Unit3 第1课时教学设计
【内容来源】译林版（五年级）上册Unit3 【主 题】Our animal friends
【课 时】第1课时：Story time（text, match and say, Think and write） 一、教学目标
1.能理解文章内容，用正确的语音语调朗读短文，并初步复述。
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: animal, leg, body, arm, other, 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, body, arm, other, 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: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song: Head shoulders knees and toes.
Ss: Listen, move and enjoy a song
通过欢乐的歌曲渲染学习氛围。感受新知，引出话题。 Step2. Presentation
1. T: 出示人物身体图片，提出问题: What body parts do you know? 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。）
2.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. Learn to read and understand the new words: body, arm, foot, 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 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.
Ss: 听听做做，快速反应： “Touch my …” 用游戏巩固新单词
3. T: You are so fast. Great! Now, attention. Touch your tail and wings. T: Do we have tails? Ss: 疑惑。 PPT出示tail图片
Ss: 理解新词，学习回答We have no tails or 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/ long/ short) tail.
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 Mike/ Liu Tao/ Su Yang/Nancy. T: What body parts do you see? What animals are they talking about? Ss: A dog/ rabbit/ two fish/ parrot.
整体呈现语篇，听力理解，把握大意和相关信息 T: Who are their friends? Listen and match. Ss: Listen and match. Check. Nancy has two fish. 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.
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 two fish. How does she talk about her fish?
Please try to read her words. Ss: Work in pairs. Find difficulties. Focus on: bodies
自读第一语段，理解难点。one…the other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 no…or… T: 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?
Ss: 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. 运用实际生活信息引导学生交流。 (3) 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. (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。 阅读理解方法指导。
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.
译林版小学英语五年级上册第三单元Unit3第1课时教学设计
