We love animals
PEP三(下) Unit3At the zoo Part B Let’s talk
桐乡市实验小学教育集团凤鸣小学 蒋芳芳
小学三年级的学生活泼好动、喜欢表演，对英语学习的兴趣浓厚，课堂活动参与度高。经过半年多的学习，学生能围绕“日常问候、学习用品、颜色、身体部位、动物、食物、数字、国家、家人”等相关话题开展一定的交流。本单元学习的主题是动物，通过学习，能用英语描述动物的外形和外貌特征。学习A部分后，学生能在图片和教师的帮助下，在语境中运用Look at that…It’s so…来交流图片上的动物特征信息。B部分的核心句型是It has…学生能在语境中区分和运用“It has a+形容词+单数身体部位”和“It has+形容词+复数身体部位”的句型。本单元与上册教材中的第三单元“Look at me!”（该单元的主题是谈论身体部位）有密切的联系。B部分的Let’s talk通过Miss White, John, Mike与陈洁在动物园看大象的语境呈现了核心句型It has… Let’s learn部分借助鸵鸟图呈现四个词small-big, short-long。这四个词并不难，且教师在前面的教学中多有渗透，因此在设计教学时，把B部分Let’s talk和Let’s learn的对话和词汇整合，分两课时完成。第一课时侧重在语篇中整体感知学习词汇和句型，并进行运用。第2课时侧重词形的认读训练，在语境中强化听说、认读技能的培养。本教案设计是第一课时。3.能听懂并说单词: small, big, long, short,并能在情境中正确使用。4.能在语境中区分和和使用“It has a+形容词+单数身体部位”和“It has+形容词+复数身体部位”的句型。1.能听懂并说单词: small, big, long, short, 并能在情境中正确使用。2.在语境中区分和和使用“It has a+形容词+单数身体部位”和“It has+形容词+复数身体部位”的句型。2.能较准确地运用“It has a+形容词+单数身体部位”和“It has+形容词+复数身体部位”描述动物。Step I. Warming up and revision (6min)T: Stand up, please. Let’s say and do.Ss: Be thin. Be thin. Be thin, thin, thin. Be tall. Be tall. Be tall, tall, tall. Be short. Be short. Be short, short, short.设计意图：学生边说边做，快速热身并进入英语学习状态，复习词汇：fat, thin, tall, short。(1) Present animal shadows one by one.T: Look at this shadow. What is it?Ss look and say: a pig, a dog, a tiger, a rabbit, a cat, a bird, a panda, a lion…设计意图：通过看动物的剪影，猜测是什么动物，复习动物词汇，进入学习主题。(2) Present two animal shadows together: a giraffe and a dog.T: This is tall, but this is short. What animals are they?S: The tall one is a giraffe. The short one is a dog.设计意图：描述两组形成对比的动物影子图，在语境中运用tall-short。(3) Present the shadows: an elephant and a duck.T: This is big, but that is small. What animals are they?S: The big one is an elephant. The small one is a duck.设计意图：在语境中呈现新词big-small，并借助教师的身体语言，使大部分学生明白其含义。T: Good job. You know so many animals. Let’s read and group.Ss read and put the words in the right box.
设计意图：学生把上一步出现的关于动物的词汇进行归类，明确zoo animals, farm animals, pets的区别，学会分类，提高学习能力。Step II. Presentation (24min)(1) T: Today we are going to meet the zoo animals. Let’s go to the zoo.(2) Present a picture of the zoo.T: Wow, so many animals. Which animal do you like? Please choose and say. These sentences may help you: Look at the_______. It’s________. I like it.S: Look at the giraffe. It’s so tall. I like it.S: Look at the panda. It’s cute. I like it.设计意图：学生选择自己喜欢的动物，用big/small/tall/cute/ funny/cool等词进行整体描述，在具体的情境中复习本单元A部分的句型It’s…(1) T: Miss White and her Ss are at the zoo too. They see an elephant. What does Miss White say?Ss: Come here, children! Look at the elephant.(2) T: Pay attention to the word : children.one child + one child=two childrenSs: Read: child---children设计意图：child的复数变化形式属于特殊情况，且children的读音比较难，因此在教学中进行了特别强调。(3) T: Look at the elephant. What’s it like?S: It’s big. / It’s so big. / It’s cute. / It’s grey.设计意图：观察图片，用已学语言对大象进行整体描述。(4)T: Can you fill in the blanks with numbers.It has ___ nose. It has ___ears. It has ___ eyes. It has ___ legs. It has ___ tail.Ss: It has one nose. It has two ears. It has two eyes. It has four legs. It has one tail.T: Good. Here one nose, we also can say a nose. Let’s say together.Ss: It has a nose. It has two ears. It has two eyes. It has four legs. It has a tail.设计意图：观察大象的身体部位，用It has+数字+身体部位的句式描述，区分单复数在表述上的不同。也引导学生从整体观察转移到局部观察。(5) What do John, Chen Jie and Mike say? Listen to the dialogue and fill in the blanks.Ss: Listen to the dialogue and fill in the blanks.
