譯林版《英語》五年級上冊Unit3.doc

教學(xué)內(nèi)容Unit 3 Our animal friends (Story time)教材版本譯林版教學(xué)課時共 4 課時 第 1 課時課 型新授教學(xué)目標(biāo)1. 能理解文章內(nèi)容，用正確的語音語調(diào)朗讀短文，并初步復(fù)述。2. 正確運用日常交際用語I have animal friends. Its/Theyre It/They can. It has/They have 3. 能正確的聽、說、讀 單詞：animal, leg, body, arm, other, tail, wing。4. 通過學(xué)習(xí)培養(yǎng)學(xué)生對動物的喜愛之情。教學(xué)重點1. 能正確文章內(nèi)容，用正確的語音語調(diào)朗讀短文，并初步復(fù)述。2. 會說會讀單詞：animal, leg, body, arm, other, tail, wing。教學(xué)難點能正確運用have與has描述物品的外貌特征。教學(xué)準(zhǔn)備多媒體課件教 學(xué) 過 程修注欄Step1 Warm up & Lead in1. Sing a songT: Good afternoon, boys and girls. Do you like songs? Lets enjoy a song: Head shoulders knees and toes.Ss: Listen, move and enjoy a song.【設(shè)計意圖】通過歡樂的歌曲渲染學(xué)習(xí)氛圍，讓學(xué)生初步感受新知，引出話題。Step2 Presentation【預(yù)習(xí)檢測】1. T出示人物身體圖片，提出問題：What body parts do you know?S1: I know head.S2: I know eyes.2. PPT呈現(xiàn)四個身體部位單詞：car, farmarm; red, eggleg, look bookfoot. T: I have two feet. One is my left foot, the other is my right foot. Learn to read and understand the new words: body, arm, foot, leg.【設(shè)計意圖】溫故知新，開放式問題激活學(xué)生思維，以舊引新，學(xué)習(xí)單詞。3. 組織游戲：Quick Response【鞏固新知】T: Do you remember them? Try to remember. Lets play a game. Listen to me carefully and touch quickly. For example, “Touch your head”, you say “Touch my head” and do it quickly.Ss: 聽聽做做，快速反應(yīng)：“Touch my”【設(shè)計意圖】學(xué)生學(xué)習(xí)完新的單詞后，即刻用游戲進(jìn)行鞏固，同時邊說邊做動作的游戲更容易調(diào)動學(xué)生的參與度，記憶的效果也更好。4. 新授tail和wingT: You are so fast. Great! Now, attention. Touch your tail and wings.T: Do we have tails? Ss: 疑惑。PPT出示tail圖片Ss: 理解新詞，學(xué)習(xí)回答We have no tails or wings.【設(shè)計意圖】由游戲自然引出動物身體部位，從談?wù)撊讼蛘務(wù)搫游镞^渡。T: What animas have tails? What animals have wings?Ss: 練讀單詞并回答。has a (big/ long/ short) tail.5. 學(xué)習(xí)Story time(1) 整體感知【自主探究】T: Animals are lovely. They are our good friends. The students are talking about their animal friends today. Look! Who are they?Ss: Theyre Mike/ Liu Tao/ Su Yang/Nancy.T: What body parts do you see? What animals are they talking about?Ss: A dog/ rabbit/ two fish/ parrot.【設(shè)計意圖】整體呈現(xiàn)語篇，聽力理解，把握大意和相關(guān)信息。T: Who are their friends? Listen and match.(2) Listen and matchSs: Listen and match. Check. Nancy has two fish.T: Can you say it in another way?Ss: Nancy likes two fish. Two fish are Nancys friends.T: Nancy likes two fish. How does she talk about her fish?Please try to read her words. 【小組合作】Ss: Work in pairs. Find difficulties. Focus on: bodies【設(shè)計意圖】自讀第一語段，理解難點。One the other前邊已有鋪墊，此處再次明晰，著重解決其讀音困難；通過對比選擇理解句子It has noor。T: Work in pairs if you have any difficulties.(3) 示范朗讀One isthe other isThere are two doors in this classroom. One is open, the other is closed.Can you try to say a sentence like me?Ss: 嘗試表達(dá)：I have two rubbers. One is blue, and the other is white. I have two eyes. One is small, the other is small, too.【設(shè)計意圖】運用實際生活信息引導(dǎo)學(xué)生交流。T: What does this sentence mean?出現(xiàn)選擇：A. They have no legs. But they have two arms. B. They have no legs, and they have no arms.Ss: Choose BT: How do you know?Ss: Tell in Chinese.A. 根據(jù)上下文推測句意；B. 根據(jù)圖片信息推測；C. 根據(jù)生活常識猜測。D. 閱讀理解方法指導(dǎo)。T: The other three students have only one animal friend. How do they talk about their friends?Find some aspects they talk about the animals.板書句式，找出描述維度。Ss: read and find the aspect about animals.Ss: Tell in Chinese.A. 總體印象；B. 外貌細(xì)節(jié)；C. 能力愛好。【設(shè)計意圖】指導(dǎo)學(xué)生把握文章脈絡(luò)，找出句式，把握思維走向，為描述學(xué)生自己的動物朋友鋪墊準(zhǔn)備。Step3 Consolidation【當(dāng)堂檢測】1. T: Different animals, different appearance. Now try to read the whole story about their animal friends. Ss: Read the text together.Read in groups of four. (together, or role reading, choose the way they prefer)齊讀、小組朗讀課文。2. T: Think and write (P28), try to retell the text.Ss: Fill in the blanks and retell the text.【設(shè)計意圖】根據(jù)文本內(nèi)容印象，填空，初步復(fù)述文章。3. T: Do you like their friends?I have an animal friend, too.【鞏固提高】示范：T:（課件逐幅出示body等身體部位的小圖片，打亂順序）Yes, it has a small body.It has a big mouth.It has two strong feet. It has a long tail.It has no arms.But it has two wings.It can fly and talk.What is it? Do you know now? Ss: Listen and guess. An eagle? A parrot?隨著特征的逐步清晰化理解猜出答案: Its a parrot!（出現(xiàn)鸚鵡的完整圖片）Ss: Prepare and try to describe an animal friend to all.【設(shè)計意圖】從理解到運用，根據(jù)老師的示范，嘗試描述自己喜歡的動物。Step4 Homework1. Listen, read and try to retell the text.2. Write a riddle of your animal friend. Share it with us tomorrow.【設(shè)計意圖】從聽、說、讀、寫各技能角度鞏固本課所學(xué)內(nèi)容，編寫謎語為下節(jié)課做準(zhǔn)備。學(xué)生已經(jīng)學(xué)過五官名詞，可能會說歌曲里聽到的和課外積累的，但主要學(xué)習(xí)今天的四個新詞。引導(dǎo)學(xué)生逐幅圖校對，嘗試用不同的表達(dá)方式。鼓勵學(xué)生用多種表達(dá)陳述同樣的意思，豐富學(xué)生的表達(dá)。注意閱讀方法的指導(dǎo)。潛移默化地引導(dǎo)學(xué)生善于將短文分段落概括，為后面的寫作做鋪墊。注意描述的角度可更豐富。學(xué)生可