1、Unit3 第1课时教学设计【内容来源】译林版（五年级）上册Unit3【主 题】Our animal friends【课 时】第1课时：Story time（text, match and say, Think and write）一、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
2、生对动物的热爱。二、教学重难点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.三、教学准备单词卡片，图片，多媒体课件四、教学过程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 and enjoy a song通过欢乐的歌曲渲染学习氛围。感受
3、新知，引出话题。Step2. Presentation 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.（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.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 und
4、erstand 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
5、单词3. 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.T：Animals are lovely. They are
6、 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.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 mat
7、ch.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 difficult
8、ies. Focus on: bodies自读第一语段，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 The
9、y 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 B T: How do you
10、 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
11、节；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。Step3. Consolidation1. 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: Thin
12、k 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。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 two strong feet. It has a long tail.It has
13、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。Step6. 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。板书设计：Unit3 Our animal friends arm leg body wingfoot tailI /We/They/You haveIt has教后记:
