牛津译林版五年级上册Unit 3 Our animal friends第1课时教案

这是一份牛津译林版五年级上册Unit 3 Our animal friends第1课时教案，共5页。教案主要包含了内容来源，主 题，课 时等内容，欢迎下载使用。

【主 题】Our animal friends
【课 时】第1课时：Stry time（text, Match and say, Think and write）
一、教学内容
1.理解文章内容，用正确的语音语调朗读短文，并初步复述。
2.运用日常交际用语I have animal friends.
It’s / They’re …. It/They can
It has/ They have ….
3.正确的听、说、读单词: animal, leg, bdy, arm, ther, tail, wing.
4.通过学习培养学生对动物的热爱。
二、教学重难点
1.能正确文章内容，用正确的语音语调朗读短文，并初步复述.
2.会说会读单词：animal, leg, bdy, arm, ther, tail, wing.
三、教学准备
单词卡片，图片，多媒体课件
四、教学过程
Step1. Warm up & Lead in
1. T: Gd afternn, bys and girls. D yu like sngs? Let’s enjy a sng: Head shulders knees and tes.
Ss: Listen, mve and enjy a sng
通过欢乐的歌曲渲染学习氛围。感受新知，引出话题。
Step2. Presentatin
1. T: 出示人物身体图片，提出问题: What bdy parts d yu knw?
S1：I knw head.
S2：I knw 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。）
2.PPT热键出现四个身体部位单词: car, farm—arm; red, egg—leg, lk bk—ft. T: I have tw feet. One is my left ft, the ther is my right ft.
Learn t read and understand the new wrds: bdy, arm, ft, leg.
温故知新，开放式问题激活学生思维，以旧引新，学习单词。
3.组织游戏：Quick Respnse
T: D yu remember them? Try t remember. Let’s play a game. Listen t me carefully and tuch quickly. Fr example, “Tuch yur head”, yu say “Tuch my head” and d it quickly.
Ss: 听听做做，快速反应： “Tuch my …”
用游戏巩固新单词
3. T: Yu are s fast. Great! Nw, attentin. Tuch yur tail and wings.
T: D we have tails? Ss: 疑惑。
PPT出示tail图片
Ss: 理解新词，学习回答We have n tails r wings.
由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。
T: What animas have tails? What animals have wings?
Ss:练读单词并回答…has a (big/ lng/ shrt) tail.
T：Animals are lvely. They are ur gd friends. The students are talking abut their animal friends tday. Lk! Wh are they?
Ss: They’re Mike/ Liu Ta/ Su Yang/Nancy.
T: What bdy parts d yu see?
What animals are they talking abut?
Ss: A dg/ rabbit/ tw fish/ parrt.
整体呈现语篇，听力理解，把握大意和相关信息
T: Wh are their friends? Listen and match.
Ss: Listen and match.
Check. Nancy has tw fish.
T: Can yu say it in anther way?
引导学生逐幅图校对，尝试用不同表达。
Ss: Nancy likes tw fish.
Tw fish are Nancy’s friends.
鼓励学生用多种表达陈述同样的意思，丰富学生表达。
T: Nancy like tw fish. Hw des she talk abut her fish?
Please try t read her wrds.
Ss: Wrk in pairs.
Find difficulties.
Fcus n: bdies
自读第一语段，理解难点。ne…the ther前边已有铺垫，此处再次明晰，着重解决其读音困难；通过对比选择理解句子It has n…r…
T: Wrk in pairs if yu have any difficulties.
bdies
示范朗读One is… the ther is…
There are tw drs in this classrm. One is pen, the ther is clsed.
Can yu try t say a sentence like me?
Ss: the ther
They have n…r….
尝试表达：I have tw rubbers. One is blue, and the ther is white.
I have tw eyes. One is small, the ther is small, t.
运用实际生活信息引导学生交流。
T: What des this sentence mean?
出现选择
A: They have n legs. But they have tw arms.
B: They have n legs, and they have n arms.
Ss: Chse B
T: Hw d yu knw
Ss: Tell in Chinese.
根据上下文推测句意；
根据图片信息推测；
根据生活常识猜测。
阅读理解方法指导。
T：The ther three students have nly ne animal friend. Hw d they talk abut their friends?
Find sme aspects they talk abut the animals.
板书句式，找出描述纬度。
Ss: read and find the aspect abut animals.
Ss: Tell in Chinese.
总体印象；
外貌细节；
能力爱好。
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. Cnslidatin
1. T: Different animals, different appearance. Nw try t read the whle stry abut their animal friends.
Ss: Read the text tgether.
Read in grups f fur. (tgether, r rle reading, chse the way they prefer)
齐读、小组朗读课文。
2. T: Think and write (P 28), try t retell the text.
Ss: Fill in the blanks and retell the text.
根据文本内容印象，填空，初步复述文章。
3.T：D yu like their friends?
I have an animal friend, t.
示范：
T：(课件逐幅出示bdy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 bdy.
It has a big muth.
It has tw strng feet.
It has a lng tail.
It has n arms.
But it has tw wings.
It can fly and talk.
What is it? D yu knw nw?
Ss: Listen and guess.
An eagle? A parrt?
随着特征的逐步清晰化理解猜出答案: It’s parrt!
（出现鹦鹉的完整图片）
Ss: Prepare and try t describe an animal friend t all.
从理解到运用，根据老师是示范，尝试描述自己喜欢的动物。
Step6. Hmewrk
1. Listen, read and try t retell the text.
2 Write a riddle f yur animal friend. Share it with us tmrrw.
从听说读写各技能角度巩固本课所学内容，编写谜语为下节课做准备。
板书设计：
Unit 3 Our animal friends
arm leg bdy wing ft tail
I /We/They/Yu have…
It has…