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Do one thing at a time, and do well.小学英语译林牛津版五年级上册小学英语译林牛津版五年级上册《Unit 3 Our a nimal friends》教课设计第3课时教课目的一、知识与技术1 ．掌握并使用have 和 has 的一定句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...能正确并娴熟地运用本课词句简单介绍动物.3 ．经过练习，检测学生对句型He/She/It has...以及We/They have...的掌握状况，使学生能正确运用。
二、过程与方法情境教课法，从认识身旁的小动物开始率领学生们进入课本学习。
三、感情态度和价值观1．让同学们认识小动物，而且会用英文表达同时在生活中爱惜小动物。
2．学生能够听懂简单的单词，而且学会自己表达。
教课要点能正确并娴熟地运用本课词句简单介绍动物。
教课难点1．能正确并娴熟地运用本课词句简单介绍动物。
2．能正确运用句型He/She/It has...以及We/They have...。
教课方法情形教课法。
课前准备课本教材、 PPT课件、单词卡片，图片。
课时安排1课时。
教课过程一、导入新课11 / 4Step1. Warm up.1.Free talk.Do you have....? Yes, I do./No, I don.t.Does he/she/it have ...? Yes ,he/she have./No, he/she/it doesn’ t.Do they have .....? Yes, they do./No, they don’ t.Step 2. Presentation1.T: Does the rubber duck have an umbrella ?Listen to the the rhyme.“ Bubber duck likes the rain.But he doesn’t like sunny weather.So when the summer sun comes out,He cayyies an umbrella.”Ss: No, he doesn’ t.2.Listen to the rhyme .Have a match to say it.3.Look at the words,；bus, duck, summer,sun,umbrella .What’s the pronunciation of the letter u?Can you write more words?This time, let’ s try to say other words.让学生找寻已学的含有音素/ Λ / 的单词，如：under, fun, hungry等。
译林版五年级上册英语unit3教案Unit 3: HobbiesStep 1: Warm-up- Greet the students and ask them about their favorite hobbies.- Show pictures of different hobbies and ask students to guess what they are.Step 2: Presentation- Introduce vocabulary words related to hobbies such as drawing, swimming, playing the piano, playing basketball, etc.- Use flashcards or pictures to help students visualize the words.- Practice pronunciation and spelling of the vocabulary words.Step 3: Listening- Play a recording of different hobbies and ask students to match each hobby with the corresponding picture.- Review the correct answers as a whole class.Step 4: Reading- Provide students with a short reading passage about someone's hobbies.- Ask students to read the passage silently and underline the hobbies mentioned.- Discuss the hobbies as a class and ask students to share their own hobbies.Step 5: Speaking- Divide the class into pairs or small groups.- Ask students to take turns discussing their favorite hobbies and why they like them. - Have students present their partner or group member's favorite hobby to the whole class.Step 6: Writing- Ask students to write a short paragraph about their favorite hobby.- Encourage them to use descriptive language and include reasons why they enjoy it. - Review and correct the paragraphs as a class.Step 7: Review and Extension- Play a memory game with the vocabulary words from the unit.- Use flashcards or pictures and ask students to match each word to the corresponding picture.- Provide additional activities such as word searches or crossword puzzles for students to further practice the vocabulary.Step 8: Assessment- Give students a short quiz or worksheet to assess their understanding of the vocabulary words and concepts covered in the unit.。
