小学英语外研剑桥版六年级上册Unit 5 Animals in danger教学设计及反思

 Unit5 Animals in danger教学设计

一、教学目标

1. 能运用It is ... It has got... It lives/eats ... Its fur is ...等句型描述动物的信息。

2. 能运用句型Has it got…?Does it live/ eat? Is it…?进行猜测动物的游戏。

3. 能听懂、读懂有关动物信息的短文，完成猜测动物名称、选择正确答案、判断句子正误等活动。

4. 能听懂、读懂有关panda和the South China Tiger的海报，了解它们的生活习性和生存状态，体验爱护动物的情感。

5. 能借助图片读懂故事The kingfishers，能够正确朗读并表演。

二、教学建议

1. Listen, read and guess what animals they are. 听一听，读一读，猜动物。

Groupwork小组活动

Step l 老师利用图片或课件创设情境，如参观动物园，并出示动物身体一部分的图片，引发学生的猜测What animal is it?

Step 2 学生听第一段录音，初步感知描述动物特征的语句，猜测What animal is it? 老师用课件展示elephant的图片，并出示文本，学生认读。

Step 3 学生听第二、三、四段录音，猜测录音内容描述的是什么动物。老师利用课件展示cow, polar bear, horse的图片。

Step 4 学生使用句子It has got ... It eats/lives …等来描述elephant, cow, polar bear, horse 的特征。

Step 5老师设计看图填写单词、补充句子等活动，进一步巩固短文内容。如

It has got _________ legs. It eats other ________. Its fur is _________.It lives in the _________.

Step 6 播放第五段录音，学生猜测动物并认读文本。老师利用课件进行图片对比,帮助学生理解：It’s smaller than a tiger.

Step 7 播放第六段录音，学生再次体会比较级句型：It’s smaller than a sheep.

Step 8 学生打开课本到38页，听录音，模仿跟读全文。

Step 9老师将6个动物图片任意摆放在黑板上，请一位学生抽取一张。教师背对学生，运用句型Has it got…? Does it live/eat…? Is it…? 进行猜测。

Step 10 老师板书核心句型：Has it got …? Does it live/eat …? Is it …?

Step 11 学生两人小组，运用板书句型开展游戏活动。

Step 12 根据学生的活动情况，请2-3组学生进行展示。

录音稿：

It has got four legs. It has got a long nose. It's a very big animal. It lives in Africa and Asia.

It has got four legs. It eats grass. It lives on a farm. It gives us milk.

It has got four legs. It eats other animals. Its fur is white. It lives in the Arctic.

It has got four legs. It eats grass. It lives on a farm. People ride it.

It has got four legs. It eats other animals. It’s smaller than a tiger. It lives in Africa and Asia.

It has got four legs. It eats grass. It’s smaller than a sheep. Foxes like to eat it.

2. Listen and read. Then choose the best answer.听一听，读一读，选择答案。

Step l 老师出示图片内容并提问：What is it? 并学习单词kingfisher。

Step 2 老师再次播放录音，采取分段听的方式，借助图片或课件，让学生充分理解文本第一部分（前两行）的内容：Kingfishers are beautiful birds. They live in many countries of the world. They eat small fish.

Step 3 老师提问：Why are kingfishers in danger? 学生打开课本自读文本第二部分 (第二行及以后），画出答案，并学习新单词：dirty, problem, build, nest, riverbank, change, quiet。

Step 4 学生打开课相第39页，完整阅读短文，独立完成选择练习。师生共同核对答案。

Step 5老师再次播放录音，学生模仿跟读。

录音稿:

Kingfishers are beautiful birds. They live in many countries of the world. They eat small fish. Kingfishers are in danger. The water in many rivers is dirty. There are no fish in them, so there is no food for the kingfishers. There is also another problem. Kingfishers build their nests in holes in riverbanks. When people change the rivers and build new riverbanks, there is no quiet place for birds to make holes for their nests.

3. Look at the animals in danger below. Try to find out why they are in danger. 看一看，想一想。

Step l老师播放搜集到的濒危动物的视频或图片，让学生了解濒危动物的生存状况，激发学生保护动物的情感。

Step 2 学生模仿kingfishers的短文，尝试运用所学的句型介绍濒危动物的信息，老师给予积极的评价。

4. A story—The kingfishers. 故事—翠鸟。

Step 1 老师将人物头像呈现在黑板上，并进行介绍：Emma and Mike are good friends. They like animals. In this story, they try to help an animal. What is it?

Step 2 老师播放录音，让学生初步感知故事，通过学生的回答引出故事主题：The kingfishers。

Step 3 老师播放第一部分的录音（Pictures 1-3)，学生边听边思考，回答老师的问题，如：Are there any kingfishers this year? Why? Why not? 可以给学生几个选择：A. The water is dirty. B. There are lots of fish in the river. C. They need holes in riverbanks to make nests.学生做出选择，并操练句型：They need holes in riverbanks to make nests.

Step 4 老师再次播放第一部分的录音，学生逐句跟读，模仿录音中的语音、语调。 Step 5 老师引导学生，对后面的故事情节进行预测：What do they do?

