蓝天杯教学设计Unit3Ouranimalfriends.doc

译林英语五年级上册Unit3 Our animal friends教学设计句容市下蜀中心小学 朱弦 邮编：212411【课题】:译林出版社义务教育教科书英语五年级上册Unit3 Our animal friends 第一课时 story time.【教材简解】：在本板块中，Nancy, Mike, Liu Tao和Su Hai分别描述了四种小动物的外貌特征和行为能力。描述文字是以谜面的形式呈现的，其中并没有提到动物的名字。为了增加趣味，板块中的插图也是以拼图的形式呈现，学生需要图文兼顾，才能猜到谜语。教师可以以同样的谜语形式描述其他动物，作为教学的拓展和巩固活动。【目标预设】：a.知识目标1.能听懂、会读、会说单词arm, body, foot, leg , tail, wing.2.能听懂、会读、会说、会初步运用句型I have They haveIt has来描述人物或动物特征。b.能力目标1.培养学生阅读能力及阅读技巧。2.能正确理解文本，并能灵活运用本课句型描述自己的朋友。c.情感态度目标1.引导学生观察比较，大胆开口说英语的能力。2.引导学生关爱身边的动物朋友，构建人和动物和谐共处的生态环境。【设计理念】：学生是学习的主人，以学生为主体，充分发挥学生的主观能动性。让学生了解文本，除了教师的讲授之外，还要有学生自主学习与学说。设计听、说、读、写练习来培养学生的综合方面的能力。最后从语言的输入过程转换为输出，学生才能真正做到学以致用。【设计思路】：课的开始通过师说生做,活跃了课堂气氛，营造轻松的氛围，通过师生间的交谈，从而导入课文。通过听录音回答问题，读课文填空等形式，让学生带有目的性去学习课文。最后设计任务型练习进行复述及时反馈。布置任务从书本走向生活，让学生自己去介绍自己的动物朋友，并进行交流，培养了学生的交际能力。【教学重点、难点】：1. 能正确理解文本，并能流畅地朗读与表述。2. 掌握文中的重点句型I have They haveIt has，并运用于实际生活当中。3.理解句型：One is red and the other is black. They have no legs or arms.并能尝试运用。【教学过程】：Step1. Greetings. T: Good morning , boys and girls. Ss ：Good morning , Miss Zhu.Step2. Warming upSay and do ：T: I will give you some orders, and you follow the orders.T: put your hands on your head, put your hands on your shouldersT：touch your eyes, touch your nose, touch your toes【设计意图：课前活动热身，激发了学习兴趣,用身体语言帮助学生初步感知目标词汇,巩固复习了器官类单词同时为学习本课的器官类作下铺垫。】Step3 Presentation1.T: Touch your feet, touch your leg，touch your tail.教授新词： an arm, a leg, a foot, a body, a tail, a wing.T: Boys and girls ,look at me,I have long hair , a small nose, a big mouthWhat about you?S: 【设计意图：读前渗透，引导学生运用目标语言进行自我描述,让学生进行学说本课相关内容，可以更好的学习本课。】2.T: Do you want to know something more about me? Look at the screen.My name isI can .I like .My animal friend is .T: What can I do? Look andguess!S: Can you?T:T: What colour do I like?S: Do you like?T:I have an animal friend. It has big eyes and a big body. It has no legs or arms, but it has big tail. It can swim.3.T: Whats my animal friend? Lets read andguess!S:Is it a?T: My animal friend is fish. Today well learn Unit 3 Our animal friends.【设计意图：形式多样的猜测游戏，渗透文本内容，巩固了动词，swim, run等。同时复习了颜色类单词，开发学生的思维的同时为文本的学习打下扎实的基础，通过教师的在自己介绍轻松自然的过渡到了本课。】Step4. Story time(1).Listen and tickT: My animal friend is fish. Look at these children: Nancy, Liu Tao, Mike and Su Hai. They have animal friends, too. What are they? Lets listen to the tape and guess Nancys animal friends are _Mikes animal friend is_Liu Taos animal friend is_Su Hais animal friend is_T/S: Nancy has two fish. Liu Tao has a rabbit. Mike has a dog. Su Hai has a parrot.简单介绍第三人称单数要用has.Let the students some sentences:has【设计意图：将课文整体呈现，初步感知，理解文本大意，布置给学生任务，让学生有目的的去听课文，培养学生的听力能力和自主学习能力。】 (2). listen and choose red has black swim eyes big tails big bodies have legs or armsNancy _ two animal friends. One is _ and the other is _They _ big _ and _ _.They have no _ or _. But they have _ _.They can _T shows the picture,let the students introduce Nancys animal friends?给学生配上肢体语言和手势，让生边做边说，学生易理解也易记住。【设计意图：同样布置任务型练习，让学生带着目的去听课文，从方框中选词填空，难度逐步递进，符合学生的学习规律，培养学生的听力能力。让学生配以肢体语言加强记忆，学生易理解。】(3). Read and fill in the blanks.Mike _ an animal friend .It is _. It _ four _and a _ _ . It has _ _. It can_ and _.配上图片Liu Taos animal friend is _. It has _ _ and _ _.It has _ _ and _ _ _. It can _.配上图片Su Hais animal friend is _ and _. It has _ _ and _ _. It has _ _ and _ _. It can _.配上图片本部分可以先让学生根据PPT出示的图片，自主说一说。了解下动物的特征。让后再打开书本进行仔细阅读。【设计意图：本部分可以让学生先观察图片进行填空，可以开发学生的思维能力，培养学生的自学能力，并训练了让学生自主开口学说的能力。再通过阅读课文进行完善，培养学生们的阅读能力。】(4).Reading time1.Read after the tape.2.Read after the teacher.3.Read by themselves and try to retell it.4.Think and write.T:Read the story again, then fill the blanks.【设计意图：朗读指导，由跟录音读到试着放手让学生自己朗读。让学生充分朗读课文，只有在充分朗读的基础上，学生才能加强记忆。Think and write深度阅读，练习反馈 ，进一步加深学生对文本内容的理解。】Step5.Consolidation根据板书和挂图进行课文的复述。同样以学生配以肢体语言进行边做动作边介绍动物。Nancy has two animal friends. One is and the other is They have. They have no .but they have .they can Mike has an animal friend .It is It hasIt hasit canLiu Taos animal friend is It hasIt hasit canSu Hais animal friend is It has It hasit can【设计意图：本课的学习目的就是能让学生自主学说，能够介绍动物的特征，根据课文的阅读以及图片的呈现，让学生大胆的说出来，培养学生的学说能力。】Step6. ProductionT：Do you have any animal friends? Try to say something about them. Please practise in pairs.S:T：Now, lets play agame: Listen andguess. Who can try?S:【设计意图：这一环节是语言的输出的过程，从学习课文是语言的输入读后输出，是对所学进行的一个反馈。从书本走向实际。引导学生运用目标语言描述自己的动物朋友，其他学生听描述猜测动物。】Step7.Ticking time 1.I can understand the story.2.I can read the story.3.I can introduce my animal friends.【设计意图：每节课的自我评价，是学生对自我学习情况的一个认知，评价力求真实，明确努力方向。】Step8. SummaryT：Animals are our good friends. Love them! Protect them!【设计意图：情感升华，引导学生关爱身边的动物朋友，构建人和动物和谐共处的生态环境。】Step9. Homework1. Listen and repeat the story.2. Say something about your animal friends, then try to write them.Step 10. Blackboard writingUnit