教学目标1.学生能会读会说单词:give, finger。
2. 学生能用句型:It has …They have… 谈论自己的动物朋友。
3.学生能朗读会说Cartoon time ,并能体会其中的趣味。
4.学生能会说Culture time, 会描述Checkout time 中的动物。
2学情分析五年级学生在四年级时已经初步对动物有了认识,本课作为第三课时,在前面两课时的根底上已经能够会说自己的动物朋友了,本课又进行了稳固和拓展。
3重点难点1.学生能朗读会说Cartoon time ,并能生动表演出来。
2.学生能用所学句型描述Checkout time 中的动物。
4教学过程4.1 第一学时教学活动活动1【导入】Warming up1.Game:T:boys and girls , do you like gamesLet’s play a game . Please read and guess .2.Revision :T:Boys and girls , do you have an animal friend Can you say something活动2【讲授】Cartoon time1.Guess the new friend .:Bobby and Sam are our friends too. Look they have a new friend. Who is the newfriend I’ll give you some information, please guess .Who is the new friendIt’s a crab .教授crabLook at the crab, (手拿螃蟹图片)how many legs does it haveYes , it has eight legs, these two are not legs, they are arms.2 Read and say something about the crab .T: Can you say something about the crab Take out your writing paper,read and complete the sentences on it.T: Let’s say together.New words .: Sam and Bobby have a new friend . Are they nice to the crab Read and underline the key sentences .Picture 4 : 句子:Give it a cake. 教授生词give 。
Unit 3 Our animal friends教学设计1一、教学目标与要求：1．能听懂、会说“I have a animal friend. It is .... / It has .... / It can ....”并能在实际情景中进行运用。
要求模仿正确, 语调自然。
2．能够熟练地使用颜色单词来描述动物。
3．能听说、认读一些常见的动物的单词cat, dog, monkey, duck, panda, rabbit, bird, pig, elephant, fish, bear, 并能用英文介绍这些小动物。
4．能听懂、会说几个常用的身体部位的单词tail, arm, leg, wing, 并能够在实际情景中恰当地使用。
二、课前准备：1．教师准备动物玩具rabbit, panda, monkey, dog, cat, duck等。
2．教师准备相关动物的图片卡。
3．学生准备有关文具的实物。
三、教学重难点：学会描述动物的特征, 并且熟练地掌握动物的单词cat, dog, monkey, duck, panda, rabbit, bird, pig, elephant, mouse, bear以及颜色单词red, yellow, black, white, green。
四、教学步骤：1．热身/复习(Warm-up/ Revision)(1) 教师播放“How are you”的歌曲录音, 师生对唱。
(2) 师生互致问候。
(3) 用“开火车”的方式进行学生之间的日常会话练习2．新课展示(Presentation)(1) 播放第一单元Let's chant的录音, 学生拿出文具跟读并表演。
(2) 请学生用Look! I have a .... 复习所学的文具。
(3) 教师通过动物玩具教有关动物的新单词：rabbit, panda, monkey, dog, cat, duck (这些单词本课时只要求学生会听, 会说。
实验小学集体备课方案
完成书上第28页的Think and write，提醒学生注意形容词和身体部位的搭配。
4. Think and guess.
以小组为单位，任选一个描述Story time中四个同学的动物朋友，但是要求先不说是什么动物，通过他们的描述，让其他同学来猜猜是什么动物。
Step 3 Grammar time
1. Think and complete.
由问题What else do they have?引出句型。
Nancy has a pineapple.
Liu Tao has a robot.
Mike and Su Hai have some sweets.
2. Read and summarize.
出示句型，朗读体会，自主归纳have和has的不同用法。
3. Collect the right eggs.
只有区分了have和has的用法，才能把蛋放进对应的篮子里。
4. Test your memory.
a. 一位同学说自己拥有的外貌特征、动物、水果、玩具、衣物或食物等。
其他同学静心听并记住每个人所拥有的东西，并用… have/has …句型陈述出来。
b. 观察两种动物的身体部位，找出它们的不同点。
C. 观察两种动物的身体部位，找出它们的相同点。
Step 4 Fun time
1. Think and write.
T: Just now we talked a lot about animals. Now let’s write about our animal friends.
