Story time第一课时评课稿

译林版《英语》五年级上册

Unit3 Our animal friends(Story time)教学设计

镇江实验学校

陈雨

一、教学内容分析

在本版块中，Nancy,Mike,Liu Tao和Su Hai分别描述了四种小动物的外貌特征和行为能力。描述文字是以谜面的形式呈现的，其中并没有提及到动物的名字。为了增加趣味，板块中的插图也是以拼图的形式呈现。

二、学情分析

学生在四年级上册Unit8 Dolls中学习了描述男女洋娃娃的特征，例如He/She has big(small) eyes/ears.He/she has a big(small) nose/mouth.He/She has long(short)hair.He/She is tall/short/fat/thin.所以学生已经积累了描述人物部分器官的和句型，并且接触了第三人称(He/She)做主语时，表示从属关系的“有”用has，为本节课的的重点句型It has以及描述动物器官做了有效的知识铺垫。

三、教学目标

1.

知识与技能

①能掌握四会单词: no, leg, arm, foot; ②能掌握三会单词和词组: one…,the other…,body, or, wing, rabbit ③能掌握四会句型: I/We/They have….He/She/It has…. 2.

过程与方法

①能够认识动物各部分器官的名称并用英语流利地表达；

②能理解课文谜语的意思并自己创设谜语。

3.

情感态度与价值观

懂得爱护动物，和动物和谐相处。

四、教学重点和难点

1.

教学重点

句型：I/We/They have….He/She/It has…. 词汇：no,leg,arm,foot 2.

教学难点

句型：I/We/They have….He/She/It has….的用法

词汇：no,leg,arm,foot的音、形、义

五、教学准备

PPT教学课件，学生课前准备的动物朋友图画

六、教学过程

Step1:开门见山，直切话题

T:I have two animal friends.One likes bananas（PPT呈现香蕉图片），so what animal friend do I have? S1:A monkey. T:Yes,you’re right.One is a monkey（PPT呈现猴子图片）.Please guess the other one.The other one likes bamboos（PPT呈现竹子图片），so what animal friend do I have? S2:A panda.

T:Great!The other one is a panda（PPT呈现熊猫图片）.I have two animal friends.One is a monkey,the other is a panda.（PPT呈现One....,the other.）

T:Look at the monkey（PPT单独呈现猴子图片）.It looks like a man,can you use “It has...” to describe,just like it has small eyes. S3:It has a small nose. S4:It has big ears. S5:It has big mouth. S6:It has a long tail. S7:It has long arms. T:Farm→arm（旧词带新词）

S8:It has thin legs. T:Let→leg（旧词带新词）

S9:It has a thin body. T:Bobby+Daddy →body（旧词带新词）

S10:It has big feet. T:One foot, two feet. T:You can describe its body parts（PPT呈现表格）.And what colour is it? S11:It’s brown. T:Yes（PPT呈现表格内容brown）.And what can it do? S12:It can run. S13:It can jump. S14:It can climb trees.

T:Wonderful!（PPT呈现表格内容run,jump,climb trees）

T:Can you describe the panda?（学生参照表格内描述猴子的内容，描述熊猫）

S15:It is black and white.It has fat body.It has short legs. S16:It can run. S17:It can climb trees. T:You did the good job!Look at the form you’ve filled out.How to describe animal friends?Can you conclude?（PPT呈现绿框，红框，桔框帮助学生总结）

S18:Colour. T:Yes!Colours（PPT呈现表格内容Colours）. S19:Bodies. T:You mean body parts（PPT呈现表格内容Body parts）. S20:What can it do? T:Great!We can also name it abilities（PPT呈现Abilities）. T:Well done!You can describe animal friends from these aspects：Colours;Body parts;Abilities.

【设计意图】

由于本课主题是描述动物朋友，所以教师以自己的两个动物朋友为导引，引导学生描述老师的动物朋友，并从整体观察，总结如何描述动物朋友，学生自己总结出描述的条理，对描述动物朋友有了初步整体认知，为进入文本读懂Nancy,Mike,Liu Tao,Su Hai的动物描述做铺垫。

Step2:进入文本，学习复述

T:I have animal friends.Who also has animal friends?Let’s watch a video and find the answers. S21:Nancy has animal friends. S22:Mike has an animal friend. S23:Liu Tao has an animal friend. S24:Su Hai has an animal friend. T:Good job!But what animal friends do they have?Please turn to P.28 and

finish Match and say. S25:Nancy has two fish. S26:Mike has a dog. S27:Liu Tao has a rabbit. S28:Su Hai has a parrot. T:Good!Now Let’s fill out a form about their animal friends. ①Read loudly and fill（大声朗读PPT上一段Nancy’s animal friends并完成表格）

S28:Nancy has two fish.One is red,the other is black. S29:They have big eyes and big bodies. S30:They have big tails. S31:They have no arms. S32:They have no legs. S33:They can swim. T:Nice!You say that,they have no arms,they have no legs.What can we also say? S34:They have no arms or legs. T:Remarkable!They have no arms or legs.But do we have arms or legs? S35:Yes,we have arms and legs. T:Can you find the rules between the sentences?（They have no arms or legs.VS We have arms and legs.）

