Story time教学内容分析

小学英语5A Unit3（Period 1）教学设计方案

学校：

学科：英语

教学目标: 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. 教学重难It’s/They’re …. It/They can .... 点：

It

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.

班级：五（1）

课题：

人数：

日期：

月

日

教时：第

Unit3 Our animal friends

一课时

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. 教

学

过

程

教学

环节

Step 1 Warming-up吸引注意，积累语言

教师活动

1.Warm up & Lead in

学生活动

交流方式

通过欢乐的歌曲Good afternoon, boys and girls. Do Listen, move and enjoy a song 渲染学习氛围。感you like songs? Let’s enjoy a song: 受新知，引出话Head shoulders knees and toes.

1.出示人物身体图片，提出问题:

I know head. What body parts do you know?

2.PPT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.

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”, I know eyes. ---（学生学过五官名词，题。

温故知新，开放式问题激活学生思维，以旧引新，学可能会说歌曲里听到的习单词。

和课外积累的，但主要学习今天的四个新词。）

Learn to read and understand the new words: body, arm, foot, leg.

Ss: 听听做做，快速反应：

“Touch my …”

用游戏巩固新单词

Step2 Pre-task导出目标，生成结构

you say “Touch my head” and do it

quickly. 4.look and say animals? has big nose 1.T：Animals are lovely. They are

our good friends. The students are

talking about their animal friends

today.

Look and answer: Who are they? T:What body parts do you see? What animals are they talking about? Ss:They’re Mike/ Liu Tao/ Su Yang/Nancy.

Ss: A dog/ rabbit/ two fish/

It’s a/an... It has... Can you say something about these work in pairs. It’s an elephant. It has a long nose. It

parrot.

2.T: What animal friends do they

have?

Listen and match.P28 Ss: Listen and match

Check. Nancy has two fish. ---has---. Step3 T: Can you say it in another way? Task1 Ss: Nancy likes two fish. 回忆相引导学生逐幅图校对，尝试用不同

Two fish are Nancy’s 关知识，表达。

friends.---

Nancy likes two fish.

初步运

Two fish are Nancy’s friends.

用结构

鼓励学生用多种表达陈述同样的

意思，丰富学生表达。

3.细读每一部分

a.T: Nancy like two fish. How does Ss: Work in pairs. she talk about her fish?

Find difficulties. Please try to read her words.

Focus on: bodies Work in pairs if you have any

difficulties.

(1)

bodies (2)

示范朗读One is…

the other

is…

I have two rubbers. There are two doors in this 尝试表达：

classroom. One is open, the One is blue, and the other is other is closed. like me? white.

Can you try to say a sentence I have two eyes. One is small, the other is small, too. 运用实际生活信息引导学生交流。

(3)

T: What does this sentence

mean? ‘They have no legs or

arms’

出现选择: Ss: Choose B A: They have no legs. But they have

two arms.

B: They have no legs, and they have Ss: Tell in Chinese. no arms. T: How do you know (1)

根据上下文推测句意；

(2)

根据图片信息推测；

根据生活常识猜测。

阅读理解方法指导。

b. T：The other three students have

only one animal friend. How do they

talk about their friends? Ss: read and find the aspect Find some aspects they talk about about animals. the animals. Ss: Tell in Chinese. 板书句式，找出描述纬度。

总体印象；

指导学生把握文章脉络，找出句外貌细节

式，把握思维走向，为描述学生自能力爱好。

己的动物朋友铺垫准备。

1.read and find Read Mike’s animal friend. What

Step4 Task2 呈现刺aspects can we write an animal? 2.read and fill in Read the text and fill in the table. 3.let’s say best. 4.T:Different animals, different appearance. Now try to read the whole story about their animal 1.read and find

2.read the story and fill in the table. 3.I like...’s animal friend. It is... It has...It can...（pair work）

4. 1.Read the text together. 2.Read in groups of four.

根据表格复述课文内容

观看动画片、听录音，整体感知理解文本内容。

激材料，Which animal friend do you like 活用结构

friends.

5.Guess:who’s my animal friend? 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?

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）

6.talk about your animal friend.

Step6 Post –

task提供反馈评价，巩固结构

(together, or role reading,

choose the way they prefer)

Ss: Fill in the blanks and retell

the text. 通过阅读，获取相

关信息，检验学生

对阅读材料的理

解程度。

Ss: Listen and guess.

带着问题细读课

An eagle? A parrot?

文，关注文章细

节。

小组活动，在朗读

中交流

达成目标3、4

1.Ticking time: Ss: Prepare and try to describe I have an animal friend，It is ---,It an animal friend to all. has---.It can---

I have two animals.One is ---and the other is ---.They have ---.They can---. Step6. Homework 1..Listen, read and try to retell the text. 2.Write a riddle of your animal 自主评价，或者同桌互评，建立评价机制

friend. Share it with us tomorrow. 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。

板书设计：

Unit 3 Our animal friends It’s…

It has…

One is…and the other is…

They have …and…

They have no…or…but they have…

Words bank: body 身体

leg 腿

arm 手臂

tail 尾巴

wing 翅膀

foot (feet) 脚

…

It can…

It likes…