土右旗美岱召中心校 王慧娜
第一课时
一、教学目标：
1. 能理解对话，并能用正确的语音语调朗读对话；
2. 根据对话的情景进行对话角色表演；
3. 能在语境中初步运用What's this? It's a ... 来交流动物信息。
4. 教育学生要爱护动物。
二、教学重点：
1. 理解对话意义，并能用正确的语音语调朗读对话；
2. 初步运用新句型What's this? It's a ... 来交流相关动物信息。
三、课前准备：
教师准备相关动物的卡片和 Let's talk部分教材录音带。
四、教学步骤：
1.热身、复习 (Warm-up/Revision)
（1）教师播放Recycle 1----Let's sing 的录音，师生共同演唱歌曲 How Are You?,并伴有打节拍等动作。
（2）学生口语表演。教师给学生3分钟左右的时间，让学生根据所学内容自编会话。（若课上没有准备的时间，教师可留口头家庭作业，让学生头一天准备。）在学生准备完毕后进行课上表演。会话内容为所学知识的总和，也可鼓励学生将课外知识引入。以下提供两个简单的会话内容：
a.----Good afternoon, Fang Fang.
----Good afternoon, Lan Lan.
----Lan Lan, this is Dong Dong. He is new.
----Hi, Dong Dong. Nice to meet you.
----Nice to meet you, too.
b.----Hello, Bai Ling. How are you?
---- Hi, I'm fine, thank you. And you?
----Very well, thank you.
c. Revision: What's this?
复习了以前学的身体部分名称，同时也用来引出今天的主要句型的语境，让孩子们初步感受语镜，感知句型的意思。同时引出本课其中一个新词——bear。
2. Presentation呈现部分
(1)教师拿出准备好的动物图片，有dog, duck ,bear，cat，pig
等动物图片。教师将卡片举起，兴奋地说：Look! Wow! I have so many animals. I love
animals. 教师拿起 bear说：Look! I have a bear.
教师教授新单词 bear ，a bear ，I have a bear.
(2)教师继续在出示动物图片，让孩子们尝试全班用“What's this? It's a ...”来问与答。同时呈现小狗与小鸭 子的动物图片，并学习这两个单词。
T: Now look here. What's this? It's a duck. What's this? It's a ...同时，用动物卡片教授dog, duck和bear三种动物。在说新单词时教师鼓励学生用完整句表述。
（3）再次认读单词。教师用动物的图片，让学生按图案认读单词dog, duck, bear。animals 一词。此时教师说单词dog, duck, bear , they are animals. They are in
the zoo. 教师说到zoo 时，板书出来。
(4) 抓住机会向学生进行思想品德教育：同学们，在自然界有许多种类的动物，有些动物濒临灭绝，我们要爱护动物。
3. Practice
（1）教师展示一只手问学What's this? It's a hand. 再展示另一只手询问学生What's this?学生回答，It's a hand. 紧接着，老师用双手，在做出鸭子的手影，然后再一次问What's this?学生会惊讶地回答It's a duck.并且非常感兴趣这表演。
T: Look! What's this? It's a hand. What's this?
It's a hand, too. Then what's this? It's a …(duck)
（2）. 看图初步了解课文大意教师引出吴一凡和Mike也在玩魔术给学生展示课文图，看图，提出问题：
（3）．组织学生看课文的图联想，猜猜图中人物在说什么，然后组织学生听课文录音。
T: Mike and Wu Yifan are playing magic, too. Look at the pictures, guess 1. What are they doing? 2.What are they making? 3. Can they
make bears?
T: Look at picture 1, what are they talking?
Ss: What's this? It's a ...T: Maybe / Good try. / It could be ... Now let's listen to the tape. 教师检验问题的答案。师生再一次重温对话内容。
T: So in picture 1, what are they talking?
Ss: What's this? It's a ...
T: Yes, you are right. And picture 2? Now let's read after the tape.
Can anyone come here and act out the dialogue?
Pay attention to the last picture. Oh, it's Zoom. They are so disappointed.
（4）. Make hand magic 教师带领学生做手影的练习，把句型What's this？It's a ...板书，让学生边做动作边说这两句话，
加强对句型的上口与操练，让学生在玩中学，学中玩，一举两得。
T: Wu Yifan and Mike are making hand magic. Can you do it? Who can do it? Do you want to
have a try? Who want to come here and have a try?
Role play 组织学生表演对话。
4. Extending (Let's Make!)
学生以小组为单位，一起创编手影，看谁猜得多，创得多，并进行评分与展示。
T: Now let's have a hand magic competition. Discuss in your groups and practice in your groups. 2
minutes to play magic in groups. Ready? Go.
5. 小结与评价
教师检查两组的拼比结果，并借助评价的图，再一次用What's this？
It's a ... 来问答，加深巩固本课重点句型，同时也作为本课的小结。
6. Homework
（1）. 跟读课文三次并表演。
（2）. 朗读背诵课文
教学反思：
通过让学生猜测手影，提高学生的学习兴趣，增加学生对动物单词的记忆。
