Story timePPT及专用教学设计内容

5A

Unit3 Our animal friends 教学设计

执教:薛贝贝

【教材简解】：

本课是译林小学英语五年级上学期（5A）中的Unit 3 Our animal friends第一课时的教学内容。文中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。主要学习一般现在时的肯定句及一般疑问句。在教学过程中采用以旧带新的方法引出句型。

【目标预设】：

1.能理解文章内容，用正确的语音语调朗读短文，并初步复述。

2.正确运用日常交际用语I have animal friends. It’s/They’re …. It/They can .... It has/They have …

3. 能正确的听、说、读

单词：animal, leg, body, arm, other, tail, wing 4. 通过学习培养学生对动物的热爱。

【重点、难点】

1.能正确文章内容，用正确的语音语调朗读短文，并初步复述。

2.会说会读单词：animal, leg, body, arm, other, tail, wing 【设计理念】

小学英语课是实践活动课，每一个教学步骤都是一个活动。英语课要以兴趣作为引子，不断促进学生的学习动力。我认为只要巧妙地利用身边的资源，设计每一个环节都紧扣教学目标，利用真实情境来设计合理有效的活动，注意教学活动的多样性与趣味性，以此来吸引学生。设置相关任务，引导学生思考，积极完成一系列任务，创设情境，启发和提升学生的思维能力和语言真实灵活运用能力，使学生能够真正地用起英语来。教材A部分是一个让学生初步并整体感知的一个环节，所以尽量要让学生看见单元内容这颗大树，而不能只局限单词句型的教学。

【设计思路】

1、以兴趣为导向，激发学生学习热情。“兴趣是学生学习最好的老师”本课讲开展丰富多彩的课堂教学，有游戏、师生互动问答等，寓教于乐，激发学生的求知欲和好奇心，变学生的被动学习为主动学习。

2、联系生活实际，引导学生进行语言表达。教育源于生活，更要用于生活。本课从谈论同学所熟悉的动物朋友入手，学习新授内容，再引导学生对所学语言进行合理的创造性运用，真正体现语言的交际功能。

【教学过程】：

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Step 1 Warming up 1. T: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song: 《Head shoulders knees and toes.》

Ss: Listen, move and enjoy a song 【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。

Step 2 Presentations 1. T: 出示人物身体图片，提出问题: What body parts do you know? S1：I know head. S2：I know eyes. 【设计意图】：学生学过五官名词，可能会说歌曲里听到的和课外积累的，但主要学习今天的四个新词。

2.PPT热键出现四个身体部位单词 : car, farm—arm; red, egg—leg; look, book—foot. T: I have two feet. One is my left foot, the other is my right foot. Learn to read and understand the new words: body, arm, foot, leg. 【设计意图】：温故知新，开放式问题激活学生思维，以旧引新，学习单词。

3.组织游戏：Quick Response 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 head” and do it quickly. Ss: 听听做做，快速反应：

“Touch my …”

用游戏巩固新单词

3. 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图片

Ss: 理解新词，

学习回答We have no tails or wings. 【设计意图】：由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。

T: What animas have tails? What animals have wings? Ss: 练读单词并回答…has a (big/ long/ short) tail. T：Animals are lovely. They are our good friends. The students are talking about their animal friends today. 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. 【设计意图】：整体呈现语篇，听力理解，把握大意和相关信息

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T: Who are their friends? Listen and match. Ss: Listen and match. 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 like two fish. How does she talk about her fish? Please try to read her words. Ss: Work in pairs. Find difficulties. Focus on: bodies 【设计意图】：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；通过对比选择理解句子It has no…or…

T: Work in pairs if you have any difficulties. (1) bodies (2) 示范朗读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: the other They have no…or…. 尝试表达：I have two rubbers. One is blue, and the other is white. I have two eyes. One is small, the other is small, too. 【设计意图】：运用实际生活信息引导学生交流。

(3) T: What does this sentence mean? 出现选择

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. (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 have only one animal friend. How do they talk about their friends?

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Find some aspects they talk about the animals. Ss: read and find the aspect about animals. Ss: Tell in Chinese. (1) 总体印象；

(2) 外貌细节；

(3) 能力爱好。

【设计意图】：指导学生把握文章脉络，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。

Step3. Consolidation 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 they prefer) 齐读、小组朗读课文。

2. T: Think and write ( P 28), try to retell the text. Ss: Fill in the blanks and retell the text. 根据文本内容印象，填空，初步复述文章。

3.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. 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? Ss: 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! （出现鹦鹉的完整图片）

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Ss: Prepare and try to describe an animal friend to all. 【设计意图】：从理解到运用，根据老师示范，尝试描述自己喜欢的动物。

Step4. Homework 1..Listen, read and try to retell the text. 2.Write a riddle of your animal friend. Share it with us tomorrow. 【设计意图】：家庭作业是课堂的延续，是课堂的拓展，是课堂的升华。家庭作业要给学生创造一个说英语用英语的机会，给学生一个展示的机会，让他们在说、用的过程中巩固所学知识，并将所学的知识内化为自己的知识。

Step5 Blackboard writing design Unit3 Our animal friends

an arm I/We/You/They have ... a body a foot He/She/It has ... a leg a tail a wing

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