Step 6 老师播放第二部分的录音(Pictures 4-9)，学生初步感知这部分的情节和内容。

Step 7老师再次播放第二部分录音，学生边听边思考，将打乱的图片重新排序，如：

（   ）                  （    ）               （   ）

      （    ）                （    ）            （    ）

Step 8 学生操练这一部分的重点句型，如：We want to help the kingfishers. Why don’t you come and help us? Let’s make the hole for the nest here. Do you think the kingfishers will come here, Emma? It’s a quiet place.

Step 9 学生分角色朗读第二部分。

Step 10 老师播放第三部分的录音（Pictures 10-12)，让学生闭上眼想象听到的场景，注意人物的语音、语调。

Step 11学生跟读第三部分故事，体会Aren’t they sweet? 的语气。

Step 12老师完整播放录音，学生跟读，注意模仿语音、语调。

Step 13小组活动，分角色朗读或表演。请1-2组学生表演。

录音稿：

Fisherman: There are no kingfishers this year.

Girls: Why not?

Fisherman: I don’t know. The water is OK. There are lots of fish.

Emma: Let’s find out about kingfishers on the web.

Mike: Good idea!

Emma: Ah, here it says how we can help the kingfishers.

Mike: Right. They need holes in riverbanks to make nests.

Boy: Where are you going?

Emma: To the river. We want to help the kingfishers.

Emma: Why don’t you come and help us?

Boy: No, that’s boring.

Girl: See you.

Emma: Let’s start digging here.

Mike: OK.

Emma: Let’s make the hole for the nest here.

Mike: All right.

(Five hours later)

Mike: That was a lot of work.

Emma: Yeah.

Mike: Do you think the kingfishers will come here, Emma?

Emma: I think so. It’s a quiet place.

Mike: Let’s not tell anyone.

Emma: OK.

(Three months later)

Boy: Who is that behind the bush?

Girl: I think it’s Emma and Mike.

Boy: What are you doing here?

Emma: Be quiet and have a look.

Boy: Wow, baby birds.

Emma: Aren’t they sweet?

5. Listen and read the posters.听一听，读读。

Step l 老师利用视频和图片，展示有关熊猫的信息。学生打开课本到第42页，听录音，初步感知有关熊緙的信息，初步感知海报的文本表达形式。

Step 2 老师结合海报教授：bamboo, around the world。

Step 3 老师设计活动，使学生进一步熟悉熊猫的信息，如短文填空。

    The panda lives in ______. It eats ________. It has beautiful _______. It is _______ and ______. People around the world love pandas. But they are in great danger. Let’s join in to help them.

Step 4 老师再次播放录音，学生逐句跟读并注意句子Let’s join in to help them.的朗读语气。

Step 5 老师出示华南虎的相关视频或图片，鼓励学生模仿熊猫的海报，自己尝试设计一张海报。教师可提供相关句型：It lives…It eats…It has…It is…等。

Step 6 老师播放华南虎的海报录音，让学生体会海报的表达形式。

Step 7 老师再次播放录音，学生跟读。

Step 8 小组活动：选择一个动物，制作海报。老师选出2-3个小组进行展示。 录音稿：

Let’s help pandas!

The panda lives in China. It eats bamboo. It has beautiful fur. It is black and white. People around the world love pandas. But they are in great danger. Let’s join in to help them.

Save China’s tigers!

We all know Toby the Tiger and love him. But do you know the South China Tiger? The South China Tiger lived in many parts of China. But people can only see them in the zoo today. Let’s help to save China’s tigers!

6. Listen and read. Then tick True or False.听一听，读一读，勾一勾。

Step l 老师利用视频和图片，展示有关黑犀牛的信息，学习词汇black rhino。

Step 2 老师播放录音，学生打开课本到第43页，边听边思考：Where does it live? What does it eat? Why is it called black rhino? Why do people kill them?

Step 3 学生在短文中理解和学习新单词和句子：It eats fruit and leaves. Black rhinos love mud and they often take baths in the mud. People kill rhinos and sell their horns. Then other people make medicine out of the horns and get a lot of money for it. They say this medicine helps when you are ill, but that is not true.

Step 4 学生独立完成阅读判断题，全班核对答案。

Step 5 老师再次播放录音，学生逐句跟读。

录音稿：

The black rhino lives in East Africa. It eats fruit and leaves. The black rhino is not black. It is grey. Why is it called black? Black rhinos love mud and they often take baths in the mud. When they come out, they look black. People kill rhinos and sell their horns. Then other people make medicine out of the horns and get a lot of money for it. They say this medicine helps when you are ill, but that is not true.

答案：

1.T  2.F  3.T  4.T  5.T

7. Look at the pictures. Tell your partner what Li Ping did last Saturday and what he didn’t do. Then change roles. 看一看，说一说。互换角色。

Step l 老师出示图片，学生认读相关的短语，如：went to the zoo, went to the cinema等。

Step 2 老师引导学生介绍图片信息：Yesterday was Saturday. Li Ping didn’t go to the zoo. He went to the cinema ...

Step 3 两人一组开展活动，选出2-3组学生进行展示。

补充练习答案

1. Picture 1: no kingfishers, I don’t know, are lots of fish

Picture 2: find out, web

Picture 3: says how, They need

Picture 4: Where are, want to

Picture 5: don’t you, boring

Picture 6: Let’s make