Unit 4 We love animals
本单元学习的主题是动物。教学内容主要是围绕着主线人物询问近处或远处不认识的动物（或其他事物）来展开的。教学重点是能够听懂、会说核心句型“—What’s this/ that? —It’s a…”“Cool! I like it.”；能够听、说、认读单词“duck, pig, cat, bear, dog, elephant, monkey, bird, tiger, panda, zoo”。 知识目标： 句型 ·能听懂、会说句型“—What’s this/ that? —It’s a…”“Cool! I like it.” 词汇 ·能听、说、认读单词“duck, pig, cat, bear, dog, elephant, monkey, bird, tiger, panda, zoo” 字母与语音 ·能正确听、说、读、写字母Jj, Kk, Ll, Mm, Nn并知道其在单词中的发音 能力目标： ·能够在图片、实物或情境的帮助下运用句型“—What’s this/that? —It’s a…”询问并回答动物的名称 ·能够在情境中运用句型“Cool! I like it.”表达赞美或欣赏 ·听到字母能说出它对应的发音 情感态度、文化意识、学习策略目标： ·培养学生热爱动物、保护动物的意识 ·了解英语中部分动物声音的拟声词 ·能够建立单词音、义、形之间的联系，整体学习单词 第一课时: Part A Let’s talk & Let’s play 第二课时: Part A Let’s learn & Let’s chant 第三课时: Part A Letters and sounds 第四课时: Part B Let’s talk & Let’s play 第五课时: Part B Let’s learn & Let’s do 第六课时: Part B Start to read & Let’s check & Let’s sing 教材分析 教学目标 课时安排 3
The first period(第一课时) Part A Let’s talk & Let’s play
▶教学内容与目标
课时教学内容 课时教学目标 ·能够理解对话大意，能够用正确的语音、语调朗读对话 Let’s talk ·能够在图片和教师的帮助下，在语境中运用句型“—What’s this? —It’s a…”来交流图片上的各种动物信息 Let’s play ·能够通过声音与意义相结合的游戏活动，巩固记忆动物单词的音和义以及句型“—What’s this? —It’s a…” ▶教学重点
1. 能够理解对话大意，能够用正确的语音、语调朗读对话。 2. 能够听懂、会说句子“—What’s this? —It’s a duck/ dog/ bear.”。 ▶教学难点
能够在实际情境中正确运用句型“—What’s this? —It’s a…”询问并回答动物的名称。 ▶教学准备
教学课件、课文录音、视频、人物头饰、教学实物等。 ▶教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
T: Hello, boys and girls! Ss: Hello, Miss/ Mr…
2. Enjoy the song—Old MacDonald.（课件出示：教材P44 Let’s sing板块的歌曲）
3. Listen and do.
T: Show me your pencil/ ruler/ crayon…
Students show the stationery according to the teacher’s instructions.
Teaching purpose
本课的主题是动物，在这里渗透本单元的主题歌《Old MacDonald》。这首歌曲虽然没有学过，但是很多学生早就听过，容易引起学生的共鸣，激发学生的兴趣。复习第一单元的文具类单词，为新授句型“It’s a…”做铺垫。
Step 2: Presentation
1. Teach the new sentence structures and words.
(1) Teach the new sentence structure “It’s a…” The teacher shows a pen to students. T: What’s this? It’s a… Ss: Pen.
T: Great! It’s a pen. Follow me: It’s a pen.
Teaching purpose
借助第一单元学过的文具类单词，引出本课要学的句型“It’s a…”。以旧引新，过渡自然，学生很容易接受并掌握。
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The teacher writes down the sentence structure “It’s a…” on the blackboard.
Then the teacher shows other stationery to help students practice the new sentence structure “It’s a…”
Ss: It’s a pencil/ ruler/ crayon/…
(2) Teach the new sentence structure “What’s this?” and the word “dog”.
T: (Show a crayon.) What’s this? Ss: It’s a crayon.
T: Good! Follow me: What’s this?
The teacher writes down the sentence “What’s this?” on the blackboard.
T: Now, you ask, I answer. Ss: What’s this?
T: It’s a pencil/ ruler/ crayon/…
Show the picture of a dog on the PPT.（出示课件） T: What’s this? Ss: 狗。
T: Yes. It’s a dog.
The teacher writes down the word “dog” on the blackboard. T: Woof, woof! It’s a dog. Read after me. /d/-/ʌ/-/g/, dog, ↗ dog.↘
Students read the word “dog” and the sentence “It’s a dog.” after the teacher.
