Unit 3 Our animal friends（教案）-2024-2025学年译林版（三起）英语五年级上册

教案 课题 Unit 3 Our animal friends 课时 1 主备人 教学 目标 1、通过学习掌握卡通故事中出现的词汇：fingers, hard, give, 2. 通过对比正确区分have和has 的用法； 3. 通过朗读流利地表达It has .. .. We have....的意思； 4 . 通过语篇输出整体理解并简单表演卡通对话。 教学 重点难点 1、通过学习掌握卡通故事中出现的词汇：fingers, hard, give, 2. 通过对比正确区分have和has 的用法； 课前准备 PPT 教 学 过 程 活动板块 教师活动 学生活动 设计意图或 修改意见 Step1 Warm-up T: There are many animals in the song. Do you like animals? T: What animals do you like? T: What animals do you like? 1.Greetings 2.Sing a song about animals Ss: Yes, I do. Do you like cats? S1: Yes, I do. /No, I don’t. S2: I like… 追问Why? 一首活泼欢快的动物歌曲营造了轻松的英语学习氛围，让学生迅速投入到课堂学习中来，与此同时复习了学过的动物，为下面谈论动物引出本课的话题做铺垫。 Step2 Pre-reading 1. T: We all like animals. Animals are our good friends. Today we will talk about our animal friends. 2.T:I have an animal friend. Do you want to know? Here’s a riddle for you. Riddle: It is white. It has four legs. It has a short tail. It can run. It is lovely. Ss read the title together. Ss guess the riddle. Learn: leg/tail/body 用猜谜语的方式出示自己喜欢的动物dog，激发了学生参与学习的积极性。接着围绕dog引出身体部位名称: leg/tail/body，以旧引新，学习单词。 Step3 While-reading 1. T:You know my animal friend is a dog. How about these children? Who are they? What animal friends do they have? T: Whose animals are they? Check the answer T: What animal does Nancy have? What about Mike/Liu Tao/Su Hai? T: What features and abilities do these animals have? P1:T:First let’s describe the two fish. 4.T:Look at the sentence: They have no legs or arms. What does it mean? A: They have no legs. But they have two arms. B: They have no legs, and they have no arms. T: We have known these animals well. It’s time for us to read the story. Ss guess the riddles: a.It has red eyes and long ears. Learn the word: rabbit b.It has a big mouth and a long tail. It can talk and fly. (parrot) c. They have no legs or arms, but they have big tails. They can swim. Learn the word: arm (fish) d. It has four legs and a short tail. It has big ears. (dog) 2.Watch and match Ss finish the exercise1 on Page28 Learn the sentence pattern: one…the other… Ss: He/ She has… 3.Read and answer Tips: 1) 自已默读课文 2) 用____划出它们的特征（It has/They have….） 3) 用~~~~~~~划出它们的能力(It can/They can….) Ss read and underline the key sentences Check the answer and try to fill in the form Ss describe Learn: body-bodies Ss choose the correct answer Fill in the rest of the form and learn: swing 5.Reading time a.Ss follow and read the story. b. Read the story together c.Ss choose a way they like to read the story. 再次通过猜谜引出书上的四个动物，在听听猜猜的过程中复习了以前学过的身体部位单词，培养了学生英语思维的能力和认真倾听的习惯。 故事学习遵循整体—局部—整体的原则，先让学生观看动画找出四个孩子的动物朋友，用一两句话介绍一下,再让学生默读课文,分别找出四个动物的特征和能力完成表格,从细节处理解和掌握故事;最后再通过各种形式的朗读回到文本。 Step4 Post-reading T: After reading, can you retell the story? Let’s have a try. Four students a group, each one chooses an animal and tries to retell it. 5.T: Animals are our good friends. Please take good care of them. Homework: 1.Read the Story time with emotion 2.Introduce an animal friend to your grandparents or your friends. 3.Finish exercise 2 on Page 28. 1.Retell the story Ss work in groups 2.Enjoy a picture book 3.Ss introduce their animal friends 4.Listen and guess (一位同学用英文描述你的动物，让其他同学猜一猜这个动物是什么，注意不要说出谜底哦！) 学生四人一组，每人选择一个动物朋友尝试复述课文，而不是全部复述，并给学生提供表格参考，降低了复述的难度，也培养了学生小组合作的能力。 学生用所学句型和词汇尝试描述自己喜欢的动物，培养学生综合语言运用能力。在检测时改为学生听描述猜动物，激发了学生学习的积极性，同时培养了学生认真倾听的习惯。 板书 设计 Unit 3 Our animal friends ( Body parts : Leg - legs t ail - tails bod y -bodies arm - arms wing -wings ) ( I have … It’s /They are … It has /They have … It can /They can … ) 教后 反思 学科网（北京）股份有限公司 $$