英语人教版五年级下册Unit 6 Work quietly ! Part B R.doc

Unit 6 Work quietly ! Part B Read and write 教学设计教学过程Step1. Warm-up1.欣赏并描述图片。教师依次用PPT呈现3张漫画，请学生欣赏并描述图片。第一张：一只长颈鹿在森林里走。S1：The giraffe is walking.T:Where is it walking?S1:In the forest.T:Yes，lets say together.Ss:The giraffe is walking in the forest.第二张：一头大象在谈钢琴。S1：The elephant is playing the piano.T: Who can say a longer sentence?S3: A cute elephant is playing the piano.T: Good job.第三张：一群孩子在骑自行车。S1: The children are riding a bike.S2: In spring, the weather is nice. The children areriding a bike.T: Wow, your sentence is wonderful.【设计意图】让学生在欣赏和描述图片的过程中复习现在进行时的表达方式，并引导和鼓励学生尽量将句子说得更丰富。2. 猜测图片内容(1) 出示几名学生堆雪人打雪仗的照片，对图片进行模糊处理。T：What are the children doing? Guess!S1: Are they playing basketball?T: No, they are not. Its a snowy day.S2: Are they playing in the snow?T: Yes, Look！（呈现清晰图片）someare throwingSs: Some are throwing the snowballs and some aremaking a snowman.(2) 出示一张情境图，图中只能看见一只张大嘴巴微笑的青蛙的头像，让学生猜青蛙在干什么？S1: Is it singing?T: No, it isnt.S2: Is it talking?T: Yes. What is it saying？Guess!呈现完成的图片，图上是一只青蛙带着生日王冠，面前放着一个蛋糕。一只青蛙手中拿着礼物，张着嘴巴对它说话。S1:Maybe it is saying: Happy birthday!S2:Maybe its saying: Its for you. Here you are.PPT上揭晓答案：Happy birthday! This isfor you.【设计意图】在猜测图片内容的过程中复习现在进行时的一般疑问句的表达方式。借助情境图，在与学生自然交流的过程中帮助学生理解What is it saying，解决本课的一个知识点。Step2. Presentation1. 教学新词exhibition（1）教师将上述图片一起呈现后问学生：Are these pictures nice?Ss: Yes.T: They are from ourschool picture exhibition. 呈现单词exhibition。按音节切分单词ex-hi-bi-tion，请学生尝试读出每个音节的音，提示字母h在此不发音，借用单词vacation使学生知晓tion的发音，最后尝试读整个单词。【设计意图】单词exhibition的发音是本课的难点，通过切分单词，让学生自己尝试拼读，学生能掌握得更扎实。（2）T: In Juntao Art Gallery,we can often see painting exhibitions.There are many beautiful pictures at theexhibition. What other exhibitions do you know?S1: Hangzhou flowerexhibition.T: What can you see at theflower exhibition?S1: I can see many manyflowers. They are colorful and beautiful.T: Wow! Thats wonderful!S2: I know the stampexhibition in our school.T: Do you like the stamps?S2: Yes.【设计意图】单词exhibition的语义也是本课的难点之一，先借用学生们非常熟悉的君陶艺术院画展来解释词意，然后问学生还有哪些知道的展览，既能检测学生对单词是否理解，也为暂时还不完全理解词意的学生提供更多的例子帮助其理解。T: Can you talk loudly atthe exhibition?Ss: No.T: What should you do?S1: We should talkquietly.【设计意图】谈论在公共场所应注意的行为规范也是本单元的重点内容之一。在此自然地将知识点设计在其中进行复习，让学生对所学的知识学以致用。2.Read and answer.Today,Sarah and Robin are at the world robot exhibition. Lets open your books turnto page 63. Look at the picture quickly and find out: How many robots do Sarahand Robin see?【设计意图】在阅读教学中，阅读策略的指导非常重要，读图也是阅读策略之一，学生带着任务读图，从图中较快得获得信息。3. Read and match.T：Now lets read the passageand find out where are the robots from? Take out your paper, finish exercise 1,read and match.Tips:Underline the sentences or circle the pictures.Whereare the robots from?RobotA is from Canada .Its a Canadian robot.RobotB is from Spain .Its a Spainish robot.RobotC is from China .Its a Chinese robot.RobotD and E are from Japanese. They are Japanese robots.RobotF is from the USA .Its an American robot.【设计意图】国家名和相应国籍的表达方式也是本课的难点之一，但不是重点。其中Chinese 是学生已学词汇，Canadian，Spainish要求学生能听、说、读。先通过连线让学生知道机器人来自哪个国家，然后出示相应国旗的单词，对比认读后输出句型：Robot _is from_. Itsa/an _ robot.在输出的同时领会词意。4. Read and answer the questions.T：Lets read the passageagain and answer these question. First lets read the questions:(1)Is Asako cooking rice?(2)What can the Spainish robot do?(3)What is the Chinese robot doing?(4)Can Robin do kungfu?Please find the answer and under line the keysentences.【设计意图】学生通过阅读自主探究从文本中提取关键信息的策略，全班交流后得到答案，加深对文本的理解。5. Read thepassage better.Firstlisten to the whole passage, then read after the record one sentence by onesentence.【设计意图】先听整个文本录音，对文本有完整的理解和感知，随后逐句跟录音读。由于都是机器人在说话，因此在语音语调上对学生的要求不高，着重让学生模仿机器人的说话方式。6. Read andact.T:Which robot do you want to act?Teacherasks some Ss to read and act.【设计意图】朗读表演活动对学生非常有吸引力，每个角色所需的语言输出量不多，每个学生都可以挑战尝试，而且配有动作的朗读能加深对文本的理解。7. Read andfill in the blanks.T:Now take out your paper, please finish exercise2.Sarahand Robin are seeing the world robot exhibition. There are many robots. Theyare very clever. They can do a lot of things.TheCanadian robot isdrawing a picture. （配图）The picture is verybeautiful.Asakois from Japan .Sheismakingsushi. The Spainish robotis playing music.（配图）Sarah and Robin want toplay music with him. Look! Theyare talkingto the Spainish robot.TheChinese robot cando kunfu. Its so cool.Robin is so excitied. Look! He is doing kung fulike him. How funny!【设计意图】在精读过程中完成练习，目的是给学生创造一个更为完整的情境。作为进行时新授的最后一课，不能单单检查学生的动词变现在分词的能力，还应让学生学会选择使用不同的be动词，判断什么时候该用现在进行时。Step3. Consolidation1.Watch a video and write a sentence.视频配文：Thereare a lot of maple trees in Canada .The colour is really beautiful. The Canadians like maple leaves very much.Look! There is a logo on the flag, on a bag, on the coin and on a robot.Sushi is Japaneses favourite food. In Japan , manypeople can make sushi. The robots can make sushi too. Japanese often eat sushi.Eat! Eat! Eat! Mmmm, yummy!The Spanish like music very much. They always playmusic together. The Spanish robot can play music too.Chinese kungfu is famous in the world. Do you knowthis panda? It can do kungfu. The robot can do kungfu too. How cool!These football players are from Brazil . In Brazil ,everybody loves football. They are good at playing football.There are many kangaroos in Australia . They can jump high. Theyare Australians good friends.T：There are more robots inthe exhibition. Look! It looks like a kangaroo. Guess! Where is it from? Whatis it doing?S1:I think its from Australia.T:How do you know that?S1:Because there are many kangaroos in Australia. People like the kangaroos verymuch.T:Ok. What is it doing?S2:Maybe its jumping.S3:Maybe its playing.T: Theserobots are from Brazil .What ar