1、Lesson3 Fish and Birds 冀教版小学英语三年级下册冀教版小学英语三年级下册 farmdogchickenduck catsheep pigcow bird birds Whats this? Birds can fly. fish fish Whats this? Fish can swim. I can dance. dance I can sing. sing swimI can swim. Can you ? 肯定肯定：Yes, I can. 是的，我会是的，我会. 否定否定：No, I cant.不，我不会不，我不会. sing dance swim 练一练练一练
2、1.Can you dance? _,I can. 4. Can you sing? Yes, I _. 2.Can you swim? No, I _. 3.Can you fly? _, I cant. Yes can cant No Can you read? So easy ! HOMEWORK Ask and answer these questions with your partner. Can you dance?(sing、swim) Yes, I can. No, I cant. Love animalsLesson3 Fish and Birds 一、 教学目标 1. 学
3、生能正确的听、说、读、写 fish, bird 这两个单词; 学 生能听、说、读 swim，fly, dance, sing 这几个单词。 2. 学生能综合运用所学的语句进行交际。 Can you swim/fly/sing? Yes, I can. / No, I cant. 3. 学生能唱 I can dance. 二、 情感态度价值观 通过游戏，歌曲，手势等多种活动，激发和培养学生学习英语 的兴趣，为学生营造宽松、民主、和谐的课堂氛围。 三、 教学重难点 教学重点：学生能够灵活运用 I can和 Can you?来表达自 己的能力和询问别人的能力。 教学难点：能够掌握用 Can you
4、? 提问的一般疑问句进行 肯定和否定回答。 四、 教学用具 卡片，多媒体 五、 教学过程 1. Greeting: T: Hello, boys and girls! Welcome to our English class. Im very happy to see you again. 2. Warm-up Now, boys and girls, lets do some warm-up, OK? Show me your finger, and put it on your nose，Listen to me carefully ,put it on your eye(说的节奏和做的节
5、奏要一致，先慢后快) 3. Review the words. farm dog duck sheep chicken pig cat cow (每种动物模仿它的叫声读单词) 4. The new words T: Whats this ?（图片）引出新单词鸟、鱼 Do you know how to say them in English? Look at the blackboard and read after me, b-i-r-d. This row, read the word one by one. (播放 PPT，又出现两只鸟)What are they? Yes, they
6、are birds.(一只鸟用 bird，两只或者两只以上用 birds) Read the word after me .birds birds birds Bird can fly fish swim dance sing(依次学习这些 单词) (用触摸卡片，游戏，做动作读单词读句子) 5. 学习 can 的疑问句 I can dance. Can you dance? 肯定回答：Yes, I can .（做手势） 否定回答：No, I cant(做手势) (老师先扮演记者，询问几个同学他们会做什么，然后找学生扮演小 记者采访他的同学。被采访的同学用肯定或者否定形式回答问题) 6. Practice 针对用 can 提问的一般疑问句做几个小练习。 7. Read the book. Open the book, read part1 and part2.(老师领读，分小 组读) 8. Class is over. Listen to the chant.（part3） 六、 板书 Bird fly Fish can swim I dance sing Can you dance? (sing swim) Yes, I can. No, I cant.