设计意图：听课文对话录音，填入所缺的形容词，进一步在语境中感知B部分的四个新词汇。(6) T: Look at these sentences:It has big ears. It has small eyes. = It has big ears and small eyes.
设计意图：呈现例子让学生学习两个单句合并成一个句子的方法，然后给出实例让学生实践，逐步掌握方法，并举一反三。Ss imitate. Pay attention to the intonation, and pay attention to the sound of “the”, which is in front of the word “elephant”.设计意图：模仿录音中的语音语调，感受纯正英语的发音之美。特别注意升降调的处理和单词elephant前“the”的变音，并尝试连读。
Four Ss a group to act the dialogue.设计意图：三年级的学生喜欢表演，角色扮演的时要求学生脱离课本，并鼓励他们增加语言，是从输入到内化，再到输出的过程。T: Now, Miss White and the students are talking about the monkey? Four Ss a group, make a new dialogue.S1: Come here children. Look at the monkey.
S3: It has big eyes and small ears.设计意图：提供类似但又不同的情境，四人小组用所学语言创编对话，鼓励学生添加语言。Step III. Consolidation(10min)1. Find the differences and sayShow two pictures of different animals, circle the body parts, let the Ss say the differences. For example:
Ss look，point and say: It has a fat body. It has a thin body. / It has long ears and a short tail. It has short ears and a long tail.设计意图：观察图片，比较两种动物的同一个身体部位的不同点，用所学语言进行描述。检查学生对语言的理解程度和运用情况。T: Miss White has a riddles here. Can you guess?It’s tall. It’s orange. It has a long neck. It has long legs too. What is it?Ss read and guess. It’s a giraffe.设计意图：根据谜语描述的特点猜动物，既考察了学生对语言的综合理解，又考察了学生能否在一段话中抓住关键信息。T: Can you make a riddle? Use these sentences: It’s________. It’s________. It has_________.设计意图：从上一步的读谜语猜动物到这一步的编谜语，在语言的运用上是一个大的提升。又因为给出了语言结构支架，降低了难度，使绝大部分同学都能完成该学习任务。T: Can we feed the animals at the zoo?Ss look at the picture and say: No!T: Don’t feed the animals at the zoo.设计意图：通过观察图片和实际生活经验相联系，知道要爱护动物，在动物园不乱投喂食物。1. Listen and read the dialogue on page27. (3 times)2. Try to introduce your toy animals.
设计意图：通过一节课的学习，大部分学生已经能运用所学语言。本活动通过让学生介绍自己的动物玩具，让学生把语言运用的到生活中。备用语言栏中的内容能帮助学生整理、回忆、和使用相关旧知。
让孩子的书写从端正到流畅逐级提升，最终在第四级时接近人教社教材上使用的字体。
《PEP小学英语》八个册别，都有哦！
再请详细阅读凌哥编写的PEP五年级下册Unit 2 My favourite season中的3个语篇（分别对应Talk A, Talk B和Read and write，可以作为相应的阅读作业）：1. 要求学生写出中文意思。只要学生尝试写中文了，就说明他们在尝试理解语句了。2. 要求学生逐句朗读和默写短文，也就是并不需要学生全文背诵和默写，减少较弱学生的困难。3. 大红色的文字（比如a big problem here, a world of flowers, nature is an artist）绝大多数是学过的词或者基于学过的词，可是出现在五下Unit 2的语篇中是老师们自己都想不到的吧？我们给学生们的语言材料，一定要有意识地复现以前学过词汇，要让学生能感受到语言内容的新意。因为凌哥编写的是《书写训练》，也就是常说的“字帖”，所以没有配上阅读理解题。可是，老师您完全可以自己配上相应的阅读理解题目啊。这套《渐进式书写训练》的每一册的每一个语篇，都是凌哥精心编写的，基于教材又不同于教材，既能够让学生接触到高复现的词汇，又能让学生接触到可理解的丰富的新语言内容，相信对于加强学生的词汇储备，提升语言理解能力，具有很大的作用。——但是，仅仅作为“抄写”用的字帖来练练字的话，作用就减半啦！使用凌哥编写的《小学英语渐进式书写训练（PEP）》来提升孩子们的书写规范性，增强阅读能力吧！
