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

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

2、, wing。 4. 通過(guò)學(xué)習(xí)培養(yǎng)學(xué)生對(duì)動(dòng)物的喜愛之情。 教學(xué)重點(diǎn) 1. 能正確文章內(nèi)容，用正確的語(yǔ)音語(yǔ)調(diào)朗讀短文，并初步復(fù)述。 2. 會(huì)說(shuō)會(huì)讀單詞：animal, leg, body, arm, other, tail, wing。 教學(xué)難點(diǎn) 能正確運(yùn)用have與has描述物品的外貌特征。 教學(xué)準(zhǔn)備 多媒體課件 教 學(xué) 過(guò) 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(shè)計(jì)意圖】通過(guò)歡樂的歌曲渲染學(xué)習(xí)氛圍，讓學(xué)生初步感受新知，引出話題。 Step2 Presentation 【預(yù)習(xí)檢測(cè)】 1. T出示人物身體圖片，提出問(wèn)題：What body parts do you know? S1: I know head. S2: I know eyes. 2. PPT呈現(xiàn)四個(gè)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(shè)計(jì)意圖】溫故知新，開放式問(wèn)題激活學(xué)生思維，以舊引新，學(xué)習(xí)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(yīng)：“Touch my…” 【設(shè)計(jì)意圖】學(xué)生學(xué)習(xí)完新的單詞后，即刻用游戲進(jìn)行鞏固，同時(shí)邊說(shuō)邊做動(dòng)作的游戲更容易調(diào)動(dòng)學(xué)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(xué)習(xí)

6、回答We have no tails or wings. 【設(shè)計(jì)意圖】由游戲自然引出動(dòng)物身體部位，從談?wù)撊讼蛘務(wù)搫?dòng)物過(guò)渡。 T: What animas have tails? What animals have wings? Ss: 練讀單詞并回答?！環(huán)as a (big/ long/ short) tail. 5. 學(xué)習(xí)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(shè)計(jì)意圖】整體呈現(xiàn)語(yǔ)篇，聽力理解，把握大意和相關(guān)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(shè)計(jì)意圖】自讀第一語(yǔ)段

9、，理解難點(diǎn)。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(guò)對(duì)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(dá)：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(shè)計(jì)意圖】運(yùn)用實(shí)際生活信息引導(dǎo)學(xué)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(cè)句意； B. 根據(jù)圖片信息推測(cè)； C. 根據(jù)生活常識(shí)猜測(cè)。 D. 閱讀理解方法指導(dǎo)。 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(xì)節(jié)； C. 能力愛好。 【設(shè)計(jì)意圖】指導(dǎo)學(xué)生把握文章脈絡(luò)，找出句式，把握思維走向，為描述學(xué)生自己的動(dòng)物朋友鋪墊準(zhǔn)備。 Step3 Consolidation 【當(dāng)堂檢測(cè)】 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(shè)計(jì)意圖】根據(jù)文本內(nèi)容印象，填空，初步復(fù)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(shè)

15、計(jì)意圖】從理解到運(yùn)用，根據(jù)老師的示范，嘗試描述自己喜歡的動(dòng)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(shè)計(jì)意圖】從聽、說(shuō)、讀、寫各技能角度鞏固本課所學(xué)內(nèi)容，編寫謎語(yǔ)為下節(jié)課做準(zhǔn)備。 學(xué)生已經(jīng)學(xué)過(guò)五官名詞，可能會(huì)說(shuō)歌曲里聽到的和課外積累的，但主要學(xué)習(xí)今天的四個(gè)新詞。

16、 引導(dǎo)學(xué)生逐幅圖校對(duì)，嘗試用不同的表達(dá)方式。 鼓勵(lì)學(xué)生用多種表達(dá)陳述同樣的意思，豐富學(xué)生的表達(dá)。 注意閱讀方法的指導(dǎo)。 潛移默化地引導(dǎo)學(xué)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(xué)生可以仿照老師的例文去介紹自己的動(dòng)物朋友，也可以以詩(shī)歌、或猜謎的形式，比一比誰(shuí)最有創(chuàng)意。 板書設(shè)計(jì) 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(xué)反思 專心---專注---專業(yè)