五年级下册英语教案Unit 5 Whose dog is it？ Part B人教PEP.docx

Unit 5 Whose dog is it?Part B教学内容第一课时 Lets learn Lets play 第二课时 Lets try Lets talk第三课时 Read and write Lets check教学目标【知识目标】1.能听、说、认、读重点词汇。如：动词的现在分词。2.能掌握动词的现在分词的变化规律。3.能正确运用现在进行时表述某人或某物正在做某事。如：He is drinking water.【能力目标】能在实际情境中灵活运用现在进行时。【情感目标】培养学生对英语和英语学习的积极态度，要敢于开口。教学重点1.掌握Part B重点词汇。如：climbing，eating，playing2.掌握Part B重点句型。如：Hes eating.3.能掌握Lets talk,并能很好的表演出来。教学难点学生对现在进行时态的理解应用。教学准备磁带、录音机、多媒体、单词卡片等。课时安排3课时。第一课时教学过程批注一、Warm-up & Revision1.口语练习。 进行自我介绍。如：My name isIm 12 years old.I likeI can2.Lets sing a song “Animals, animals are everywhere”. 口语练习目的在于让学生就所学过的内容进行交际。二、Presentation & Practice1.学习Lets learn。(1)师生对话。T:Everybody,please look at me.Can you guess what I am doing?（教师做出看书的状态）Ss:Read a book.T:Yes. I am reading. （教师反复将此句说几遍，并板书）OK，what am I doing now?（教师做出写字的状态）Ss:Write.T:Yeah.I am writing. （教师反复将此句说几遍，并板书）教师要求学生做出写字状态，说：“I am writing.”做出看书状态，说：“I am reading.”(2)教师在PPT上一一呈现课本52页挂图。 如：第一幅 climbing，教师询问小狗在干嘛，学生用中文作答。（教师将单词以climbclimbing的形式呈现在PPT上，并带领学生读几遍） 以此种方式依次呈现学习eating,drinking,playing,jumping,sleeping。（教师注意纠正学生动词ing形式的读音） (3)教师播放录音，学生跟读。(4)师生对话。教师回放图片，学生再次跟读。同时教师询问：What is the dog doing? 鼓励学生完整说出：He is climbing. (5)教师播放对话录音，学生模仿跟读。(6)Activity 1：看谁反应快。 如：教师说climb,学生迅速抢答出climbing。表现好的学生可得到老师的奖励。（此环节教师注意纠正学生发音）(7)Activity 2：接力问答。 教师出示本部分的动词卡片的ing形式，教师提问“What are you doing?”,学生S1看图片答“I am”.随后S1接着问S2“What are you doing?” S2根据教师出示的图片，答“I am ” S2问S3，依次快速地看卡片，做动作，回答问题。2.学习Lets play。(1)教师带领学生认读此部分重点词汇。(2)要求学生在此部分出现的动词的现在分词下写出该动词的原形。(3)Activity. 教师请三位学生站于台前，分别代表Zip,Zoom,Robin从三组单词卡片中随意抽取一张，请台下学生组合造句，并将组合的句子写于课本上以待检查。(4)巩固练习。写出下列动词的ing形式。 watch _ look _ wait _ cook _ work _ speak _3.小结。 Key words:climbing,eating,drinking,playing,jumping,sleeping Key sentences:Are these rabbits eating?They are playing with each other. Mike is sleeping at school.师生对话通过教师边做动作边与学生对话，这能集中学生注意力，利于引入课堂。 教师一一呈现并带读加强了学生对该词汇的记忆。 通过师生对话鼓励学生用英语表达完整意思。 通过抢答活动检查学生对所学词汇的掌握情况，并能够及时纠正错误的发音。通过接力赛调动学生的兴趣，积极操练所学句型。 写出动词原形让学生更加明确现在分词的构成。作业设计1.听录音，背单词。2.完成相关练习。3.预习下一课。板书设计Unit 5 Part B 第一课时climbclimbing He is climbing.drinkdrinking He is drinking. jumpjumping They are jumping第二课时教学过程批注一、Warm-up & Revision1.Greetings. T:Good morning,class. Ss:Good morning,teacher. T:What are you doing now? Ss:We are having an English class. T:Yes.So you should put away the other things,just take out your English book,right? Ss:Yes. T:OK, good job.Next,please read these words loudly.2.Read words loudly.教师展示单词卡片，学生认读。如：climbclimbing。 通过Greetings将学生引入课堂，集中注意力。并且也渗透复习了上节课重点句型。二、Presentation & Practice1.学习Lets try。(1)教师介绍听力背景。 T:You will listen to a conversation.Chen Jie and Sam are talking about Fido. Where is it?In the living room?In the kitchen or in the bedroom?You can get the answer from this conversation.(2)教师播放听力录音，学生选出答案。