英语人教版五年级下册Read and write.doc

Unit5 Whose dog is it?Part B Read and write 黄岩院桥中心小学 马春梅教学目标1. 能够正确听、说、认读单词和短语，如：excited, look at, swim, walk, climb, fly 等。2. 能够听懂、读懂、内化Read and write的内容。3. 能够掌握良好的阅读策略，使学生提高自主学习的能力。4. 能够发展学生的个性，鼓励学生说英语，并大胆思考和尝试创设新语篇。教学重难点重点：1. 能够听懂、读懂并内化Read and write的内容，并掌握基本的阅读策略。2. 能够在实际语境中交流运用句型“Im _like_. _likes _and I like _,too.”3. 能够发展学生的个性，鼓励学生积极大胆的说英语。难点：能够提高阅读技巧，掌握基本阅读策略，并大胆思考和尝试创设新语篇。教学过程Step1: Warming up1. Enjoy an English song 2. Free talk: Talk about “animals”.T: Everybody wants to be animals. Everybody loves animals. What animals do you know?Ss: dog, elephant, duckT: I think rabbit is cute/lovely, so I want to be a rabbit. What animals do you want to be? （板书want to be ）Ss: I want to be a/an设计意图 地道的英语歌曲和本节课的教学主题at the zoo息息相关，以歌曲为载体，以歌词Everybody wants to be animals. Everybody loves animals.为引子而展开free talk, 既活跃了气氛，复习了旧知，又为新知的学习做好铺垫。Step2: Presentation & Practice1. Pre-readinga. Talk about animals “Animals and me”.T: Im looking at a cat. What is the cat doing？S: It is sleeping.T & Ss: Look, a cat is sleeping. (引导学生一起说句子)T: Im looking at a cat. A cat likes sleeping and I like sleeping, too. （肢体语言引导）PPT提供语言支架Im looking at _. _likes _and I like _, too. 以a cat / sleeping 为例子，采用个人、小组的方式，以不同的动物为操练对象，加强巩固句子。设计意图 从free talk环节谈论什么动物过渡到动物正在做什么，将动物和本单元的进行时态进行了复习，并结合了本课时的重点：Im looking at_. _ likes _.教师利用PPT提供语言支架，以学生为主，尽可能的发散学生的思维来说说动物们正在做什么。b. Guessing gameT: Different animals can do different things. Can you really do all these things?Ss: No! No! T: But he can. Guess, who is he?Circle? (边画边引导学生猜)Ss: Guessing.T: Wow! Look, he is Baymax. He is a robot. 设计意图 用简笔画猜的形式，引出无所不能的机器人。c. Meet a Robot T: Lets watch a video clip. What is the robot doing?Ss: He is flying. T: What do you think of robot?S: Wonderful, cool, superT: A really wonderful robot. I want to be a robot.Look, Im flying like a robot. (教师要将成为机器人的那种渴望和模仿机器人的动作，一定要示范到位)T: Do you want to be a robot?Ss: I want to be a robot. Im _like a robot.设计意图 学生喜欢模仿机器人的语音语调以及它的肢体动作，所以教师就充分利用了这点，设计了这个Meet Robots 环节，又操练了新句型Im walking/flying like _.在模仿中学，在学中模仿，自然习得知识。2. While-readinga. Task1: Where is Robin today?T: You all did a good job. You act like the robot in our book-Robin. Open your book and answer the question “Where is Robin today?”(PPT 呈现语篇阅读策略1: You can predict the information from the picture )Ss: He is at the zoo.设计意图 从机器人引到今天这节课的主人翁Robin. 自然地设下任务1：Where is Robin today? 这是个简单的问题，由此教给学生阅读策略1：可以从图片中预测信息。b. Task2: Scan and answerT: Robin is at the zoo with Sarah. What animals do they see?(PPT 呈现语篇阅读策略2: Scan and underline the key information.) Ss: Scan and underline the key information. (师生在校对答案时，教师注意结合板书的运用)设计意图 学生通过自己浏览语篇的方式，进一步解决问题：What animals do they see?由此教给学生阅读策略2：浏览并划出关键的信息。c. Task3: Read and write.T: Now, Read it again and finish the worksheet. What are the animals doing? Ss: Finish the worksheet.(提醒学生在书写时，单线是四线格中的第三条线，要求书写规范)设计意图 本课时是Read and write. 所以在处理语篇解决问题时，利用worksheet,落实四会单词的书写。d. Task4: Read carefully and answer.T: The bear is dancing. The rabbits are eating. The tiger is running. The elephant is walking. The monkey is climbing. The bird is flying. The fish is swimming. What is Robin doing?PPT呈现语言支架: Robin is _like _.Ss: Robin is dancing like a bear. Robin is eating like a rabbit. Robin is running like a tiger. Robin is walking like an elephant. (Robin is flying like a bird.)T: Robin is flying. He likes flying.T: (Circle the word “like”) The word “like” in different sentences, it has different meanings. (通过PPT，解释like在不同语境中的意思)T: OK, Lets do some exercises about “like”. Same or Different. (通过A、B两项的对比，判断其语境中的意思是否一致，加强和巩固理解“like”在语境中的意思)设计意图 进一步的处理文本细节，通过练习的解析，使学生更好地掌握文本。e. Task5: Further thinkingT: Is Robin swimming like a fish?Ss: No! No!PPT呈现问题1：Does Robin want to be a fish? A: Yes, he does. B: No, he doesnt.T: He doesnt want to be a fish. PPT呈现问题2：Why?Ss: Because设计意图 进一步梳理语篇细节，语篇中对于Robin 为什么不想成为鱼并没有给出直接的答案，设计的Further thinking环节，目的是让学生进一步思考，发散学生的思维，更深层的挖掘语篇。f. Task6: Teach the new word “excited”T&Ss: Robin is dancing like a bear. Robin is eating like a bird. Robin is running like a tiger. Robin is walking like an elephant. Robin is flying like a bird.（利用板书，师生一起对本课时的内容做简单的回顾和总结）T: Robin has a good day at the zoo. He is excited. What is the meaning of the word “excited”?(PPT 呈现语篇阅读策略3: Guess the meaning from the context.)(PPT呈现excited 的意思选项，A: 伤心的 B: 惊讶的 C: 兴奋的)设计意图 师生一起简单的总结语篇后，引出要处理语篇中的新词“excited”. 由此教给学生阅读策略3：上下文猜测新词的意思。g. Task7: Listen and imitateT: Listen and follow it.Ss: Read and follow it.设计意图 回归书本，通过听音，并模仿语音语调。培养和加强学生的听读能力。3. Post-readingTalk showT: Does Robin like animals?Ss: Yes, he does.T: Do you know “why”？ PPT 呈现: Because animals are l_, c_.（先试着让学生说出动物的特点：lovely, cute，学生实在说不出的话再给提示词）Ss: Because animals are lovely, cute.T: Do you like animals?Ss: Yes, I do.T: If you can be an animal, what animal do you want to be?PPT 呈现语言支架：I want to be a/an _. _likes _and I like _, too. Look！Im _like _. T: For example, I want to be a/an (教师示范)可让学生先小组练习，再上台展示。 设计意图 学完本课时的内容后，教师注重学生的个性发展，设计了脱口秀的环节，教师提供语言支架，让学生自由发挥，鼓励学生