教学反思：。
牛津译林苏教版五年级英语上册Unit3全单元教案本单元重点内容为: 人称代词 he, she, it的辨认、区分和运用。
教学目标1. 学生能够听、说并正确书写 6 个单词：ant, butterfly, bee, spider, grasshopper 和 ladybird。
2. 学生能够听懂、运用人称代词he, she, it。
3. 学生能够模仿老师读课文，并理解课文并作出相应的反应。
4. 学生能够在课文中寻找出现过的昆虫，并在老师的指导下，正确的背诵视觉文本。
教学重点1. 单词的拼读与书写。
2. 人称代词 he, she, it的正确使用。
3. 能够准确地模仿读课文，并进行相关的书写。
教学难点1. 人称代词 he, she, it在语言环境中的区分与使用。
教学准备1. 课件和录音设备。
2. 学生课本。
3. 昆虫图卡。
教学过程Step 1 Revision1. 通过“打招呼”引导学生进行英语氛围的建立。
2. “数一数”练即数昆虫的数量。
3. 复 insect 一单元。
Step 2 Presentation1. 前期示范和练。
2. 看图片猜词语，对于有困难的单词进行讲解。
3. 练并记忆单词。
Step 3 Listening and Speaking1. 向学生呈现美丽的昆虫图片，让他们描述它们。
2. 听老师的指令，辨认人称代词的音。
3. 研究如何在语言环境中区分三个人称代词的用法。
Step 4 Reading1. 教师模仿朗读课文并提醒是否理解。
2. 课堂分角色朗读课文以促进研究效果。
3. 进行阅读的理解检验。
Step 5 Writing and Practicing1. 呈现昆虫图卡并使学生地辨认和说出相应的单词。
2. 把学生分组根据图卡并结合语言环境中的人称代词完成句子。
3. 小组竞赛并互相检查与帮助。
Step 6 Summary and Homework1. 通过温故知新帮助学生更好的掌握内容。
Unit 3 Our animal friends第一课时教学目标：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 .... 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：单词卡片，图片，多媒体课件教学过程：Step1. Warm up & Lead in1. T: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song: H 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。
Step2. Presentation1. 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。
Teaching plan淮安市实验小学费珊琳教学内容：《义务教育课程标准实验教科书牛津小学英语》5A第三单元第一教时（Read and say）教学目标：1.能正确理解、掌握对话内容，并能朗读、初步表演对话。
2.能正确地听、说、读、写词汇sing , dance3.能正确地听、说、读词汇sing a song4.能正确地听、说、读、写句型Can you …? Yes, I can. / No, I can’t. What can you do?I can… What can you sing? I can sing…5.能正确地运用对话中的日常交际用语和三会句型Follow me, please. Let’s sing it together. Listen to the … , please. Yes. / OK./ All right.教学重点：能正确理解、掌握对话内容，并能朗读、初步表演对话。
教学难点：1.能比较流畅地朗读对话，并能在掌握对话内容的基础上进一步表演对话。
2.能正确地听、说、读、写There be…句型的一般疑问句形式及其肯定和否定回答。
课前准备：1.教具准备a 准备好多媒体教学的设施，电脑及投影仪。
b 准备录音机和磁带。
2.教学准备a 拍摄好家庭成员的图像，并配上画外音。
b 把Read and say 的图片扫描到电脑内。
教学过程：A Free talk and revisionT: Shall we begin our class?Ss: Yes.T: OK, let’s start! Hello, children.Ss: Hello, Annie.T: All of you look very nice today. Nice to meet you .Ss: Nice to meet you, too.T: You know I’m Annie. Do you want to know me more?Ss: Yes.T: Listen to me. There are three people in my family.(设计意图：自由对话以听老师家庭介绍的方式展开，让学生耳目一新，不但操练了口语，并且训练了学生的听力，达到双赢的效果。
1 五上Unit 4 Our animal friends (4) 教学内容 Culture time，Checkout time & Ticking time 课时 本单元共6课时 本课为第4课时 总课时第 24 课时
教学内容分析 本课时主要教学内容是：1、Culture time：了解中国和主要英语国家的特有动物。2、Checkout time通过Look and say和Draw and write两个活动检测学生运用have和has的能力，同时也要求学生综合运用Unit1的there be句型。3、Ticking time根据课时内容和特点进行相应的调整，帮助学生明确本课时教学目标，引导学生了解对本课时所学内容的掌握情况。
课时目标 1.了解中国和主要英语国家的特有动物。 2.能正确并熟练地运用本课词句简单介绍动物。 3.通过对话和练习，检测学生对句型 He/She/It has..., We/They have...以及There be...的掌握情况，引导学生正确运用。
教学重点 1.能正确并熟练地运用本课词句简单介绍动物。 2.能正确运用句型 He/She/It has..., We/They have...以及There be ...
