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(共34张PPT)
Animal friends
Unit1
Speed up &Fuel up
外研版三年级下册
Warm up
Learning aims
By the end of the unit, I will be able to...
use the learned vocabulary and sentence patterns to introduce animals simply;
chant the rhyme “in and out of the zoo” skillfully;
expected to understand the symbolic meanings of different animals in various cultures;
Read and guess.
I am very big and strong.
I have a long nose.
What am I
elephant
Warm up
Read and guess.
I am black and white.
I like to eat bamboo.
What am I
Warm up
Read and guess.
I am very tall.
I have stripes.
What am I
giraffe
Warm up
Read and guess.
I am very tall.
I have stripes.
What am I
tiger
Warm up
Free talk
Do you like animals
What animals do you like
Hi, I'm Tippi.
Look!
This is my book.
Warm up
Warm up
Can you guess what animals are there
Presentation
Watch and answer
Q: How many animals are there
Four.
Presentation
This is _____________.
He is _______________.
He is _______________.
I love him.
Listen, fill and learn.
Abu
big and strong
an elephant
Presentation
This is _____________.
She is _______________.
She is _______________.
Listen, fill and learn.
Linda
an ostrich
fast
Presentation
This is _____________.
He is _______________.
He is _______________.
Listen, fill and learn.
Leon
a chameleon
small
Presentation
This is _____________.
He is _______________.
He is _______________.
Listen, fill and learn.
Mufasa
a little lion
cute
Presentation
Match and say
1 Abu the elephant is a small.
2 Linda the ostrich is b cute.
3 Leon the chameleon is c big and strong
4 Mufasa the lion is d fast.
The elephant is big and strong.
The ostrich is fast.
The chameleon is small.
The lion is cute.
Presentation
Pair Work - Animal Feature Discussion
Look at this tiger. It is very strong.
Presentation
Yes, and it has stripes. Tigers are very beautiful.
Pair Work - Animal Feature Discussion
Presentation
Animals: lion; elephant; chameleon; tiger; panda; ostrich; giraffe
Feature: big-small; short-long; fast; cute;
Sentence structures:
Look at this …. It is very …. It has…
Presentation
1 This is_____________.
2 He / She is a(n) _____________.
3 He / She is_____________.
4 He / She is Tippi's animal friend.
Draw and write about one of Tippi's animal friends.
Look and guess
Q: Where is it
Presentation
Look and find
Q: How many animals are there
Q: What animals can you see
Presentation
Look and find
Q: How many animals are there
Q: What animals can you see
A zebra is here.
Presentation
Look and find
Q: How many animals are there
Q: What animals can you see
A giraffe is there.
Presentation
Listen and answer.
Q: Where is the lion
Q: Is the lion in the zoo
Presentation
Listen and answer.
Q: Where is the lion
Q: Is the lion in the zoo
Presentation
Listen and answer.
Q: Who go to the zoo
Zack and Zoe.
Presentation
Let’s chant together!
Presentation
Read and chant and circle
Q：Which words have “z” or “I” sounds
Presentation
Work out the rules
Zack
zebra
Zoo
Zoe
/Z/
Presentation
Work out the rules
lion
look
let
along
/l /
Practice
Listen and order
Find animals around you. Tell the class about them.
Production
Summary
Words:
Sentences:
lion; elephant; chameleon; tiger; panda; ostrich; giraffe; big-small; short-long; fast; cute;
Look at this …. It is very …. It has…
Pronunciation:
/z/ /l/
Summary
Homework
基础题
听读课文和歌谣 3 - 5 遍，跟读单词和句子，注意发音准确。
提高题
选择一种自己喜欢的动物，画一幅画，并在旁边用英语写出 3 - 5 句话介绍它，包括动物名称、特征和自己喜欢它的原因。
拓展题
上网查找一种濒危动物的资料，用英语制作一张手抄报，内容包括动物的图片、名称、特征、生活习性、濒危原因和保护措施等，至少使用 5 个新学单词。
Thank you!外研版三年级起点小学英语三年级下册
Unit 1 Animal friends.
Speed up & Fuel up教学设计
课题名 Unit 1 Animal friends.
