教材分析：
教材分析本单元是对英语中一般现在时句型的扩展和练习，学生可以运用所学语言讨论动物习性这一真实语言情景，将语言变得生活化、情境化，从而掌握一般现在时的各种句式。本课没有偏词难句，主要的语言功能就是让学生会用简单的句式介绍和描述动物的习性。
学情分析：
小学生都具有好奇、好玩、好动、好表现、好表扬等心理特点，同时对新奇的事物非常感兴趣。同时，六年级学生也具备了一定的合作能力和参与意识，在一定的情境中，学生能够积极的参与、大胆表达、勇于合作，展现出良好的学习氛围。
教学目标：
《小学英语课程标准》强调指出：“英语教学要重视对学生实际语言运用能力的培养，重视学生的学习方式和任务型的教学途径，发展学生的综合语言运用能力。” 根据以上要求及对学生实际情况的分析，我制定了如下教学目标。
（一）知识与技能：引导学生运用一般现在时的句子介绍动物习性。
（二）过程与方法：学生通过小组合作，组内讨论，组间交流，培养学生自主学习和运用语言的能力。
（三）情感态度与价值观：通过了解动物与人类的和谐关系，激发学生热爱动物的情感和自觉保护动物的意识。
教学策略：
（一）教学方式与学习方式 [教学方式：“任务型”教学方式 学习方式：自主探究、合作交流] 本课的设计中，我运用了“任务型”教学方式，要求学生通过表达、询问、解释、沟通、交涉、协商等多种语言活动形式来完成任务，同时注重英语中听、说、读、写各项基本技能的训练；英语课程标准强调重视学生实际语言运用能力的培养，倡导体验、实践、参与、合作与交流的学习方式。学生将在“任务型”教学方式的引导下，在自主探究与合作交流中学习和运用语言。
（二）评价方式 [评价方式：多元性评价] 心理学家指出：学生在课堂上有获得表扬的需要，评价的主体应该是多元性的。所以，在教学中我着眼于学生语言运用的培养，采用激励性评价、师生评价、生生互评等多元性评价方式，在教学活动中充分激发学生的求知欲和表现欲，实现教学过程的最优化。
（三）教学手段
1、结合本课教学目标我设计了“猜谜语”、“听音排序”、“听音写词”、“动物习性的讨论”、 “学说小韵诗”、“写写喜爱的动物”等几项任务。
2、利用图片，激发学生的学习兴趣。
3、采用小组比赛的形式，激发学生积极参与，培养其集体荣誉感。
教学过程：
一、Warm up
T: Good morning, boys and girls！
Ss: Good morning, teacher！
T: Pleased to meet you！
Ss: Pleased to meet you, too！
T: Now relax yourself. Let’s listen to music.
（Play the song Old MacDonald had a farm.）
Ss: （Listen, repeat and clap.）
T: This song sounds nice. There are lots of animals in the song. Yes?
Ss: Yes！
T: Do you like animals?
Ss: Yes！
T: Now I say, you guess which animals they are. Let’s have a match between four groups. OK?
Ss: OK！
T: Number
1. They’ve got long tails. They climb trees very fast. They like bananas. What are they?
S1: They are monkeys.T: You are very clever！ Group 2 can get a flag.
T: Number
2. They are tall. They’ve got long necks. What are they?
S2: They are pandas.T: Fantastic！ Group 3, a flag！
T: Who can say another animal?
二、Presentation
T: So many animals！ I like pandas. But I don’t like snakes. （Write on board.） What about you?
S1: I like monkeys. But I don’t like tigers.
S2: I like bears. But I don’t like dogs.
T: Good. And do you know what do pandas love? （Write the title: Unit 2 Pandas love bamboo.）Ss: （Read the title together for twice.）
T: Today we’ll discuss some animals. Let’s see what they are.（Show the pictures of animals.）
Ss: （Read and spell the words together for twice.）
三、New contents
T: These animals are lovely. You can see them on your books. Now listen to the tape, order the pictures.
T: Now I’ll check the answers. Who can tell me?
S1: Number 1 is …T: Excellent！ And what do they like? Let’s listen, then you should say and write down the sentences.
T: First, which animals?
Ss: Snakes.
T: Who can repeat the sentence?
S3: Snakes love the sun.
T: Great！ （Write on the board.） Read together, please.
Ss: Snakes love the sun.
T: Next, which animals?
Ss: Elephants.
T: Who can repeat?
S4: Elephants like water.
T: Can you write on board?（The same process for the other animals.）
Ss: （Read the sentences together.）
T: （Correct the mistakes.）
T: Now I say numbers, you say the sentences.
T: Who can come here and point to the pictures for us?
S2: I can. …You are very good！
四、Practice
T: Can you remember now?
Ss: Yes！
T: OK. I say, you guess. They love the sun. What are they?
S5: They are snakes.T: Very good. Now work in pairs, practice part 2.
Ss: （Work in pairs to do the practice.）
T: Who want to show your dialogue?Ss: （Several groups act out.）
T: You did a good job！ Now let’s learn another animal----owl.（Read and explain the word.）
T: I’ll ask students to explain the sentences.
Ss: （Study the chant, and then say with the rhyme.）
五、Enlargement
T: Today we’ve learnt lots of animals. But which do you like? Now talk in groups: What are your favorite animals? Why?
Ss: （Talk in groups.）
T: Stop！ Now write down your ideas. You can write like this: My favorite animals are …Because… T: Who want to read your sentences?
S1: …
S2: …
T: You are very lovely. We love animals, because they are our good friends. Let’s read loudly！
Ss: We love animals, because they are our good friends.
T: Again！ Louder！
Ss: We love animals, because they are our good friends！
T: Well done, children！ You should remember this sentence.Class is over. Goodbye, children！
Ss: Goodbye, teacher！