Lesson E Oh,You're Baby Bear!教案

Lesson E Oh. You’re Baby Bear.
教案设计
一、教学内容
（新路径英语三起三年级上册Lesson E）① Let’s talk.②
Magic box.
二、教学目标
（一）知识目标
1、学习字母Ee。
2、学习动物类单词monkey, tiger, bear, lion和人物Miss Yang。
3、复习巩固句型“I’m….”。
学习新句型“You’re….”。
（二）、能力目标
1、能正确朗读并书写字母Ee。
2、能听懂、会说生词monkey, tiger, bear, lion, Miss Yang并做到发音准确。
3、能用英语介绍自己和同伴（I’m…/ You’re…）。
4、会正确朗读对话并能表演。
（三）、情感目标
引导学生喜爱动物并树立保护野生动物的意识。
三、教学重、难点
1、能读、会写字母Ee。（教学重点）
2、能听懂、会说生词monkey, tiger, bear, lion, Miss Yang。（教学重点，lion的发音为难点）
3、能用“You’re…”介绍自己的同伴。（教学重点）
4、会正确朗读对话并能表演。（重点及难点）
四、教学准备
录音机，磁带，单词卡片，动物图片，头饰
五、教学过程
Step1. Warm up.
1. Greetings.
T: Hello, boys and girls.
Ps: Hello, Mr Wu.
设计意图：通过师生常规问候，创设了运用英语的环境，复习学过的问候语。
2.Revision.
①．Revise the letters.
T: Now let’s go over, OK?
Ps: OK.
T: Who can tell me what letters we have learned?
P: Aa…Ee
T: Very good. Clap for him/her. Now read them together.
Pupils read these letters together.
②．Revise the words.
T: Now who can tell me the friends in Lesson D?
Ps: Let me try.
T: You, please.
Pupils say them out and read them together.
Play this game with pupils.(What’s missing?)
设计意图：在这个环节中，通过当小老师的形式回顾学过的动物类单词，抓住了小学三年级学生这个年龄阶段“好表现自己”的心理特征，调动他们积极主动的参与到活动中来，使他们建立自信，感受自豪。同时，通过What’s missing?（缺了什么？）这个游戏进一步巩固所学的单词，用学生喜欢的游戏代替枯燥乏味的重复，这样，不但激发了他们的学习兴趣，而且培养了他们认真观察、积极思考的习惯。
Step2. Lead-in.
T: Now we抳e known the old friends. Today I抣l bring some new friends. Do you want to know? Yes or No?
Ps: Yes.
T: So let抯 study Lesson E.
Write this subject on the blackboard and teach to read this letter E.
T: Can you read?
Ps: Yes.
T: Now, write after me. Raise your finger and follow me.
Teach pupils to write this letter.
设计意图：在导入新课这个环节中，我只用Now we’ve known the old friends. Today I’ll bring some new friends. Do you want to know? 这几句简单的语言，不仅起到承上启下的作用，使复习和新授
两个环节过渡自然，环环相扣，而且给学生设置了悬念，铺上神秘的色彩，使他们全神贯注地跟着老师的思路进入下一个环节。在后面的每个环节都使用了过渡语，从回顾旧朋友到认识新朋友，再到和新的人物交朋友，最后扮演这些朋友，使整个教学过程围绕一个主线而展开，但各个环节紧密结合，成为一个整体。
Step3. learning new words.
T:Now let’s know the first new friend. Look at this picture. Who’s this in Chinese? Who knows?
P: 猴子
T: In English, monkey. Please read after me.
Teach to read this word in rising tone and falling tone and then read it in groups.
Teach the two words(tiger, bear)in the same way.
T:The fourth new friend. Please listen and guess 揥ho抯 this?
Play the tape and pupils guess it out(lion).Then teach to read it.
Teach to read the word(Miss Yang)in the same way.
