Unit3Ouranimalfriends(Storytime)教学设计

1、译林版英语五年级上册Unit 3 Our animal friends (Story time)主要学习如何介绍动物朋友的身体特征，让学生通过初步感知课文内容，继而熟练掌握have/has的用法。通过复习巩固四年级学过的表述身体部位的单词和前两个单元学习的表示“有”的there be 结构，丰富学生的英语表达语言。在教学过程中，根据五年级学生的生理、心理特点，利用歌曲，谈话等活动积极创设各种生动活泼并较为真实的情景来引导学生理解和运用所学的知识，帮助学生学习本课的日常用语和单词，进一步提高学生的听说读写等综合语言运用能力。二、Teaching aims and learning objecti

2、ves:1. Enable the students to understand and read the whole story，and act the story out.学生能理解和朗读故事并且表演出来。2. Enable the students to master the words: animal, leg, body, arm, other, tail, wing.学生能够掌握单词animal, leg, body, arm, other, tail, wing.3 Enable the students to master and use the sentences of th

3、is unit，such as：I have animal friends. Its/Theyre . It/They can . It has/They have .学生能够熟练运用句型I have animal friends. Its/Theyre . It/They can . It has/They have .三、Focus of the lesson and predicted area of difficulty:重点：Aim 1 ，2,3能在学习生活中比较自如的运用本单元的句型Its/Theyre . It/They can . It has/They have .难点：学生

4、理解掌握整个故事并正确熟练的运用句型。四、教学设计思路：英语课程标准强调，教师应从学生的兴趣出发，倡导体验、实践、参与、合作和交流的学习方式和任务型的教学途径，发展学生的语言综合应用能力，我认为，小学英语课堂必须树立“语言学习的外延和生活的外延相等”的观念，教师要围绕“in life,by life ,for life”设计教学活动，从生活和英语的结合上，探究有效途径。为此，在本课的教学中，教师要充分考虑到教学内容要贴近学生的生活，使学生能够通过活动的方式运用课堂所学的语言。高年级学生；已经有两年系统的学习英语的基础，因此在教学时更注重英语语言使用的实用性，让学生学会用英语做事。在教学中，采用

5、多种教学活动，如游戏法、情景教学法、任务型教学、小组合作表演对话等形式，充分调动学生的积极性，活跃课堂气氛，让学生通过多种活动达到学习的目的。五、Teaching aids:(1)ppt，人物头像，食物单词图片(2)板书准备：课前在黑板上写好课题。六、Teaching procedures:Step1. Warm up & Lead in1. T: Good afternoon, boys and girls. Do you like songs? Lets enjoy a song: Head shoulders knees and toes. Ss: Listen, move an

6、d enjoy a song【设计意图】：通过欢乐的歌曲，调节学生紧张的情绪，创设一种亲和的教学氛围，拉近与学生之间的距离，激发学生学习英语的兴趣，促使学生的思维迅速的进入英语学习的状态中去。同时感受新知，引出话题。2. 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.【设计意图】：让学生复习五官名词ear,eye,mouth,nose,hair，说歌曲里听到的和课外积累的head ,shoulder,knee 等，引出今天学习的四个新词arm,leg,foot,wing和tail。 Ste

7、p2. Presentation 1.PPT热键出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。2.组织游戏：Quick ResponseT: Do you remember them? Try to

8、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】：用游戏巩固新单词。既让学生体验课堂游戏的快乐，又让学生在游戏的过程中掌握生词，真正的使课堂游戏具有时效性，让学生在玩中学，在学中玩。重视对学生学习情趣的培养，在大量输入语言的同时，注重英语语言的趣味性。3. T: You are so fast.

9、 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. 我们没有尾巴也没有翅膀。T: What animals have tails? What animals have wings?Ss: 练读单词并回答has a (big/ long/ short) tail.【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。4.T：Animals are lovely. They ar

10、e our good friends. The students are talking about their animal friends today. Look! Who are they?Lets watch the cartoon.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】：让学生看第一遍story，整体呈现语篇，初步感知课文内容，了

11、解课文大概，为下面的学习做铺垫。5.T: Who are their friends? Read and match.Ss: Listen and match. Check. Nancy has two fish.【设计意图】：学生在看完卡通后，布置学生合作学习的任务，在小组内合作朗读课文并完成连线题。学生喜爱小组合作，喜欢和同伴们一起探讨和交流。这样设计既将课堂还给了学生，发挥他们的主体性地位，又培养了学生合作学习的能力。6. Read and answer the following questions.（1)What do the fish look like?What can they

