五年級(jí)上冊(cè)英語(yǔ)教案Unit3OuranimalfriendsCartoontime

1、5AUnit3 Our animal friendsCartoon time & Culture timeTeaching content: Cartoon time & Culture timeTeaching aims:1. Be able to describe animals features sweitnhtethnece structuresin this unit;2. Be able to understand, read and act the cartoon;3. Know the national animals and their countries;4

2、. Cultivate Ss ityaobfil thinking by asking questions.Teaching key points:1.Be able to describeanimals features with the sentence structuresin this unit;2.Be able to understand, read and act the cartoon;Teaching difficult points:1 .Know the national animals and their countries;2 .Cultivate Ss abilit

3、y of thinking by saking questions.Teaching aids: Multi-media headwear foodTeaching procedures:Before classT: In this class, each team will have one animal friend. If you do well, your animal friend can climb one step, finally getting the fruit. Are you ready to get the fruit?Step1.Lead in1.Watch a v

4、ideoT:Who is this boy?What animal friends does he have?Who is his best animal friend?Can you say something about this bea？rStep2. Review1. Guess Miss Liu s animfarilends1）聽(tīng)聲音猜2）看動(dòng)物部分身體圖片猜What colour is it?3）提問(wèn)猜Does it have.?1) Make a group2. Talk about your group animal friends2)Choose an animal fri

5、enWhyoucanetbes?eWhacdoe黑scre? it3)Everyone says one s 4)Let ' s guessStep3.Culture time1. Learn： kangaroo Australia panda Chinabald eagle the US polar bear CanadaT: We have four new animal friends. They have a show.Let ' s watch.2. Match the animals with their countries3. Read culture timeS

6、tep4. Story time1 .Lead inT: We have known four animal animals. You did a good jobNow, let meet another new friend.Learn: crabT: How does it walk?2 .Look and askT: Look at Sam, why is he crying?Do they have a happy meeting?3 .Discuss the picturesPicturedT:Where are they?What are they doing?Picture2：

7、T: Why does Bobby say: "Don' t shout. It ' s afraid. ” ?A: Bobby likes the crab. B.Bobby is afraid of the crab.第2頁(yè)/共5頁(yè)P(yáng)icture3:T: It has ten legs?Read： These two are not legs. They re arms.Picture4:T:What else does it have?Picture5：T: Give the crab a cake. Does it like the cake?我國(guó)古代的讀書(shū)人

8、,從上學(xué)之日起,就日誦不輟,一般在幾年內(nèi)就能識(shí)記幾千個(gè)漢字,熟記幾百篇文章,寫(xiě)出的詩(shī)文也是字斟句酌,瑯瑯上口,成為滿腹經(jīng)綸的文人。為什么在現(xiàn)代化教學(xué)的今天,我們念了十幾年書(shū)的高中畢業(yè)生甚至大學(xué)生,竟提起作文就頭疼,寫(xiě)不出像樣的文章呢?呂叔湘先生早在1978 年就尖銳地提出 : “中小學(xué)語(yǔ)文教學(xué)效果差 ,中學(xué)語(yǔ)文畢業(yè)生語(yǔ)文水平低，十幾年上課總時(shí)數(shù)是9160課時(shí),語(yǔ)文是2749課時(shí),恰好是30%,十年的時(shí)間,二千七百多課時(shí),用來(lái)學(xué)本國(guó)語(yǔ)文,卻是大多數(shù)不過(guò)關(guān),豈非咄咄怪事 ! ”尋根究底,其主要原因就是腹中無(wú)物。特別是寫(xiě)議論文,初中水平以上的學(xué)生都知道議論文的 “三要素 ”是論點(diǎn)、論據(jù)、論證,也通曉

9、議論文的基本結(jié)構(gòu) :提出問(wèn)題 分析問(wèn)題 解決問(wèn)題,但真正動(dòng)起筆來(lái)就犯難了。知道“是這樣 ”, 就是講不出 “為什么 ”。 根本原因還是無(wú) “米”下 “鍋 ”。 于是便翻開(kāi)作文集錦之類(lèi)的書(shū)大段抄起來(lái),抄人家的名言警句,抄人家的事例,不參考作文書(shū)就很難寫(xiě)出像樣的文章。所以 ,詞匯貧乏、內(nèi)容空洞、千篇一律便成了中學(xué)生作文的通病。要解決這個(gè)問(wèn)題 ,不能單在布局謀篇等寫(xiě)作技方面下功夫必須認(rèn)識(shí)到 “死記硬背 ”的重要性,讓學(xué)生積累足夠的“米”。 What willSam/Crab say and do?3 .Watch and imitate4 .Act the storyStep5. Create an

