二0二三年度五年级上册Unit3AnimalsUnit3AnimalsFunTime教学设计谢欣

1、Teaching PlanUnit3 Animals-Fun Time谢欣1. Analysis of the Teaching MaterialThe reading material is taken from SL Primary English, Grade5, Book1, Unit3 Animals. In lesson 1-2 of this unit, the new words and key sentences have already been solved in the previous classes. This lesson mainly focuses on de

2、veloping students reading ability, cooperative inquiry ability, critical thinking quality and integrated application ability. 2. Aims, Key & Difficult Points (1)Teaching ObjectivesLanguage Ability: Students can read the names of the two endangered animals. Students can describe an endangered animal

3、from its appearance, home, food and ability. Learning Ability: Students know how to use the key sentence patterns to introduce an endangered animal from different perspectives. More than that, they can create their own posters of different endangered animals. Culture Awareness: Students can understa

4、nd that human and animals should coexist harmoniously. The earth is the common home of humans and animals.Thinking Quality: Students can think from different perspectives and analyze. The key points and difficult points in teachingKey points: Students can use the sentence patterns to introduce an en

5、dangered animal from its appearance, home, food and ability： It is/They are It has/They have It lives/They live It eats/They eat It can/They canDifficult points: Students can make posters of endangered animals according to teachers suggestion.3. Analysis of studentsKnown: Names of some animals in un

6、it3. Some background information about the endangered animals theyve surveyed before class. It can/They canNot know: The key sentence patterns of introducing a certain kind of animal. How to make a poster a certain kind of animal.Character: active, cooperative, curious about new things, have certain

7、 critical think ability and practical ability , eager to express. Methods and Learning MethodsTeaching Methods: Communicative teaching method. Task-based teaching method. Situational teaching method. Audio-Lingual teaching method.Learning Methods: Independent learning. Cooperative learning. Problem-

8、based learning. AidsPPT, cards, videos, pictures, blackboard writing. ProceduresTeaching ProceduresTeachers ActivityStudents ActivityPurposeWarm up(2mins)Greetings.T: Hello! Boys and girls. Nice to see you! into animal protection teams:T1,T2, T3,T4.T: There are some animals in danger. Were going to

9、take them to their home by the four jeeps. Lets see who will be the first to finish this great task. are divided into four groups简短的课前问候,让学生放松。师将学生分为四个动物保护小分队，任务是护送濒危动物回家。根据各组课堂学习活动完成的质量，来获得相应的驾程，看哪组的吉普车最先抵达动物们的家园。以此调动学生的学习主动性，帮助学生对人与动物的和谐共生的关系树立正确的情感态度。Presentation(6mins)Lead in.1) T: So on the way

10、 of taking the animals home, we can know more about animals.T paste the topic on the blackboard. 2) T show two sets of animal pictures to make a contrast between pets and wild animals and make Ss get the meaning of wild animals.Two endangered animals in the text.T show the video of the two endangere

11、d animals and ask a question.1)T: What wild animals do you see? Now, lets watch a video and find the animals. 2) T play audio material and apply phonics to help Ss master the pronunciation of the wild animals names，pay attention to “Tibetan antelope” and “snow leopard”.T play the video of the first

12、paragraph and put forward four questions.T: This time, lets watch the video again and try to find the answer of the following questions:1) What are Tibetan antelopes like?2) Where do Tibetan antelopes live?3) What do Tibetan antelopes eat?4) What can Tibetan antelopes do?T: Lets check the answers.4.

13、 T show the four questions about snow leopards and ask Ss to work in four, read the second paragraph and find the answers.1) What are snow leopards like?2) Where do snow leopards live?3) What do snow leopards eat?4) What can snow leopards do?T: Lets check the answers. the video.1)Students watch the

14、video and try to remember the names of the animals.2)Ss learn to master the pronounce of the animals names through listening and phonics. the video and read paragraph one. Find the answers of the four questions:1) What are Tibetan antelopes like? 2) Where do Tibetan antelopes live?3) What do Tibetan

15、 antelopes eat?4) What can Tibetan antelopes do?Check the answers. 4. Ss work in four to read the second paragraph and finds the answers.1) What are snow leopards like?2) Where do snow leopards live?3) What do snow leopards eat?4) What can snow leopards do?Check the answers.师通过出示两组不同的动物图片，引导学生从它们的生存

