三年级下册 Unit 4 Animals in the zoo 英语单元备课教学设计

Unite-based Teaching design
小学英语单元备课教学设计
Title: Book 6 Module 1 Unit 4 Animals in the zoo
一、单元教学目标 （建议多使用英语课程标准中各级目标的描述语言）
语用任务
get to know the names of different sounds of animals, e.g., bear, elephant, lion, monkey
Use “Do you like … ?” questions to ask what animal do people like or not.
Using the modal verb do to identify something you like. E.g., Yes, I do. No, I don’t. I like …
知识与技能
1四会单词：train bus car plane bike ship can hear listen；
2听说读并抄写句型：Do you like … ? 及回答：Yes, I do./ No, I don’t. I like …
3能用几句话描述自己喜欢的动物。
5掌握[k] [g]在单词中的发音。
文化与情感
1在语境中体验与表达，进一步激发学生英语学生兴趣，建立自信，养成良好的听说读写的习惯;
2 在合作活动中互助共进;
3课堂中的评价、评比机制，让学生意识到合作的重要性，并且培养学生的竞争意识，努力积极向上，增强集体意识，集体荣誉感。
方法与策略
1能自编简单的儿歌来学习运用新单词;
2通过同桌对话、小组表演等形式培养学生英语表达交流能力;
3创设A day in the zoo情景，让学生置身于情景中体验与感受语句的意义及运用;
4采用TPR全身反应法，调动学生多种感官，听一听，说一说，动一动，演一演，激发学生的参与性与主动性。
二、单元基本架构
Period 1
Period 2
Period 3
Objective
单课时目标
Basic aims
1.Knowledge objectives:
a. Learn to read, spell and use the words: bear, elephant, lion, monkey., panda, tiger
b. Learn to say: I can see… in the zoo.
They are cute. They are big and strong.

2. Ability objectives:
a. Find out specific information
Kitty likes… and …
Ben likes… Ben doesn’t like…
b. Be able to act the dialogue
3. Emotional objectives:
Help the students build their self-confidence in English learning.
Basic aims
1.Knowledge objectives:
a. Learn to say:What can you hear? I can hear a/the …
I can hear cars.
b.Pronoucing the sounds correctly [t] [d]
2. Ability objectives:
a. Using Wh-questions to find out specific information
b. Using the modal verb can/can’t to identify sth. that sb. hear.
c. Identifying the sounds [t] [d]
3. Emotional objectives:
Help the students build their self-confidence in English learning.
1.Knowledge objectives:
a. Learn to say: man, old, our
b. Learn to say: I like / I don’t like this hat.
c. Learn to sing the song
2. Ability objectives:
a. Be able to fine some ideas when you miss the questions.
b. Be able to act the story.
3. Emotional objectives:
Love to say and act. Love to speak English.
Topic
单课时话题
Kitty and Ben are in the zoo
I can hear the sounds of the vehicles and animals
A story: The old man and the monkeys
Content
单课时教学文本
Look at the monkeys. They’re cute. I like monkeys. Do you like monkeys, Ben? No, I don’t. I like elephants. They’re big and strong. Do you like elephants, kitty? Yes, I do.
Listen! What can you hear？
I can hear a dog.
I can hear cars.
I can hear a bus and a plane.
The old man:Oh, it’s hot. It’s cool here.
Monkey1:Look! What’s this?
Monkey2: It’s a hat.
Monkey3: I like this hat.
The old man: They’re my hats!
Monkeys: They’re our hats.
The old man: I don’t like this hat!
Monkeys: I don’t like this hat.
Blackboard design
板书设计
M1U3 Who What How
bears pandas
elephants tigers
lions
monkeys
M1U3
I can hear these sounds
What can you hear？
I can hear…
M1U4 Listen and enjoy
The old man and the monkeys
Whose hats are they?
my
our
I like/I don’t like this hat .
三、单课教学设计
Period 1
Procedures
Contents
Methods
Purpose
Pre-lesson
1、Sing a song
播放视频
活跃课堂氛围，引入主题，复习动物
Pre-task preparation
2. Lead in
T: Let’s go to the zoo. We can see many animals. We can see lions…Kitty and Ben go to the zoo too.
通过复习， 复习以前学过的重点单词: monkey, panda, lion, tiger. Bear, elephant
引出句型What animals can you see in the zoo? ；
学习关键词并操练。
While-task procedure
1.Listen and circle
What animals are they?

