2019年(秋)五年级英语上册 Unit3 Our animal friends教案1 译林版.doc

2019年(秋)五年级英语上册 Unit3 Our animalfriends教案1 译林版 教学内容Unit 3 Our animal friends (Story time)教材版本译林版教学课时共 4 课时 第 1 课时课 型新授教学目标1. 能理解文章内容，用正确的语音语调朗读短文，并初步复述。2. 正确运用日常交际用语I have animal friends. Its/Theyre It/They can. It has/They have 3. 能正确的听、说、读 单词：animal, leg, body, arm, other, tail, wing。4. 通过学习培养学生对动物的喜爱之情。教学重点1. 能正确文章内容，用正确的语音语调朗读短文，并初步复述。2. 会说会读单词：animal, leg, body, arm, other, tail, wing。教学难点能正确运用have与has描述物品的外貌特征。教学准备多媒体课件教 学 过 程修注栏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.【设计意图】通过欢乐的歌曲渲染学习氛围，让学生初步感受新知，引出话题。Step2 Presentation【预习检测】1. T出示人物身体图片，提出问题：What body parts do you know?S1: I know head.S2: I know eyes.2. PPT呈现四个身体部位单词：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.【设计意图】温故知新，开放式问题激活学生思维，以旧引新，学习单词。3. 组织游戏：Quick Response【巩固新知】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: 听听做做，快速反应：“Touch my”【设计意图】学生学习完新的单词后，即刻用游戏进行巩固，同时边说边做动作的游戏更容易调动学生的参与度，记忆的效果也更好。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图片Ss: 理解新词，学习回答We have no tails or wings.【设计意图】由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。T: What animas have tails? What animals have wings?Ss: 练读单词并回答。has a (big/ long/ short) tail.5. 学习Story time(1) 整体感知【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.【设计意图】整体呈现语篇，听力理解，把握大意和相关信息。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. 【小组合作】Ss: Work in pairs. Find difficulties. Focus on: bodies【设计意图】自读第一语段，理解难点。One the other前边已有铺垫，此处再次明晰，着重解决其读音困难；通过对比选择理解句子It has noor。T: Work in pairs if you have any difficulties.(3) 示范朗读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: 尝试表达：I have two rubbers. One is blue, and the other is white. I have two eyes. One is small, the other is small, too.【设计意图】运用实际生活信息引导学生交流。T: What does this sentence mean?出现选择：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. 根据上下文推测句意；B. 根据图片信息推测；C. 根据生活常识猜测。D. 阅读理解方法指导。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.板书句式，找出描述维度。Ss: read and find the aspect about animals.Ss: Tell in Chinese.A. 总体印象；B. 外貌细节；C. 能力爱好。【设计意图】指导学生把握文章脉络，找出句式，把握思维走向，为描述学生自己的动物朋友铺垫准备。Step3 Consolidation【当堂检测】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)齐读、小组朗读课文。2. T: Think and write (P28), try to retell the text.Ss: Fill in the blanks and retell the text.【设计意图】根据文本内容印象，填空，初步复述文章。3. T: Do you like their friends?I have an animal friend, too.【巩固提高】示范：T:（课件逐幅出示body等身体部位的小图片，打乱顺序）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?随着特征的逐步清晰化理解猜出答案: Its a parrot!（出现鹦鹉的完整图片）Ss: Prepare and try to describe an animal friend to all.【设计意图】从理解到运用，根据老师的示范，尝试描述自己喜欢的动物。Step4 Homework1. Listen, read and try to retell the text.2. Write a riddle of your animal friend. Share it with us tomorrow.【设计意图】从听、说、读、写各技能角度巩固本课所学内容，编写谜语为下节课做准备。学生已经学过五官名词，可能会说歌曲里听到的和课外积累的，但主要学习今天的四个新词。引导学生逐幅图校对，尝试用不同的表达方式。鼓励学生用多种表达陈述同样的意思，丰富学生的表达。注意阅读方法的指导。潜移默化地引导学生善于将短文分段落概括，为后面的写作做铺垫。注意描述的角度可更丰富。学生可以仿照老师的例文去介绍自己的动物朋友，也可以以诗歌、或猜谜的形式，比一比谁最有创意。板书设计Unit 3 Our animal friendsOne isand the other isThey have andThey have noorbut they haveWords bank:body 身体 leg 腿 arm 手臂 tail 尾巴 wing 翅膀 foot (feet) 脚ItsIt hasIt canIt likes教学反思附送：2019年(秋)五年级英语上册 Unit3 Our animalfriends教案2 译林版 教学内容Unit 3 Our animal friends(Fun time & Grammar time)教材版本译林版教学课时共 4 课时 第 2 课时课 型新授教学目标1. 能听懂、会读、会说并理解单词：have-has, doesnt=does not, 2. 能够听懂、会说、会读句型：Do have ? Yes, do./No, dont. Does he/she have ? Yes, he/she does./No, he/she doesnt.教学重点1. 能够听懂、会说、会读句型：Do have ? Yes, do./No, dont. Does he/she have ? Yes, he/she does./No, he/she doesnt.2. 能简单的用第三人称单数描述动物。教学难点1. 能够听懂、会说、会读句型：Do have ? Yes, do./No, dont. Does he/she have ? Yes, he/she does./No, he/she doesnt.2. 能简单的用第三人称描述动物。教学准备多媒体课件教 学 过 程修注栏Step1 Revision【复习巩固】T: Good morning, class. In the last class, we have learned the text. What is the name of the story? Can you describe your animal friends? I have animal friends. Its.It has.【设计意图】课开始时直接切入主题，复习上节课所学过的Story time。Step2 Fun time1. T: lets ask some questions about it.（教师示范） Do you have an animal friend, xx? Does it have.?Ss:.【设计意图】通过对旧知的复习提问，获取小动物的体貌特征信息，为下面的一般疑问句学习做铺垫。2. T show some animal pets, make a dialogue with SsT: Look at the dog. Does it have four legs?Ss: Yes, it does.T: Does it have a short tail?Ss: No, it doesnt.T: Does it have long ears?Ss: No, it doesnt.【小组合作】3. Ss make dialogue in pairs and do the survey on P30.4. Ask some Ss to show their survey. Xx has a parrot. It has a long tail, a big mouth and two wings. It can fly and talk. Danny has a rabbit. It has ling ears, red eyes and a short tail. It can run and jump.【设计意图】通过小组合作的问答活动，获得信息，引导孩子们达到复述课文和巩固语言知识的目的。Step3 Grammar time【自主探究】1. Fill in the blanks.We have some grapes.They have a parrot.He has a football.It has two legs.Do you have a cat? Yes, I do.Does he have a fish? No, he doesnt.【设计意图】让孩子们独立完成句子的填写，用以检测学生对have/has的理解情况2. Check the answer.3. Read the sentences .We have some grapes.They have