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教学设计
课程基本信息
学科 英语 年级 五年级 学期 秋季
课题 Unit 2 Animals Lesson 6 Round Up
教科书 书 名：《北师大版义务教育教科书 英语》（三年级起点）五年级上册 出版社：北京师范大学出版社
教学目标
1.学习理解：能读懂Uncle Booky’s Story time的小故事，理解故事内容；能认识了解部分国家的代表性动物。 2.应用实践： 能回顾和整理本单元重点知识并进行运用。 3.迁移创新：能主动了解更多的动物，体会人与动物和谐相处的重要意义。
教学重难点
教学重点： 回顾和整理本单元重点学习内容。
教学难点： 创设合理情境，引导学生将所学知识综合化运用。
教学过程
Step 1 Lead in Greeting Enjoy a video. T: Here comes our friends Ann and Ken. They want to go to the zoo. Let’s go together. 【设计意图】: 上课伊始，通过创设和Ann, Ken去动物园的情境，欣赏动物，进入教学情境，并为过渡至复习环节铺垫。 Step 2 Presentation Group the words. T: Wow, so many animals. I think pandas are cute. Birds are beautiful. In this unit, we have learned some words to describe animals.Can you classify these animals in your way T: Can you share your answer with us T: Different people have different opinions about animals. If your answer is different, that is OK. Think and write. T：There are many animals in the world. What animal do you like What animal don’t you like Why Please write about the animal you like and don’t like. T: Have you done What’s your answer Student: I like dogs because they are cute. I don’t like crocodiles, they are scary. T: I think so. They have big mouth and sharp teeth, so scary. T: Maybe you think some animals are cute, so you like them. Maybe you think some animals are scary, so you don’t like them. But no matter you like it or not, they are an important part of nature. 【设计意图】：继续创设动物园情境，在逛动物园的过程中，学生根据自身感受将动物进行归类，在此过程中复习本单元描述动物的形容词等。接着通过free talk的方式与学生谈论其喜欢及不喜欢的动物，复习了本单元重要句式。同时，提醒学生，无论你因为何种原因喜欢或不喜欢动物，动物都是大自然重要的一部分，人与动物和谐共生。落实学科育人。 Look and write. T: Our friends Ann and Ken are playing with animals. What animal do they like Let’s go and ask. Students: What animal do you like, Ken Ken: You can guess. T: Ken want to play a guessing game with us. Here’s the riddle. （电脑播放音频，人机互动。） T: Ken likes cats very much. He is so happy today and he share his feelings on the WeChat Moments. T: Ken likes cats, they are cute. How about other friends Please read the pictures in Ken’s Wechat Moments and then write down the sentences. 【设计意图】：通过猜谜活动，于情境中复习巩固本单元描述动物特征的形容词，帮助学生进一步掌握如何描述动物，并在微信朋友圈这一情境中进行运用。 Learn the story. T: Lily and her Mom read Ken’s Wechat Moments too, they decide to go to the zoo today. But this time they will go to the reading room of the zoo. ⑴ Watch and answer. T: They are reading a book about bears. What do you know about bears Let’s watch and find out. ① How are the bears Big or small Students: Bears are big animals. ② What do bears eat Students: They eat many things. Honey is their favorite food. T：What else do they eat Students：They can catch fish and sometimes they eat berries. Now, let’s try to complete the mind map. ⑵ Read and complete. What color are they Read and underline, then complete the rest part of the mind map. 【设计意图】：继续创设情境，Lily和Mom看到了Ken的朋友圈，决定也到动物园逛一逛，并来到了动物园电子阅览室，学生在情境中学习新文本。文本学习中，通过引导学生有目的地阅读短文，划出关键句等，培养学生按要求查找关键信息的能力。同时，通过完成思维导图，进一步理解文本内容，梳理文本信息。 Animals and countries. T: Polar bear lives at the north pole, Penguins and many other animals live at the south pole. Actually, animals live all around the world. Different countries have different animals. Look at the screen ,do you know which countries do they represent Enjoy a video. 【设计意图】：通过观看视频，了解部分国家的代表性动物，同时引导学生体会地球是人类与动物共同的家园，我们应与动物同栖共享。 Step 3 Practice and consolidation. Try to make a book about animals. 情感升华，教育。 Animals are colorful, try to know more about them and live in harmony with them. 【设计意图】：语言学习的最终目的是为了运用。学生在综合复习本单元内容的基础上，进行迁移创新，尝试运用本单元所学进行制作动物主题书籍。学生在收集整理动物相关信息的过程中更多的了解动物，再次体会人与动物和谐共生的意义。 Self assessment. T: After learning the whole unit, how much have you learned You can asses your learning according to this table. Hope you like learning English and working hard. 【设计意图】：引导学生在学习任务单的辅助下完成本单元知识学习的自我检测和评价，并有意识地对薄弱点进行复习。 Step 4 Homework Review the knowledge of this unit and then make a mind-map. Make a book about animals. 【设计意图】：作业是课堂学习内容的延伸，学生通过完成课后作业延展课堂，在梳理知识点、制作思维导图的过程中再次内化、巩固本单元内容。在制作动物书籍的过程中，促进其对动物的了解进而升华出对动物的喜爱。

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