英语人教版五年级下册B Read and write.docx

PEP五（下）Unit 5 Whose dog is it？ B Read and write教学设计共青城市耀邦红军小学 教师：虞黄鹤一、指导思想：英语课程标准中明明确指出，教学设计要符合学生生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心得到健康的发展。要鼓励学生大胆地使用英语，对他们学习过程中的失误和错误采取宽容的态度；要为学生提供自主学习和相互交流的机会以及充分表现和自我发展的空间；鼓励学生通过体验、实践、讨论、合作、探究等方式，发展听、说、读、写的综合语言技能；创造条件让学生能够探究他们自己感兴趣的问题并且自主解决问题。二、设计思路：语言源于生活，最终还应回归生活。本节课，我在充分体现以学生为主体，教师为主导的教学理念的前提下，最大限度地为课堂创设真实的会话情境，让知识紧密联系生活、联系实际，做到词不离句，句不离篇，篇不离境。围绕本单元的核心话题“What are you doing ？”展开一系列的听、说、读、写等基本语言技能的培养与操练。同时，以语篇为载体，在阅读理解语篇的基础上，实现语言知识的积累与拓展。并指导学生掌握一定的学习策略及相应的文化意识，从而达到提升英语语言综合运用能力的目的。三、教学内容：Unit 5 B Read and write, Book 6四、教材分析：本课时为读写型阅读课，重在培养学生的英语阅读及理解能力。本课以谈论机器人Robin参观动物园，模仿各种动物为诛仙贯穿整个教学过程。内容生动活泼、语言材料新奇、充满童趣。无论是从整体构思、内容编排，还是模块设计和教学指导上，都紧密联系小学生的生理和心理特点。注重激发学生的英语学习兴趣和个人经验的获得，并能针对中国学生学习英语过程中出现的问题，设计一些板块来帮助提高学生的英语听、说、读、写能力，让学生乐学、易学。五、学情分析：五年级的学生生性活泼好动，他们富有想象力和创新意识。对新鲜事物充满了兴趣和好奇。在有了近三年的英语学习经验后，他们不但掌握了一定的英语基础知识，而且他们对学习英语也有了更多的了解和更大的自信。因此，在我的课堂，我更重视培养学生运用英语办事的能力。为此，我设计了一些贴近学生生活的环节，为他们提供更多的语言运用、自主学习与探究、合作的机会。六、教学目标：知识目标：1、让学生能懂并在语境中会问、答：What are you doing ? I am dancing like a bear.等重点句型。2、让学生能在实际生活中正确运用这些句子。3、指导学生阅读短文，完成课后练习，填充句子，并学会用这些句型来描述人或物，正在干什么。能力目标：1、培养学生的听、说、读、写能力。2、培养学生自主学习的能力和探究、合作学习的能力。3、培养学生的语言表达能力，掌握一定的阅读技巧。情感目标：1、帮助学生树立正确的阅读意识。2、培养学生热爱阅读的兴趣。七、教学重点：1、帮助学生掌握句型：What are you doing ? I am dancing like a bear.等等。2、指导学生在实际生活中正确运用现在进行时，来描述身边正在发生的事情。3、指导学生初步掌握语篇的阅读技巧。八、教学难点：1、帮助学生在句中正确理解like .2、帮助学生了解现在进行时的句型结构及运用。3、指导学生进行语篇阅读。九、教学过程Warming up ：Greeting and free talk. （一） 、Pre - reading（新课导入）SpeakT: Today, we will learn Unit 5 B Read and write. Now, lets look at some pictures and enjoy the music first. (Play the multimedia to show some pictures of a forest and a piece of music of Forest Rhapsody）（设计意图：借助优美、清新的音乐森林狂想曲的片段，并辅以清晨森林的图片来开课。从视觉和听觉上给学生营造一种轻松、和谐、充满生命活力的课堂气氛。同时，通过短片，让学生了解今天的课程学习与动物相关，激发学生进一步探究新知的欲望。）T: That is a forest, its very beautiful, right? Ss: Yes. T: What do you see in the forest? S1: I see a panda. S2: I see some horses. S3: I see.T: Yes. There are so many animals in the forest. They are so cute and lovely, right? Ss: Yes.T: Do you like animals? Ss: Yes.T: Now, lets have a look at the screen. Whats this? Ss: A panda.T: Yes. Whats the panda doing? S1: The panda is climbing. (Show the picture of a panda it is climbing and sentences: Whats the panda doing? The panda is _. Help students fill in the blank to answer the question.) T: Can you climb? Please act like a panda climbing, ok? S1: Ok. (Student1 acts like a panda)T: What are you doing? S1: I am climbing like a panda. (Help students answer by using the sentence: I am _ like _.）Next, teacher shows the pictures of horses and tiger to practise the sentences: “What are you doing? I am _ like _.” by using the same ways.（Then, show the picture of ducks.）T: Boys and girls, please stand up. Lets say and act together, ok? What are the ducks doing? Ss: The ducks are swimming. T: What are you doing? Ss: I am swimming like a duck. (The same ways of dog and giraffe to practise.)