Unit 5 Whose dog is it？B.docx

晋迎翠微课教学设计 Unit 5 Whose dog is it? Part B read & write教学内容Unit 5 Whose dog is it? Part B read & write教学目标1、 能够理解生词excited, like, want to在语境中的意思。2、 能够读懂故事，并能用正确的语音、语调、意群阅读故事。3、 能够运用读写技能完成相应任务。4、 能够掌握良好阅读策略来获取所需信息。5、 学生能够大胆说英语，并尝试进行新语篇创设。6、 鼓励学生成为更好的自己。教学重、难点重点：1、能够听懂、读懂、内化read and write内容。 2、能够在真实语境中运用句式：I want to be a / anI likeImlike a / an难点：能够提高学生阅读技巧，掌握良好阅读策略，大胆说英语并尝试进行新语篇创设。设计意图教学过程学生活动利用歌曲活跃气氛，带学生进入课堂。复习本节涉及已学词汇，为下一环节的输出做铺垫。利用动物夸张的动作形式帮助学生操练句式：Iming.以Robins dream作为本节课的主线，进而过渡到文本的教学。引导学生观察图片，初步感知文本内容。任务2至任务3让学生从说到写，有一个循序渐进的过程。从句式Im过渡到Imlike，从易至难，便于学生输出。发散学生思维，帮助学生进一步挖掘文本细节，从而更好地理解课文内容。通过读到写，帮助学生进一步挖掘文本细节，从而更好地理解课文内容。拓展阅读部分，教给学生阅读的方法，并进行思想教育。Step1: Warm-up1. Free talk2. Listen to and sing along with an English song “What are you doing?”Step2: lead- in.1. Go over words T: We can see many words in this song, like: eating, drinking, readingLets meet more words, can you spell?呈现本节课所需ing形式动词。2Teach sentence: Im v-ing. T: Here comes a tiger. Look at me, Im flying. Can you act like Tiger?PPT继续呈现图片: The fish is running.The rabbit is dancing.The bear is walking.The bird is eating a hamburger.The elephant is climbing.The monkey is swimming.T: Who wants to beSs: Look at me, Im呈现几幅图进行示范之后，给出句子结构让学生来描述： Look at me, Im3Lets chant 先呈现第一组chant内容，其余几组让学生去回忆进行填充，最后进行完整的chant。 Rabbit, Rabbit, what are you doing? Im dancing, dancing, dancing. Cha, cha, cha! Fish, Fish, what are you doing? Im_, _, _. Go, go, go!Bird, Bird, what are you doing? Im_, _, _. Yum, yum, yum!Bear, Bear, what are you doing? Im_, _, _. Follow me!4Robins dream Teach “ excited” Robin: I had a dream. Im excited. T: Robin is excited, whats the meaning of “excited”? A call to Sarah Hi, Sarah, I had a dream. I see a flying tiger, a walking fishLets go to the zoo.Step3: Presentation、Practice1. Task1: Look and answera. Where are Robin and Sarah?b. What is Robin looking at?Robin is looking at2Task 2：Read and underline T: What are the animals doing? Look, the bear is dancing. How about other animals?(Please read and underline the words.) Ss: Theis / are3Task 3： Read and write What are the animals doing? The bear is _. The is / are_. The_.4呈现Robin相关图片 T: The bear is dancing, thehow about Robin? Lets have a look. Sarah: What are you doing here, Robin? Ss: Im(引导学生去模仿回答)5Teach “ Imlike a / an Robin: Im flying. Im flying like a bear. Im eating like a / an6Task4:Read and answer7Teach “like” Tips: like （像；喜欢） Im dancing like a bear. I like dancing.8Lets say (suppose you are Robin) I likeImlike a / an9Task5: Listen and imitate 呈现文本，让学生听并进行模仿。10Further thinking T: I like flying, I want to be a bird. Does Robin want to be a bird? Does Robin want to be a fish? Lets read. (呈现剩下的文本)Step4: Consolidation & Extension1Teach “want to” Robin: No, no, I dont want to be a fish. I want to be bear. I like dancing.I want to be an elephant. I like walking.T: Robin wants to behow about you?Ss: I want to be a / an2Write and say （完成新文本的改写）Robin and I go to Kunming Zoo today. There are many animals there. Robin is excited. Look! The _ is _ _. Robin is looking at the_. He is _ like a _. Hes cute.The _ is _ _. Robin is looking at the_. He is _ like a _. Ha, ha, he is so funny!Look, Im _ like a / an _. Im so happy.2. Further reading & emotion education. Students read the picture book of “Naughty children”Step5: Homework.1. Listen to the tape and imitate the story.2. Act out the story with partner.Ss sing along with the song.Look and say.学生根据图片内容进行句式练习。学生运用歌谣进行句式练习学生观察课文图片并回答问题。完