2. Watch, read and choose
How are the monkeys?
How are the elephants?
3.Read and fill in the blank
Kitty likes … and …
Ben likes…Ben doesn’t like…
3.Look and guess
4. Read and follow
1. 通过听、观看视频、读等多种方式感知文本。
2.在情境中习得词汇。
通过不同的学习渠道让学生感知新单词和学习文本，对语言的学习采取循序渐进的方法。
Post-task activity
1. Listen to the CD and read after it.
2.Act the dialogue
3. Do a survey
跟读并表演对话
语言输出
Assignment
1. Copy the new words.
2. Listen to the CD.
3. Talk about the animals in the zoo with your partner.
Period 2
Procedures
Contents
Methods
Purpose
Pre-lesson
1. Sing a song.
2. Daily Talk.
3. Show pictures of animals. Talk about the animals in the pictures.
唱英文歌曲
口语回答
展示图片，复习与本课相关的动物词汇。
唱英文歌曲，激发学生的学习兴趣。
通过回答问题，锻炼口语交际能力。衔接第一课时所学的知识并为后面的对话学习做准备。
Pre-task preparation
1. A game: Stick different animals into different places.
A. Farm animals.
B. Wild animals.
C. Sea animals.
2. Talk the animals and places they live.
3. Protect the animals and be friends with the animals. Take care of the nature.
图片展示；
互动交流；
环境教育。
把动物归类，放到不同的环境中。通过交流与归类，培养爱护动物、保护动物生存环境的生态意识、
While-task procedure
Talk about animals on the farm and animals in the wild.
Animals in the wild.
Describe the animals and the reasons you like them.
Mail sentences:
I like… It is… It is…
3. Group works:
Ask what animals your friends like.
Tell them what you like.
图片呈现
小组交流学习，与同伴问与答。
1.教师示范，谈论自己喜欢的的动物。
2.师-生对话交流示范，谈论、询问喜欢的动。
3.小组交流学习，谈论自己喜欢的动物，询问同伴是否有相同喜好。
Post-task activity
1. Play a guessing game. Guess the animals that be described.
2. Ask “Do you like this animal?”
3. A matching game: Match the animals and their detail information. Eg. Elephant--- long teeth, panda---black and white.
4. Learn the sounds: k and g.
在游戏中巩固学习；
同伴互助学习；
语音学习；
1.通过游戏，提高孩子的学习兴趣，巩固和运用学习到的语言知识。
2.通过搭配学习，明细本课的重点话题“动物”，交流动物的具体特征，提升话题的语言交流。
3.语音学习。
Assignment
1. 用3-5句话，描述你喜欢的一种动物。
2. 听读、点读本课的词汇和歌谣。
Period 3
Procedures
Contents
Methods
Purpose
Pre-lesson
1. Sing a song and choose.
What animals can you hear ?
Cat dog cow rooster horse …
由歌曲复习, 过渡到第四课时说出各种动物。
歌曲热身，调动课堂积极性，活跃课堂气氛。
Pre-task preparation
Revision
Ask and answer
Do you like …s ?
Yes, I do.
No, I don’t. I like …s.
Review the words and the sentences:
Look at the pictures, choose one animal to ask and answer with your partner.

通过同桌间的相互问答，复习单词与句子。
While-task procedure
Show the pictures of the old man on the blackboard and introduce the old man.
T: Look at the old man. He is Mr Bai. We can call him “Grandpa Bai”. Look! What’s this ?
Ss: It’s a hat.
T: How many hats can you see?
Ss: Four hats.
T: Right. He want to sell these hats. But what happens to his hats ? Let’s listen and find out.
Listen to the CD and answer some questions:
T: What season is it?
How is the weather?
Do the monkeys like the hats?
Watch the story and number the pictures
Read and think
T: How does Grandpa Bai get his hats back?
5. Group work: act the story in your group.
Teacher using the pictures to say out the story.
Asking some questions about the story.
通过出示图片呈现故事，让学生们再次整体感知故事，能用提示词复述出故事。
通过提问题来加深对故事的理解。
Post-task activity
1. Workbook, Task 1. ASK AND ANSWER with your desk mate.
2. Act out the story.
Get pupils to act out the story.
边表演边配上动作去表演，活泼有趣，提高学生兴趣。
Assignment
Read the story and act with your group.
四、阅读素养评价
推荐阅读材料：
学绘本，说一说。 My five senses（我的5个感官）
设计要求：
1. 建议选取的阅读内容与单元主题、单课时话题相关，根据学生的特点，为不同层次的学生选择不同的阅读材料，鼓励选取故事、对话、诗歌等不同形式的阅读材料，避免因为阅读材料太难而降低学生学习英语的兴趣；
2. 建议老师参考国外原版阅读材料、绘本等资源，语篇语言尽可能地道；
3. 在提供阅读体验的同时注重阅读习惯的培养，建议老师对阅读能力的考查设计不同类型的题型，对故事阅读类型提供做题方法和技巧的指导。
五、推荐阅读
1. 老师给孩子们推荐与主题相关的低年段绘本阅读和拼读故事等；
2. 孩子可以根据自己的选择在课外阅读或观赏，或者画画，编对话，不做硬性要求。