unit 3 our animal friends
编写人员】王海勤130***
审核人员】肖中夏135***
单元简析】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 h**e…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 h**e no…or …but they h**e…是学生表达的难点。另外教师可以结合学生四年级上册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。
问题疑难】1. 句型：能掌握并使用h**e和has的肯定句i/we/they h**e...
和一般疑问句do you/they h**e…?does he/she h**e…?
2. 词汇：no,leg,foot,give。
3. 语音：字母u在单词中的读音。
研讨记录】第一课时。
学习内容】story time
学习目标】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 h**e animal friends. it’s/they’re ….it/they can ..it has/they h**e ….
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。
学习重点】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.
学习难点】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.
教学准备】电脑，挂图，课件。
板书设计】教学过程】
step1 warm up
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。
出示本节课学习目标。
step2. presentation
1. t: 出示人物身体**，提出问题： what body parts do you know?
s1： i know head.
s2：i know eyes.
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。）
热键出现四个身体部位单词（自学单词部分要求：默读然后大声读） :car, farm—arm; red, egg—leg, look book—foot.
t: i h**e two feet. one is my left foot, the other is my right foot.
learn to read and understand the new words: body, arm, foot, leg.
温故知新，开放式问题激活学生思维，以旧引新，学习单词。
3.组织游戏：quick response（互学要求：组长主持，各层员分次序回答并在组内及时纠正评价）
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.
ss: 听听做做，快速反应： “touch my …”
用游戏巩固新单词。
3. t: you are so fast. great! now, attention. touch your tail and wings.
t: do we h**e tails? ss: 疑惑。
ppt出示tail**。
ss: 理解新词， 学习回答we h**e no tails or wings.
由游戏自然引出动物身体部位，从谈论人向谈论动物过渡。
t: what animals h**e tails? what animals h**e wings?
ss: 练读单词并回答…has a (big/ long/ short) tail.
t：animals are lovely. they are our good friends.
the students are talking about their animal friends today. look! who are they?
ss:they’re mike/ liu tao/ su yang/nancy.
t:what body parts do you see?
what animals are they talking about?
ss: a dog/ rabbit/ two fish/ parrot.
整体呈现语篇，听力理解，把握大意和相关信息（自学环节）
t: who are their friends? listen and match.
ss: listen and match.
check. nancy has two fish.
t: can you say it in another way?
引导学生逐幅图校对，尝试用不同表达。
ss: nancy likes two fish.
two fish are nancy’s friends.
鼓励学生用多种表达陈述同样的意思，丰富学生表达。
t: nancy like two fish. how does she talk about her fish?
please try to read her words.
ss: work in pairs.
find difficulties.
focus on: bodies
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…
t: work in pairs if you h**e 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?
ss: the other
they h**e no…or….
尝试表达：i h**e two rubbers. one is blue, and the other is white.
i h**e two eyes. one is small, the other is small, too.
运用实际生活信息引导学生交流。
3) t: what does this sentence mean?
出现选择。a: they h**e no legs. but they h**e two arms.
b: they h**e no legs, and they h**e no arms.
ss: choose b
t: how do you know
ss: tell in chinese.
1) 根据上下文推测句意；
2) 根据**信息推测；
根据生活常识猜测。
阅读理解方法指导。
t：the other three students h**e only one animal friend. how do they talk about their friends?
find some aspects they talk about the animals.
板书句式，找出描述纬度。
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。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。
step3. consolidation
different animals, different appearance. now try to read the whole story about their animal friends.
ss: read the text together.
read in groups of four.(together, or role reading, choose the way they prefer)
齐读、小组朗读课文。（展学环节要求：小组长主持有效，组员声音洪亮，注意语音语调）
2. t: think and write ( p 28), try to retell the text.
ss: fill in the blanks and retell the text.
根据文本内容印象，填空，初步复述文章。
you like their friends?
i h**e an animal friend, too.
注意描述角度更丰富)
yes, it has a small body.
it has a big mouth.
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