1、英语（五年级上册）Unit 3 Our animal friendsCartoon time & Culture timeTeaching aims and learning objectives 教学目标1. 能听懂、会读、会说单词afraid、body、hard、give2. 能理解Cartoon time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Focus of the lesson and predicted area of difficulty 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Cartoon time故事大意
2、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Teaching procedures 教学过程Step 1 Greeting &Warm up 1. Sing a song (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. Look and say (1) Do you know me?I can fly with my _. I can swim with my _.I can run with my_. I can lift with my_.(2) Magic eyes (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)Bobby h
3、as Sam has Bobby and Sam have Step 2 Cartoon time1. Watch and answer T: What else do Sam and Bobby have? S1/S2/ S3: They haveT: They have a new friend. Who is their friend? Lets watch the cartoon.S1: 螃蟹 T: Its a crab. 2. Read and underline (自读课文，划出文中描述新朋友体貌特征的句子)It has ten legs. No, it has eight leg
4、s. It has a big body. It has big arms.3. Think and circle T: Sam isnt happy at last. Why?A. Crab eats the cake.B. Crab hurts Sams fingers.C. Crab doesnt like Sam.4. Find and imagine T: Does the crab do it deliberately? What will Crab say to Sam. Imagine. One possible version:Crab: Im sorry Sam: Not
5、at all. Heres for you.5. Read and imitate(1) Read after the tape(2) Read in roles(3) Act in rolesStep 3 Culture time1. Read and judge(1) Crab has a hard body.(2) Crab has ten legs.(3) Crab has a long tail. 2. Think and completeCrabs dont have tails, but the kangaroo has a long tail. (新授kangaroo)S1:
6、The monkey has a tail./ The tiger has a tail We can see kangaroos in Australia. (新授 “ Australia”)They have long tails and strong legs.They can jump. (同法引出 bald eagles, polar bears 和pandas)3. Read after the tape4. Think and choose Homework 家庭作业1. Draw your animal friend and write about it (书P35)2. Re
7、ad and act Cartoon timeTeaching aids 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： Unit 3 Our Animal friends It has eight legs. It has two big arms. It has a big body.说课课前热身环节，教师用Look and say复习身体部位词汇。接着，通过Magic eyes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Cartoon time的学习，教师设计了几个层次的活动，Watch and answer, Read and underline, Think and circle, Find and imagine，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。Cartoon time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Read and judge的活动，学生判断并纠正，又自然过渡至Culture time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。
