英语人教版五年级下册Unite 5 B Read and Write.doc

Unit 1 My day第一课时Lets try & Lets talk教学目标：1.能听懂Lets try部分的内容,并勾选出正确的图片。2.听、读Lets talk部分，运用核心句子“When do you finish class in the morning?” “We finish class at 1 oclock.”来谈论时间。掌握句型“When do you finish class in the morning?”并能做出正确回答。能灵活运用“When do you usually eat dinner？”“Usually atoclock.”问答作息时间。教学光盘,单词卡片。Step 1:Warm-up1.师生互相问候。T: Hello, boys and girls! Welcome back to school! Ss: Hello, Miss/Mr/MrsNice to see you again. T: Nice to see you,too. 2.Guess the time（看手势猜时间）。T: What time is it?（课前在黑板上画一个钟面，在课堂上张开手臂演示一个时间） Ss:Its 9/10/11oclock.(带领学生反复操练)Step 2:Presentation1. Listen and tick，听录音了解Where are Zhang Peng and Pedro? 2.让学生勾选出生词组：finish class，go back to school， too late等(教师板书并讲解其意思,并反复教读) 3.学生自读对话，并回答提问：T: When do you finish class/in the morning? Ss: We finish class/at oclock. T: When do you go back to school after lunch? Ss: At T: When do you usually eat dinner? Ss: Usually atoclock.（替换词组并反复操练几个句型，让学生掌握）4.Listen to the tape and repeat the dialogue again. 5.师生、生生对话，朗读Lets talk部分。 6.齐读、指名读等多种形式朗读Lets talk部分。Step 3:Consolidation and extension1.分小组表演Lets talk部分的对话。（教师先和学生操练，再多找几组学生操练） 2.分角色表演Lets talk部分的对话。 T: When do you get up? Ss: I get up at oclock. T: When do you go to bed? Ss: Atoclock in the morning. I work at night.（教师先和学生操练，再多找几组学生操练）3.练习（PPT出示）。 （1）全班学生一起做，再找学生回答。（2）给学生时间独立完成练习，再核对答案。Step 4:Homework背诵并仿写Lets talk部分的对话。Unit 1 My dayWhen do you finish class/in the morning?We finish class/at oclock.When do you go back to school/ after lunch?At When do you usually eat dinner/in Spain?Usually atoclock.本课时分为Lets try和Lets talk两部分，主要是让学生初步感知本单元的重点知识点。Lets try部分训练了学生的听力。通过Lets talk部分的学习，使学生初步掌握了使用频度副词问答作息时间和周末活动的句型，并掌握了表达日常活动的动词短语。Unit 5 Whose dog is it?Part B Read and Write教学目标：1.能够流利地运用“What is the bear/doing?”和“Its dancing/”等句型，询问与描述动物正在做的事情。 2.能够正确理解和运用“Im dancing like a bear.”和“Do you want to swim like a fish? No，I dont want to be a fish.”等句型。3.能够正确地书写“The bear is dancing.”等句型，以及书面询问与描述动物正在做的事情。教学重难点：1.能够流利地运用“What is the bear /doing?”和“Its dancing”等句型，描述动物正在做的事情。2.能在真实的情境中灵活应用现在进行时来询问和描述身边正在发生的事情。教学准备：教学光盘，单词卡片，多媒体课件。教学过程：Step 1:Warm-up1.全班合唱Animals，animals are everywhere。2.活动：听声音或看动作，猜动物。教师播放各种动物的叫声，让学生快速地猜出动物，猜对者对该单词进行拼读。复习与本课时有关的动物类单词：bear，tiger，rabbit，monkey，elephant，fish。3.活动：最佳动物世界解说员。教师播放从网络上下载的动物世界的片段做成PPT，要求学生用现往进行时来描述画中动物正在做的动作。例如：“熊猫在爬树”或“猴子在吃西瓜”，学生抢答：The panda is climbing. The monkey is eating.得分最多的学生为最佳动物世界解说员。