英语人教版五年级下册Post-reading.doc

新版人教PEP五年级下册 Unit 5 Whose dog is it？ Part B Read and writeRobin at the zoo江西省赣州市文清实验学校 蔡运萍一、教材分析本课是是根据新版PEP五年级下册 Unit 5 Whose dog is it？Part B Read and write 一课而设计的一堂英语阅读课。通过阅读故事，让孩子学会捕捉文本、阅读文本、拓展文本、运用文本的能力，进一步提高孩子学习和使用英语的兴趣。二、教学设计本课是以罗宾在动物园为主题，围绕七幅图而展开的故事。这堂课应当是以任务贯穿读、写的活动，让学生通过感知理解应用的思维来增长知识，发展能力。因此，教学设计从以下两个方面入手：1. 通过阅读学习，有助于提高学生的阅读能力和自主学习能力。2. 通过阅读进行语音处理、单词处理和句子处理；通过阅读在理解、运用的过程中培养学生的语言输出能力，即说话能力和写话能力。三、教学目标（一） 知识目标1. 能运用本课的主句型“What are you doing? Im looking at Imlike” 在不同的情境中进行交流。2. 在老师的帮助下，能正确理解和朗读短文内容，能够对本课内容进行适当的改写或续写。（二）技能目标1. 能初步掌握阅读的方法与技巧。2. 正确理解短文内容，能够进行简单的改写或续写。（三）情感目标读懂Read and write部分的对话，并能从中获取人生小道理: 动物是人类的好朋友，爱护动物，珍惜动物。四、 教学重点和难点1. 重点：掌握句型What are you doing? Im looking at Imlike并能够将本部分的知识点灵活地运用到生活当中。2. 难点：能够理解生词excited 和 like 在语境中的意思。 五、教法与学法情境法、任务型教学法、听读法、对比讲解法六、 教学准备课件、单词卡片七、教学过程课前和学生交流1. 渗透句型 “Im looking at”T: Hello, boys and girls! Im your new English teacher, Miss Cai. Hello！T ask S1: How do you do? Whats your name ?（S answer.） Now, Im looking at S1. I point ,you say “Im looking at ” ok? （先以孩子熟悉的伙伴入手，老师靠近并指向这个孩子，全班说句子；再转换成动物单词卡，在情境中说句子。）2. 渗透句型“Im like ”T：（当拿到最后一张动物卡）Oh, the bear is lovely! And you are lovely, too. I like you very much. Do you like me? Oh, So “like” it means（ 引导孩子说出like是“喜欢”的意思）. Now ,Look at me, Im a robot. I can walk like a robot. I can sing like a robot. So “like” it means （引导孩子说出like是“像”的意思）. . Warm-up1. Greetings T: Hello, boys and girls! Lets have class , Im your new English teacher. First, lets get to know each other.2. Listen, read and judge.PPT: Say Yeah, Yeah, Yeah if you think it is true.Say No, No, No if you think it is false. （1） About you You can eat like a rabbit. You can climb like a monkey. You can run like a tiger.（2） About meI can dance like a bear.I can swim like a fish.I can walk like Robin.【设计意图：通过轻松愉快的真实交流，建立融洽的师生交流渠道， 为新授作了铺垫，让孩子初步感知like在不同语境中的意思。】. Lead-inT: Robin is my friend, can you guess: Where is Robin?（PPT：Robin and zoo）S1: At the zoo. T: Yes, Robin is at the zoo. (T show topic: Robin at the zoo, Ss read.). PresentationPre-reading 阅读前，创设情境，排除学生阅读障碍。T: Robin is at the zoo, is he happy? Ss: Yes.T: Is he excited ? Ss: Yes.PPT: (three pictures)T: Look! My daughter can sing very well, so Im excited.（T用夸张的语言和动作来表现excited， 让孩子能预测单词意思。）If you get a good mark, you will be（引导学生说出excited）Robin is at the zoo, he is so（Ss：excited）T: Whats the meaning of excited ? S1 answer.Ss follow T: excited. Group read: Robin is excited. (PPT: sentence)【设计意图：excited是生词，为了能让孩子领悟到意思，我通过不同方式的呈现，让孩子主动说出单词并学会在不同的语境中运用。】While-reading阅读中，巧设任务，培养学生阅读策略技能。Step1:Teach “What are you doing? Im looking at ” （1） Guess and say. 问题引领，预测信息。T: Robin is excited, why? I think he see many animals. Can you guess? What animals does Robin see? (PPT: Show question)Ss guess.（2）Listen、look and answer. 整体扫读，捕捉信息。T: May be you are right. Now lets enjoy the story, ok?PPT: 以翻书的特效配有课文录音和内容同时播放。T：Wow，a funny story! What animals does Robin see?T: Lets check the answer. Read together.（PPT: picture and word）a bear、 a tiger 、a monkey 、a bird 、an elephant、 some rabbits、fish （3）Look and sayT: You are clever! Youre right! Robin likes the animals so much. Lets ask “Robin, robin, what are you doing?”（Ss clap hands and ask.）PPT: Im looking at a bear. (sentence and Robin s sound)Ss listen and follow , T write “What are you doing ? Im looking at ” on the board.T: Now lets ask and answer. You ask me “Miss Cai, Miss Cai, What are you doing?” T: Im looking at a bear. （加上动作，看着熊的单词卡片在情景中说）Ok，its your turn, practice with your partners, one ask , one answer. Ill give you one minute.Pair work show.【设计意图：本环节让学生先发表自己的见解，并在预测中铺垫本课的句型，扫清阅读的障碍，帮助学生减低阅读难度,激发学生的阅读兴趣。接着观看课文PPT，视听结合,学生在阅读的过程中整体把握课文脉络，了解本课内容梗概。】