12、 do? (2)What does the dog look like?What can it do?(3)What does the rabbit look like?What can it do?(4)What does the parrot look like?What can it do?【设计意图】：让学生模仿跟读录音，纠正自己的发音并回答上面的问题，在回答问题的过程中，学生既学习了生词，又培养了学生的观察能力和组织语言的能力。Step 3 Consolidation1.T: Different animals, different appearance. Now try to re

13、ad 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。【设计意图】：这一环节：分角色表演对话。知识的习得在于运用，让学生互相讨论交流不仅锻炼了他们的运用语言的能力，发挥其学习语言的主动性，同时让课堂又充满了愉悦和生气。2. T: Think and write ( P28), try to retell the text. Ss

14、: Fill in the blanks and retell the text.根据文本内容印象，填空，初步复述文章。【设计意图】：这一环节设计：复述课文。复述是让学生更好的理解课文，学生能复述一小部分或者全部，甚至更多都可以。复述不仅是学生对本节课教学内容的输出，也是锻炼学生的语言能力。3.T：Do you like their friends? I have an animal friend, too.示范：T：(课件逐幅出示body等身体部位的小图片，打乱顺序)(注意描述角度更丰富)Yes, it has a small body. It has a big mouth.It has

15、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 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，根据老师是示范，尝试描述自己喜欢的动物。Step

16、4 Production1.学生拿出事先准备好的动物朋友，同桌之间互相交流。I have an animal friend.Her name is.She has.She can.2.Play a guessing game一位学生到台前来，描述自己动物朋友的样子，其他同学猜是什么动物。【设计意图】：让学生在游戏中学以致用。Step 5 Summary1. Ask the students to have a summarize about what they have learned in this class.2.Emotion education“To make friends with

17、 animals ,we should know its features and habits.”(要和动物们交朋友，我们应该了解它的特征和生活习性。3.利用多媒体课件出示两种动物，让学生仔细观察图片，并完成句子。（1)I have a toy_.It_has _two big_and a_nose.It_four strong_.Is it lovely?I like it very much.（2)My brother_a toy _.It is_and_.It has four short_.【设计意图】：让学生在观察图片的过程中完成上面的笔头练习，旨在强化学生对今天所学句型的理解和熟

18、练掌握程度。Step 6 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】：英语教学的重点是培养学生的听说读写能力，听说是基础。从听说读写各技能角度巩固本课所学内容，因此这一节课的学习我重点设计让学生在课后要熟练的朗读课文并要复述课文，编写谜语部分为下节课做准备。七、板书设计：Unit 3 Our animal friendsI/We/They/You have.He/She/It has.八、教

19、学反思： 学习方式的改革是本次课程改革的重要目标。新课程所强调的二元性，即人文性与实践性。变“牵”为“导”，即突出了以学生为主体，注重人文性的教育新理念。“导”学生主动的、积极地、是隐形的、是看不见的、轻松的，最终打开学生的思路。要把学生看做学习的主体、发展的主体，在英语教学中表现得尤为突出。学为所用，将所学知识运用到生活实际中去是英语教学的出发点。要求学生“乐学、善用”，就必须让人文性与实践性有机结合，即让学生参与到英语教学的各个环节，本课就力求做到这一点，但仍应注意以下问题：1、根据学生的实际与教学的需要，课堂用语应在日常生活中多与补充，并要求在教学中活学活用。2、在正确引导下，不但提高学

20、生的听、说、读、写的能力。多听，可纠错；多说，知运用；多读，助记忆；多写，长能力。3、重学生的参与和运用，鼓励与纠错并重，有助于在激发学生积极性的基础上教给学生正确的信息和知识。4、重教材并不要求依赖教材，在教知识的同时关注教材的延伸。Teaching process:1. Present todays teaching aims.Let the students read it.2. Free talkT: Good afternoon, boys and girls. Im your new English teacher. You can call me Miss Meng.First,

21、 lets play a game. I have some sentences about me. Listen to them and judge, if it is right, you say “Yeah”, if it is wrong, you say “No”. 听、读句子，铺垫本课的重点句型。3. Read the riddle and guessT: I have two animals at home. What are they? Read the riddle by yourself and guess.Riddle one:Its yellow and brown.I

22、t has four legs (腿).It has a long tail (尾巴).It can catch(抓) a mouse.Riddle two:Its green and small.It has two legs.It has two wings (翅膀).It has a big tail.It can sing and fly.4. 突出显示谜语中的关于身体部位的单词。T: Here are some words of body parts. Can you name some more?学生以头脑风暴的形式，说一说已知的关于身体部位的单词。5. T: Now you know Miss Mengs animal friends. Our friends have some animal friends too. What animal friend do they have? Lets watch the cartoon.1) Watch the cartoon and match.2) Practice to use