研究课（陆明霞）

Unit3 Our animal friends

(Story time)

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、  正常运用日常交际用语：I have animal friends. It’s/They’re…It/They can…It has/They have…

3、  能正确地听、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。

教学重点：

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、  能正确地听、说、读单词：animal,leg,body,arm,other,tail.wing.

3、  通过学习培养学生对动物的热爱。

教学难点：

1、  正常运用日常交际用语：I have animal friends. It’s/They’re…It/They can…It has/They have…

教学难点：

Step1 Warming up & Lead-in

1．  Enjoy a song

T：Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song.

This song is about animals, so we’ll learn Unit3 Our animal friends.

2. Let’s talk

① What animal friends do they have in the song?

(A cat, dog, fish, bird and a rabbit)

②What can they do?

The dog can run. The cat can run too.

The fish can swim. The bird can fly.

The rabbit can jump.

Step2 Presentation

1. Learn new words

①T: Have you thought why they have these abilities?

The dog can run, it has legs.

The bird can fly, it has wings.

The fish can swim, they have tails.

Teach: tail, wing leg

②Let’s chant it together

2.Talk about my animal friends.

T: They are lovely animals. Do you have an animal friend?

S: Yes.

T: I have an animal friend. It is a cat.

It is brown.

It has legs.

It can run.

Can you introduce your animal friend to us?

S: (Introduce their own animal friend)

3. Look and say

T: Our friends are talking about their animals, too.

Look, who are they?

S: Mike, Liu Tao, Su Hai and Nancy.

T: They are talking about their animals. Look at these four pictures. What animals are they?

S: A dog, a rabbit, a parrot and two fish.

4. watch and answer

T: Watch the story and answer the question---What animal friends does /… have?

(Watch the flash)

S: Nancy has two fish.

T: What colour are they?

S: They are red and black.

T: We can say: One is red and the other is black.

Teach: one… the other…

同法教: Mike has a dog. It’s white.

       Liu Tao has a rabbit. It’s white.

       Su Hai has a parrot. It’s yellow and green.

5. Read and underline

①T: We have talked about their colours. What are their features and characteristics? Read the story by yourself and underline the key phrases.

（根据学生划出的关键信息填写表格）

②Let’s check

(注意：当形容一个动物特征时，用it has…当形容两个动物及以上的特征时，用they have…)

Teach: body, bodies

T: What does this sentence mean?

They have no legs or arms.

A: They have no legs, but they have two arms.

B: They have no legs, and they have no arms.

S: Choose B

T: How do you know?

Ss: (Tell in Chinese)

(指导方法：根据上下文推测句意，根据图片信息推测)

Step3 Practice

1. Read after the tape

（Pay attention to the tone and the stress）

2. Read it together

3. Read in groups of four（choose the way they prefer）

Step4 Consolidation

1. Let’s talk

Each group choose one animal from the story

(Group members introduce together or introduce one sentence per student)

After introduction, the other groups will guess what animal friends they are talking about.

2. Enjoy a picture book

(Tippi and her animal friends)

3. Introduce your animal friend

T: Introduce your animal friend to Tippi. Draw it on Page 35.

4. emotional education

Animals are our good friends. We should take good care of them.

Step5 Homework

1. Read story time after the tape at least 5 times.

2. Introduce your friend to Tippi.

板书设计：

                            Unit3 Our animal friends

It has…

They have…

巧妙导入。熟话说得好：良好的开端，成功的一半。一节课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师放映有趣的英文歌，极大地刺激了学生的兴奋神经，一下把他们吸引住了，连后进生也跃跃试试，积极配合。本节课做到了这一点，从学生的反应看，这种导入方式是值得肯定的。

教与学有机结合在一起，由易到难。这个班级的孩子们基础较差，所以趣味性就更重要了。在教学过程中，既有教师灵活的教，也应有学生积极主动地参与，才是真正意义上的教学。课堂中避免了以往教师满堂灌，学生被动学习这一模式。把学生变被动为主动。让学生亲自扮演动物并用英语表演，增强了学习趣味性，引发学生思考、记忆。体现了学生的主体性，教师的指导性。既完成了教学任务，学生在学到知识同时亦学得开心、有趣。

学习过程同时也是发现归纳的过程。学生是学习的主体，不但要跟随教师学习，也应在学习过程中善于归纳总结，自己得出结论。所学的知识才印象深刻，牢固掌握。把别人的知识经验变成自己的知识经验。