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1、Unit 3 Our animal friends (story time)教学内容：译林英语五上Unit 3 Our animal friends (story time)教学目标：a.知识目标1.能听懂、会读、会说单词arm, body, leg , tail, wing.2.能听懂、会读、会说、会初步运用句型They haveThey can It has It can来描述动物特征及能力。b.能力目标1.培养学生阅读理解的能力。2.能灵活运用本课句型描述其他动物朋友或身边的朋友。c.情感态度目标1.引导学生观察比较，大胆开口说英语的能力。2.引导学生关爱身边的动物朋友，构建人和动物和谐
2、共处的生态环境。教学重点：1.能听懂、会读、会说单词arm, body, leg , tail, wing.2.能听懂、会读、会说、会初步运用句型They haveThey can It has It can来描述动物特征及能力。3.能灵活运用本课句型描述其他动物朋友或身边的朋友。教学难点：1.能听懂、会读、会说、会初步运用句型They haveThey can It has It can来描述动物特征及能力。2.能灵活运用本课句型描述其他动物朋友或身边的朋友。教学准备：PPT， 图片教学过程：Step1: Free talk before class.:T: Boys and girls,
3、I asked you to prepare lessons yesterday. Have you done it? T: Before the lesson. lets talk about todays aims. Who can say something? 【设计意图：“让学引思”中要求目标让学生定，所以布置学生在家完成预习作业，通过预习，学生能自己说出学完本课所要达到的目标,给足学生自主确立学习目标的时间、空间。目标让学生定，会让学生找到学习的方向感、归属感。】Step2: Leading-in:1. Self-introduction:T: Boys and girls. Im
4、new here. Do you want know more about me?T: Look at my eyes. I have big eyes. I have big ears. 2. Guessing game:T: Oh, thank you. I also like making friends. I have a friend here. Hes your classmate. Can you guess Who is he? (教学单词body,arm)T: Animals are our friends. Today we all learn unit3 Our anim
5、al friends.(板书课题) Step3: Presentation and practice:1. Pre- reading:T: Lets watch a cartoon. And then answer my questions: a. What animals can you see? b. What animals do they have? 2. While- reading:T: Do you want to know more about these animal friends? Read and choose.T: Heres a text. Please liste
6、n carefully, and then choose the right word. （教授单词tail） Read and complete the form.T: Read this text, and complete this form. Read it loudly. (师示范用三个问题问答形式完成表格。)a. What colour? b. What do they look like? c. What can they do?T: Please read the others animal friend, ask and answer in pairs. Then try t
7、o complete the form. 【课件出示】 (教授单词wing)【设计理念：根据“让学引思”中的问题让学生提，师借助三个问题一问一答形式，放手让学生多种形式问答完成表格。把提问权还给学生，把主动权还给学生，让学生做学习的主人，他们才会爱学，乐学。同时在他们的脑海里形成表述动物可以先从这三方面来说一说。为下面学生自己总结做铺垫。】 Listen and read:T: Lets read after the tape. Pay attention to the pronunciation and intonation.T: Choose one way you like to rea
8、d. 3. Post reading:T: Choose one animal friend, and retell according to the writing on the blackboard. T: How to describe our animal friends? T: Try to describe one animal friend in the other ways with your partner after class. 【设计理念：通过上面的学习，让学生自己总结描述动物的方法。还可以拓展其他的方面再说一说，培养学生综合运用语言的能力。让学生自己去总结，有利于培养
9、学生的主动性，培养学生的能力，使其感受到探索和成功的乐趣。】Step4: Consolidation1. Show timeT: Theres a special match in the forest. If you think, your animal friend can be the king of the forest. You can stand here, then describe it. 2. Tick timeT: Who can get nine stars. Good job. If you cant, dont be sad. Try your best after
10、class.3. Affective educationT: animals are our good friend. They give us many help. We live happily together. But they always have been hurt and killed. My children. animals are our good friend forever. Please take care of them. 【设计理念：选择了一个学生感兴趣的话题，森林之王，目的是调动学生的积极性，并把所学知识用于生活实践中。在tick time 中让学生自己总结收获，学生自己小结课堂学习所得，对梳理、概括、表达水平的提升有重要意义。】Step5: Homework1. Listen, read and try to retell the whole story.2. Make a animal puzzle. Play and guess with your friends.3. Think and write. 【设计理念：课后作业不仅仅是有巩固性、检测性作业，更应该有拓展性、探究性的作业。】