10、 E.T animal friend1 ) T:We have known so many animal friends .Now, Let smeeotmse E.T animals!T 示范描述自己的外星動(dòng)物朋友2 ) Ss create their own E.T animal friends死記硬背是一種傳統(tǒng)的教學(xué)方式,在我國(guó)有悠久的歷史。但隨著素質(zhì)教育的開(kāi)展,死記硬背被作為一種僵化的、阻礙學(xué)生能力發(fā)展的教學(xué)方式,漸漸為人們所摒棄 ;而另一方面,老師們又為提高學(xué)生的語(yǔ)文素養(yǎng)煞費(fèi)苦心。 其實(shí) ,只要應(yīng)用得當(dāng) , “死記硬背 ”與提高學(xué)生素質(zhì)并不矛盾。相反,它恰是提高學(xué)生語(yǔ)文水平的重要前提

11、和基礎(chǔ)。教學(xué)反思：本節(jié)課我圍繞單元主題animal,確定本課時(shí)主題為談?wù)撔碌腶nimal friends， 導(dǎo)入設(shè)計(jì)了不同的情境，新舊知識(shí)結(jié)合， 激發(fā)了學(xué)生的求知興趣。在教學(xué)過(guò)程中還有幾點(diǎn)需要注意：1 . 關(guān)注提問(wèn)的開(kāi)放性，拓寬學(xué)生思維。在學(xué)習(xí)卡通板塊時(shí)，我先帶著小朋友們把每幅圖片討論了一遍，問(wèn)了很多他們不用思考就能回答的問(wèn)題，比如： Does it have ten legs?What else does it have?這些問(wèn)題他們?cè)陬A(yù)習(xí)的時(shí)候已經(jīng)知道了，可以在學(xué)生自主閱讀的基礎(chǔ)上問(wèn)一些開(kāi)放性的問(wèn)題： Which part do you like best?What is the fun

12、of the story? Why? 發(fā)揮學(xué)生的主動(dòng)性，讓學(xué)生自己去感受、理解和提問(wèn)。 crab 出場(chǎng)的時(shí)候，也可以讓學(xué)生自己邊說(shuō)邊做，介紹自己，培養(yǎng)他們的創(chuàng)新能力。2 .一般說(shuō)來(lái)， “教師”概念之形成經(jīng)歷了十分漫長(zhǎng)的歷史。楊士勛（唐初學(xué)者，四門(mén)博士）春秋谷梁傳疏曰：“師者教人以不及，故謂師為師資也”。這兒的“師資”，其實(shí)就是先秦而后歷代對(duì)教師的別稱之一。韓非子也有云：“今有不才之子師長(zhǎng)教之弗為變”其“師長(zhǎng)”當(dāng)然也指教師。這兒的“師資”和“師長(zhǎng)”可稱為“教師”概念的雛形，但仍說(shuō)不上是名副其實(shí)的“教師”，因?yàn)椤敖處煛北仨氁忻鞔_的傳授知識(shí)的對(duì)象和本身明確的職責(zé)。注重提問(wèn)的條理性本單元的重點(diǎn)是從顏色、身體部位、能力等方面描述動(dòng)物，教師在提問(wèn)的時(shí)候要注意提問(wèn)的順序， 在學(xué)生描述Mowgli 的動(dòng)物朋友時(shí)， 可以適當(dāng)提問(wèn)What colour is it? What body parts does it have? What can it do?接下來(lái)的輸出做鋪墊。要練說(shuō)，得練聽(tīng)。聽(tīng)是說(shuō)的前提，聽(tīng)得準(zhǔn)確，才有條件正確模仿，才能不斷地掌握高一級(jí)水平的語(yǔ)言。我在教學(xué)中，注意聽(tīng)說(shuō)結(jié)合，訓(xùn)練幼兒聽(tīng)的能力，課堂上，我特別重視教師的語(yǔ)言，我對(duì)幼兒說(shuō)話，注意聲音清楚，高低起伏，抑揚(yáng)有致，富有吸引力，這樣能引起幼兒的注意。當(dāng)我發(fā)現(xiàn)有的幼兒不專(zhuān)心聽(tīng)別人發(fā)言時(shí)，