英语人教版五年级下册B lets learn.doc

课例名称：PEP Book 6 Unit 5 Whose dog is it? B Lets Learn 教材：PEP Book 6课第：Unit 5标题：Whose dog is it? B Lets Learn 单位：佛山市高明区沧江中学附属小学 潘淑贞一、Teaching Design （一）Teaching objectives1. Language Aim A. Ss can use sentence pattern “What is /are doing?It is / They are.” to talk about their undergoing action in the real situation. B. Ss can listen, speak, read, write and use the following verbs: climbing，drinking，eating，playing，sleeping，jumping. C. Ss can listen, speak, read the following verbs: doing，cooking，listening，singing，writing，swimming,running.2. Language Ability Aim Ss can use“is/are v.-ing” to talk about the undergoing action with present progressive tense. And toinspirestudents interestsoflearningEnglish.3. Attitude And The Awareness Of Culture By creating the situation about Chen Jies enthusiasm on animals, teacher can arouse students interest on animals and raise their awareness on environment protection. 4. Emotional Aim Enhance Ssabilities on spoken skills by answering meaningful questions and creative thinking in the exercises.5. Learning Strategies Firstly, help Ss to enhance their abilities on observation and imagination by picture telling. Secondly, to cultivate students abilities on independent thinking and information extraction.Thirdly, by repeated training, Ss knowledge and expression on present progressive tense could be consolidated. （二）The Analysis Of Teaching Material1. The Condition Of Teaching Material This lesson is from PEP Book6 Unit 5 Whose dog is it？B Lets learn. Ss are going to learn v-ing form and present progressive tense in this class.2. Focuses And Anticipated Difficulties Layout Feature：This is the lesson continuing previous Lets Talk. Teaching keys：Ss are going to learn the six key v-ing words and present progressive tens in this lesson. Teaching difficulties：How to create the situational context, in which, Ss can continually practice target words and sentence pattern, hence to consolidate the situational expression of present progressive tense. （三）The Analysis Of Students1.The Analysis Of Learning Condition They have learned the words : climb，drink，eat，play，sleep，jump2.LearningMethods Use “guessing, “summarizing” and“classifyingstrategiestopracticestudents spoken and learningabilities.3. The Personal Development And Enhancement Of Students The Ss in grade 5 are both lively and active on study as well as thinking. They are willing to learn new knowledge from various activities and games. They also want to learn from the situational context. According to these features, the teacher is going to create a funny situation Observing Chen Jies photos on animals. Ss can fully exposed themselves in the sound, writing, meaning and practical use of the v-ing words. （四） Teaching Strategies and Process 1. Teaching Process Design Ss are learning v-ing words in the situational context observing Chen Jies animals photos. During the process, they are going to have a chant on present progressive tense with the lyric combining all the key words. While chanting, they are reviewing and consolidating the pronunciation. The teacher also design a task paper for Ss, in which, Ss are encouraged to summarize the rules of changing verbs into v-ing form and sum up the sentence pattern in this lesson. At last, Ss comprehensive language ability will be estimated by text output. 2. Teaching ProcessTeachingProceduresTimeTs ActivitiesSs ActivitiesPurposeWarm-up 5 minutesHelp the students to go over the words of animal. Get ready for the next activity in this class.Act like an animal and chant with actions.Then guess what the teacher is acting like. Refresh the animal word base in their mind.Attract students intention and warm them up for the presentation.Presentation 15minutesShow the the picture of Fido (dog) and the rabbits, get the Ss to tell whose animals they are.Recognize Fido and the rabbits, tell that theyre Chen Jies.To know about Fido and the rabbits - the main characters of following presentation.Show the picture of eating, and get Ss to practice eating by phrase forming.Learn the word eating and make some new sentences with the word eating.To learn the word eating and make some new sentences.Show the picture which Fido is drinking. And get Ss to learn the word drinking. Then think of others phrases with the word drinking.Read the word drinking and then make some new phrases with the help of food photos.To learn the word drinking and make some new phrases.Show the picture of climbing (Fido) and jumping (rabbit). Get the Ss to read the words with the help of phonetic symbols.Draw their attention to the difference of singular and plural forms.Read the new words by phohics. Then make new phrases with key words.Get the Ss be familiar with the words climbing and jumping. To know how to ask the questions with correct forms.Show the picture - rabbits are playing. Get the Ss to learn the key word as well as the phrase each other.Talk about the picture . Then sum up the rule, “ther” pounces /.Ss can read the phrase each other smoothly.Help Ss to learn the pronunciation by the words they learned before. Then use the rule to learn about the new words.Show the picture of sleeping. Get Ss to read the new word with the help of phonics.Recognize the sound “eep” pouncing /i:p/, then read the new word smoothly.Learn the new word sleeping.Show the pictures of key words and get Ss to read them out.Recognize the pictures and pounce the key words correctly.Go over the words they just learned.Consolidation and extension 18 minutesConsolidate the key words in the chant. Get the Ss to say out some v-ing form sentences according to the pictures.The Ss can talk about the pictures with key words and key sentence pattern. Then chant about the pictures with the song.Review the sentence pattern and key words.Guessing game: get the Ss to guess the action according to the sound, using the verbs learned just now.Talk about the action in the sound with the given pattern “Maybe . Is/ are v-ing”Meaningful practice: Ss can use the key words in the Real language communication.Classify the words according to personal pronoun, be-verbs, verbs.Find the rules: change the verbs into v-ing forms, then discover the rules of changing them.Finish the exercise and discover the rules of verb changing into v-ing.Be more familiar with the sentence pattern and find out the rules of v-ing forming.Writing exercise: get the Ss to look at the picture and finish the task.Look and write: Ss look at the picture and finish the composition.Examine students writing on the key words.Summary 2 minutesHelp the students to check the answers in the task above. And sum up the key words.Read the composition and go over the words on the blackboard.Summarize all the knowledge points and examine the use of the key points.Homework Mind mapping the verbs (v-ing) weve learned in three rules.Boa