6) At last, Jim finishes his new house. How is his new house? Let’s listen! (play the recording)2·1·c·n·j·y
(1) How is Jim’s new house? (It’s very strong.)
(2) Can the wolf get in his new house? Why? (No, it can’t. The house is very strong.)
4. 播放图1-6的录音，让学生进行模仿跟说、跟读，并有感情地朗读，然后让学生戴上头饰，三人一组进行表演，以进一步巩固所学内容。
Post-task activities
1. 教师出示Jim的房子图，让学生思考问题，然后拓展三只小猪所造的房子的材料分别是什么，为后面故事的学习打下埋伏。www.21-cn-jy.com
T: Look at Jim’s house. Why is his house strong? Jim’s house is very strongs because Jim makes his house with bricks, (show a picture of bricks)21·世纪*教育网
Ss: Bricks.
T: Jim makes his house with bricks.
Ss: Jim makes his house with bricks.
T: How about Tom’s house? Tom makes his house with straw, (show a picture of straw)【来源：21·世纪·教育·网】
Ss: Straw.
T: Tom makes his house with straw.
Ss: Tom makes his house with straw.
T: Look, this is Tim’s house. Tim makes his house with wood, (show a picture of wood)www-2-1-cnjy-com
Ss: Wood.
T: Tim makes his house with wood.
Ss: Tim makes his house with wood.
T: Look at these three houses. Which house do you like? Why?2-1-c-n-j-y
S1: I like Jim’s house. It’s strong.
S2:1 like …
2. 让学生朗读故事的第一部分内容，然后进行小组讨论，概括所学的故事内谷。教师可以把故事梗概中间的部分内容留白让学生补充完整，也可以给出每句开头的几个单词进行提示，让学生补充完整。21*cnjy*com
Mother Pig has three children. They are Tom, Tim and Jim. They’re brothers. One day, Mother Pig asks the three little pigs to make their houses. The little pigs are very happy. Tom makes his house with straw. Tim makes his house with wood. They make their houses quickly. Then they ask Jim to go fishing with them. But Jim can’t. He is still making his house. He makes his house with bricks. It’s very strong.
【板书设计】
Unitl2 Three little pigs
house, make, now
Hello, I’m Tom.
This is my house. Look at my house. It’s very strong.
Hooray!
Unit12 Three little pigs 第2课时教学设计
【内容来源】上海教育出版社（2013年版）三年级下册Module4 Unit12
【主 题】图7-12
【课 时】第2课时
教学目标(Teaching aims)
通过学习故事的第二部分，帮助学生理解故事大意，思考故事的后续发展，为后续学习做铺垫。
二、教学重难点(Teaching points and difficulties)
1. 词汇：go, very, strong
2. 句型：Open the door. You can’t come in.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 播放故事图片1-6的多媒体动画，让学生观看以进入学习状态。出示故事图片2，让学生介绍，然后出示三只小猪各自的房子图让学生介绍，复习故事的第一部分内容。21教育网
T: (show Picture 2) Look at the picture. Who are they?21·cn·jy·com
S1: They are Mother Pig and her three children.
T: What are their names?
S2: They are Tom, Tim and Jim.
T: Are they boys or girls?
S3: They are boys.
T: What does Mother Pig say to them?
S4: “Now you can make your houses.”
T: Do they like her idea?
S5: Yes, They are very happy.
T: (show Pictures3, 4and6) Who makes his house with wood?21cnjy.com
S6: Tim.
T: Who makes his house with straw?
S7: Tom.
T: What about Jim?
S8: Jim makes his house with bricks. It’s very strong.2·1·c·n·j·y
While-task procedures
1. 教师出示故事图片7（但将石头后面的狼先遮住，根据学习的需要再出现），以引出本课时故事学习的内容，让学生先讨论图片，再跟录音朗读。朗读时教师要提醒学生注意语音、语调和语气，把狼要吃小猪的语气读出来。
T: (show Picture7, without the wolf) Who are they? What are they doing?
S1: They’re Tom and Tim. They’re fishing.
T: Look! Who’s coming?
S2: A wolf is coming.
T: How is the wolf?
S3: It’s big.
S4: It’s grey.
S5: It’s hungry.
T: Yes. Here comes the big bad wolf. What does he want to do?【来源：21·世纪·教育·网】
S6: He wants to eat the pigs.
2. 让学生根据狼来了以后两只小猪会做些什么的问题进行两两讨论，进一步梳理故事发展的线索，为故事的后续学习打下埋伏。21*cnjy*com
(1) Who is coming? (A wolf is coming.)
(2) Are Tom and Tim afraid of the wolf? (Yes, they are.)【来源：21cnj*y.co*m】
(3) What can they do? (They can run.)
(4) Where can they go? (They can run to their houses.)21世纪教育网版权所有
(5) Are their houses strong? (No, they aren’t.)
T: Tom and Tim’s houses are not strong. The wolf huffs and puffs, (mime blowing) He blows down the houses!【出处：21教育名师】
3. 出示故事图片8-12的挂图，让学生边看边图片边听录音，听后说一说录音当中小猪和狼分别说了些什么，以模仿和学习课文中的故事语言。
T: What do the pigs say?
S1: “Help! Help!”
T: Help! Help!
Ss: Help! Help!
T: What else?
S2: “You can’t come in, big bad wolf!”
T: You can’t come in, big bad wolf!
Ss: You can’t come in, big bad wolf!
