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 第_1_课时 执教者 教学 目标 1.能正确的听、说、读 单词：animal, leg, body, arm, other, tail, wing。 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.能理解文章内容，用正确的语音语调朗读短文，并初步复述。 4能初步介绍自己喜欢的动物。 5.通过学习进一步培养学生对动物的热爱之情。 教学 重难点 1.会说、会读单词：animal, leg, body, arm, other, tail, wing。 2.能正确文章内容，用正确的语音语调朗读短文，并初步复述。 3.能用所学句型初步介绍自己喜欢的动物朋友。 课前准备 图片，多媒体课件 教学过程 设计意图 Step1Warm up 1.Greetings 2.Brain storm T: First, I’ll give you key words. Please say more about the key words. Ss: OK. T: Colours / body parts/ animals Ss say more about colours / body parts/ animals. Step2 Pre-reading 1. T: We all like animals. Animals are our good friends. Today we will talk about our animal friends. Ss read the title together. 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 and jump. It is lovely. Ss guess the riddle. S: It’s a rabbit. Learn: leg/tail/body 3. Ask and answer A: What animal friends do you have? B: I have… Feedback: What animal friends does he/she do? He/She has… Step3 While-reading 1. Watch and match. T: I know your animal friends. Today we’ll learn Unit 3 Our animal friends How about these children? Who are they? What animal friends do they have? Ss finish Exercise1 on Page28. Check the answer T: What animal does Nancy have? Learn the sentence pattern: one…the other… What about Mike/Liu Tao/Su Hai? Ss: He/ She has… 2. Read and answer T: What features and abilities do these animals have? 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 P1: First let’s describe the two fish. Ss describe. Learn: body-bodies 3.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. Ss choose the correct answer Fill in the rest of the form and learn: swing 4.Reading time T: We have known these animals well. It’s time for us to read the story. a. Ss follow and read the story. b. Read the story together c. Ss choose a way they like to read the story. Step4 Post-reading 1.Retell the story 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. 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！) Ss listen and guess 5.T: Animals are our good friends. Please take good care of them. Step5 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. 通过给出关键词，给学生营造英语氛围，让学生迅速投入到课堂学习中来，与此同时复习学过的动物，为下面谈论动物引出本课的话题做铺垫。 用猜谜语的方式出示自己喜欢的动物dog，激发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。 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。 创设平台让学生根据上下文选择句子的英文含义，锻炼学生根据上下文理解词句的推理能力。 在复述环节，让学生四人一组，每人选择一个动物朋友而不是全部复述，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。 “动物是我们人类的朋友，我们应爱护他们。” 通过本课的学习，进一步培养学生对动物的热爱之情。 板 书 设 计 Unit 3 Our animal friends ( I have … It’s /They are … It has /They have … It can /They can … ) ( Body parts : Leg - legs t ail - tails bod y -bodies arm - arms wing -wings ) 学科网（北京）股份有限公司 $$