深圳市龙华新区万安学校导学案。
上课班级主备教师教学目标。
知识与能力过程与方法情感态度与价值观。
五年级（1）（2）班。
徐秀青。副备教师。
课题上课时间。
unit6 at animal land
part i
2014年12月4日星期四。
词汇：名词、形容词◆句型。◆学生在教师的指导下学习并掌握一定的阅读技巧。◆任务型教学法、直观教学法、交际法。◆培养学生爱护动物、保护动物的意识。
教学重点◆本课时的教学重点：认知了解动物的生活习性。教学难点◆本课时的教学难点：阅读技巧的掌握。
教具准备◆ppt、cd、pictures。
教法运用◆讲授法、谈话法、讨论法、演示法、练习法、问答法。学法指导◆自主学习、**学习、合作学习。基本环节教师授课过程（教师活动）
1.自然问候并与学生交流出生年份及生肖，并描述生肖。
good morning, good morning, miss when were you born?s1: i was born in 1999.
t: what animal was the year 1999?s1: it was year of the what does a rabbit look like?
s2: it has two long ears and red what does it eat?
s3: it eats carrots and what can it do?
导入s4: it can jump.
t: where does it live?
新课s5: it lives on the plain.（检查预习）t:
so, it has two long ears and red eyes. it eats carrots
and vegetables. it can jump and it lives on the plain. thatis rabbit!
2.游戏：animal riddles. what animal is it?
1）it is black and white. it likes bamboos. it canclimb. it lives in china.（panda）
2）it has a very long neck and long legs. it likes
eating le**es. it can run fast. it is from africa.
（giraffe）（3）it is grey. a mother has a pouch in front to carry herbabies. it can jump high.
it lives in australia.（kangaroo）（4）it is black and white. it can walk on the ice andswim in the sea.
it eats fish. it lives in cold places.（penguin）
设置情景一：你知道还有什么动物住在cold places吗？这两只来自cold places的polar bears是动物园里新来的客人，还有哪些客人呢？让我们来听一听吧。
t: well, penguins live in cold places. what else animals
初also live in cold places?
ss: polar bears.（板书画线单词并通过**教授）t: good. there are two polar bears at animal land.
学they are our guests. let’s meet other three guests. what are
they? listen carefully without books.（听一遍录音，让学生找。
新出四种动物的名称。）[注3]
t: ok. what animals are they?
s1: lions.（板书画线单词并通过**教授）
课s2: hippos.（板书画线单词并通过**教授）
s3: gorillas.（板书画线单词并通过**教授）
初步**）2.设置情景二：你对这四种动物的认识有多少？大家一起来交流一下吧。
t: what do you know about these animals? what do
they look like? what do they eat? what can they do? where
学生学习过程（学生活动）教学意图。
1.和老师自然问候并交流出生年月份及生肖。
2.参与到游戏环节中；学生个人抽取小纸条，朗读riddles,其他同学通过听取他的描述来猜出what animal it is。体现学生之间的评价。
1.从学生的生肖入手，让学生了解认识一种动物的生活习性要抓住四要素——looklike, eat, do,live .
2.游戏环节既激发了学生的好奇心和学习兴趣，又强化了他们听读能力的训练，同时为新知识的呈现做好铺垫。
1.以animal
land客人的身份引入所要学习的四种动物，通过直观地用**解决词汇上的难题，同时训练学生的听力理解能力和整体认知能力。
2.学生或多或少的都会对这些动物有所了解，让他们二人合作，以交流分享的方式结合四要素锻。
1.听录音，了解还有哪些动物朋友住在寒冷的区域。
2.学生各抒己见，分享自己所了解的有关动物的知识。
do they live?
s1: polar bears are white. they eat fish.
they can swimin the sea. they live in cold places.
s2: polar bears are strong. they eat meat. they can runfast.
t: now let’s share with your friends.炼语言表达能力，体现学生之间的评价。同时利用他们的已知知识引出未知知识。
设置情景三：你知道我们把polarbear身上那层白色称作什么吗？还有一些信息是你所不知道的吧？
让我们一起来详细阅读吧。 good! you know many things about these
animals. but do you know how do people call the white
thing on the polar bears? let’s open your books and listencarefully again, try to get more information about the
animals.
2.你所得到的信息是否正确呢？请四人小组合作进行评价，并教授。
引新词组。1.学生听录音阅读，并填好信。
t: tom, what do polar bears look like?
息表。tom: they h**e white fur.
所得到的信息是否正确呢？
导t: look, this one is fur, but this one is feather.（实物介2.
请四人小组合作进行评价。
绍fur和feather的区别）
3.学生练习对话相互交流信。
t: what do polar bears eat?
释tom: they eat fish and small animals.息。
t: what can they do?
疑tom: they can swim and run very fast.
t: good job! let’s ask and answer for the information
合作学习）about these animals in groups of four.（学生练习对话相互交。
流信息）t: let’s confirm the information together.
最后确认最佳答案，并以此教授词汇hide in the grass,strong,stayinwater,dangerous,turnoverboats,leaf/le**es（见歌曲autumnle**esarea-falling）,jumpfromtreetotree.
1.让学生更。
深层次地。阅读，以填写**的方式把获取的信息进行一个汇总，让他们对动物的所有信息一目了然。
2.让学生通。
过对话的形式交流相互获取的信息，强化语言交际能力，体现学生之间的评价。
基本环节教师授课过程（教师活动）学生学习过程（学生活动）教学意图。
情感教育：培养学生爱护动物、保护动物的意识。
拓t: some animals are dangerous to us, but we are also
dangerous to them. because some people kill them
for their meat, fur or skin. what do you think of it?
展and what should we do to the animals?
s1: i think it is terrible because animals are our friends.和老师一起**怎样与动物朋we should take good care of them.
友和平相处，怎样去爱护及保护。
学s2: i think it is awful. we should be friendly to the动物。
animals because some animals can help us.
习t: yes, animals can help us. for example, cats can help
us catch the mice; dogs can be our guide; and birds
深入**）can sing for us. they are our friends. we should love,s**e and protect them.
从人类猎杀动物的现象引导学生对这类事件发表自己的观点和看法，在表达的同时实现语言的运用，从而引导他们如何善待、爱护和保护身边的动物，进**感教育。
当堂检测。学习诊断）
完成新概念配套练习。认真完成练习册。
学生自我检测对新知的掌握情况，深化和巩固记忆。
课堂小结。梳理归纳）
**cd-rom（见part i further reading），相信聪明的你现在应该能把图画和句子对号入座了吧？（完成第二部分练习）
t: wonderful! then please watch the flash and matchthe sentences with the animals.
深化及巩固对。
通过小小的练习及时对这一课。
本节课新知的。
时学习到的四种动物进行总结。
掌握。作业布置（检查反馈）
板书设计（突出重点）
分层作业（自选）
**a: 1. finish wb p47 & p48.
2. listen and read the passage.**b:
1. finish wb p47 & p48.2.
listen and read the passage.
3. surf the internet and find out some nformationabout the animals you are interested in.
分层作业，让学生各取所需。对实施分层教学，满足不同知识层面的学生的需求，能起到很好的效果。
at animal land
polar bear hippo lion gorilla（展示动物**，以帮助学生理解）what do polar bears look like?what do they eat?what can they do?
where do they live?
教学。反思。
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