PEP五年级下册Unit5 B Lets learn教案.doc

PEP Book Unit5 Whose dog is it?Part B Lets learn教学设计广东省东莞市大朗镇长塘小学 张佛弟【设计理念】：新课程标准中语言知识二级标准提出“学习有关本级话题范围的600700个单词和50个左右的习惯用语，并能初步运用400个左右的单词表达二级规定的相应话题”。而语篇（discourse）是用来完成一定的交际任务或实现一定的交际行为，从而使用的连贯、自由、自然、灵活的语言。它具有整体性、连贯性和交际性。本课时通过语篇呈现导建语篇语篇评价自建语篇,四环节达到本课时新授词汇的整体感知整体实践整体巩固整体运用的效果，同时培养学生的语篇意识和创新思维以及批判性思维。【教材分析】：本节课是（2011年）新版PEP小学英语Book Unit5 Whose dog is it? 的第四课时PartB Lets learn。本课是一节以Chen Jie和Mike带Fido到公园玩为主题的单词课。要求学生能够在情景中掌握六个动词的现在分词。教学内容有趣，并贴近孩子们的生活实际。为第六单元人物的现在进行时的学习打下基础。【学生分析】:学生通过之前的学习已经掌握动物单词，也经过PartB Lets talk已经对现在进行时的构成（be+动词现在分词）有一定的掌握，对部分动词现在分词同时有所运用。本节课将通过语篇中学习、掌握六个动词现在分词的音、形、义以及在情景中的运用。 【教学目标】：1. 语言知识目标：能够听、说、读、写六个动词现在分词：climbing, eating, playing, jumping, drinking,sleeping和each other.2. 语言技能目标：能够在语境中正确使用六个动词现在分词。3. 学习策略目标：（1）积极与他人合作，共同完成学习任务。（2）通过本课的学习，培养学生在语篇中学习单词的策略。4. 情感态度目标：培养学生爱护动物的意识。【教学重、难点】：1.本课的教学重点是:（1）能够听、说、读、写六个动词现在分词：climbing, eating, playing, jumping, drinking,sleeping和each other.（2）能够在语境中正确使用六个动词现在分词。2. 本课的教学难点是：（1）each other的发音（2）动词现在分词ing的发音【教学准备】：1.教学课件。2.学生课堂练习纸【教学流程图】一、Step1: Warm-up & Revision1.Free talkT: Good afternoon, boys and girlsS: Good afternoon, Miss ZhangT: Today Im very happy to have lesson with you. The content is Unit 5 Whose dog is it? Part B Lets learn. Today if you can answer the questions, you can get one apple. Are you ready?S: Yes.2.I say you doT:At first, I say you do. I say jump, jump, you say, I can jump. And do actions. Understand? S: Yes. T: Now, stand up.(学生听老师做指令)【设计意图】破冰。通过让学生听指令做相关的动作，使学生对本节课的学习主题产生第一印象，同时也复习了相关的动词，有趣而自然地进入到学习状态。二、Step 2: Presentation 1.Think and guessT: Look, A dog. Do you remember whats its name?S: Fido.T: Whose dog is it?S: Its Chen Jies.T: Yes, its Chen Jies dog.T: Today Mike and Chen Jie take Fido to the park. So, Fido is in the park now. What is he doing in the park? Can you imagine? You can say that: I think, he is . Please try to guess with your partner?S: (小组内部猜测) I think Fido is .T: Now who can guess? S: I think it is T: Now, Lets see (呈现Fido照片)S（全班齐读）Now, Fido is drinking. Fido is eating. Now Fido is sleeping. Oh, Fido is cute, too.【设计意图】通过设计猜猜测Fido在公园正在做什么的问题，让学生把上一节课学的现在进行时从大脑中调式出来，同时通过小组说一说的形式培养学生的发散性思维。2.Listen and tick(1)1st ListeningT: While Fido sleeping, Chen Jie and Mike see other animals too. What animals can they see? Lets listen S学生听录音，钩出正确的答案T：Do you remember what animals can Chen Jie see? Can she see the monkey? Can she see the dog?/tiger?/ frog/pig/ rabbit/ lion/ cat?S: Yes, she can./ No, she cant.T: Oh, she can see the monkey, dog, frog, pig, rabbit and cat(播放录音: Hello, children! Im Chen Jie. Im in the park now. There are many animals in the park. Look at the monkey. Its climbing trees. Look at the rabbit . Its eating carrots. Look at the dog. Its drinking water. Look at the cats. Its playing. Look at the frogs. They are jumping. What about the pigs? Oh, they are sleeping . They are very happy.) (2)2nd listening T: But what are they doing? S: The monkey is T: Maybe.T: Now try to listen to the computer then try to choose. At the beginning ,try to take notes about the answers A and B. Try to find the different part of these two answers.S做听力笔记，并听第二次录音材料，选出正确的答案。T: Are you OK? Do you need to listen the second time?S: Yes.