译林新版《英语》三（下）Project 1 My puppy

周春燕

Step 1.Warm up

1.Greetings

2.Introduce a friend Anna,and play a game Anna says.

（以“Anna says”开头来宣布命令，做出相应动作；如果没有说“Anna says”而直接宣布命令，则是无效的命令，则不需要做出指令的动作。）

T:Anna says,stand up.

T:Sit down.

T:Anna says,open your book,please.

设计意图：通过游戏活动调动课堂氛围，同时这种快速反应的游戏也复习了单元的重点内容“祈使句”,又和下面环节的giving orders进行了有效衔接。

Step 2.While-task

1.Introduce the puppy to the students.

教师将自制的小狗puppet展示给学生,并出示课题。

T:Boys and girls,look at this puppy.It’s Anna’s puppy.Follow me,puppy.

Ss:Puppy.

T:Today we are going to learn Project 1 My puppy.

2.Give orders to the puppy.

T:Anna’s puppy is a clever dog.He can understand your orders.Could you try to give him some orders?

S1:Open the door.

S2:Close the door.

S3:Come in.

S4:Stand up.

S5:Sit down.

T:Very good.You give him so many orders.Let’s look at the blackboard and read these orders together.

（教师在学生发出命令时，拿着puppy做出相对应的趣味性的动作进行配合。并随着学生的回答将指令出示在黑板上。）

设计意图：通过给小狗发命令复习第一单元的祈使句，在热身阶段Anna says游戏的基础上进一步操练巩固五个祈使句。同时将puppy作为一条隐形的线贯穿在此节复习课中，通过不同教学活动的任务设置，将前四个单元的教学重点串联在一起。

2.Find out the puppy.

T:Oh,the puppy is naughty.I can’t find it.Where's it?

Ss:It is behind the door.

（教师将玩偶puppy收起来，利用课件演示的图片提问学生，并将关键句型列在黑板上。）

T:When we want to ask the position,we can use where to ask the question.When we talk about the position,we can use behind,in,on,under...to describe.

3.Game:Memory challenge

T:Anna’s puppy is really naughty.It makes Anna’s room messy.Anna can’t find her things.Could you help Anna find the thing.Look at the picture of Anna’s,then I’ll give you 20 seconds to remember.A fter that,p lease tell me where the thing is.

T:Time’s up!Where’s the school bag?

S1:It’s behind the door.

T:Where’s the pencil case?

S2:It’s on the chair.

T:Where’s the rubber?

S3:It’s under the desk.

…

设计意图：通过找puppy和记忆力大挑战两个任务活动，复习、操练关于询问地点的特殊疑问句和用介词回答方位两部分的语言知识。两个任务都带有浓厚的趣味性，通过师生合作的方式，让学生在锻炼思维灵活性的同时，豆习渗透重要的语言知识，是真正的寓教于乐。

4.Hide and seek

T:Now game time.You can hide your own puppy now,and then let your partner guess where it is.But this time ask in this way:Is this in/on/under/...?Then answer with yes or no.

（两人一组，一个人把自己的puppy藏起来，另一个人用一般疑问句提问猜测，

藏puppy的同学根据提问给予肯定或否定的回答。）

S1:Is it in/on/under/behind/...?

S2:Yes,it is./No,it isn’t.

...

设计意图：在对地点描述的特殊疑问句的问答操练的基础上，通过Hide and seek游戏开展对一般疑问句的复习和巩固，这样显得水到渠成。用生生合作的方式进行互动，学生兴趣更加浓厚。同时，一个个连续的一般疑问句，对学生思维的延续性品质的培养也有很大的帮助。

5.Look for the owner by asking.

T:Show me your puppy.I’ll collect them.Now close your eyes.I’ll choose one to ask the question,and you go on asking until we find the owner.

（教师挑选出一个puppy,进行连锁操练。然后让学生挑选进行操练提问，同时，

教师将示例句型板书上黑板。）

T:Is this your puppy，S1?

S1:No,it isn’t.Is this your puppy,S2?

S2:No,it isn’t.Is this your puppy,S3?

S3:No,it isn’t.Is this your puppy,S4?

S4:Yes,it is.

T:Now,who’d like to choose one to ask the question?

S5:...

设计意图：通过寻找主人的游戏活动，进一步复习巩固一般疑问句及其回答。连锁操练的形式节奏快，目标单一明确，非常利于学生的快速记忆和掌握。且结合了找主人这一活动任务，活动的真实性大大提高。

6.Discuss the library rules.

T:Boys and girls,Anna is going to take her puppy to the library.Look at the pictures and tell her the rules in the library.