(3) Teach the word “duck”.
The teacher plays the recording of the sound that a duck makes. （出示课件）
T: Listen! What’s this? A dog? Ss: No.
T: (Show the picture of a duck.) A duck? Ss: Yes!
The teacher writes down the word “duck” on the blackboard.
T: Quack, quack! It’s a duck. Read after me. /d/-/ʌ/-/k/, duck,↗ duck.↘
Students read the word “duck” and the sentence “It’s a duck.” after the teacher.
(4) Teach the word “bear”.
The teacher shows a box to students. Let students guess what’s in the box.
T: Look, I have a box. What’s in the box? You can touch it.
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Teaching purpose
在学习新句型的过程中，自然引出新单词“dog”，过渡自然。音与形相结合的学习方式，更有利于学生对新知识的掌握。
Teaching purpose
通过听鸭子的叫声，引出新单词“duck”。变换不同的学习形式，激发学生的学习兴趣。
Teaching purpose
通过猜一猜、摸一摸的方式，引出新单词“bear”。再次变换形式,让学生始终保持浓厚的学习兴趣。
Ss: …
T: (Take out the toy bear.) What’s this? It’s a bear. Read after me. /b/-/eə(r)/, bear,↗bear.↘
The teacher writes down the word “bear” on the blackboard.
Students read the word “bear” and the sentence “It’s a bear.” after the teacher.
2. Look and say.
(1) Show the first picture of “Let’s talk”.
T: Look! Wu Yifan and Mike! What are they doing? They are playing games in the classroom. Wu Yifan is making animals with his hands. He is making animals on the wall. What’s this on the wall?
Ss: It’s a duck. T: Good!
(2) Show the second picture of “Let’s talk”.
T: Look, what’s this? Who wants to be Wu Yifan? S1: What’s this? Ss: It’s a dog. T: Cool!
(3) Show the third picture of “Let’s talk”.
T: Look, what are they talking about? Please work in pairs. One acts Wu Yifan. The other one acts Mike.
Let students work in pairs, and then have a show. The teacher gives the assessment at last.
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Teaching purpose
在学习课文对话这一环节，从提供语言支架，到逐步去掉支架，让学生自主学习,并操练句型。以回答问题、自由发挥、表演等多种形式，在降低学习难度的同时，培养学生的观察能力和逻辑思维能力。
(4) Show the last picture of “Let’s talk”.（课件出示：教材P38 Let’s talk板块的第四幅图） T: Who is that? Ss: Zoom!
T: Oh, it’s Zoom. 3. Read and act.
(1) The teacher plays the cartoon.（课件出示：教材P38 Let’s talk板块的动画）Ask students to watch the cartoon and read after it. Let students pay attention to the pronunciation and the intonation.
(2) Let students read the dialogue by themselves.
(3) Let students practice the dialogue in pairs, and then wear the headdresses to act out the dialogue in class.
Step 3: Practice
1. Make a chant.
The teacher gives an example to students. Then let students make a chant together.
2. Let’s play.
(1) Show the pictures of “duck, dog, bear” one by one.（出示课件） Do the hand shadows and imitate the sounds of the three animals. Let students ask and answer with the sentence structures “—What’s this? —It’s a duck/ dog/ bear.”
(2) Pair work.
Let students work in pairs to practice the dialogue of “Let’s play”. (3) Show time.
Ask one student to come to the front and imitate the sounds of the animals, and the other students guess by saying “It’s a…”
S1: Woof! Woof! What’s this? Ss: It’s a dog. …
Step 4: Consolidation & Extension
1. What is on the farm?
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Teaching purpose
播放录音，学生听录音跟读。引导学生按照正确的语音、语调朗读对话，并能在小组中进行角色扮演。进一步加深学生对对话的理解，以及对新学单词和句型的掌握。
Teaching purpose
以朗朗上口的chant形式，帮助学生巩固新知，让学生在韵律中，多回合、多层次地操练，不断加强对新知的记忆。
Teaching purpose
通过手影游戏，在一问一答间，进一步加深学生对句型和动物单词的理解，同时让课堂教学充满趣味性。
Show the picture of old MacDonald and his farm on the PPT.（课件出示：MacDonald和他的农场）Students can see part of the dog/ duck/ bear in the picture.
T:（课件出示：一只狗在吃狗粮） Look! What’s this? Ss: It’s a dog.
T: Wow, you are so clever! （课件出示：地上有一些鸭子的脚印） What’s this?
