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1、课题PEP6 Unit5 Whose dog is it? B read and write 课时第 6 课时教材 与学情简析教材简析：本课时教学内容采用2011版义务教育教科书英语(PEP)(三年级起点) 五年级下册教材。通过复习一系列的动词ing,由旧知引出本课新知的教学，鼓 励学生用核心句型” The is/are .描述动物正在做某事。本课的主 人公Robin自然登场，通过Robin游玩动物园，喜爱动物，模仿动物，使学生感 同身受，激发学生内心对动物的喜爱之情并鼓励学生表达这一情感。在课堂中， 尽可能多地关注学生，激发学生的学习兴趣和发散性思维，创造机会让学生去说 去写，实现文本知识生
2、活化和趣味化的目的。学情简析：经过2年多的英语学习，学生已经形成了初步的语言运用能力和良 好的独立思考的能力，具备一定的听说读写技能并储备了一定的英语词汇量。 具体到本单元内容，学生经过前面几个课时的学习，已经较好的掌握了本单元 的四会单词，且能较为熟练的运用be+V-ing来表明正在做某事，能区分“be动 词”的具体运用。另外学生也积累了一定的阅读技能，能够通过略读、精读以及 根据意群来理解句子和文章大意，培养了良好的阅读习惯。教学目标知识目标基础目标：1、复习、巩固动词ing形式，如：playing, eating等。2、听说、认读本课生词copy, excited和like并理解其在语境
3、中的意思。听说读写重点句型：Theis/are.来描述某物正在做某事;I mlike a/an. I want to be a/an. I like.描述自己想模仿的动物及原因。3、能在图片和老师的帮助下读懂故事。拓展目标：4、欣赏续编故事 “Robin will copy animal .”。能标 技目基础目标：1、学生能够在图片情境和教师的指导下理解故事内容，找出关键词、 句，完成相关阅读训练题。2、学生能够按意群和模仿录音的语音语调朗读故事。3、学生能够理解、交流核心句型：The is/are . I m like a/an. I want to be a/an . I like . 并
4、根据实际情景进行操练。4、能够在一线格上正确、规范书写句子。拓展目标：1、根据续编的故事，表演情景。教学过程设计情感态度1、学生能意识到要热爱小动物，爱护小动物。2、小组合作，增进学生之间相互了解。学习 策略1、培养学生英语学习的能力，团结合作的精神。2、旱握略读，精读的阅谀技巧，并能找出关键信息元成练习。3、了解一线格的书写格式文化意识了解带电机器人进入水中会导致电线短路。教学 重难点重点：1、重点词句的理解和教学。2、文本故事教学，完成相关的阅读练习，能用正确的语音语调进行朗读。 难点：1、续编故事，在真实的情境中运用核心句型。教学准备PPT、板书词条、学生学习单等。4. Choose a
5、nd classify教师活动学生活动设计意图Stepl. Warm-up & Review1. GreetingT: Good morning. Nice to meet you.2. Chant(PEP1T:Everybody,Unit4 We love animals) stand up. Let s do andsay.3. Game: CopyT:Wow! Your do a good job. Now let play a game. Copy me do.me doCopy, copy, copy me do.I do this. and you do i+ too.2I am(
6、eatingz singing.)And you are(eating, singing.)T: Excellent!Ss: Niceto meet you,too.ActActActActActlikelikelikelikelikean elephant,bird.tiger, panda, monkey.Copy,I do this and you do it too.Ss:do.copy, copymeSI: I am eating. And you are eating.(边说边做)采用chant活跃课 堂气氛，营造英语 课堂学习氛围。Copy me do游戏调 动学生的学习兴趣 和
7、多感观学习，快 速地帮助学生复习 了动词ing形式。T: Let s have a PK between boys and girls. Boys, you are animal group. And girls are ving group. You shouldchoose a number first, If the word is your group, s, you should read it quickly and your group gets 1 point. If not, the other group can read the word and they get 1 p
8、oint. Are you clear? T: OK. One point for boys.T: Let s brainstorm more words about animals and v-ing.Present the words:animals: panda , tiger v-ing: singing, flyingT: Well done! Look at the v-ing, there are three rules of adding ing. Can you summarize the rules?T: Do you agree?Step2. Presentation &
9、 PracticePresent: Sarah and RobinT: Here comes Sarah and Robin. Where are they now? Can you guess?T: Good guessing.1. Look and answerCAI （呈现一小段语音）T: Listen, they are at the .T: Now read the picture. What animals do they see? Without books.Laak and answerBl: I choose number 5.Giraffe. It s an animal.