Step2:Teach picture1（Teach: Imlike）T: Robin is at the zoo. He says “Im looking at a bear.” （PPT：Robins picture and sentence.）T: And the bear is dancing. （PPT：bears picture and word.） What is Robin doing? （PPT：Robins picture and sound: Im dancing like a bear.）PPT: Show picture 1（Im dancing like a bear.此句子用红色横线标注，为接下来自主阅读从短文中寻找答案做铺垫。）T: This is the picture 1.Lets read together. Boys read, girls do the action. Now , change ,please.（边说边把单词卡dancing 贴在黑板上。）【设计意图：此环节是老师带着孩子阅读，在享受阅读的同时，渗透阅读的方法。于是我以第一幅图为例，巧妙的由Robin-bear-dancing，引出另一个主句型“Imlike”，同时，突出此句型为孩子接下来的自主阅读作铺垫。】 Step3: Teach picture 2-5问题深入，自主阅读（1）Read and underline. 自主默读，划出关键句子。T: Now, lets look at the picture 2-5. What is Robin doing?(PPT: picture 2-5 and question)T: Please read by yourselves and underline the key sentences, ok? OK, two minutes.T: Have you got it? Ss answer. （根据孩子的回答PPT将四幅图中Im like红线标注） T: Robin can do many things. He says （引导孩子说出Im eating like a rabbit. Im running like a tiger. Im walking like an elephant. Im climbing like a monkey. T根据孩子所说，将四个单词逐一贴在黑板。）T write sentence “Imlike” on the board.（2）Group work: Choose and read . 合作阅读，选择喜欢的图片朗读并表演。T: From picture 2-5, which picture do you like best? You can choose and read in your group. Ill give you 2minutes.T: Who like picture 2? Ok ,stand up! Try to read. （部分孩子朗读）T: Great! T: Who like picture 3? （个别孩子朗读）T: Oh, your voice is beautiful!T: Who like picture 4? （见机行事，可以个别孩子朗读也可以集体朗读。）T：You are wonderful!T：Oh, I like picture 5 best. Who like picture 5? Lets read together!【设计意图：让学生带着问题阅读课文，发挥学生的自主学习和探究意识，引导学生思考，进一步搜集并获取具体信息，并划出关键句型，回答相关问题，将阅读推向深入。同时采取默读、小组合作阅读、个别朗读、师生读等多种方式不断加深对文本的理解和感知。】Step4: Teach picture 6 and 7创设情境，演练结合（1）T: From the story, we know Robin and the animals are good friends ,they can do many things. Now , I want to be Robin. （2）PPT:（Robots music）T: Look at me !（根据音乐的节奏，模仿罗宾的语气和动作，创设情境，现场演绎。）I am Robin. I can dance . I can walk. Oh , Im looking at a bird. I like flying. I want to be a bird. What about you ? Stand up!（师生同乐，一起表演Picture 6。）（3）T：I am Robin now. Im flying like a bird, Im dancing like a bear. Im PPT: （The sound of river, then show Sarahs sound and sentence: Robin , do you want to swim like a fish?）T：（继续模仿机器人的声音回答）No, no , I dont want to be a fish.Oh , how silly me! Its not ture. Im not Robin, Im Miss Cai. But Sarah asks me （ 引导孩子看PPT说出Picture7的问句）T: Can Robin swim? Ss answer.T: So Robin says （引导孩子在情境中说Picture 7的答句，并注意模仿语音语调。）T：“I want to be” “I dont want to be” it means （引导孩子通过情境感知并说出两个句子的意思。）【设计意图：Picture6 and 7是本课中最精彩的内容，因此，我以身试教，顺着前面选择自己喜欢的图片朗读自然过渡到这里，伴随着机器人的音乐，我带领着孩子扮演起Robin，巧妙地说出picture6的句子，在情境中突破了句子I want to beI dont want to be】Step5: Listen and follow.听音跟读，注意模仿语音语调。T: Here is the story about Robin. Open your books, lets listen and follow.（PPT： picture and sound整张课文图片和每句话的单独音频）Step6: Read the whole story by yourselves. 流利地朗读故事。T:Lets read together. When you read these words :dancingeatingrunningwalkingclimbingflying, please stand up, ok?【设计意图：Step5 and 6 是第二次带着孩子走进文本，整体感知文本，利用听和读的结合，再次加深对文本的理解，为后面的拓展环节打下基础。】Post-reading阅读后，灵活检测，培养学生阅读理解能力。Step1:Super oratorT: Robin is my friend, now Robin is our friend. So Robin want to be a super orator. Do you want to be ? Ss answer.T: When the music stop, you can say like this : Im looking at aanImlike（PPT: 播放胶片，当T喊停时，照相机咔嚓一声，定格一张动物的图片,T先示范。拓展更多的动物，如the ducks singing、pig-sleeping、a rabbit-jumping, 为接下来的听音填词作铺垫。） Step2:Listen 、write and read.T: Boys and girls, this story is about Robin. Lets listen and write . （PPT: Robins sound1 -Hello, Im Robin, Im at the zoo. Im looking a rabbit. Im jumping like a rabbit.第一道听力题教师示范，先让全班听一段录音，再出示填写的单词，为后面的听力铺垫。）So we can write “a rabbit、jumping” , are you clearly? Now I give you some words, and the other words are missing, lets listen ,write and read.T: Hello, boys and girls! Lets check the answers.Step3: Make a funny book.（1）Let