Step 2: Presentation1. Read and write.(1)教师导入：Do you like animals? Do you want to go to the zoo to see the animals with me? Now lets go.(2)布置阅读中的任务。请学生认真阅读Robin at the zoo部分，思考对话中谈到几种动物？各种动物各自在做什么？(3)检查学生阅读的结果。教师提问学生：How many animals do they talk about? What are they? What is the monkey doing? What is Robin doing?(4)要求学生在作业纸上写出问题的答案，然后全班学生一起核对答案。(5)举一反三。PPT呈现句子：Im looking at the bear. Im dancing like a bear.教师解释并要求学生举例。如：Im looking at the rabbit. Im eating like a rabbit.又如：Im looking at the tiger.lm running like a tiger.然后要求全班学生借助肢体语言一边说一边演。(6)Lets chant.要求学生边拍手边做动作边说chant。如：Bear，bear，Im looking at a bear.（做小熊走路的动作）Bear，bear，Im dancing like a bear.（做舞蹈的动作）Rabbit，rabbit，Im looking at the rabbit。（做兔子走路的动作）Rabbit，rabbit，Im eating like a rabbit（做吃东西的动作）(7)模仿例句说一说。PPT呈现：Do you want to swim like a fish?和I dont want to be a fish!教师解释其意思后，请学生模仿例句说一说。如：S1: Do you want to dance like a bear? I dont want to be a bear.S2: Do you want to eat like a rabbit? I dont want to be a rabbit.S3: Do you want to run like a tiger? I dont want to be a tiger.S4: Do you want to climb like a monkey? I dont want to be a monkey.最后问学生What do you want to be?让学生各抒己见，说出自己的心声。如：1 want to be a fish/tiger/bird/monkey/bear/rabbit.(8)教师播放录音，请全班跟读三遍。(9)师生分组、分男女生操练对话，交换角色后，再进行操练。2. Answer the questions.掌生根据文章内容，回答书中两个问题。最后全班核对答案。3. Story time.(1)教师将Story time部分挂图贴在黑板上，手指挂图说：Look! Zip and Zoom are visiting the animals. What animals do they see? What are the animals doing? 教师简单讲述挂图内容。(2)播放故事录音，请学生认真听，一边听一边阅读故事。(3)教师根据故事内容向学生提问：What are the monkeys doing? Whose tail is that? Are the monkeys taking pictures, too?(4)教师播放录音，请学生跟读两遍后，找出问题的答案。(5)全班核对答案，然后请学生根据答案复述故事内容。4. Lets check.(1)学生完成Listen and number部分的练习，要求学生认真听，并对下列四幅图进行排序。(2)学生完成Listen again and choose the right answers.部分的听音选择练习，然后核对答案，并请两个学生进行问答练习。如：S1: What is the cat doing?S2:1ts climbing也可以以口头复述的形式说一说图中四个人物正在做的事情。如：Look at the pictures. The cat is climbing. Amy is riding a bike. Wu Yifan is eating lunch.等等，描述时可以自由发挥，不受录音内容的影响。5. Lets wrap it up.学生完成Complete the sentences部分的练习，然后核对答案。核对完答案，教师要进一步强调形容词性和名词性物主代词的不同用法。Step 3：Consolidation and extension1.活动：模仿秀。 活动方式：每组各请三位学生上台，一位学生抽取图片，描述抽到的图片，另外两位学生模仿动作。描述正确且动作模仿逼真的得3分，看哪组得分最高。如：抽到的是大象在喝水的图片，一位学生说：The elephants are drinking water.另外两位学生就模仿大象喝水的动作。2.活动：新闻采访。(1) PPT呈现森林运动会场景，4人为一组，每人轮流充当记者来采访现场的教练。以下句型可供参考：What animals are at the sports meet?What is/are thedoing?Is it /Are they？(2)请学生根据采访内容，写一篇运动会报道。 (3)小组内选出一篇文章共同修改后，上台诵读。Step