教学目标 语言能力 听懂关于动物的简单介绍和歌谣。能够用英语说出动物的名称和特征，模仿歌谣进行吟唱。认读新单词和句子，理解语篇内容。尝试拼写新学动物单词，如 elephant、chameleon 等。 思维品质 比较不同动物的特征，进行分类和归纳。思考人与动物和谐相处的方式，培养创新思维和逻辑思维。 学习能力 通过观察图片、听歌谣等方式自主学习新单词和句型。学会在小组合作中交流和分享关于动物的知识，提高合作学习能力。 文化意识 了解不同动物在不同文化中的象征意义，如狮子在西方文化中的象征。感受英语国家文化中对动物的喜爱和保护意识，增强跨文化交际意识。
教学重点 1.新动物单词和特征描述词汇的学习，如 elephant、chameleon、ostrich、big、strong、small、fast 等。 2.歌谣 “in and out of the zoo” 的吟唱和理解，重点句型 “Let's...”“Come and look.” 的掌握。
教学难点 变色龙 chameleon、鸵鸟 ostrich 等单词的发音和拼写。 如何引导学生用英语准确地描述动物特征和表达对动物的喜爱之情。 3.让学生理解歌谣中一些较复杂词汇如 giraffe、along 的含义和用法。
教学方法 情境教学法、游戏教学法、小组合作法、任务驱动法
教学准备 教师准备：课件、单词卡、图卡、音频、视频 学生准备：预习单词、跟读课文、理解大意
教学过程 Step1 : Warming up 1.Animal Riddles Guessing Game I am very big and strong. I have a long nose. What am I （elephant） I am black and white. I like to eat bamboo. What am I （panda） I am very tall and have a long neck. What am I （giraffe） I am strong and have stripes. What am I （tiger） 2. Free talk Do you like animals What animals do you like Tippi likes animals too. She has lots of animal friends. Look, here is Tippi’s book. Can you guess what animals are there 【设计意图】: 通过有趣的谜语游戏，激发学生的学习兴趣，激活学生已有的动物知识储备，复习之前学过的动物单词（如 elephant、panda、giraffe、tiger 等）和动物特征（big、strong、tall、black and white、stripes 等），为新知识的学习做好铺垫。了解学生对动物的喜好，自然地引出本节课的主题 Tippi 和她的动物朋友，激发学生的好奇心和探索欲，使学生更积极地投入到后续的学习中。 Step2 :Presentation-Speed up 1.Watch and answer. Q: How many animals are there 2. Listen, fill and learn. What is it What’s his/ her name How is it This is _________. He / She is ___________. He / She is ___________. 通过填空学习新的动物单词ostrich, chameleon, lion,以及动物的特征。 【设计意图】: 培养学生的观察能力和获取信息的能力，让学生初步感知语篇内容，同时引导学生关注动物的数量，为后续学习动物的具体信息做准备。 Match and say. 1 Abu the elephant is a small. 2 Linda the ostrich is b cute. 3 Leon the chameleon is c big and strong 4 Mufasa the lion is d fast. 4. Pair Work - Animal Feature Discussion 将学生分成两人一组，给每组发放一张动物图片（包括新学的和之前学过的动物）。学生两人一组，互相讨论图片中动物的特征，并用英语进行描述。 A: Look at this tiger. It is very strong. B: Yes, and it has stripes. Tigers are very beautiful. 5. Draw and write about one of Tippi's animal friends. 1 This is_____________. 2 He / She is a(n) _____________. 3 He / She is_____________. 4 He / She is Tippi's animal friend. _____________. 【设计意图】: 巩固所学的动物单词和特征词汇的对应关系，让学生学会运用正确的词汇描述动物特征，锻炼学生的语言运用能力和逻辑思维能力，同时强化学生对句子结构的理解。提供学生实践机会，让学生在合作交流中运用所学知识描述动物特征，培养学生的合作学习能力和口语表达能力，同时鼓励学生发挥想象力和创造力，丰富对动物特征的描述。 Step3 : Presentation-Fuel up 1.Look and guess. Q: Where is it Look and find Q: How many animals are there Q: What animals can you see 学习新单词zebra, giraffe 【设计意图】通过问题引导学生仔细观察图片或视频，培养学生的观察能力和信息提取能力，同时自然地引出新单词 zebra 和 giraffe，让学生在情境中学习新词汇，加深记忆。 2. Listen and answer. Q: Where is the lion Is the lion in the zoo Q: Who go to the zoo 学习新单词in, out, move on, road 【设计意图】借助歌谣营造轻松愉快的学习氛围，通过听力练习培养学生的听力理解能力，让学生在回答问题的过程中理解歌谣内容，掌握新单词，同时提高学生的信息获取和处理能力。 3.Read and chant and circle. Q：Which words have “z” or “I” sounds Work out the rules. 【设计意图】通过读、唱结合的方式，让学生感受歌谣的韵律美，提高学生的英语语感和口语表达能力，圈出特定发音的单词有助于学生强化对字母发音的认识，总结发音规则能帮助学生更好地掌握语音知识，提高发音准确性，为今后的英语学习打下坚实的基础。 Step4: Practice
Listen and order. 【设计意图】训练学生的听力理解能力，让学生在实际操作中进一步巩固所学的动物单词，同时培养学生的逻辑思维能力和反应能力，提高学生对英语指令的理解和执行能力。 Step5 : Production Find animals around you. Tell the class about them. 【设计意图】促使学生将课堂上学到的动物单词、特征描述以及句型等知识运用到实际生活场景中，实现从书本知识到实际运用的迁移，加深对所学内容的理解和记忆。
板书设计
课后作业 基础题 听读课文和歌谣 3 - 5 遍，跟读单词和句子，注意发音准确. 提高题 选择一种自己喜欢的动物，画一幅画，并在旁边用英语写出 3 - 5 句话介绍它，包括动物名称、特征和自己喜欢它的原因。 拓展题 上网查找一种濒危动物的资料，用英语制作一张手抄报，内容包括动物的图片、名称、特征、生活习性、濒危原因和保护措施等，至少使用 5 个新学单词。
教学反思 亮点：采用多种教学方法，如图片展示、歌谣吟唱、角色扮演等，激发了学生的学习兴趣，课堂气氛活跃。注重学生的主体地位，通过小组合作学习，让学生在交流中互相学习、共同进步，提高了合作能力和自主学习能力。 不足：部分学生在歌谣吟唱中发音不够准确，教师纠正不够及时和全面。 在小组活动中，个别小组讨论不够积极，教师引导和监督不足。 教学建议：增加歌谣吟唱的练习时间，加强对学生发音的个别指导，采用多种方式进行发音训练，如教师示范、学生互评等。在小组活动中，加强巡视和引导，鼓励每个学生积极参与，及时解决小组讨论中遇到的问题，提高小组活动的效率。

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