牛津深圳版英语七下教案：Unit 3 Our animal friends Period 1

Unit
3
Our
animal
friends
Period
1
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.
教具准备：
单词卡片，图片，多媒体课件
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。感受新知，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
3.
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.
(1)
bodies
(2)
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:
the
other

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。
(3)
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.
(1)
根据上下文推测句意；
(2)
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.
(1)
总体印象；
(2)
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
(
P
28),
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。
Step6.
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。
板书设计：
Unit
3
Our
animal
friends
It’s…
It
has…
It
can…
It
likes…