Ss: It’s a duck. T: （课件出示： 一只熊躲在树洞里，只露出尾巴） Look! What’s this?
Ss: It’s a bear.
2. Practice in pairs and show in class.
Students practice the sentence structures “—What’s this? — It’s a…” in pairs.
S1: (Point to the picture of the dog on the farm.) Look! What’s this? S2: It’s a dog.
S1: (Point to the…) Look! What’s this? S2: …
The teacher chooses several pairs of students to show their dialogues in class, and gives some stickers to the students who do a good job.
▶板书设计
Teaching purpose
在导入环节，学生聆听《Old MacDonald》这首歌；在拓展环节，再次围绕MacDonald的农场创设语音情境，对重点句型进行拓展操练，首尾照应。让学生找出隐藏在农场中的动物，能够极大地调动学生的积极性。
▶作业设计
1. Practice the dialogue of “Let’s talk”.
2. Practice the sentence structures by playing the hand shadow game with your family members. 3. Do the exercises. ▶教学反思
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1. 教学设计精心巧妙，层层递进，由易到难，易于操作，始终使学生保持浓厚的学习兴趣。 2. 新知的学习尽可能地联系旧知，以旧引新，降低了学生学习的难度，帮助学生更好地理解所学知识。
3. 板书设计配合图片展示，一目了然，重点突出，对课堂教学起到了很好的辅助作用。
▶Teaching Contents & Teaching Aims Let’s talk ·Be able to understand the main idea of the dialogue and read the dialogue with correct pronunciation and intonation.
·Be able to use the sentence structures “—What’s this? —It’s a…” to get information of animals in context with the help of the teacher and the pictures. Let’s play ·Be able to consolidate the words “duck, dog, bear” and the sentence structures “—What’s this? ·—It’s a…” through the hand shadow game and other activities.
▶Teaching Priorities
·Be able to understand the main idea of the dialogue and read the dialogue with correct pronunciation and intonation.
·Be able to understand and say the sentences “—What’s this? —It’s a duck/ dog/ bear.”
▶Teaching Difficulties
·Be able to use the sentence structures “—What’s this? —It’s a…” to ask and answer the name of the animals correctly in real situations.
▶Teaching Procedures
Teaching Stages Teacher’ s Activities Students’ Activities Teaching Purposes Warm-up & Lead-in 1. Greetings. 2. Enjoy the song—Old MacDonald. 3. Listen and do. 1. Teach the new sentence structures and words. (1) Teach the new sentence Presentation structure “It’s a…” (2) Teach the new sentence structure “What’s this?” and the word “dog”. Stimulate students’ interest in learning and lead in the topic of this unit. Review the words about stationery which students have learned. (1) Learn the new sentence Create a good English structure “It’s a…” by learning atmosphere. some stationery. Lead students to (2) Learn the new sentence understand and learn structure “What’s the new sentence this?” and the word structures and words “dog”. through different 1. Greetings. 2. Listen to the song. 3. Show the stationery according to the teacher’s instructions. 9
(3) Learn the word “duck”. learning ways. (4) Learn the word “bear”. Lead students to learn new sentence structures 2. Look and say. Observe the pictures and gradually. Reduce the Show the pictures of “Let’s talk about them with the difficulty of learning. talk” one by one and teach the teacher. Learn the And cultivate students’ dialogue step by step. dialogue. observation and logical thinking ability. Make sure that students Read the dialogue after the can read the dialogue cartoon and read by 3. Read and act. correctly and fluently. themselves. Practice the Play the cartoon. Deepen their dialogue in pairs and act it understanding of the out. dialogue. 1. Make a chant. Make a chant together. Use the chant to arouse Give an example. students’ learning Follow the teacher to ask interest. Practice the 2. Let’s play. Practice and answer with the key words and sentence Show the pictures one by one. sentence structures structures by the Do the hand shadows and “—What’s this? — It’s a interesting games. imitate the sounds. duck/ dog/ bear.” 1. What is on the farm? Create the language Look at the pictures and Show some pictures and ask environment with old answer the questions. some questions. MacDonald’s farm to Consolidation echo with the beginning & 2. Let students work in pairs and and arouse students’ Work in pairs to practice Extension show in class. the sentence structures and great interest in Give some stickers to the practicing the new show in class. students who do a good job. sentence structures. 1. Practice the dialogue of “Let’s talk”. 2. Practice the sentence structures by playing the hand shadow game with your family Homework members. 3. Do the exercises. (3) Teach the word “duck”. (4) Teach the word “bear”. 10
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