内容

集体备课: Unit3 Our animal friends

主持人

王顺亚

参与

人员

王顺亚      卞映月

活

动

过

程

一、教材分析

      本节课将围绕着“Our animal friends”这一话题来展开对话练习，通过对话引出对于句型“I/ We/ They have…””He/   She/ It has…”的学习。教材利用Nancy、Mike、Liu Tao、Su Hai四位同学介绍自己家的动物朋友来呈现出句型要点，并进行相关的练习，这样在情境中进行教学，非常有利于学生的理解和掌握。

二、各抒己见

王顺亚：story time板块分别描述了四种小动物的外貌特征和行为能力。描述文字是以谜面的形式呈现的，其中并没有提及到动物的名字。为了增加趣味，板块中的插图也是以拼图的形式呈现，学生需要图文兼顾，才能猜到谜语。教师可以以同样的谜语形式描述其他动物，作为教学的拓展和巩固活动。

卞映月：在教学过程中，教师可以采用图片、多媒体、游戏等多种形式，引导学生仔细观察动物的体貌特征，正确运用have、has和can来进行描述。再词汇教学方面，教师可以结合学生用书三年级下册Unit7和学生用书四年级上册Unit1的动物类词汇，学生用书四年级上册Unit8的五官及体貌特征类词汇，设计教学活动，鼓励学生综合运用这些词汇描述动物。

课题

Unit 3Our animal   friends

教时安排

1

教师

日期

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、制定依据

1．教材分析

   本单元围绕的主要话题是介绍动物特征，通过学习小动物的外貌特征和行为能力，学习运用身体部位名词、形容词、动词和They have…They can…等句型，并将自己喜爱的动物特征用一个完整的语段描述出来。文本中的长句 It has… and…They have no…or …but they have…是学生表达的难点。

2．学情分析

  学生四年级上册Unit8的五官和体貌特征的词汇，设计教学活动，鼓励学生综合运用这些词汇描述动物。也可以让学生搜集与动物相关的信息、玩具等，做教学的拓展和巩固活动等。

三、重点难点（第一课时）

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.

四、课前准备

单词卡片，图片，多媒体课件

五、教学过程

教学环节

教师活动

学生活动

设计意图

常规积累

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。

。

开放式导入

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

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.

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.

S1：   I know head.

S2：I   know eyes.

2.Learn to   read and understand the new words: body, arm, foot, leg.

Ss: 听听做做，快速反应： “Touch my …”

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。

温故知新，开放式问题激活学生思维，以旧引新，学习单词。

用游戏巩固新单词

核心过程推进

T: You are so fast.   Great! Now, attention.

PPT出示tail图片

T: What animas have   tails?    What animals have wings?

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

T:What body parts do you see?

What animals are they talking about?

T: Who are their friends? Listen and match.

A dog/ rabbit/ two fish/ parrot.

T: Can you say it in another way?

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

Please try to read her words.

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?

(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.

T: How do you know

. T：The other three   students have only one animal friend. How do they talk about their friends?

Ss: 理解新词，

 学习回答No

练读单词并回答…has a (big/ long/ short) tail.

Ss:They’re Mike/ Liu Tao/ Su Yang/Nancy.

Nancy has two fish.

Ss: Nancy likes two fish.

   Two   fish are Nancy’s friends.

Ss: Work in pairs.

   Focus   on: bodies

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.

Ss: Choose B

Ss: Tell in Chinese.

(1)      根据上下文推测句意；

(2)      根据图片信息推测；

Ss: read and find the aspect about animals.

Ss: Tell in Chinese.

(1)      总体印象；

(2)      外貌细节；

能力爱好。

由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。

整体呈现语篇，听力理解，把握大意和相关信息

引导学生逐幅图校对，尝试用不同表达。

鼓励学生用多种表达陈述同样的意思，丰富学生表达。

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…

运用实际生活信息引导学生交流。

根据生活常识猜测。

阅读理解方法指导。

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。

开放式延伸

1.T:Different animals,   different appearance. Now try to read the whole story about their animal   friends.

2. T: Think and write ( P 28), try to retell the text.

3.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）

Ss: Read the text together.

Read in groups of   four.(together, or role reading, choose the way they prefer)

Ss: Fill in the blanks and retell the text.

Ss: 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!

Ss: Prepare and try to describe   an animal friend to all.

根据文本内容印象，填空，初步复述文章。

从理解到运用，根据老师是示范，尝试描述自己喜欢的动物。

作业布置

Homework

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

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

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

Unit 3 Our Animal friends