S36:否定句中用or连接，肯定句中用and连接。

T:Yes!Please read this TIP together.（TIP：并列结构中，or 通常用于否定句或疑问句；and 用于肯定句。）

②read silently and fill（阅读Story time 图②和图③文字，完成表格，并说一说）

S37:It is white.It has a short tail.It has four legs and big ears.It can run and jump. S38:It is white.It has a short tail.It has red eyes and long ears.It has four legs.It can run. ③Imagine and describe（自由想象，描述苏海的鹦鹉）

S40:It is red and green.It has a yellow mouth.It has small eyes.It has big wings.It is beautiful. S41:It is white.It has a black mouth.It has a long tail.It has big wings too. T:Wonderful imagination!You both mentioned “wings”（PPT呈现翅膀图片），swing→wing（旧词引新词）

④Listen,distinguish and fill（听录音，分辨出哪个是苏海的鹦鹉，完成表格，并说一说）

S42:Choose Picture B. T:Why? S43:“A ”is blue,green and red.Su Hai’s parrot is yellow and green. S44:“C”

has a short tail.Su Hai’s parrot has a long tail. T:Good! Let’s fill and say. S45:It is yellow and green.It has a long tail.It has a big mouth. S46:It has two legs and two wings. S47:It can talk and fly. ⑤Cooperate and say（四人小组合作根据表格描述动物朋友）

T:You have four choices,describe one,two,three or four,and you can the stars.

【设计意图】

学生借助进入文本前初识的描述动物朋友的文本逻辑和支架，分层次对文本前三种动物朋友进行分析和理解，最终达到能够根据表格关键词复述文本的目的，学生经过三种动物朋友的复述，脑中加深了对文本结构及逻辑的理解，在对苏海的鹦鹉复述之前，可以用自己的语言描述鹦鹉的特征（颜色、外形、能力等），引导学生输出语言，为学生提供更多自主学习的机会和方法，也体现了学习活动以学生为中心的理念。用自己的语言描述苏海的朋友，也为后续描述学生自己的动物朋友做准备。

Step3:练习检测，举一反三

Practice1:Think and write（课本P28，完成课文内容填空）

Practice2：Checkout previewing（核对及讲解学案预习情况）

1.根据故事内容，判断正（T）误（F）。

（

）1. Nancy has a goldfish. （

）2. The rabbit has red eyes and short ears. It can run. （

）3. Mike’s friend is a rabbit. （

）4. The parrot is red and yellow. （

）5. The dog has a short tail. It can jump and run. 2.用have或has填空：

①I ____ some friends in my class.

②Su Hai and Su Yang _____ a new desk.

③Mike _______a basketball. 3.看图填空：

This is my animal friend. It is white. It has______eyes and_____ears. It

_____four legs and a______tail. It can______and_______. My animal friend is a rabbit.

【设计意图】

我区小学英语高年级英语教学统一使用教学案，教学案集预习、练习、知识点总结为一体，搭配每一课时教学使用，有效抓准重难点，练习反馈，学生能够学以致用、灵活运用本节课所学知识点。

Step4:你来描述，大家猜

①

Describe in 4 四人小组内四人分别描述自己图片上的动物给组员听

I have an animal friend. It is...(white/tall/fat...) It has... It can... It likes...(bananas/...) It is very cute/lovely... ②

Describe to others 小组派一名组员向其他同学描述自己的动物朋友，让其他同学猜

I have an animal friend. It is...(white/tall/fat...) It has... It can... It likes...(bananas/...) It is very cute/lovely... Guess!What animal friend do I have? ③Guess 用Is it a/an... ？来猜一猜

【设计意图】

此环节为本节课的拓展运用，学生有大量成段的语言输出（描述自己的动物朋友），还有思维的碰撞（猜测其他同学的动物朋友是什

么）。学生从描述老师的动物朋友中总结描述支架，再通过文本加深对描述内容、结构、逻辑的理解，接着熟练地描述自己的动物朋友，最终促成学生语言的有效生成。

Step5:爱护动物，和谐共处

①伴着优美的轻音乐，学生们欣赏和人动物亲密共处的一组照片，学生们感受温馨和谐的氛围。

②引导学生回答“如何与动物朋友们相处”

③情感态度与价值观引领：Animals are our friends. Please be kind to animals!（动物是我们的朋友。请友善地对待它们！）

【设计意图】

学生们描述完自己的动物朋友后，紧接着让学生们欣赏动物朋友与人类和谐相处的画面，学生们内心产生共鸣，加之优美温馨的音乐，学生内心产生感触，自然地引出Animals are our friends. Please be kind to animals!（动物是我们的朋友。请友善地对待它们！）与学生们共勉。

Step6:家庭作业

①听读故事15分钟

②自己绘制记忆表格，根据表格，复述故事内容

③熟读身体部位单词，并查找更多同类单词，摘录到积累本上

【设计意图】

学习语言，“听”，永远在第一位，所以每天的听的作业必不可少，为的是“磨耳朵”，增强预感，然后才是跟读模仿。学生在课上学了一种记忆的方法，关键词记忆法，所以让孩子绘制适合自己的表格，

复述故事内容，培养学生的逻辑思维及有效记忆方法，帮助学生记忆得法，记得牢固，同时减轻学生死记硬背的负担。课本上的内容仅仅是个话题的指引，课外还有更丰富的知识等待学生去发掘，所以要鼓励学生在课本内容学习的基础上，自主拓展和积累相关的语料来加深或丰富对课内内容的理解。