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| 发布日期：2014年12月24日
点击次数：
录入者：邵琰
来源：本站原创 |
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课 题 《Unit 3 Our animal friend》 课时 1 执教者 邵琰
教学目标：
知识目标：
1、能理解课文内容，用正确的语音语调朗读并能初步复述。
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:leg, body, arm, foot, other, tail, wing.
能力目标：
1、培养学生良好的学习习惯和学习方法。
2、培养学生在一定的语境中运用所学语言进行交际的能力。
情感目标：
1、通过学习培养学生对动物的喜爱之情和保护动物的意识。
2、通过各种教学手段激发学生们学习英语的兴趣和热情，注重培养他们积极向上、善于交际的优良品质。
[重点、难点]
教学重点：
1、能理解课文内容并用正确的语音语调朗读课文，并初步复述。
2、会说会读单词: leg, body, foot, arm, other, tail, wing.
教学难点：
能理解并运用文本中的长句 It has… and…They have no…or …but they have….
[教学准备] PPT
[教学过程]
Enjoy a song and a cartoon about animals before class.
（设计意图：课前让学生欣赏关于动物的歌曲和动画，激发学生们的学习兴趣，营造良好的学习氛围，为接下来的学习做好铺垫。）
Step1. Warm up & Lead in
1. T: Good morning, boys and girls. Do you like animals? What animals did you see just now?
Ss: Dogs, monkeys, tigers, pandas, fish, birds…
（设计意图：通过课前的歌曲和卡通让学生说说看到的动物，回忆学过的动物类单词，引出本课话题。）
Step2. Presentation and practice
1. Show the learning aims:
(1). I can talk about the animals in the text.
(2). 2.I can talk about my animal friend(s).
(3). I can read and act story time.
（设计意图：让学生明确本节课学习目标并为之努力）
2. Play a game: Listen and guess（听动物的叫声猜一猜是什么动物，答对了全班一起拼读单词）
T: Listen! What is it?
S1: It’s a …
T: Bingo! You’re right. Let’s spell together.
（设计意图：通过游戏的方式让学生听一听、猜一猜，既能活跃课堂气氛、吸引学生的注意力，又能复习动物单词。）
3. Talk about these animals (Teach: arm, foot, leg, tail, wing.)
T: Look, how many feet does a dog have? Ss: Four.
T: Yes, and I have two feet. One is my left foot, the other is my right foot.
(Teach: foot, feet)
T: Look at the monkey. It has two strong arms and a long tail….
(Teach: arm, tail ,leg)
T: Here are two fish. Can you talk about them?
Ss: They have big eyes and big tails…
(Teach: body-- bodies, wing)
（设计意图：由刚才听过、看到的动物中选取三种来谈论，自然而然地教授新单词。）
4. Story time
a. 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 Nancy, Mike, Liu Tao and Su Yang.
T: Let’s watch and match: What animal friends do they have?
Ss watch the cartoon and finish P28. (Match and say)
S1: Nancy has two fish. S2: Liu Tao has a rabbit.
S3: Mike has a dog. S4: Su Yang has a parrot.
(设计意图：整体呈现语篇，通过视、听，把握文本大意和相关信息，让学生对文本有初步的理解与感知。)
b. T: Can you say it in another way?
引导学生逐幅图校对，尝试用不同表达。
Ss: Nancy likes two fish. Two fish are Nancy’s friends.
Teach: One…, the other…
Ss: One is red and the other is black.
（设计意图：鼓励学生用多种表达陈述同样的意思，丰富学生口语表达能力。）
T: Nancy likes her animal friends very much. How does she talk about her fish? Please try to read her words.
Ss read by themselves.
Focus on: have no…or…
Learning tip: 并列结构中，and 用于肯定句,or 通常用于否定句。
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.
阅读理解方法指导:
(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。
(设计意图：在日常的教学中，注意对学生阅读理解方法的指导，培养学生们良好的阅读理解能力。)
T: I have two rulers. One is blue, and the other is white. Can you try to say a sentence like me?
Ss make sentences: One is…the other is…
They have no…or….
尝试表达: I have two books. One is big, and the other is small. …
They have no wings or tails. …
c. T：The other three students have only one animal friend. How do they talk about their friends?
Find some aspects they talk about the animals.
(板书句式，找出描述纬度。)
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 let’s listen carefully and repeat beautifully.
Ss listen and repeat together. （注意朗读方法的指导。）
2. Read in groups of four.(Read together, or role reading, choose the way they prefer)
Ask several groups to read story time.
3. T: Think and write ( P 28). 根据文本内容填空，初步复述文本。
Ss fill in the blanks and retell the text.
4.Learning tip: How to describe our animal friends?
What colour is it? (It’s red/white/black and …)
What is it like? (It has a big body/small eyes/a long tail…)
What can it do? (It can run/jump/talk/fly…)
（设计意图：此处的学习贴士让学生总结归纳怎样描述动物。）
T：Do you like animals? Ss: Yes!
T: Me, too. Let’s go to Yancheng Zoo, OK?
Ss: OK!/Great!/Good idea!
课件出示淹城动物园及一些动物的图片，然后出示十多种学生学过的动物图片，让学生“领养”一种或两种，并用所学知识进行描述。（同桌两人互相练说并纠正再表演。）
For example:
Look, this is my animal friend/ they are my animal friends.
It has a big/small mouth/ They have … mouths.
It has a long/short tail/ They have … tails.
It has no arms/wings/ They have no …
It can fly and talk/ They can….
或：It has… and…(too) They have… and…(too)
It has no…or… They have no…or…(too)
(设计意图：学生都去过淹城野生动物园，而且非常喜欢动物们。让他们联系实际生活，谈谈自己的动物朋友，肯定能激起学生的兴趣，运用所学知识畅所欲言。)
5. Enjoy some pictures about human and animals.
情感教育：Animals are our good friends. We should love and protect them.
6. Ticking time (Check the three learning aims)
（设计意图：与开头的学习目标相呼应，让学生对自己一堂课的学习及时进行自我总结。）
Step4. Homework
1.Listen, read and try to retell the text.
2.Choose one to finish:
a. Talk about your animal friend with at least 5 sentences and show us tomorrow.
b. Write a short passage about your animal friend. (At least 5 sentences)
（设计意图：通过分层作业，兼顾到不同能力的学生。这样既可以提高学生学习的积极性，还能让他们都得到一定程度的提高。）
板书设计： Unit 3 Our animal friends
This is/They are my animal friend(s).
foot—feet It is/They are …
It has/They have…
body-- bodies It/They can…
教后反思：
本节课我通过歌曲、动画、视听等多种教学手段来激发学生的学习兴趣和积极性。从学生的生活实际出发最后回归实际生活中的谈论淹城野生动物园里的动物，学生参与度高，教学效果好。今后我仍将力足打造真实、真切、真情的英语课堂。
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