(3)教师PPT上完整呈现听力材料，让学生反复跟读录音，语音、语调、句型熟悉后，两人一组表演对话。2.学习Lets talk。(1)Free talk. 教师展示课本51页Lets talk挂图。 T:Do you know the little boy? Ss:He is Sam. T:Yeah.He is Sarahs little brother,Sam.OK,where is Sam now? Ss:He is at Chen Jies home. T:What are they talking about? Ss:They are talking about Fido. T:Where is Fido?What is Fido doing?OK,lets learn “lets talk”.(2)听录音，看课文，回答下列问题:Where is Fido?What is Fido doing?Can Sam take Fido to the park?(3)教师讲解课文。(4)学生反复跟读模仿，语音、语调、句型熟悉后，两人一组表演对话。(5)Activity：我问你答。 教师要求几名学生做出动作，S1看书，S2写字，S3打球，S4睡觉等动作。 T:Is he/she writing?（由教师先指着S1提问） Ss:No,he/she isnt.He/ She is reading. S1:Is he/she playing basketball?（接着由S1指着S2提问 ） Ss:No,he/she isnt.He/She is writing. 活动以此种方式进行下去。(6)让学生两人一组完成Look and say.中的对话练习，并将所创编对话写下来。3.小结。 Key words:drinking,eating,play with,can,take,where Key sentences:Is he drinking water? No,he isnt.Hes eating. 听前对录音材料进行简要的背景介绍，让学生对所听内容有所预知，从而降低了听力难度，让学生轻松地完成听力训练。 提出问题，激发学生学习的动机，增强学生学习的目的性。 通过我问你答的活动集中学生注意力，练习巩固句型。作业设计1.听录音，背诵课文。2.查阅资料总结动词现在分词的变化规律。3.完成相关练习。4.预习下一课。板书设计Unit 5 Part B 第二课时Is he drinking water?No,he isnt.Hes eating.第三课时教学过程批注一、Warm-up & Revision1.Recite the text.2.Sing a song “Animals,animals are everywhere”. 通过背课文唱歌，复习已学知识。二、Presentation & Practice1.学习Read and write。(1)师生对话。 T:Whats the weather like today? Ss:Its a sunny day. T:Yeah. A good day.You want to go out or stay at home? Ss:Go out. T:OK.Next, follow Robin,lets go to the zoo to see animals.OK? Ss:OK.(2)新课教授。教师板书Robin at the zoo并展示课本53面第一幅挂图。教师引导学生充当Sarah的角色问：What are you doing here,Robin? PPT呈现语句并录音播放答：Im looking at a bear.Im dancing like a bear.教师讲解句型：I am looking at I am + dancing + like 现在进行时结构：be+v.-ing 展示第二幅图片。 T:What are you doing here,Robin? Ss:Im looking at the rabbits.Im eating like a rabbit.展示第三幅图片。教师充当Sarah,学生扮演Robin。 T:What are you doing here,Robin? Ss:Im looking at a tiger.Im running like a tiger.（以此种方式进行下去）(3) 听录音，学生反复跟读模仿并完成课本练习。(4)以开火车形式学生汇报表演。 S1:What are you doing here,Robin? S2:Im looking at a bear.Im dancing like a bear.（要求该学生作出跳舞的动作） S2: What are you doing here,Robin? S3:Im looking at the rabbits.Im eating like a rabbit.（要求学生作出小兔吃萝卜的动作） S3: S4:教师对于语气、神态、动作都到位的同学给予奖励。(5)教师讲解总结动词的现在分词的变化规律。(6)巩固练习。写出下列动词的现在分词形式。 eat _ look _ fly _ take _ dance _ make _ swim _ run _ shop _2.学习Lets check。(1) Listen and answer.教师PPT上一一呈现Lets check图片，并问答。T:What is the cat doing? Ss:Its climbing. T:What is Amy doing? Ss:She is riding a bike. (2)Listen and number. 教师播放听力录音，学生完成练习。 (3)PPT呈现完整听力材料，学生模仿跟读，同桌之间对话表演。3.学习Lets wrap it up。(1)教师提问。a.各形容词性物主代词对应的名词性物主代词b.形容词性物主代词与名词性物主代词用法区别(2)完成课本练习。(3)师生共同核对答案。(4)互为小老师。 同桌搭档，由对方相互出题，检查改正。（教师可适当提供指导）4.小结。 Key words:looking,dancing,eating,flying,like,want Key sentences:What are you doing here,Robin? Im looking at a bear. Im dancing like a bear. Do you want to swim