教学难点 1.能正确运用句型 He/She/It has..., We/They have...以及There be ... 2.能运用比较丰富的语言介绍动物朋友并完成相应短文的写作。 教学准备 PPT，动物卡片，听读空间，课课练 教学过程 Step1 Revision 1. Warming up and revise Sound time (1) Chant the rhyme of “Sound time” together. (配着音乐、打着节奏说) (2) Ticking 1: I know the sound of the letter “u”. T: Duck, duck, /ʌ /, /ʌ /. Do you know the sound of “u”? (将评价贯穿于整个教学) S: “u” has the sound / /. (3) Talk about the rubber duck
2. Talk about the crab/ Revise Cartoon time (1) T: look, what’s on the sea? S: There’s/ There are … T: Bobby and Sam have a new animal friend—the crab. Can you talk about the crab? S: … (PPT: 2
T:（总结）Good. Bobby and Sam have a cool animal friend. 3. Game: Get to know the Ss’ animal friends (1)(第一组由老师带着大家一起做) T: …Do you have an animal friend? S1: Yes, I do. T: Does it have …? S1: Yes/ No S2: What can it do? S1: It can … S3: Can it say/ shout: Quack/ Woof/ Miao …? … (2) Play it together（全班同学猜测一个同学的动物朋友） 【设计意图：以谈论动物朋友为主线，在前三课时学生逐步感知、理解和运用的have，has的基础上，本课时要让学生能综合运用there be和have，has。】
Step 2 Checkout time & Culture time 1.P34 Look and say (1)(接上)T: See? There’s a nice farm. What’s on the farm? Ss: There are some ducks/ cows…on the farm. T: Wow, there are so many animal friends on the farm. Let me show you around. (2)Talk about the animals on the farm. a: T gives a model: Look, there are 8 ducks on the farm. They are yellow and fat. They have big bodies, big mouths and short tails. They can swim. b: In pairs 【设计意图：从复习上节课出现的动物朋友到农场上的动物朋友。在操作活动时，教师要提醒学生正确使用单词的单复数形式，同时也可以也可以鼓励学生综合运用以前学过的词汇，如颜色类和形状类的词汇。】
2.Culture time (1)T: Can you see these animals on the farm? (PPT呈现panda, bald eagle, polar bear, kangaroo图) S: No, we can’t. T: Yes. They are very special. They are the national animals. (2) Show “Culture time”, let the Ss read it and learn the new words. (3) Talk about the national animals in the US. PPT呈现美国国徽，秃鹰 L: bald eagle (bag; eat) (4) Talk about the National animals in Canada. 3
PPT呈现加拿大的国宝级动物海狸；北极熊 L: beaver; polar bear(the world animal) (5) Talk about the national animals in Australia. PPT呈现澳大利亚国徽，袋鼠,鸸鹋 L: Australia; kangaroo；emu (6) Group work Talk about one kind of the national animals in groups. Drills: A: You can see ________ in ___________. B: They are _______________________________. C: They have _____________________________. D: They can ______________________________. Together: They’re our animal friends/ … （7）T：小结，They are very cool and powerful, but they are getting fewer and fewer now, we should help them. 【设计意图：Culture time的目的是给学生更多的文化输入，教师可以通过图片拓宽学生的视野，让学生感受不同的地理环境造就的独特动物，激发学生探究多彩的世界的好奇心对珍稀动物的热爱。】
Step 3 Checkout time—Draw and write 1. T gives a model passage about my animal friend. PPT：
2.Let the Ss write about their dream animal friends. (提前让学生画好动物卡；学生写话时给予提示。) 3. Show time (让学生走上讲台展示并介绍自己的dream animal friend；画得好、写得好的作品可以直接贴到墙上展览，提高学生的学习积极性。)
Step 4Expasion 1.Conclusion and Ticking time 先让学生读一读Ticking time板块项目，师生边板书边归纳，评价；重点讲解。 (1)There is/ are表示什么地方有什么人或什么物，强调存在。Have/has表示某人或某物拥有，强调所属。 (2) … 【设计意图: 根据课时教学内容和目标进行提炼评价项目，引导学生在归纳单元知识的同时自我评价。】 2.拓展与动物有关的俗语（利用《听读空间》上的资料） 3.文化提升：Animals are our good friends. We are family. (引导学生了解更多有关动物的文化知识。） 4
3.Classwork: 《听读空间》P32一篇有关Kangaroos的文章 Step5 Homework 1.朗读书上P31-33 2.Finish the exercise in workbook（第四课时）. 3.用英语向你的家人和朋友介绍你的动物朋友。
当堂练习 《听读空间》P32一篇有关Kangaroos的文章
板书设计 Unit3 Our animal friends (Culture time, checkout time &Ticking time) U / ʌ / 1.There is /are ... Have/ has / ju: / 2.A: Do you have...? B: Yes, I do. /No, I don’t. 3.A: Does he/she/it/XXX... have ...? B: Yes, he/she/it does. /No, he/she/it doesn’t.
教后反思 与重建
