Unit 3 Our animal friends-Story time-教案、教学设计-市级公开课-新牛津译林版五年级上册(配套课件编号：902ec).doc

1、Unit 3 Our animal friends (Period1 Story time) 一、教学目标 a.知识目标 1.能听懂、会读、会说单词 arm, body, foot, leg , tail, wing. 2.能听懂、会读、会说、会初步运用句型 I have They haveIt has来描述人物 或动物特征。 b.能力目标 1.培养学生阅读能力及阅读技巧。 2.能正确理解文本，并能灵活运用思维导图描述自己的朋友。 c.情感态度目标 1.引导学生关爱身边的动物朋友，构建人和动物和谐共处的生态环境。 二、教学重点 1. 能正确理解文本，并能流畅地朗读与表述。 2. 掌握文中的重点

2、句型 I have They haveIt has，并运用于实际生活当中。 三、教学难点 正确理解句型：One is red and the other is black. They have no legs or arms.并能 尝试运用。 四、教学准备 板书 ， PPT 五、教学过程 （阅读前 10 分钟） Step1. warm up 1. Listen and fill in Mary has a little lamb （听歌曲，完成歌曲题目填空教授单词 has） 2.Try to sing T:Do you know the word “lamb”? Listen to me. I

3、t is small and white. It has two horns and two small ears . It has four legs and a short tail. It can run. What animal is it? S : T: You can see the lamb ,and you can see Mary. Do you know why? T: Because the lamb is Marys animal friends. So today we are going to learn Unit 3 Our animal friends. 【通过

4、听歌曲完成填空， 学习单词 has， 并通过歌曲引入话题玛丽的动物朋友 lamb， 并且通过对 lamb 的介绍渗透与课文相关的结构句型:It isIt has It can 为学 习大课文中麦克他们动物朋友的介绍做情境以及语言铺垫】 Step2. Story time 1.Watch and match T: What does Nancy have? S: Nancy has 【先通过听录音的方式让学生在没有图片的情况下猜动物， 并通过看动画揭晓答案， 以 Match and say 的活动说出 Nancy 等人所拥有的动物朋友， 先易后难， 层层递近 从而操练句型has】 2.Read

5、and match （1）三个问题引导）三个问题引导-画圈学关键词画圈学关键词-构建思维导图构建思维导图-跟读课文。跟读课文。 T: How do they introduce their animal friends.Now, lets read the passage and find: What colour are they? What do they have? What can they do? You can underline the colours of them with straight line and circle the senences or phrases ab

6、out their features .underline the key words about their abilities with curve. T:What colour are they? S:One is red and the other is black.（mother-other 教授 other）贴黑板思维导图 T： What do they have? S:They have big eyes and big bodies.（教授 body 图文匹配）帖黑板思维导图 S:They have no legs or arms. （教授 arm,并板书， 并且了解另外一种说

7、法 They dont have any legs or arms.）贴黑板思维导图 S:But they have big tails. T:Look.This is the big tail。（教授 tail,并板书）贴黑板思维导图 Now lets try to read the passage. S:. （通过图片学习单词，再教师通过思维导图帮学生梳理介绍内容，为自己尝试做思 维导图铺垫。） T:Now lets talk about the parrot. How to introduce the parrot? 回忆三个问题，构 成思维导图第一步：It isIt has It ca

8、n（把三个主句贴上黑板） T:please try to find the key information in group of four and try to wrote it down on the white cards.（学生划出关键信息，并且分工写在白色卡纸上，为下一步师生合 作把思维导图展示到黑板上做准备。）边说便让学生贴。（在边贴的过程中学习单 词 wing） 跟读，并尝试对自己介绍。 （其余 2 幅图让学生四人一组合作选择一幅图绘制思维导图，并贴上黑板。） 尝试对图二图三逐句复述所拼思维导图并与文本跟读来校对是否正确。 （2）对比）对比 T: Lookat these two

9、 animal friends. They are both white. They both have four legs and a short tail.Whats the difference? You can use the sentence: Onethe other （在划完兔子跟狗之后，将兔子和狗之后进行对比，同时帮助学生巩固运用句型： One the other） 【图文匹配帮助学生更好地理解掌握新单词 body, leg, arm, tail.并通过老师绘制思 维导图-师生合作完成思维导图小组合作二选一完成思维导图，有层次地帮助学 生逐步掌握绘制思维导图的能力。】 （3）L

10、ets retell T:Just now we make four mind maps for the passages .Now please choose one part and try to retell it in group of four. 3.Lets discuss T:Now do you know how to introduce our animal friends . We can introduce colours ,the body parts and the abilities of our animal friends. So what else can w

11、e talk? S:爱好 S: 【分析语言结构，并且拓宽学生的语言面，为学生最后写作发散思维】 Step3:Make a riddle T：Boys and girls ,what animal friend do I have? Look this is my mind mapWhats this? S:. T:Can you make a mind map for your animal friends. And then try to introduce it. 【拓展学生综合运用语言的能力】 Step 4: Sublimation T:You all introduce your an

12、imal friends very well. Animals are our good friends. They bring us a lot of fun. Look.Here are some interesting things about animals. S:. T:So be kind to these funny friends. Love our animal friends. Step5. Homework 1、听课文并跟读三遍，完成、听课文并跟读三遍，完成 P28 的的 Think and write。 2、把、把 Nancy, Mike, Liu Tao, Su Hai 和和 Miss Miao 的动物朋友介绍给你的父母。的动物朋友介绍给你的父母。 3、制作一张保护我们的动物朋友的手抄报。、制作一张保护我们的动物朋友的手抄报。