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1、Unit3OuranimalfriendsStorytime一、Teachingaimsl.SscanreadthestorytimeCOITeCtly,understanditandretellit2.SscanusethesentencesIts/Theyre.Ithas/Theyhave.It/Thcycan.”tomakeariddletointroducetheanimalfriends.3.Sscanlisten,speakandreadthewords:animal,leg,body,arm,other,tail,wing4.FromtheIearning9Sscanknowth
2、atanimalsareourfriends,weshouldlovethemandbekindtothem.二、Keypointsanddifficultpointsl.Sscanreadthestorytimecorrectly,understanditandretellit.2.SscanusethesentencesIts/They,re.Ithas/Theyhave.It/Theycan.”tomakeariddletointroducetheanimalfriends.3.Sscanlisten,speakandreadthewords:animal,leg,body,arm,ot
3、her,tail,wing.三、TeachingpreparationPPT,wordcards,pictures.四、TeachingprocedureSteplWarmup&Leadin1 .EnjoyapicturebookTiWhatisthispicturebookabout?2 .FreetalkTrWhatanimalsdoyoulike7Whatcolourisit7Whatbodypartsdoesithave?/Whatcanitdo?Step2Presentation1 .LetsguessTiAnimalsareourfriends.Ihaveananimalletsr
4、eadtheriddleandtrytoguesswhatitis.(Teach:leg,wing)2 .LookandsayT：Animalsarelovely.Theyareourgoodfriends.Ouroldfriendsarealsotalkingabouttheiranimalfriends.Look!Whoarethey?Ss:They,reMike/LiuTao/SuHai/Nancy.3 .ListenandtickT:Doyouwanttoknowwhatanimalfriendstheyaretalkingabout7Let,slistenandticktheanim
5、alsyouhear.4 .WatchandmatchT:Sowhatanimalfriendsdotheyhave7Letlswatchthevideoanddoamatch.T:Nowletschecktheanswer.WhatanimalfrienddoesMike/LiuTao/SuHaihave?5 .ReadandchooseT:Doyouliketheiranimalfriends?Doyouwanttoknowmoreabouttheiranimalfriends?NowJet1Sreadthepicture1byyourselvesandtrytofindtheanswer
6、tomyquestions.(Teach:one.theother./no.or.)6 .ThinkandsayTrAccordingtoNancy,sriddle,howcanweintroduceouranimalfriends?7 .ReadandcompleteTiNancytSanimalfriendsareaboutMike,LiuTaoandSuHaitsanimalfriends7ReadP2,3,4andtrytofillintheblanks.Nowletschecktheanswer.Step3.Practice1. LetsreadT:Youhavedoagooditl
7、syourreadingtime.aReadafterthetapeb.ReadingroupsNowworkingroupsoffourandchoosethewayyouliketoreadthewholestory.2. LetsretellT:Canyoudescribetheiranimalfriendsaccordingtothepicturesandtheblackboarddesign?Workingroupsoffourandeveryonechoosesonepicturetodescribetheiranimalfriends.Step4Production1 .Letl
8、sshowT：Doyouliketheiranimalfriends7Canyoumakeariddletointroduceyouranimalfriends?Workingroupsoffourandonestudentsmakesariddleoftheanimalstudentstrytoguesswhatanimalfriendsheorshedescribe.2 .Enjoysomepictures.Animalsareourgoodshouldbekindtothem.Step5Homeworkl.Readstorytime5times.2.Introduceyouranimal
9、friendtoyourparentsandyourfriends.教后反思：本课是5AUnit3Ouranimalfriends的第一教时，内容主要是通过学习Nancy,LiuTao,Mike和SuHai介绍自己的动物朋友的谜语掌握have/has的用法及新单词，并让学生学会用本课句型编写谜语描述自己的动物朋友。在教学过程中,我始终以“动物朋友”为主线，根据五年级学生的生理、心理特点，利用图片、谈话、猜谜等活动积极创设了各种生动活泼并较为真实的情景来引导学生理解和运用本课所学知识，进行最大化的语言输出，进一步提高学生的听说读写等综合语用能力。在教学过程中，不难发现学生对于本课的学习兴趣很浓厚，参与度也很高，课堂气氛浓厚，学生敢说敢讲，这也达到了本课活动设计的目标：让学生敢于运用本课所学知识点表达自己的观点。同时，整节课结束我在回顾我本课教学过程时，也发现存在以下问题：1.在导入部分的谜语展示时，我在介绍自己的动物朋友时比较生硬，不够生动，导致后面学生展示时也比较死板；2.在让学生Makeariddle这一环节，我设计的是让学生展示整段谜语再进行猜测，有的学生抓不到重点，有的学生觉得谜语太长没有耐心听完，使这个活动缺乏了趣味性,让学生讲一句就试着猜一猜是否更能调动学生的积极性呢？或者是否可以让谜语展示形式多样，如配上动物朋友局部特征的图片，让描述更加生动有趣呢？
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