学校：常州市第二实验小学

年级：五年级

学校：常州市第二实验小学

学科： 英语

课题：Unit3 Our animal friends

教师： 李佳维

日期：2016.10

一、教学目标

1. 能听懂、初步表达、认读身体部位名词：arm, body, foot, leg, tail, wing。

2. 能理解复述课文，初步使用It’s…It has…It can…It likes…等句型，以4-5句话、合理的顺序组织语段描述某种动物特征。

3. 乐于和同伴合作，乐于介绍自己喜欢的动物。

二、教材解读

本课是江苏译林版牛津英语5A Unit3的story time部分，是本单元的第一课时，是介绍性的语篇教学课。

本单元的主题是介绍动物特征，主要学习运用身体部位名词、形容词、动词和They have…They can…等句型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… and…They have no…or …but they have…是学生表达的难点。如果在本课出现四年级学习过的单复数表达错误，只做纠正，不作为主要研究语言点。

对于表达自己喜欢的动物这样学生喜闻乐见的话题，教师仍然需要充分利用动画、儿歌、谜语等多种教学资源，组织学生开展听听连连、看看拼拼等学习活动，调动学生学习兴趣，在运用中学语言，在情境中学语言。

三、学生分析

学生在3、4年级已经学习了动物类单词：duck, pig, cow, chicken, dog, cat, elephant, panda, horse, tiger, lion, monkey，动词run, eat, drink, talk, sleep, shout, fly, jump, swim, skate, play, draw，形容词big, small, cool, wonderful, short, thin, tall, fat, hungry, thirsty, 五官hair, nose, mouth, eye, ear。已经学过Have, has, can的相关句型。

对于表达自己喜欢的动物这样学生喜闻乐见的话题，教师仍然需要充分利用动画、儿歌、谜语等多种教学资源，组织学生开展听听连连、看看拼拼等学习活动，调动学生学习兴趣，在运用中学语言，在情境中学语言。

四、教学时间

1课时

教学过程

教学环节

学生活动

教师活动

媒体支持及意图

Warming up

（1’ ）

T: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song: Head shoulders knees and toes.

Listen, move and enjoy a song.

通过欢乐的歌曲渲染学习氛围。感受新知，引出话题。

开

放

式

导

入

(3’+1’)

出示人物身体图片，提出问题: What body parts do you know?

PPT热键出现四个身体部位单词 : car, farm—arm; red, egg—leg, look book—foot. T: I have two feet. One is my left foot, the other is my right foot.

组织游戏：Quick Response

T: Do you remember them? Try to remember. Let’s play a game. Listen to me carefully and touch quickly. For example, “Touch your head”, you say “Touch my head” and do it quickly.

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。）Learn to read and understand the new words: body, arm, foot, leg.

听听做做，快速反应： “Touch my …”

温故知新，开放式问题激活学生思维，以旧引新，学习单词。

用游戏巩固新单词。

（2’）

T: You are so fast. Great! Now, attention. Touch your tail and wings.

T: Do we have tails? PPT出示tail图片

T: What animas have tails?

What animals have wings?

Ss: 疑惑。

Ss: 理解新词， 学习回答We have no tails or wings. 练读单词并回答…has a (big/ long/ short) tail.

由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。

核

心

过

程

推

进

（2’ ）

T：Animals are lovely. They are our good friends. The students are talking about their animal friends today. Look! Who are they?

What body parts do you see?

What animals are they talking about?

Who are their friends? Listen and match.

Can you say it in another way?

引导学生逐幅图校对，尝试用不同表达。

They’re Mike/ Liu Tao/ Su Yang/Nancy.

A dog/ rabbit/ two fish/ parrot.

Check. Nancy has two fish.

Nancy likes two fish.

Two fish are Nancy’s friends.

整体呈现语篇，听力理解，把握大意和相关信息。

鼓励学生用多种表达陈述同样的意思，丰富学生表达。

（6’）

T: Nancy like two fish. How does she talk about her fish?

Please try to read her words. Work in pairs if you have any difficulties.

(1) bodies

(2) 示范朗读One is… the other is…

There are two doors in this classroom. One is open, the other is closed.

Can you try to say a sentence like me?

(3) 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.

How do you know?

Work in pairs.

Find difficulties.

Focus on: bodies

the other

They have no…or….

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.

Choose B.

Tell in Chinese.

(1) 根据上下文推测句意；

(2) 根据图片信息推测；

(3) 根据生活常识猜测。

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 no…or…

运用实际生活信息引导学生交流。

阅读理解方法指导。

（3’）

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。

Read and find the aspect about animals.

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’）

1、Different animals, different appearance. Now try to read the whole story about their animal friends.

2、Think and write( P 28), try to retell the text.

Read the text together.

Read in groups of four.(together, or role reading, choose the way they prefer)

Fill in the blanks and retell the text.

齐读、小组朗读课文。

根据文本内容印象，填空，初步复述文章。

开放式延伸

综合

运用 (19’)

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? （出现鹦鹉的完整图片）

Listen and guess.

An eagle? A parrot?

随着特征的逐步清晰化理解猜出答案: It’s parrot!

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。

作业

设计

(1’)

1. 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。

板书设计

It has…

It can…

It likes…

反思重建

本课大致实现了预设目标，学生能比较熟练地掌握文本内容，谈论自己喜好的动物。如果在以下方面多注意就更理想了：

1. 课件的制作对学生预设可以再灵动一些。在读Nancy’s fish一段时学生所找的难点和PPT中顺序不同，可做成热驱动画效果，根据生成来选择，更灵活；

2. 学生的操练面还可以更广，操练形式还可多样化。例如，在同桌对话时可以多一些问答形式，在新单词学习时可以开火车等。

3. 教师反馈语言还可以更丰富，如学生描述动物时提到It likes…It eats…等信息，说明学生谈论动物时期待更丰富的表达。其实在本课文本动画观看时教师也提及了the food of the animals，只是没有涉及It likes… It eats…，在前期的表达中就可以有所铺垫，帮助学生最后表达更丰富。

学无止境，期待在今后的教学中做到更完美，更灵动！