五年级上册英语教案Unit 3 Our animals friends(第1课时) 译林版（三起）

1、.五上Unit 3 Our animals friends第1课时教学设计方案一、教学目的1.能借助图片等整体理解课文。2. 能听懂、初步表达、认读身体部位名词：arm, body, foot, leg, tail, wing，并归纳整理所有学过的身体部位单词。3. 能正确流利地朗读课文，并借助图片、板书等初步复述课文。4.初步使用They are./ItsThey have./It hasThey can./It canThey like./It likes等句型，以4-5句话、合理的顺序组织语段描绘某种动物特征。5. 乐于和同伴合作，乐于介绍自己喜欢的动物。二、教材分析本单元的主题是介绍动

2、物特征，主要学习运用身体部位名词以及一些形容词、动词和They haveThey can等句型将自己喜欢的动物特征用一个完好的语段描绘出来。学生在3、4年级已经学习了一些动物类单词、动词、形容词、五官的单词。也已经学过have, has, can的相关句型。所以本课学习中学生的词汇障碍不多。但是对于五年级的学生来说，要落实语言关键才能的培养，还是要组织学生开展有趣的学习活动，调动学生学习兴趣，在运用中学语言，在情境中学语言。对于高年级学生来说，语言的思维训练同样越来越成为重点。本科尝试借思维导图帮助学生整体感知文本，当堂深化消化文本。教学过程教学环节老师活动学生活动设计意图Pre-readin

3、g1. Greetings.2. T: Boys and girls. First, lets play a game. Do you like games?T: If you think it is right, you can say “Yeah! Yeah! Yeah! If you think ti is wrong, you can say“No! No! No!T: You have an old English teacher./ You can fly./I have a friend. She is *学生名字She has a long nose. 3.Please joi

4、n the game.S: Yes.S: OKS: “Yeah! Yeah! Yeah! “No !No! No!S1: I have a friend. He/She is/He/She has S: “Yeah! Yeah! Yeah! “No! No! No!通过游戏，复习以前学过的身体器官类单词、形容词等等。为新课学习作储藏。并以游戏中夸大搞笑的句子调动起学生的开口说的积极性，为新课学习做好热身。1.T: You all have friends. I have friends, too. You are all my friends. And I have a special fri

5、end. It is yellow and white.It has four legs.It has a long tail.It has a small body. It also can meow!It is my animal friend. Guess, what animal friend do I have?2.T: Show the riddle. Let the students learn the new words by themselves.Ss listen and guess: Its a cat.S: Be a small teacher to teach his

6、/her classmates.通过整体听谜语猜谜语，导入动物朋友的话题，并训练学生听的才能。然后整体呈现谜语，让学生结合情景理解新词汇。并让会读生词的同学用拼读法、以旧引新法等去教其他同学。发挥学生的自主学习才能。While-reading 1.Lead in: Do you have any animal friends?2. Look, they have animal friends. They are_.What animal friends do they have?3. Lets watch and match.引导学生逐幅图校对。 Nancy, Mike, Liu Tao, S

7、u HaiCheck. Nancy has two fish. Mike has.完成书上练习学生整体感知语篇，听力理解，把握大意和相关信息。1引导学生议论第一种动物。T: First lets look at Nancys animal friends. How does she talk about her fish? If you are Nancy, what will you introduce?Lets read Paragraph1.2T: What do you know about Nancys animal friends?How about their body part

8、s?What can they do?3.How does she talk about her animal friend?1.S: I have two animal friens. That have2. Read and find the answer.Focus on: one.the other leg, arm They have noor.S: Colour/Body parts/Ability帮助学生提炼文本构造，可以从哪些方向议论动物朋友4. T：The other three students have only one animal friend. How do Liu

9、 Tao and Mike talk about their friends? Complete the blanks.5. How does Su Hai introduce her animal friend? Can you try to introduce from three aspects?6. Read the last paragraph.4.Read and find the aspects about Liu Tao and Mikes animals friends.5.S practise to introduce Su Hais animal friend from

10、three aspects.Learn the new word by themselves.指导学生把握文章脉络，找出句式，把握思维走向，为描绘学生自己的动物朋友铺垫准备。Different animals, different appearance. Reading.Now try to read the whole story about their animal friends. Read in roles.Read the text together.Read in groups of four.Retell the text.小组合作，可以一人介绍一个，也可以一人一句。齐读、小组朗

11、读课文。根据图片和板书，初步复述文章。Post reading1. T: I have an animal friend. 2.T:Whos your animal friend? Try to describe it to your friends.Lets try to guess.Prepare and try to describe an animal friend to all.从理解到运用，根据老师的示范，尝试描绘自己喜欢的动物。Consolidation1. Summary.身体部分的名称怎样描绘动物朋友2. Homework.整理身体部位单词可配图整理Story time课文内

12、容思维导图Try to describe your animal friend. Share it to your friends.帮助学生借助思维导图的方式记忆课文。板书设计Unit 3 Our animal friends colour body parts ability Nancy: fish red/black big eyes swim small bodies big tailsMike: dog white four legs run and jump short tail big earsLiu Tao: rabbit white red eyes run long ears

13、 four legs a short tailSu Hai: parrot yellow two legs talk and fly green two wings a big mouth a long tail教学反思： 在紧张的开学初承受了此次上课任务，虽然感受到了繁忙和压力，但是收获更多。真诚感谢活动组织者给与我此次锻炼的时机，感谢上课过程中给予我指导的专家们，开阔了我的眼界。 纵观课堂，磨课就是成长。 1.思维导图的运用。因为本次活动主题就是小学英语思维才能的培养。感谢Miss Jiang的 引领，从一开场议课时就给与我高起点的建议：让学生从阅读初就理解文章的构造特点，从而通过一步步阅

14、读逐步掌握语言构造。Mind-map的运用收到了不错的成效，学生轻松学会从三个方面描绘动物朋友的特征。但是正如Miss Jiang所说小学英语教学目的是开展学生的核心素养，即语言才能，文化意识，学习才能和思维品质。这个思维品质到底在story里面要得到何种程度的培养，学生应该怎样去提问，怎样去理解和表达，这是一个值得持续探究的话题。黄小燕老师提到思维品质的递升。作为五年级学生在本节课学完故事之后，思维框架还可以再翻开一些，语言的表达到达生活中的目的。这些都给了我很大的启示。意味着我最后一个环节的引导还可以再完善。2. 学生连接的思维和表达。初上时，我的听力训练、朗读训练多以逐句进展，研讨中姜老

15、师向我们提出始终要关注语言的整体性原那么。所以本节课不管是听还是说、还是朗读，始终立足于段落篇章。学生的输出在老师的引导下有了更连接的思维和表达。不过，老师的语言素质仍然是我不够自信的一个方面。要给学生一杯水，老师须得一桶水。我的这桶水显然还太浅，语言的丰富性，灵敏性在本节课上表达得还不够。人生不设限，为了孩子们的成长，一名优秀的英语老师显然在英语素质方面需要持之以恒的努力！唯有对自己说：加油！3从细节处激发学生的学习兴趣。从学生出发，点燃、激发、唤醒一直是我教学的初衷。黄小燕老师提出小学英语核心素养要加一条那就是学习情感。颇为赞同！本节课障碍阅读的生词不多，学习难度不大，但是对于对于表达自己喜欢的动物这样学生喜闻乐见的话题，老师仍然需要充分利用动画、儿歌、谜语等多种教学资源，组织学生开