教学设计夏春燕.doc

译林版英语（五年级上册）Unit 3 Our animal friends（第一课时Story time）江苏省句容市河滨路小学 夏春燕教材简解:译林版英语（五年级上册）Unit3 At Christmas 第一课时（Story time ）。这一节课围绕的主要话题是介绍动物特征，通过学习小动物的外貌特征和行为能力，学习运用身体部位名词、形容词、动词和They haveThey can等句型，并将自己喜爱的动物特征用一个完整的语段描述出来。文本中的长句 It has andThey have noor but they have是学生表达的难点。另外可以结合学生四年级上册Unit8的五官和体貌特征的词汇，设计教学活动，鼓励学生综合运用这些词汇描述动物。也可以让学生搜集与动物相关的信息、玩具等，做教学的拓展和巩固活动等。教学目标：1. 能理解并会朗读课文。2. 能够在理解的基础上表演复述课文。3. 能初步听懂、会读单词body, or, wing, leg, arm, foot及one, the other4. 能在描述小动物时，正确使用句型I/ We/ They have He/She/It has教学重点和难点：教学重点：1. 从整体上阅读课文并理解。2. 语音、语调正确地朗读课文。教学难点：能在描述小动物时，正确使用句型I/ We/ They have He/She/It has设计理念：新课程标准指出，小学英语课程应把是否提高了学生的英语学习意识和兴趣，是否增强了学生的英语语言运用能力，在这节课的设计上重在营造宽松的环境，让学生围绕着自己的真实的生活进行语言的交流，把学英语与用英语做事情联系起来，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯，提高学生学习英语的欲望。设计思路：课的开始通过Daily practice引入新授，激发学习英语的兴趣，使学生对英语课充满期待。整堂课围绕我的动物朋友这一主线来展开各种任务。新知呈现部分，通过图片及游戏来学习身体部位词汇。 Story time学习中通过介绍自己的动物朋友（总体印象，外貌细节，能力爱好）学会交际用语和理解故事。课上我采取了听，看，读，说，等一系列方式帮助学生完成各项任务，从而学会目标语言，并能正确运用。教学过程：Step 1:Daily practice1. Lets start our new lesson : our animal friends . 2.呈现动物的场景图，运用所学的句型进行对话操练A: These are our animal friends . B: How lovely !A: Do you like s ? B: Yes ,I do ./ No, I dont .How about you ?A: I likeTheyre .3. 和学生进行一组对话，提出自己喜欢的动物，教师进行简单的描述： I like horses , They are big and tall .They have big bodies .They have long tails .They can run fast (快地).Step 2: 预习反馈 呈现新知1. 反馈预习作业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.学生学过五官名词，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。2. 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.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 ResponseT: 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 ”用游戏巩固新单词4. T: 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. 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.Step3 Story timeT：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.1. 自主学习1. Listen and matchT: Who are their friends? Listen and match.Ss: Listen and match. Check. Nancy has two fish.T: Can you say it in another way?引导学生逐幅图校对，尝试用不同表达。Ss: Nancy likes two fish. Two fish are Nancys friends.鼓励学生用多种表达陈述同样的意思，丰富学生表达。T: Nancy like two fish. How does she talk about her fish?Please try to read her words. Ss: Work in pairs. Find difficulties. Focus on: bodies整体呈现语篇，听力理解，把握大意和相关信息2. 合作学习读第一语段，理解难点。onethe 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 noorT: Work in pairs if you have any difficulties.(1) bodies(2) 示范朗读One is the 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: the other They have noor.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.运用实际生活信息引导学生交流。(3) 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 knowSs: Tell in Chinese.(1) 根据上下文推测句意；(2) 根据图片信息推测；根据生活常识猜测。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，找出描述纬度。Ss: read and find the aspect about animals.Ss: Tell in Chinese.(1) 总体印象；(2) 外貌细节；(3) 能力爱好。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。3. 巩固新知 (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) Try to remember the story播放录音，指导学生听读、模仿，记忆、练习。4. 达标检测T: Think and write ( P 28), try to retell the text.Ss: Fill in the blanks and retell the text.根据文本内容印象，填空，初步复述文章。Ste4 拓展应用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 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.从理解到运用，根据老师是示范，尝试描述自己喜欢的动物。Step5 Homework1. Listen, read and try to retell the text.2. Write a riddle of your animal friend. Share it with us tomorrow.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。5