录音播放两次。1.The monkey is _. ( A. climb B. climbing)2.The dog is _. (A. drinking B. eating)3.The rabbit is _. (A. eating B. drinking)4.The cats are _. (A. playing B. sleeping)5.The frogs are _. (A. running B. jumping)6.The pigs are _. (A. sleeping B. flying)【设计意图】语篇呈现。通过创设语篇1，把动词现在分词以语篇的形式呈现，通过让学生听录音钩一钩，选一选的活动，达到整体感知新授词汇的效果。3.Look and learnT: Now listen check the answers. No.1 The monkey is _S：Climbing.T: No. 2?S: （个别提问或整体提问，呈现6小题的答案）T:再展示一张张的动物在做什么？从而逐一教授每个单词。同时板书。如，T: Look at the monkey, What is it doing?S: Its climbing.T: Really? Listen(点播单词录音) Yes, it is climbing trees. (板书climbing 于黑板)如上方法教授其他单词。其中在PPT两只小猫正在玩球的图片，通过Look , the cats are playing together. They are playing with each other.（突破each other的意思=together,同时引导发音）再通过对cats, pigs, frogs三种动物的动作呈现，利用Are these进行提问，达到学习操练复数一般疑问句的效果。 T：Wow the animals are very happy. T：Lets read the words again (指着黑板说明单词是动词现在分词，动词+ing)【设计意图】音义领先，形随后。通过语篇1的感知“音”，再让学生看图理解动词现在分词的“义”，最后是以板书形式呈现“形”。同时教学利用phonics突破each other, sleep的发音。三、Step3: Practice and production1. Read and findT: Now Chen Jie and Mike go on to visit this park. Wow, so beautiful. But Where are the animals? Here is the dialogue of Mike and Chen Jie. Can you read the dialogue? Group1 and Group 2 , you are Chen Jie. Group 3 and Group 4, you are Mike.T: Wow What a beautiful park. 123 goS:学生分角色朗读对话T：Now do you know where are they? Please find the place and match the animals. S: 学生找图片连线T：学生上台展示答案，并用英语进行描述. Look at the squirrel. Its climbing trees.T：Wow what a quiet and beautiful park. I love these animals very much? Do you like these animals? S: Yes. T: How can we do for the animals when we meet these animals? Can we catch the animals? Can we kill the animals? Can we fighten the animals?S: NoT: So how can we do for the animals?S:保护T：Yes, we should protect the animals. They are our friends. They are cute. They are helpful. But sometimes when they meet some problems, we can help them. （情感教育）【设计意图】导建语篇。创设语篇2，对话式的语篇，使学生整体实践掌握各动词现在分词的使用。另外通过提问，培养学生爱护动物的美好品德，体现英语教学人文性的特点。2. Match and playT: Now, Chen Jie and Mike feel a little tired, they decide to take a break and play a matching game. Here are some words in the boxes, please choose the word and try to make a correct sentence. At last read them out together.T： Now, please play the game in your group.S:各小组玩游戏T： Which group can read the sentences for us?S两组小组一起上台读一读粘贴的句子。【设计意图】通过创设配对游戏，让学生感知现在进行时出现状语的时候的正在位置，为后一节课read and write作铺垫。四、Step 4: Consolidation and extension1. Look and sayT：After playing the game, they have energy again. They go on moving. They find their friends are in the park too. What are they doing? Please try to say it out with your partner. You can say, look at He/ She/ It/ They.同桌一起说图T: Who want to share your idea?S:学生上台展示【设计意图】语篇评价。创建语篇3，这是以描述的形式让学生建构成语篇，达到整体巩固词汇的效果。同时创设开放性语境，让不同学习能力的学生均可以操练运用语言。2. Read and writeT：They are very happy in the park. But suddenly, Chen Jies phone is ringing. Its Chen Jies mom. Its 5:00 . Its time to go back home. After that, Chen Jie go back home with Fido. T: Here is a diary of Chen Jie. Please try to read and write down the word. 学生写答案并回答T： Now try to read this diary together.S:学生读日记【设计意图】自建语篇。以日记的形式进行整体运用词汇。同时渗透之前can+动词原形的选项在此日记中，从而再次提