T: What about the wolf? What does he say to the pigs?21·世纪*教育网
S3: “Open the door, little pigs.”
T: Open the door, little pigs.
Ss: Open the door, little pigs.
4. 让学生思考大坏狼毁掉两所房子的方式有什么区别，以此帮助学生思考房子被轻易毁掉的原因，为后续故事学习做铺垫。2-1-c-n-j-y
T: Tom’s house is not strong. The big bad wolf blows it down. Tim’s house is not strong. The wolf knocks it down.www.21-cn-jy.com
Post-task activities
1.让学生以小组为单位，从头开始分角色朗读，朗读完毕以后，可以让学生戴上头饰进行表演，以巩固所学的故事内容。www-2-1-cnjy-com
2. 让学生根据所学故事，进行故事梗概的概括，可以是个别活动，也可以对子讨论；可以以填空方式完成，也可以根据句子开头的提示补充完整。使学生能够把所学的故事进行梳理，并加以转述，培养他们的语言表达和语言概括能力。
【板书设计】
Unitl2 Three little pigs
go, very, strong
Open the door. You can’t come in.
Unit12 Three little pigs 第3课时教学设计
【内容来源】上海教育出版社（2013年版）三年级下册Module4 Unit12
【主 题】图13-16
【课 时】第3课时
教学目标(Teaching aims)
1. 学生以各种方式呈现故事，如角色扮演、复述故事等。
2. 通过复习和讨论，帮助学生理解故事的寓意，学习做事踏实的态度，明白遇到困难需要想办法解决，并知道团结就是力量。【来源：21·世纪·教育·网】
3. 通过学习任务(Task)，帮助学生巩固和综合运用本单元所学的知识。
二、教学重难点(Teaching points and difficulties)
1. 词汇：there, bad, afraid (of), wolf
2. 句型：My house is very strong.
3. 日常用语：I have a good idea.
三、教学准备(Teaching preparation)
课件、音频
四、教学过程(Teaching process)
Pre-task preparations
1. 出示故事图片16并播放录音。
T: Who are they?
S1: Tom, Tim and Jim.
T: What are they doing?
S2: They’re singing.
T: Do you know the song? Let’s listen again.
(play the recording of the song)
Ss: (listen to the song)
2. 让学生说说图片16中歌词的内容并跟读。再次播放录音，让学生跟着歌曲一起唱，学生可以边唱边手舞足蹈，渲染歌曲快乐的气氛。T. What can you hear?
S1: Who’s afraid of the big bad wolf?
T: Who’s afraid of the big bad wolf?
Ss: Who’s afraid of the big bad wolf?
T: Let’s sing with the recording.
Ss. (sing) Who’s afraid of the big bad wolf? ...
…
While-task procedures
1. 出示故事图片13，让学生先说说图片中的狼和小猪会说些什么，然后播放录音，让学生模仿，最后让学生从图片7到图片13完整地跟录音朗读一遍，并进行分角色朗读，无论是跟读还是朗读，教师要注意提醒学生有感情地朗读，把狼和小猪的不同语气读出来。21教育网
T: (show Picture 13) What does the wolf say?
Ss: Open the door, little pigs.
T: What does Jim say?
S1: “My house is very strong. You can’t come in, big bad wolf!”
Ss: My house is very strong. You can’t come in, big bad wolf!21·cn·jy·com
T: Can the big bad wolf get in? Let’s read and find out.www.21-cn-jy.com
2. 出示故事图片14和15，播放课文录音，让学生听完录音后讨论问题，帮助学生理解整个故事的结尾，同时本课时的学习打下基础。2·1·c·n·j·y
(1) Where is the wolf? (It’s on the roof.)
(2) What do the pigs do in the house?
(They boil some water.)
(3) How does the wolf feel? (It feels hot.)
(4) What does the wolf do at last?
(It runs away.)
出示图片16，播放录音，让学生感受三只小猪的喜悦，并让学生跟唱。最后，让学生把整个故事朗读一遍。
3. 复述故事，让学生复习本单元故事内容。整理课文中的图片(或准备有关三只小猪的故事的图片)，把顺序打乱，然后请学生按故事的情节重新排序。
4. 让学生分组进行角色扮演，朗读故事。然后让学生戴上头饰进行小组表演，对整个故事再次进行复习和巩固。教师可以帮助学生安排角色和整理对白。
Post-task activities
1. 让学生在故事复习的基础上讨论故事的寓意，以揭示故事的内涵教育，对学生进行适当的德育渗透。
T: Which pig do you like?
S1: I like Jim.
T: Why do you like Jim?
S1: His house is strong.
T: Yes. Bricks make strong buildings. Houses made of wood and straw are very fast to make, but they are not strong. What can you learn from the story?
Ss: Don’t be lazy. Work hard.
T: What do the pigs do when they meet the wolf?
S2: They shout and run together.
S3: They come to Jim’s house.
S4: They boil the water.
...
T: They work together to fight against the wolf. They help each other.
2. 让学生看《练习册》Task的故事图片，挑选喜欢的故事，然后和喜欢同样故事的同学按五人一组自由组合，根据提示表演故事。在学生表演故事之前，教师可以让学生扮演自己选的角色，作自我介绍。21世纪教育网版权所有
S1: (act as Long Ears) Hello, I’m Long Ears. I’m a little rabbit. This is my mother. These are my sisters...21cnjy.com
【板书设计】
Unit12 Three little pigs
there, bad, afraid (of), wolf
My house is very strong.
I have a good idea.