10、G1: I choose number 11.Oh, it s not my word.Boys:Bn: kangaroo.Gn: flying.Bn: turtleGn: climbing SI:Ss: Yeah!S1: Maybe they re at home.S2: Maybethe zoo.Ss:Zoo.theyreatS1: A bear, an elephant, two rabbits, a tiger, a monkey and a bird.采用男女生PK的方 式不仅激发学生的 竞争意识，还复习 了动物类和v-ing 单词，激发学生的 知识储备，为后面 学习做铺垫。另外 采
11、用 brainstorm 让 学生想出更多相关 单词，较好地发散 了学生的思维。此处板书让学生去 总结归纳了动词 ing的三种方法，帮 助学生厘清规则， 更好地去记忆和使 用。通过猜的形式，引 出情境ZOO,营造良 好的学习情境。读前，利用形象生 动的图片，学生能 更直观看到有哪些 动物，培养学生读 图的意识和能力。3. Read and answerT:Wow! So many animals. What are theanimals doing? Please read P53.Underline the key sentences and writedown the answer on
12、your sheet.The is/are _.Read and answerP53What are the animals doing?Ti ps: Underline the keuTheis/areJJsentences.（利出关谜句Present the sentence:The bear is dancing. | | The rabb汁S are eating.-a| The tiger is running.| The bird is flying. |The elephant is walking | The monkey is chmbmgT: Let s check the
13、 answer.T:What is Robin doing? Let s read andsay.What is Robin doing?Robin is dancing.|Robin is eating?! |Robin is running. |Robin is walkir| Robin is flying4.Let s sayT:isT:is dancing, and the bear dancing, too. Who is copying? Good job. So Robin will say ILook, Robindancing like a bear” . And .Pre
14、sent the sentence:like a/anLets sayI*mdgncinglike a bg 一.SI: The bear is dancing.S2: The rabbits are eating.S3:The tiger isrunning.S1: Robin is dancing.S2: Robin is .SI: Robin is copying the animals.S2: I m eating like a rabbit.S3: I m running like a bear.第一次详读，回答 问题。题目设计由 易到难，这样的安 排顺利扫除阅读障 碍，扩大练习面，
15、 给程度较弱的同学 一个表现的机会。培养学生的阅读能 力、捕捉关键信息 的能力。利用提问Who is copying?自然过 渡到句型T m like a/an .让学生更好地理解 本课的核心句型， 并通过肢体语言和 学生已知的简单词 汇帮助学生理解和 应用likeoT: Here like” is the same with that in the sentence of Act like a bird.5. Pair workT: Robin likes copying. Do you like copying. Now work in two. One act and say, the
16、other copy and say.Ss: Yes!6. Let s retellT: Robin is copying. And he is looking at animals. Now let s be Robin and retell the story together.T: Picture 1, who can retell?1pm ,责Lets retellRobin is looking at animals. Robin is excited!T: Good job! Robin is copying. Robin is excited. What does “excite
17、d” mean?T: Yeah! Robin is very happy!T presents and say the word: excitedListen and repeatT: Robin is so excited. Now, listen and repeat and pay attention the way Robin speaks.7. GuessT:Good job! All of you are very excited.Pair workS1: I m looking at a bear. T m dancing like a bear.S1: HappySs say
18、the words one byone.Ss listen and repeat寓教于乐，利用 pair work,使学生 在相对轻松的氛围 中，对重点句型I mlike a/an.进行了趣味 性的操练。有利于 学生思维的活跃及 口语能力的提高。及时地复述，有利 于提高学生表达该 句型的准确率。让学生有代入感地 复述以及图片讲 解，能巧妙地让学 生猜出excited的 意思。Listen and repeat 培养学生按意群， 正确的语音、语调 进行朗读。Now Robin and Sarah are walking near theriver. What will Robin say? Ca
19、n youguess?T: OK. But let s think again. Does Robin like swimming?T: What will happen? You can speak Chinese.T: Yeah, Robin will be short out.T: How does Robin feel? Is he excited?9. Role playT: Yeah, he is a little bit afraid.T: Now work in two, one is Sarah and theother is Robin. Try to imitate Ro
20、bin stone.Role playHow does Robin feel? Is he excited?A. Yes, he is.“0, he isnt.T: Which pair wants to have a try?10. Do a surveyT: Super! Robin wants to be a bear, a tiger, but he doesn t want to be a fish. What about you? Why?Present the sentence:I want to be a/an .I like .SI: T m looking at the f
21、ish. I m swimming like a fish.S2: No.S3: Robin will 电线短 路，死机了。S4: No, he isn t.Role play in pairsSI:S2:S1: I want to be a tiger.I like running.按照惯性思维，学 生会很自然地仿 句，但此处情节反 转，学生的学习积 极性能较好地被调 动起来，产生继续 读下去的浓厚兴 趣。跨学科知识拓展： 带电机器人进入水 中，会导致电线短 路。角色扮演，由于此 处对Robin的情绪 进行了较深刻地揣 摸，学生的带入感 非常强。在相对轻松的氛围 中，小组合作，进 行调查，不
22、仅增加 了同学之间的相互 了解，还操练了本 课的核心句型I want to bea/an. I likeA:I want to be a/an.What do you want to be?I like.B：I want to be a/anI like.A:Do you want To be a/an _pC:Yes, I want to be a/an/ No, I want to be a/an _.I like. I likeA:How about you?T: Now work in four, and do a survey.Q。a（四人_组，进行调查）Do a survey in
23、 group.D: I want to be a/an. I likeStep3. Consolidation & Extension1. Continue the storyT: Robin doesn t want to be a fish. So he goes away. Wow, so many animals. Some are running, some are swimming. Robin likes copying. So what animal will Robin copy? You can talk in two. T: Who wants to have a try
24、?Pair Look!澄哙Maybe Robin islike a /an.T: Well done!2. Draw and writeT: Robin likes animals very much. And he likes copying them. How about you? Do you like animals?T: OK! Love the animals and copy the animals.Present the sentence:Love the animals. Copy the animals.T: What animal do you want to copy?