设计意图：通过多种形式的分组朗读单词，避免单一频繁的重复，我采取了分四组朗读和分男女生朗读的形式，让学生感觉到新鲜。同时，在引入单词的过程中，我不仅采用了图片引入生单词，而且采用了学生听录音猜动物的形式引入生单词，不仅方式多样化，而且既培养了学生的观察能力，又培养了学生的听辨能力。
Step4. Consolidation.
T: Now, Can you read them?
Ps: Yes.
T: Now I point and you read. OK?
Point to these words and pupils read them.
T: Now let’s do an exercise. Please put these words in the right place.
Ask five pupils to do it.
Check the answers with the whole class.
设计意图：通过老师指、学生读单词和配对练习，不仅对所学单词起到巩固作用，而且能检测到学生对所学单词的掌握情况。
Step5. Presentation.
T: Now we’ve known these new friends. Do you want to make friends with them?
Ps: Yes.
Wear the headwear of Monkey.
T: Monkey is coming. Who wants to make friends with him?
Pb: Me.
T: Hello, boy. I’m Monkey. Who are you?
Pb: I’m …
T: Oh, you’re ….(你是……。) Nice to meet you.
Pb: Nice to meet you, too.
T: Wonderful!
Write these phrases(I’m ….You’re….)on the blackboard and then teach to read them.
设计意图：创设“米老鼠来了”的情境，引导学生与其交朋友，这样，用学过的介绍自己的句型引出了解对方的句型，让学生身临其境，很容易体会到本课所学的重要句型“You’re…”的含义，为学生运用这一句型奠定基础。
Step6. Practice.
T: Now look at the two pictures. This is Sunny and this is Cloudy. Introduce them like this. I’m Sunny. You’re Cloudy.
Are you clear?
Ps: Yes.
Ask a few pupils to introduce the other pictures.
设计意图：通过本环节的教学，巩固了刚学过的句型“I’m ….
You’re….”，而且了解到了学生运用这两个句型的情况，为理解后面的对话内容做好铺垫。
Step7. Learning the conversation.
T: Now let’s listen to the tape and find out who is in the conversation. OK?
Play the tape once and let pupils listen. Then ask pupils to find out the answer to the question.(Baby Bear, Baby Lion, Miss Yang)
Listen to the tape again and find out what they said.
T: Look here. Read after me.
Teach to read the conversation then read it in groups.
T: Now read in pairs.
Pupils read it in pairs and then let a few pairs to act it in front of the class.
设计意图：这个环节我先提出问题（对话中有谁呢？他们说了些什么呢？），然后再让学生听录音，这样学生在听的过程中有一定的目的性和侧重点，不会觉得盲目；紧接着，教读，分角色读，学生独立齐读，两人一组分角色读，最后分角色表演，这个环节中我采用了多种形式的阅读，但设计读的形式严格遵循了“由易到难，层层深入” 的原则，从整体到部分，从部分到个体，让学生有一定的新鲜感，不觉得枯燥乏味。
Step8. Summary.
T: Now please tell me what animals we have learned in this lesson.
Ps: …
T: Do you like them?
Ps: Yes.
T: I like them, too. Because they are our good friends and we should protect them. Are you clear?
Ps: Yes.
设计意图：通过回顾本课所学动物类单词，表达热爱动物的感情，引导学生喜爱动物，培养他们保护野生动物的意识。
Step9. Homework.
Write this letter Ee three rows.
Recite these words and this conversation.
Make up a new conversation about Mummy Cow and Daddy
Horse.
设计意图：我不仅布置了书写字母Ee，背诵单词和对话，而且要求他们根据这个对话进行仿编，这样不但巩固本课所学的对话，而且将对话内容进行了拓展，以课本为基础，但又不局限于课本，培养学生运用知识的能力和知识的迁移能力。
六、板书设计
Lesson E Oh, You’re Baby Bear.
I’m … Miss Yang
You’re … monkey tiger bear lion