单元和课题名称：Unit3 Our animal friends（1）　　

（Title）　　

课时(Period)  1　　

总课时：5　　

第   1       课时　　

主备人：　　

刘莺娟　　

上课教师　　

教学内容　　

（Teaching contents)　　

Unit3 Our animal friends    Story time 　　

教学目标(Teaching aims)　　

 基础性目标　　

发展性目标　　

1. 能听懂、初步表达、认读身体部位名词：arm, body, foot, leg, tail, wing。　　

2. 能理解复述课文，初步使用It’s…It has…It can…It likes…等句型，以4-5句话、合理的顺序组织语段描述某种动物特征。　　

3. 乐于和同伴合作，乐于介绍自己喜欢的动物。　　

教学重点和难点　　

(Teaching difficulties and key points)　　

1. 能听懂、初步表达、认读身体部位名词：arm, body, foot, leg, tail, wing。　　

2. 能理解复述课文，初步使用It’s…It has…It can…It likes…等句型，以4-5句话、合理的顺序组织语段描述某种动物特征。　　

课前准备　　

(Teaching aids)　　

教学过程(Teaching procedures)　　

教师活动　　

学生活动　　

 修改建议　　

Warming up　　

T: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song: Head shoulders knees and toes .　　

                  Lead in 　　

出示人物身体图片，提出问题: What body parts do you know?　　

PPT热键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. 　　

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”, you say “Touch my head” and do it quickly.　　

Presentation　　

1、T: You are so fast. Great! Now, attention. Touch your tail and wings.　　

T: Do we have tails? PPT出示tail图片　　

T: What animas have tails?　　

What animals have wings?　　

2、T：Animals are lovely. They are our good friends. The students are talking about their animal friends today. Look! Who are they?

What body parts do you see?

What animals are they talking about?

Who are their friends? Listen and match.

Can you say it in another way?

引导学生逐幅图校对，尝试用不同表达。　　

3、T: 　　Nancy　　 like two fish. How does she talk about her fish?

Please try to read her words. Work in pairs if you have any difficulties.

(1)    bodies　　

(2)    示范朗读One is… the other is…　　

There are two doors in this classroom. One is open, the other is closed.　　

Can you try to say a sentence like me?　　

(3)    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.　　

How do you know?　　

4、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。

           Consolidation 　　

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? （出现鹦鹉的完整图片）　　

Warming up　　

Listen, move and enjoy a song.　　

Lead in　　

S1： I know head.

S2：I know eyes.

（学生学过五官名词，可能会说歌曲里听到的和课外积累的，但主要学习今天的四个新词。）Learn to read and understand the new words: body, arm, foot, leg.

听听做做，快速反应： “Touch my …”　　

Presentation　　

Ss: 疑惑。

Ss: 理解新词， 学习回答We have no tails or wings. 练读单词并回答…has a (big/ long/ short) tail.

They’re Mike/ Liu Tao/ Su Yang/Nancy.

A dog/ rabbit/ two fish/ parrot.

Check. 　　Nancy　　 has two fish.

　　Nancy　　 likes two fish.

Two fish are 　　Nancy　　’s friends.

Work in pairs.

Find difficulties.

Focus on: bodies

the other

                They have no…or….

尝试表达：I have two rubbers. One is blue, and the other is white.

I have two eyes. One is small, the other is small, too.

Choose B.

Say in Chinese.

(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。

Read and find the aspect about animals.

Say in Chinese.

(1)    总体印象；

(2)    外貌细节；

能力爱好。

Consolidation　　

Listen and guess.　　

An eagle? A parrot?　　

随着特征的逐步清晰化理解猜出答案: It’s parrot! 　　

Prepare and try to describe an animal friend to all.　　

此处是教师对教案的修改记录，教师可对教学过程进行修改，也可对别人好的设计过程进行点评。　　

板书设计　　

Unit 3 Our animal friends

It can…　　

It likes…　　

作业设计　　

1.       Listen, read and try to retell the text.　　

2.  Write a riddle of your animal friend. Share it with us tomorrow.　　

教学反思