Unit 3 Our animal friends

教材分析：

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 have…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 have no…or …but they have…是学生表达的难点。

学情分析：

本单元学习的内容也是学生比较感兴趣的话题内容，只要在上课时老师正确地引导学生去学习，学生的学习积极性一定会很高。因为牵涉到介绍动物的特征，所以涉及到第三人称单数形式“has”，可能在教学中会有部分学生掌握得不是很好，课堂上应该和学生多进行操练。本单元的内容，也牵涉到其他的一些第三人称单数形式，例如“likes, comes”，教师需要好好指导与引导，可结合这些做一些相关的口语练习。

教学目标：

1.掌握并使用have和has的肯定句I/We/They have...和一般疑问句Do you/they have…?Does he/she have…?

2.能听懂、会说、会读、会写的句型:I/We /They have...., He/She/It has...

3.能听懂、会说、会读单词和词组one...,the other..., body, or,wing,rabbit,finger；

4.能听懂、会说、会读、会写单词no,leg,foot,give。

5.能知道字母U在单词中的读音。

教学重点：

1.句型： I have animal friends. It’s/They’re …. It/They can .... It has/They have ….here…?

2.词汇： animal, leg, body, arm, other, tail, wing。

3.语音：字母U在单词中的读音。

教学难点：

1.句型：能掌握并使用have和has的肯定句I/We/They have...和一般疑问句Do you/they have…?Does he/she have…?的用法。

2.词汇：no,leg,foot,give等词的音、形、义。

3.语音：字母U在单词中的读音。

第1课时

教学目标：

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 have animal friends. It’s/They’re …. It/They can .... It        has/They have ….

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。

教学重点：

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。

教学难点：

1.句型It has/They have ….的掌握与正确运用。

2.单词：animal等的正确发音。

教学具准备：

1.     教师准备：单词卡片，图片，多媒体课件，板书等。

2.     学生准备：听Story time的录音，并预习这部分内容。

教学过程：                                                                      

Step1. Warm up & Lead in

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，让生感受新知，并引出话题。

Step2. Presentation

1.T: 出示人物身体图片，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。）

2.PPT热键出现四个身体部位单词 : car, farm—arm; red, egg—leg, look book—foot.

T: I have 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

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。

4.T: You are so fast. Great! Now, attention. Touch your tail and wings.

T: Do we have tails?

Ss: 疑惑。

 PPT出示tail图片。

Ss: 理解新词， 学习回答We have 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 animas have tails?    What animals have 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。

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 have any difficulties.

bodies

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: One is… the other is…   They have no…or….

尝试表达：I have two rubbers. One is blue, and the other is white.

I have two eyes. One is small, the other is small, too.

运用实际生活信息引导学生交流。

T: What does this sentence mean?

出现选择：

A: They have no legs. But they have two arms.

B: They have no legs, and they have no arms.

Ss: Choose B

T: How do you know？

Ss: Tell in Chinese.

根据上下文推测句意；

根据图片信息推测；

根据生活常识猜测。

阅读理解方法指导。

 T：The other three students have 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.

总体印象；

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

1.T: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。

2. T: Think and write ( P28), 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。

3.T：Do you like their friends? I have an animal friend, too.

示范：

T：(课件逐幅出示body等身体部位的小图片，打乱顺序)

(注意描述角度更丰富)

Yes, it has a small body.

It has a big mouth.

It has two strong feet.

It has a long tail.

It has no arms.

But it has two wings.

It can fly and talk.

What is it? Do you know now?

Ss: Listen and guess.

  An eagle? A parrot?

随着特征的逐步清晰化理解猜出答案: It’s parrot!

（出现鹦鹉的完整图片）

Ss: Prepare and try to describe an animal friend to all.

从理解到运用，根据老师是示范，尝试描述自己喜欢的动物。

Step4. Homework

1.Listen, read and try to retell the text.

2.Write a riddle of your animal friend. Share it with us tomorrow.

从听说读写各技能角度巩固本课所学内容，编写谜语为下节课做准备。

It’s…

It has…

It can…

It likes…

板书设计：

Unit 3 Our animal friends