五下Unit 5 B Lets learn.doc

五下Unit Five Whose dog is it? B. Lets learn教学设计授课教师：张小颜教 材：PEP Unit Five Whose dog is it? B. Lets learn课 型：词汇课教学年 级：五年级上课时长：40分钟一、教学设计整体思路义务教育英语课程标准（2011年版）指出：义务教育阶段的英语课程具有工具性和人文性双重性质。就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务：就人文性而言，英语课程承担着提高学生综合人文素养的任务。同时，新课程理念强调了英语教学应关注知识与技能、过程与方法、情感态度与价值观的三维目标。在本课的设计中，教师通过语篇整体导入，先让学生从整体上感知语言，再通过情景一步一步地将教学内容层层学习，并利用图片拓展学生的思维，把相应的相关联的知识融入进来，学生在情境中构建知识内容。二、教学目标1、语言知识和语言技能目标：(1) 能听说读写六个动词的现在分词：eating, climbing, playing, jumping, drinking and sleeping.(2) 能够在语境中与一个句型Are thesedoing? Yes, they are./ No, they arent. 以及介绍动物或者任务正在做什么。2、学习策略目标： 能够通过语篇学习词汇，再通过词汇的拓展，发散思维，提高学生综合语言运用的能力，以及小组合作的能力。3、情感态度目标： 通过对词汇的学习，培养学生正确的饮食观念，少吃糖果及雪糕这些甜食及冰冻的东西。三、教学重点难点1、教学重点：学生能够听说读写eating, climbing, playing, jumping, drinking and sleeping.2、教学难点：在语境中正确描述动物或人物正在做什么以及猜测他们正在做什么。四、课前准备多媒体课件、学生课堂练习设计五、教学步骤：. Warm up 1. Talk about the teacher according to the pictures.2. Judge the information.T: Which sentences are right？( ) 1. My name is Jess.( ) 2. I like eating chicken soup and tomato soup.( ) 3. I dont like playing sports.设计意图：熟悉新教师，拉近师生距离，营造轻松和谐的课堂环境。. Presentation1. Tell a story about a little cat. T: Boys and girls, today I want to tell you a story. The story is about an animal. Guess what animal it is. (遮挡图片) 呈现Little cat 找妈妈的图T：Yes, its a story about a little. Is it happy?Ss: No, it isnt. Its unhappy. Its sad.T: Why?Ss: Because he is lost. The teacher tells the story. The students listen and number the pictures of the animals. Check the answers. 设计意图：通过故事导入，让学生在语篇当中初步整体感知本节课要学习的重点词汇。. Practice1. Learning the new word “eating”. Show the picture of dog (遮挡图片).T: Who is the first animal the little cat meets?Ss: The dog.T: What is the dog doing?Ss: Its eating.T: Yes. The dog is eating a big bone. (板书句子和单词eating) Look and say.设计意图：通过师生的交流，利用不同的图片，学生先在小组里利用老师给出的支架谈论图片。同时，老师非常关注语言的人文性，引导学生树立正确的饮食观念少吃糖果及雪糕这些甜食和冰冻的东西。2. Learning the new word “jumping”. Show the picture of the rabbit.(遮挡图片).T: Who is the second animal the little cat meets?Ss: The rabbit.T: What is the rabbit doing?Ss: Its jumping.T: Yes. The rabbit is jumping. (板书单词jumping) Look and say.设计意图：通过图片让学生拓展词汇，同时让学生关注进行时的is/are 加动词ing的形式。3. Learning the new word “climbing”. Show the picture of the monkey.(遮挡图片).T: Who is the third animal the little cat meets?Ss: The monkey.T: What is the monkey doing?Ss: Its climbing.T: Yes. The monkey is climbing. (板书单词climbing) Look and say.设计意图：通过口头描述图片，学生拓展climbing的词汇 ，同时让学生关注进行时的is/are 加动词ing的形式。4. Learning the new word “drinking”. Show the picture of the elephant.(遮挡图片).T: Who is the fourth animal the little cat meets?Ss: The elephant.T: What is the elephant doing?Ss: Its drinking.T: Yes. The elephant is drinking water. (板书单词drinking) Look and say.设计意图：通过小组合作口头描述图片，学生拓展drinking milk, drinking tea, drinking coffee的词汇 ，同时让学生表达时注意进行时的is/are 加动词ing的形式。5. Learning the new word “sleeping”. Show the picture of the lion.(遮挡图片).T: Who is the fifth animal the little cat meets?Ss: The lion.T: What is the lion doing?Ss: Its sleeping.T: Yes. The lion is sleeping. (板书单词sleeping) Look and say.设计意图：利用图片，通过师生之间的交流拓展学生的知识面有些动物要冬眠，有些动物是睡在树上的，考拉白天睡觉，他们一天要睡20个小时。6. Learning the new word “playing”. Show the picture of Mother Cat and Sister Cat.(遮挡图片).T: Who is the sixth animal the little cat meets?Ss: The mother cat.T: What is the mother cat doing?Ss: Its playing.T: Yes. Mother Cat is playing with Sister Cat. (板书单词playing) Look and say.设计意图：通过小组合作口头描述图片，让学生用旧词汇的新形式学习新句型，以达到拓展词汇的目的。7. Lets chant设计意图：通过朗朗上口的歌谣，让学生巩固所学的词汇及句型，并回顾刚才故事的主要内容。8. Look and guess.T: Whats your favourite animal, children? (提问个别学生)I like dogs very much. I have some pictures of the dogs. But they are not so clear. Can you guess what it doing?S1: Is the dog ?S2: Is the dog ?设计意图：通过情景的设计，学生猜测图片中的狗在做什么，让学生运用所学的词汇进行交流。IV. Production1. Talk about the picture of “Lets learn” T: I like animals. Where can we see the animals?S1: In the park.S2: At the zoo.S3: On the TV.T: I like going to the park. (出示广州长隆野生动物世界图) They like going to the farm. (出示书本“Lets learn”图) Talk in pairs.设计意图：通过情景的设计，学生两人一组谈论陈洁和迈克在谈论的事情。让学生关注单词的形。2. Sam likes going to