25、T: OK! Can you talk with the sentences?T: Very good.T: Now everyone take out your sheet.SI: Look! The bear is playing basketball. Maybe Robin is playing basketball like a bear.（边说边加动作）SI： Yes, I do.Ss: Love the animals. Copy the animals.S2: I want to copy the kangaroos.S2: I like jumping. I want to
26、be a kangaroo. I m jumping like a kangaroo.猜一猜Robin还会 模仿什么动物呢， 续编故事，发散学 生的思维。情感渗透：动物是 我们的好朋友，我 们要爱护动物，爱 他就模仿它吧！从说到写，逐步递 进，学生能较轻松 地完成画和写的任 务。同桌互相检查, 有利于合作学习，Draw and writeTips：1. I alk with your partiur.2. Draw and write 奶 yourselfCheck, tn pairs.If you are Robin. What other animals do you want to co
27、py? （假设你是Robin.你注想模仿哪些动物）I like.I want to be a/an _I*mlike a/anWord bankkangroo dog mouse tiger panda duck turtle.hopswimsinglookdancedrinklisten to music .T: Who wants to come here and shareyouridea with us? You please.T: Good, but a small mistake. Here aoran”T: That s right.Step4. Homework1. Revie
28、wT: I know today all of you do a good job.And you can use these sentences to tellothers what you d like to copy and why.And dont forget: Love the animals.Copy theanimals.2.Todays homeworkHomeworkl.Read text on P53 fluently.（熟读P53课文） 2.Finish the copybook and workbook （完成作业本和抄写本） 3.Draw a picture and
29、 write something about the picture. Dont forget to share it with your friends.（画一幅图，并把照片内容写出来，别忘和你的朋友分享 你的想法哦。）1）Talk in two.2）Draw and write by yourself.3）Check in pairs.及时发现书写中存 在的问题。从写到 说，教师能够检查 学生核心句型的掌 握情况。S3: This is my picture. I like flying. I want to be a eagle. I m flying like a eagle.S3:
30、Oh, an eagle.Ss: Love the animals.Copy the animals.巩固和延伸课本知 识，再次点题，升 华主题。分层作业，因材施 教，满足不同层次 学生的需求。（四人一组.送行调查）Read and answerDa a survey学习单What are the animals doing? | Theis/areDraw and writeI like.I want to be a/an _I*mlikea/onI want To be a/an. I likeWhat do you want to be?I want to be a/an. I like
31、bo you want to be a/an?Yes, I want to be a/an. I like/ No, I want to be a/an. I likeMow about you?I want to be a/anWord bankkongroo dog mouse tiger panda duck turtle.hopswimsinglookdance drinklisten to music .Fnda tigerbear户 Kmonkey elephant giraffeBGTheis/are.exciteda / horse kanaaroo I*mlike a/an.
32、瓦jlel： ingRule2:去ing Rule3:双写最后_个字母I want to be a/an.singing flying running walking jtunpino swimmingdancingeating I like.教学 反思本课的目标主要是理解故事内容，能够熟练运用重点单词和重点句子描述某 物正在做某事和模仿动物，采用正确的语音语调朗读故事。本课，我设计了从看 图、猜词义、整体阅读和听、说、读、写等多种技能训练学生的能力，对这些重 点语言知识进行分层教学，操练，整合，由词到句、由易到难，循序渐近，在此 基础上，创设情境，充分利用文本资源、音像资源等，优化课程资源，
33、让学生切 实感受到身边有英语，从而增强学生运用英语的意识，培养学生的自主学习能力， 提升了学生的综合语言运用能力。在阅读文本、完成练习并模仿朗读之后，我根 据教学内容引入续编故事环节和“Draw and write”环节，引导学生利用所学知 识来描述模仿其它动物，培养学生灵活运用所学知识、能力以及“爱动物就去模 仿它”的意识。这节课也有不足之处：1.学生展示自己续编故事的成果时，应该给台下的其 他学生布置些任务，这样学生能够认真听讲，否则就会变成台上同学的独角戏， 而下面同学的纪律又成了一个大问题。2.本节课个别学生说得还不够，课堂教学 中应该给学生搭建了更多的自主学习交流的平台，让大部分孩子有机会说，体会 到成功的喜悦。