Story time名师教学设计1

教学设计方案

Title: Unit3 Our animal friends（1）

一、教学目标

1. 能听懂、初步表达、认读身体部位名词：arm, body, foot, leg, tail, wing。

2. 能理解复述课文，初步使用It’s…It has…It can…It likes…等句型，以4-5句话、合理的顺序组织语段描述某种动物特征。

3. 乐于和同伴合作，乐于介绍自己喜欢的动物。

二、制定依据

1.教材分析

本课是江苏译林版牛津英语5A Unit3的story time部分，是本单元的第一课时，是介绍性的语篇教学课。

本单元的主题是介绍动物特征，主要学习运用身体部位名词、形容词、动词和They have…They can…等句型将自己喜爱的动物特征用一个完整的语段描述出来。文本中的长句

It has… and…They have no…or …but they have…是学生表达的难点。如果在本课出现四年级学习过的单复数表达错误，只做纠正，不作为主要研究语言点。

2.学生分析

学生在3、4年级已经学习了动物类单词：duck, pig, cow, chicken, dog, cat, elephant, panda, horse, tiger, lion, monkey，动词run, eat, drink, talk, sleep, shout, fly, jump, swim, skate, play, draw，形容词big, small, cool, wonderful, short, thin, tall, fat, hungry, thirsty, 五官hair, nose, mouth, eye, ear。已经学过Have, has, can的相关句型。

对于表达自己喜欢的动物这样学生喜闻乐见的话题，教师仍然需要充分利用动画、儿歌、谜语等多种教学资源，组织学生开展听听连连、看看拼拼等学习活动，调动学生学习兴趣，在运用中学语言，在情境中学语言。

教学过程

教学环节

Warming up （1’）

教师活动

T: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song: Head shoulders knees and toes. 开

放

出示人物身体图片，提出问题: S1： I know head. What body parts do you know? S2：I know eyes. Listen, move and enjoy a song. 学生活动

设计意图

通过欢乐的歌曲渲染学习氛围。感受新知，引出话题。

温故知新，开放式问题激活学生思维，以Grade: 5 Class: Students:

式

导

入

(3’+1’)

PPT热键出现四个身体部位单词

: car, farm—arm; red, egg—（学生学过五官名词，可能会说歌曲里听到的和课外积累旧引新，学习单词。

用游戏巩固新单词。

leg, look book—foot. T: I have 的，但主要学习今天的四个新two feet. One is my left foot, the 词。）Learn to read and other is my right foot. 组织游戏：Quick Response arm, foot, leg. understand the new words: body,

T: Do you remember them? Try

to remember. Let’s play a game.

Listen to me carefully and touch

quickly. For example, “Touch

your head”, you say “Touch my 听听做做，快速反应：

“Touch head” and do it quickly. my …”

由游戏自然引出动物向谈论动物过渡。

T: You are so fast. Great! Now, Ss: 疑惑。

wings. （2’）

T: Do we have tails? PPT出示tail图片

T: What animas have tails? What animals have wings?

核

心

过

程

推

进

（2’）

(3’) T：Animals are lovely. They are

our good friends. The students

are talking about their animal

friends today. Look! Who are

they? What body parts do you see? about? and match. Can you say it in another way? 引导学生逐幅图校对，尝试用不同表达。

does she talk about her fish? Work in pairs if you have any difficulties. (1)

bodies Yang/Nancy.

Check. Nancy has two fish. Nancy likes two fish. Two fish are Nancy’s friends.

自读第一语段，理解难点。one…the 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Find difficulties. the other They have no…or…. 整体呈现语篇，听力理解，把握大意和相关信息。

鼓励学生用多种表达陈述同样的意思，丰富学生表达。

have no tails or wings. 练读单词并回答…has a (big/ long/ short) tail. attention. Touch your tail and Ss: 理解新词，

学习回答We 身体部位，从谈论人They’re Mike/ Liu Tao/ Su

What animals are they talking A dog/ rabbit/ two fish/ parrot. Who are their friends? Listen

T: Nancy like two fish. How Work in pairs. Please try to read her words. Focus on: bodies 尝试表达：I have two rubbers. 比选择理解句子It

( 3’)

(3’) (2)

示范朗读One is… the other One is blue, and the other is has no…or…

is…

white.

导学生交流。

阅读理解方法指导。

There are two doors in this I have two eyes. One is small, 运用实际生活信息引classroom. One is open, the the other is small, too. other is closed. sentence like me? mean? 出现选择

have two arms. have no arms. How do you know?

Tell in Chinese. (1)

根据上下文推测句意；

(2)

根据图片信息推测；

(3)

根据生活常识猜测。

T：The other three students Read and find the aspect about 指导学生把握文章脉have only one animal friend. animals. How do they talk about their

friends? about the animals. 板书句式，找出描述纬度。

Tell in Chinese. (1)

总体印象；

(2)

外貌细节；

(3)

能力爱好。

1、Different animals, different appearance. Now try to read the whole story about their animal friends. retell the text. Read the text together. Read in groups of four.(together, or role reading, choose the way they prefer) text. 齐读、小组朗读课文。

根据文本内容印象，填空，初步复述文章。

Find some aspects they talk

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。

Can you try to say a

(3)

What does this sentence

A: They have no legs. But they

B: They have no legs, and they Choose B. 2、Think and write( P 28), try to Fill in the blanks and retell the

综合

运用

(19’)

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.

Listen and guess. An eagle? A parrot? 随着特征的逐步清晰化理解猜出答案: It’s parrot!

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。

开

放

式

延

伸

It has a big mouth. 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? （出现鹦鹉的完整图片）

作业

设计

(1’)

1.

Listen, read and try to retell

the text. 2.

Write a riddle of your animal friend. Share it with us tomorrow. Unit 3 Our animal friends It’s…

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。

Words bank: One is…and the other is…

They have …and…

They have no…or…but they have…

body 身体 leg 腿 arm 手臂

tail 尾巴

wing 翅膀 foot (feet) 脚

…

板书设计

It has…

It can…

It likes…

反思重建