江蘇譯林版五上《Unit3Ouranimalfriends》word教案(共5頁)

《江蘇譯林版五上《Unit3Ouranimalfriends》word教案(共5頁)》由會員分享，可在線閱讀，更多相關《江蘇譯林版五上《Unit3Ouranimalfriends》word教案(共5頁)（5頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、精選優(yōu)質(zhì)文檔-----傾情為你奉上 教學內(nèi)容 Unit 3 Our animal friends (Story time) 教材版本 譯林版 教學課時 共 4 課時 第 1 課時 課 型 新授 教學目標 1. 能理解文章內(nèi)容，用正確的語音語調(diào)朗讀短文，并初步復述。 2. 正確運用日常交際用語I have animal friends. It’s/They’re… It/They can... It has/They have … 3. 能正確的聽、說、讀 單詞：animal, leg, body, arm, other, tail

2、, wing。 4. 通過學習培養(yǎng)學生對動物的喜愛之情。 教學重點 1. 能正確文章內(nèi)容，用正確的語音語調(diào)朗讀短文，并初步復述。 2. 會說會讀單詞：animal, leg, body, arm, other, tail, wing。 教學難點 能正確運用have與has描述物品的外貌特征。 教學準備 多媒體課件 教 學 過 程 修注欄 Step1 Warm up & Lead in 1. Sing a song T: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song

3、: Head shoulders knees and toes. Ss: Listen, move and enjoy a song. 【設計意圖】通過歡樂的歌曲渲染學習氛圍，讓學生初步感受新知，引出話題。 Step2 Presentation 【預習檢測】 1. T出示人物身體圖片，提出問題：What body parts do you know? S1: I know head. S2: I know eyes. 2. PPT呈現(xiàn)四個身體部位單詞：car, farm—arm; red, egg—leg, look book—foot. T: I have two f

4、eet. One is my left foot, the other is my right foot. Learn to read and understand the new words: body, arm, foot, leg. 【設計意圖】溫故知新，開放式問題激活學生思維，以舊引新，學習單詞。 3. 組織游戲：Quick Response 【鞏固新知】 T: Do you remember them? Try to remember. Let’s play a game. Listen to me carefully and touch quickly. For exa

5、mple, “Touch your head”, you say “Touch my head” and do it quickly. Ss: 聽聽做做，快速反應：“Touch my…” 【設計意圖】學生學習完新的單詞后，即刻用游戲進行鞏固，同時邊說邊做動作的游戲更容易調(diào)動學生的參與度，記憶的效果也更好。 4. 新授tail和wing 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圖片 Ss: 理解新詞，學習

6、回答We have no tails or wings. 【設計意圖】由游戲自然引出動物身體部位，從談論人向談論動物過渡。 T: What animas have tails? What animals have wings? Ss: 練讀單詞并回答。…h(huán)as a (big/ long/ short) tail. 5. 學習Story time (1) 整體感知 【自主探究】 T: Animals are lovely. They are our good friends. The students are talking about their animal friends t

7、oday. Look! Who are they? Ss: They’re 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. 【設計意圖】整體呈現(xiàn)語篇，聽力理解，把握大意和相關信息。 T: Who are their friends? Listen and match. (2) Listen and match Ss: Listen and match.

8、Check. Nancy has two fish. T: Can you say it in another way? Ss: Nancy likes two fish. Two fish are Nancy’s friends. T: Nancy likes two fish. How does she talk about her fish? Please try to read her words. 【小組合作】 Ss: Work in pairs. Find difficulties. Focus on: bodies 【設計意圖】自讀第一語段

9、，理解難點。One… the other前邊已有鋪墊，此處再次明晰，著重解決其讀音困難；通過對比選擇理解句子It has no…or…。 T: Work in pairs if you have any difficulties. (3) 示范朗讀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? Ss: … 嘗試表達：I have two rubbers. One is

10、 blue, and the other is white. I have two eyes. One is small, the other is small, too. 【設計意圖】運用實際生活信息引導學生交流。 T: What does this sentence mean? 出現(xiàn)選擇：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 know? Ss: Tell in Chinese

11、. A. 根據(jù)上下文推測句意； B. 根據(jù)圖片信息推測； C. 根據(jù)生活常識猜測。 D. 閱讀理解方法指導。 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. 板書句式，找出描述維度。 Ss: read and find the aspect about animals. Ss: Tell in Chinese. A. 總體印象； B. 外貌

12、細節(jié)； C. 能力愛好。 【設計意圖】指導學生把握文章脈絡，找出句式，把握思維走向，為描述學生自己的動物朋友鋪墊準備。 Step3 Consolidation 【當堂檢測】 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 t

13、hey prefer) 齊讀、小組朗讀課文。 2. T: Think and write (P28), try to retell the text. Ss: Fill in the blanks and retell the text. 【設計意圖】根據(jù)文本內(nèi)容印象，填空，初步復述文章。 3. T: Do you like their friends? I have an animal friend, too. 【鞏固提高】 示范： T:（課件逐幅出示body等身體部位的小圖片，打亂順序） Yes, it has a small body. It has a big m

14、outh. 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? 隨著特征的逐步清晰化理解猜出答案: It’s a parrot! （出現(xiàn)鸚鵡的完整圖片） Ss: Prepare and try to describe an animal friend to all. 【設

15、計意圖】從理解到運用，根據(jù)老師的示范，嘗試描述自己喜歡的動物。 Step4 Homework 1. Listen, read and try to retell the text. 2. Write a riddle of your animal friend. Share it with us tomorrow. 【設計意圖】從聽、說、讀、寫各技能角度鞏固本課所學內(nèi)容，編寫謎語為下節(jié)課做準備。 學生已經(jīng)學過五官名詞，可能會說歌曲里聽到的和課外積累的，但主要學習今天的四個新詞。

16、 引導學生逐幅圖校對，嘗試用不同的表達方式。 鼓勵學生用多種表達陳述同樣的意思，豐富學生的表達。 注意閱讀方法的指導。 潛移默化地引導學生善于將短文分段落概括，為后面的寫作做鋪墊。 注意描述的角度可更豐富。 學生可以仿照老師的例文去介紹自己的動物朋友，也可以以詩歌、或猜謎的形式，比一比誰最有創(chuàng)意。 板書設計 Unit 3 Our animal friends One is…and the other is… They have …and… They have no…or…but they have… Words bank: body 身體 leg 腿 arm 手臂 tail 尾巴 wing 翅膀 foot (feet) 腳 It’s… It has… It can… It likes… 教學反思 專心---專注---專業(yè)