1、英语（五年级上册）Unit 3 Our animal friendsCheckout timeTeaching aims and learning objectives 教学目标1. 学生能有效复习有关动物的词汇，包括动物的名称、动物的外貌、动物的行为能力。2. 学生能有效区分have和has的用法，做到不混淆。3. 学生能在教师的引导下，从不同方面更具体的描述宠物。Focus of the lesson and predicted area of difficulty 教学重点和难点教学重点：学生在听、说、读、写等不同形式的操练中，熟练运用have和has句型。教学难点：能运用比较丰富的语言
2、介绍动物，并掌握写作的一般步骤。Teaching procedures 教学过程Step 1 Greeting &Warm up 1. Free talkT: Do you like animals? What animals do you like? What does it like? Do you have an animal friend? What is it? What colour is it? What does it have?2.Brainstorming (请说出和所给提示相关的词或短语，越多越好)(1) Names of animals: dog, chicken, d
3、uck, rabbit, parrot, cat.(2) Animals features: big eyes, long tail, small ears, big mouth.(3) Animals activities: fly, jump, swim, run, talk.(4) New words: cock, tadpoleStep 2 Checkout time1. Their animal friends (1) Think and say (复习Story time)What animal friend does Nancy/Liu Tao/Mike/Su Hai have?
4、What does it have? What can it do? What colour is it?(2) Read and match(补充习题P11)(3) Listen and guess(完成补充习题 P9)2. My animal friends(1) 教师出示范文(2) Think and guessA mouse(3) Read and judge (判断句子和短文是否相符，相符说Yeah, yeah, 不相符说No, no。)My father gives me a mouse.Bobby has a long tail.Bobby is a cat.Bobby has
5、big eyes and small ears.Bobby has two legs.(4) 帮助学生归纳可以从哪些方面描述宠物What is it? What does it have?What colour is it? What can it do?How old is it? What does it like?What is its name? Who is it from?Where is it from?3. Your animal friends(1) Think and write (出示自己的动物朋友的照片，进行描述，教师事先布置学生带好图片。) I have_. It i
6、s_. It has_. It can_. It likes_. (2) Read and show (学生至讲台前朗读自己撰写的文章。)4. Ticking time T: Now please tick for yourselves and talk about it with your partners.Homework 家庭作业1. Read your composition to your parents.2. Visit the zoo and choose one animal to write.Teaching aids 教学准备（含板书设计）教学准备：图片、词汇卡、多媒体板书
7、设计： Unit 3 Our Animal friendsWhat colour is it? What is its name? How old is it? Animal friend(s) What does it like? What does it have? What can it do? 说课教师从写作教学入手，设计各项练习活动。热身环节分别从Free talk 和Brainstorming 展开，对话紧紧围绕学生已有知识Do you have an animal friend? What colour is it? What does it have? What can it
8、do? 练习，Brainstorming则紧扣animals, features, activity，帮助学生分类整理词汇，为稍后进一步学习，充分描述动物做好铺垫。Checkout time环节，教师分三个层次全面展开。Their animal friends分别以Think and say, Read and match, Listen and guess三个活动，从听、说、读等多种形式引入文本，训练学生多项技能，让学生体验感悟，初步了解如何针对宠物进行写作。教师设计的Read and match, Listen and guess两个练习，充分利用了补充习题上的资源，对教材外辅助练习的运用作了有效指导，并从阅读和听力两个方面引导学生掌握解答策略。例如，在阅读语段时，学生能学会把握主干信息，从而有效区分容易混淆的两个句子。又如，在听力时，学生能学会抓关键词，从而找出正确的图片。My animal friends中教师引入了新文本，先运用Think and guess, Read and judge初步感知，而后指导学生归纳可以从外貌、行为动作、颜色、年龄、喜好等不同角度对动物展开描写。Your animal friends则让学生尝试从多角度，描写自己的动物朋友，展示自己的学习成果。