S1:Don’t talk.

S2:Don’t eat.

S3:Don’t drink.

S4:Don’t shout.

S5:Don’t run

S6:Don’t sleep.

设计意图：此任务活动的目的是复习第二单元祈使句的否定句形式。通过观察图片，结合Don’t...句式，将表示行为的动词代入进去。看似机械操练，但融入到图书馆这一情境中之后，学生学习的话题指向性更强，学习效果也更佳。

Step 3.Post-task

1.Review the main language points of this class according to the mind map.

T:Anna’s puppy is very lovely,right?

Ss:Yes.

T:Please give orders to it.

Ss:Stand up./Sit down./Open the door./Close the door./Come in,p lease.

T:The puppy is naughty,too.It makes the room messy.I want to find my school things.How to ask and answer?

Ss:Where is...?It’s on/in/under/behind...

T:Good!I’ve found a ruler.But I am not sure whether it is yours.So I ask:Is this/that your...?If it is yours,you say:

Ss:Yes,it is.

T:If it is not yours,you can say:

Ss:No,it isn’t.

T:Perfect!Anna tells the puppy many library rules.They are...

Ss:Don’t talk/sleep/run/eat/drink/shout.

T:I think you did a good job.And the puppy learns a lot today.Please finish the m ind map now.

设计意图：利用PPT呈现思维导图，此时教师只需要以puppy为主线，给予学生一定的指导，根据导图提供的板块总结回忆所学习的基本知识和它们的关系，将分块复习的语言点系统归类，先通过问答的形式口述，再在文本形式的思维导图练习纸上将各个知识点的具体内容写出来。从说到写的难度递进，也进一步锻炼了学生全方位的学习技能。

2.A puppy show

T:I really love Anna’s puppy.What about Peter’s puppy?Now let’s have a look at Peter’s puppy show.Look carefully and get ready for your puppy show.

（通过课件展示Peter演绎的puppy show.让学生仔细观察玩偶做的趣味动作，为自己后面的puppy show做好构思。）

T:Now take out your own puppy and choose one scene to do a puppy show in pairs first,then I’ll invite some groups to show.

Scene1 In the park

Scene2 In the school

Scene3 At home

Scene 1 In the park

S1:Is this your puppy?

S2:Yes.Hello.I’m Tom.This is my puppy,Tim.Run,Tim.Jump,Tim.Eat the meat,

Tim.Bark,Tim.Woof!Woof!

S1:How interesting!

...

设计意图：通过课文中的玩偶表演活动活用祈使句和一般疑问句。教师鼓励学生利用自己制作的玩偶根据不同的情境，在表演过程中不拘泥于导图上的句式，可以运用更多的复习重点以外的句式，这样在丰富情境的同时，既活学活用了语言知识，又提升了学生的语言运用的兴趣。

3.Make your own m ind map about the first four units.

T:Boys and girls,we’ve reviewed many important sentences.But still there are many important language points that we don’t mention in this class.Now p lease open your books and design your own m ind map to review.Here is an examp le.

设计意图：思维导图能将抽象的知识具体化。教师让学生自己根据已学的四个单元重点设计图示，这样能够很好地发挥学生的主体作用，让学生形成归纳，总结的思维能力。

Step 4.Homework

1.熟练朗读四个单元。

2.完善Unit1—Unit 4的单元知识重点描述的思维导图。

3.编一个你带着你的puppy玩的对话（对话不少于6个来回）。

设计意图：复习课作业的形式要多样，既要兼顾语言知识的掌握和听说读写四项技能的训练，又要考虑到学生的学习兴趣和后续的学习动力及潜力。所以，在语知训练的基础上设计一些具有开放性和灵活性的作业，发展学生思维，为学生的可持续发展奠定基础。

·备课资料·

英语中的“形近词”

英语单词中，有的单词看上去极为相似，它们虽然只差了一个字母，但意思却截然不同。学生在阅读或者做题时经常混淆，现在把它们归纳出来，加以区分，识记就容易多了。

date(n.)日期data(n.)[复]数据

exit(n./v.)出口exist(v.)存在

down(ad.)向下dawn(n.)黎明

collect(v.)收集correct(a./v.)正确的

rise(v.)升起raise(v.)举起

tone(n.)音调tune(n.)曲调

shirt(n.)衬衫skirt(n.)裙子

soap(n.)肥皂soup(n.)汤

warm(a.)温暖的warn(v.)警告

idea(n.)想法ideal(n./a.)理想（的）

（山东临清市大辛庄办事处中心小学 任东军）