16、环境的角度思考，理解宠物和野生动物的本质区别。顺势引出到课本上的濒危野生动物。生带着问题，仔细观看师制作的本课两个濒危动物的相关视频，找出它们的名字。（整体感知课文内容）师指导学生，通过听原声材料和自然拼读，练习并掌握这两种动物的单词发音。生跟随课文点读录屏，阅读课文的第一段，找到藏羚羊的相关信息。师通过呈现有关藏羚羊的问题表格，列出与其相关的四个问题，让学生引用原文，回答藏羚羊的外貌、家园、食物、本领。师生合作，检查答案。生通过四人小组合作，阅读课文的第二段，找到雪豹的相关信息。师通过呈现有关雪豹的问题表格，列出与其相关的四个问题，让学生引用原文，回答雪豹的外貌、家园、食物、本领师生合作，检

17、查答案。 Practice(6min)1. Lets introduce them.T show the beautiful pictures of Tibetan antelopes and snow leopards in sequence and offer the sentence structures：It is/They are It has/They have It lives/They live It eats/They eatIt can/They can2. T show the pictures of the wild animals bodies and fur in

18、order to make a strong contrast of their living lives and dead bodies.Meanwhile, arouse Sss desire to find out the answers of the following questions:1) What happened?2) Why does that happen?T lead Ss to read paragraph three and four. Guide Ss to find the answers of the questions above.T help Ss to

19、know the meaning of endangered animals.3. Stimulate their awareness of protecting animals.T:What do you want to say to people? No buying, no killing! the two kind of animals according to the beautiful pictures and sentence patterns on the screen.2. Ss feel a strong visual impact through the contrast

20、 of the two sets of pictures.Ss try to find out the answers of the questions:1) What happened?2) Why does that happen?Ss read the last two paragraphs and find out the answers of the questions above. They get to know the meaning of endangered animals. Ss awareness of protecting animals are stimulated

21、 spontaneously.师为学生提供优美的图片和语言支架，便于学生分别对藏羚羊和雪豹的外貌、家园、食物和本领进行描述。由此引出和引导学生应用本课的四个重点功能句型：It is/They are It has/They have It lives/They liveIt eats/They eat It can/They can生欣赏了文中动物的优美多彩的图片，再看到触目惊心的、灰暗的图片（它们被偷猎、成堆的或整张的毛皮）。图片色彩和内容对比，使学生产生了强视觉冲击。在叹息的同时，学生更迫切地想知道：究竟发生了什么？为什么会发生这样的事情？学生阅读课文的第三、四段，找到以上两个问题的答案。

22、同时，生进一步理解了“濒危动物”的意义，了解了它们的生存现状。看着图中流下血泪的雪豹，你们想对人们说些什么？通过这一活动，学生的对动物的保护意识，也自然而然地萌发。明白“没有买卖，就没有杀害”。Production(8mins)Focus on more endangered animals. the endangered animal that we are familiar with-panda.T:Weve known about two endangered animals in the text. Now lets introduce this kind of animals tog

23、ether.2. Introduce more endangered animals.Work in four，talk about more endangered animals from its appearance, home, food, ability.T:You can describe from its appearance, home, food, ability. T show Ss some references of this task.Ss introduce panda from four different aspects and use the five main

24、 sentence structures of this lesson.2. Ss work in four and talk about more endangered animals from its appearance, home, food, ability.我们从文中认识了两种濒危动物，现在我们一起介绍我们熟悉的国宝大熊猫。师顺势引导学生四人一组，合作谈论更多濒危动物（学生课前已搜集整理了他们所关爱的濒危动物的相关信息），并鼓励学生发散思维，利用参考词汇和本课四个重要功能句型，介绍相关动物的外貌、家园、食物、本领。Extension(8mins)Make a poster of a

25、n endangered animal you care about. work(4 in a group)1) Before we start, we may think of the question: How to make the poster? (制作之前)T give Ss some suggestions and also show some works. The structure of a poster is as following:_It is/They are It has/They have It lives/They live It eats/They eatIt

26、can/They can2)During the production of a poster.（制作过程中） T should help Ss if they have any problem during the process of making a poster.3)Show timeT give Ss enough time to show their posters of endangered animals. theme Lets watch a video of animals-Dont make them cry.No buying, no killing! No pollu

27、tion(污染）, no killing!Animals are our friends!We should take care of them! work1)Ss listen to the Tssuggestions about making a poster and take the references.2)Ss work in four and make their endangered animals posters based on their different ideas from different perspectives.3)Ss show their posters and describe different animals in different ways.2. Ss have a better understanding of the living situation about some endangered animals. In the meantime, Ss also understand that animals are humans friends and they should be taken care of.在制作濒危动物小报之前，师提供建设性的建议和有效帮助，帮助学生理清制作小报的流程，明晰小报的结构。学生在制