《英语》（五年级上册）Unit3OuranimalfriendsCartoontime&CulturetimeTeachingaimsandlearningobjectives教学目标1.能听懂、会读、会说单词afraid、body、hard、give2.能理解Cartoontime故事大意并有感情地朗读表演3.能了解不同国家特有的动物Focusofthelessonandpredictedareaofdifficulty教学重点和难点教学重点：1.学生能够使用不同句型来描述自己的或猜测别人的动物朋友2.能理解Cartoontime故事大意并有感情的朗读表演教学难点：能了解不同国家特有的动物Teachingprocedures教学过程Step1Greeting&Warmup1.Singasong(教师可自选动物为主题的歌曲在在上课伊始播放，活跃气氛并渗透语言)2.Lookandsay(1)Doyouknowme?Icanflywithmy_____________.Icanswimwithmy______________.Icanrunwithmy_____________.Icanliftwithmy________________.(2)Magiceyes(电脑迅速闪动图片，让学生观察描述Bobby和Sam拥有的相同及不同物品)Bobbyhas…Samhas…BobbyandSamhave…Step2Cartoontime1.WatchandanswerT:WhatelsedoSamandBobbyhave?S1/S2/S3:Theyhave…T:Theyhaveanewfriend.Whoistheirfriend?Let’swatchthecartoon.3\nS1:螃蟹T:It’sacrab.2.Readandunderline(自读课文，划出文中描述新朋友体貌特征的句子)Ithastenlegs.No,ithaseightlegs.Ithasabigbody.Ithasbigarms.3.ThinkandcircleT:Samisn’thappyatlast.Why?A.Crabeatsthecake.B.CrabhurtsSam’sfingers.C.Crabdoesn’tlikeSam.4.FindandimagineT:Doesthecrabdoitdeliberately?WhatwillCrabsaytoSam.Imagine.Onepossibleversion:Crab:I’msorry…Sam:Notatall.Here’s…foryou.5.Readandimitate(1)Readafterthetape(2)Readinroles(3)ActinrolesStep3Culturetime1.Readandjudge(1)Crabhasahardbody.(2)Crabhastenlegs.(3)Crabhasalongtail.2.ThinkandcompleteCrabsdon’thavetails,butthekangaroohasalongtail.(新授kangaroo)S1:Themonkeyhasatail./Thetigerhasatail…WecanseekangaroosinAustralia.(新授“Australia”)Theyhavelongtailsandstronglegs.Theycanjump.(同法引出baldeagles,polarbears和pandas)3.Readafterthetape4.ThinkandchooseHomework家庭作业1.Drawyouranimalfriendandwriteaboutit(书P35)2.ReadandactCartoontime3\nTeachingaids教学准备（含板书设计）教学准备：图片、词汇卡、多媒体板书设计：Unit3OurAnimalfriendsIthaseightlegs.Ithastwobigarms.Ithasabigbody.说课课前热身环节，教师用Lookandsay复习身体部位词汇。接着，通过Magiceyes的方式，运用图片、创设情境，复习have和has的用法。这些活动从学生角度出发，让其有主动用英语交流的需求。在表达的过程中，自然过渡到Cartoontime的学习，教师设计了几个层次的活动，Watchandanswer,Readandunderline,Thinkandcircle,Findandimagine，从整体感知到分步解读，学生了解了故事的情节，并展开丰富的联想，主动参与到故事的续编中。Cartoontime富有趣味性，学生喜欢模仿朗读并表演。接着，借助其内容，设计Readandjudge的活动，学生判断并纠正，又自然过渡至Culturetime的学习。教师采用想一想，填一填的方式，在问答中对教学资源进行再开发利用，补充挖掘，和前面的知识联系，融会贯通。3