（设计意图：本环节，逐个播放动物图片。通过让学生观察动物、模仿动物，并在老师的指导下进行相关问与答的操练。让学生通过肢体动作的表演与实践，亲身体验并理解句型：I am climbing like a panda等。本环节的设计，教师充分尊重了学生的生命化特征，采用了参与、体验的教学手段代替了传统的说教式教学模式。既增强了课程的趣味性，又激发了学生参与课堂教学的积极性与主动性。）T: Everybody, youre great. Now, lets relax. Les do and chant with the video, ok? Ss: Ok.T: Now, boys and girls. Clap your hands. Stamp your feet. Are you ready? Lets go.（播放四下Unit4 B Lets do.视频）T: Good. Sit down please. Now, lets have a look at “like”. （播放课件：like 用法小贴士）（设计意图：承接上一环节教师发出的指令：Act like a .本环节，教师播放四下Unit 4B Lets do，与学生一起跟着视频音乐边chant 别做，既缓解了上一环节的问答训练带来的紧张感，又让学生回顾复习了like 的用法，为新课的呈现扫除障碍。）（二） 、While - reading （新课呈现）（1）ListenT: Boys and girls, do you still remember Robin? Ss: Yes.T: Whats Robin? Ss: Robin is a robot. T: Now, please look at the screen and guess: Where is Robin? Ss: At the zoo. T: Maybe. Now, lets listen to the tape and to see “Where is Robin? And what happen to him?” Please find out the answers of the questions: 1) Where is Robin? 2) Which animals does Robin see? 3) Is the tiger running? 4) Is the monkey jumping? 5) What does Robin want to be ?（Before listening, teacher can guide students to read the six pictures given first, to help students find out some useful information. Listen for two times. Then have students talk about their answers, teacher just says “Maybe”. )（设计意图：本环节，教师先从“听”入手，在简单的文本背景过渡之后，进行语言的第一次输入。教师针对文本预设五个相关问题，并通过投影呈现相应的图片。让学生带着问题，有目的地去“听”，并在图片的帮助下，听懂文本大意。呈现图片的目的是为了降低学生听新授文本时的难度，以免打击学生的自信心和成就感。在讨论五个问题答案的环节，教师让学生根据自己所听到的内容畅所欲言，说说自己的见解。不论学生给出什么答案，教师都只回答说“Maybe.”为下一步阅读文本环节制造悬念。）（2）ReadRead for the first time.T: Do you want to know the right answers? Ss: Yes. T: Ok, please open your books and turn to page 53. Please read the story quickly and check your answers by yourselves. (Teacher checks the answers with students one by one.)（设计意图：让学生带着上述五个问题，快速阅读文本，找出问题的关键信息。本环节的“读”为泛读，是文本语言的第二次输入，旨在了解文章大意，大致掌握文本的基本结构。阅读时，教师应做阅读技巧上的指导。）（3） WriteRead for the second time. Then finish the following exercises of P53 ”What are the animals doing? ”)1）Where are Sarah and Robin? They are at_.2）What are the animals doing in the story? The bear is _. The rabbits are _. The tiger is _. The elephant is _.Read for the third time. Then talk about “What s Robin doing when he sees animals? ” by looking at screen.（设计意图：此环节的“读”为精读，是文本语言的第三次有效输入。在第二遍精读文本时，学生需仔细、逐句研读，进一步深入了解并全面掌握文本的知识结构和重点（即现在进行时的基本句型结构及运用）、难点（即like 的用法），教师指导学生完成文本后预留的填充题。第三遍精读文本后，指导学生回答What s Robin doing when he sees animals? 并根据图片提示简单复述课文。）（三）、Post - reading1、Read and writeTeacher prepares five passages about : Mrs Yu (Their English teacher), Zha Xiaoke (Their classmate), Lu Han (A famous singer), TF boys ( A famous singing team), Boonie Bears (A famous cartoon) to help students to develop reading. Every student can choose one group to join in according to their hobbies, but in each group, there are eight students only . In each group, students can cooperative learning and help each other.TF boys Hi, everybody! Nice to meet you! Do you know TF boys? Yes, we are. We are a team（团队）.There are 3 boys in our team. They are Wang Junkai, Yi Yangqianxi and me - Wang Yuan. We are singers（歌手）. But we are students,too.Today is Saturday. We dont go to school. So we are at home. Wang Junkai is listening to music in the study. Yi Yangqianxi is sleeping in the bedroom. I am watching TV in the living room. Who is he? Oh, my little dog, his name is Wangwang .He is playing on the sofa.