五年級上冊英語教案－Unit3 Our animal friends(Story time) 譯林版（三起）

1、Unit 3 Our animal friends (Story time) 教案及反思Teaching content:Unit 3 Our animal friends Story timeTeaching aims: By the end of the class, the students can:1. Ss can understand the story and read the story fluently in groups after different ways of reading.2. Ss can learn how to introduce animal frien

2、ds.3. Ss can feel and enhance the love to animals. Teaching importance: 1. Ss can learn to understand, speak and read the words of body parts. 2. Ss can understand and use the key sentences: I/ They have It has 3. Ss can try to read the text correctly and fluently. 4. Ss can try to retell the text.

3、Teaching difficulties: 1. Ss can understand and use the key sentences: I/ They have It has 2. Ss can try to retell the text.Teaching procedures:Step1: Lead-in1)Greetings2)Play a game Play a game:Is it true about Miss Bian? If it is true, please say “yeah,yeah,yeah”, if it is not, please say “no,no,n

4、o”.3)Listen and guess Do you want to know my animal friend? Now please listen and guess. What is it? 出示Riddle4)Free talk What do you want to know about their animal friends?Step2: While-reading1)Listen and answer What animals are they?2)Watch and match Whose animal friends are they? Nancy has two go

5、ldfish. Liu Tao has a rabbit, Mike has a dog. Su Hai has a parrot.3)Read and underlineWhat do they look like? What can they do? Now please learn about Nancys animal friends. Read Para1, underline the key words or sentences.4)Group learning How about Mike, Liu Tao and Su Hais animal friends? Please l

6、earn in groups of 4 and find the answers.Read after the tape Read after the tape part by part. Pay attention to the pronunciation and intonation.Step3: Post-reading 1)Happy reading or retelling Read or retell in groups of 4. Choose one way you like to read or retell.2)Think and discuss What else can

7、 you introduce about the animal friends?3)Making riddles Choose one way you like to make riddles.4) Enjoy and feel Enjoy some pictures and feel: Love animals and protect them.Step4: Homework 1) Draw a mind map of the animal friends in groups of four(4人一組合作完 成動物朋友的思維導圖).Introduce more animal friends

8、to your classmates.教學反思： 本節(jié)課我主要關(guān)注介紹動物朋友的文體體裁，通過對動物朋友身體部位的特征描述來讓學生來了解并猜一猜這些動物到底是什么?；趯ξ谋镜倪@一解讀，在文本的理解和學習過程中，我主要設(shè)計了Riddles這一主線，從文本學習前的猜一猜老師的動物朋友，到文本中先聽并猜4位小伙伴要介紹的動物朋友，再到輸出環(huán)節(jié)讓學生來試著用Riddles的形式介紹自己的動物朋友，整個過程較為清晰流暢，但是在教學過程中，還存在以下問題：一、教學活動設(shè)計的邏輯嚴謹性還有待推敲 在文本理解過程中，需厘清通過聽、猜測動物，先了解介紹的到底是什么動物，再到連線分別是誰的動物朋友，然后讀并了解

9、動物的身體部位特征和會做什么這一思維理解和發(fā)展過程，只有老師厘清環(huán)節(jié)間的邏輯關(guān)聯(lián)才能幫助學生更好的發(fā)展思維品質(zhì)。教學過程中需加強對學生表達的關(guān)注 在導入部分猜一猜老師的動物朋友時，教學推進并不是十分順暢，同學們不能一下子就猜到老師的動物朋友，在處理一位同學不是非常自信的正確答案時，我忽視了對這一答案的有效處理，沒有很好地關(guān)注到課堂中對學生表達的有效處理。在教學中，會常常出現(xiàn)老師意料之外的回答，有些甚至會是非常棒的表達，但是并不和老師預期的一致，老師往往會為了推進教學活動而忽視了對這些表達的合理處理，因此，教學中需要加強對學生各種不同表達的關(guān)注和隨機應(yīng)變的能力。抓住契機，發(fā)散學生思維，鼓勵多元表達 在本課輸出環(huán)節(jié)的提問：What else can you introduce about the animal friends? 在引領(lǐng)學生思考和表達上做的不到位，問題的鋪設(shè)和引領(lǐng)不夠，導致學生不知道怎樣回答或者應(yīng)該從哪些方面來回答，在處理這類使學生發(fā)散思維的問題時，需要對學生進行適時的引導，幫助學生明晰問題的方向并在學