根据短文内容判断对（）错（）。（ ）1、There are three boys in TF boys team.（ ）2、TF boys are singers, but they arent students.（ ）3、Wang Junkai is singing in the study.（ ）4、Wang wang is playing.（ ）5、Wang Yuan is watching TV.（ ）6、Today is Saturday. TF boys are at the zoo.（ ）7、Yi Yangqianxi is in the bedroom.Boonie Bears In the big forest, there live many animals- bears, monkeys, squirrel（松鼠） and owl（猫头鹰）. The big bear is Xiong Da. He is tall and strong. The small bear is Xiong Er. Hes fat and lazy（懒惰的）. They are brothers. They are kind and helpful. They protect（保护）the forest. Also, there is a bad（坏的）man. His name is Guang Touqiang.Hes short and thin. Hes a logger（伐木工）.Look! Guang Touqiang is cutting（砍）trees. But the animals dont know. Because they are having a party now. Xiong Da is dancing. Xiong Er is eating honey. Jiji and Maomao are jumping. Tutu is flying .They are so happy.Hey, animals. Stop! Guang Touqiang is cutting.根据短文内容判断对（）错（）。（ ）1、Xiong Da and Xiong Er are brothers.（ ）2、The animals are cutting trees.（ ）3、Xiong Da is dancing and jumping.（ ）4、Xiong Er is eating honey.（ ）5、Guang Touqiang is short and strong. Hes helpful.Zha Xiaoke Its 6:30 p.m. Zha Xiaokes family are all at home. They are very busy. Look! Zha Xiaoke is doing homework in the study. Her father is watching TV. Her mother is cooking dinner in the kitchen. Her brother Zha Heyi is playing with cat in the living room. Her sister Zha Yiqun is dancing. She likes dancing very much. She has dancing classes on Mondays and Wednesdays.根据短文内容，选择正确答案。（ ）1、There are _ people in Zha Xiaokes family. A、three B、four C、five（ ）2、Zha Xiaoke is in _. A、the study B、the bedroom C、the kitchen（ ）3、Zha Xiaokes mother is _. A、watching TV B、dancing C、cooking dinner（ ）4、_ is playing with cat. A、Zha Xiaokes brother B、Zha Xiaokes sister C、Zha Xiaokes father（ ）5、Zha Heyi has two _. A、brothers B、sisters C、fathersMrs Yu Im Mrs Yu. Im 37 years old. I am an English teacher. Its spring now. The weather is warm and sunny, today. I am going on a picnic with my family. We are in a nature park. Its very beautiful. There are many animals, trees and flowers in the park. I am drinking water. My husband（丈夫）is eating an apple. But where is my son（儿子）? Oh, look! He is jumping like a rabbit.We are so happy, today. 根据短文内容回答问题。1、How many people are there in Mrs Yus family?2、Whats the weather like today?3、What is Mrs Yu doing?4、Whats her son doing?5、Is her husband eating a banana?Lu Han Hello! Im Lu Han. I am 27. I am a singer. I like singing very much. Today is 28th March. I am having a concert（演