PEP人教版小学英语五年级下册Unit6AfieldtripBReadandwrite教学设计及练习题

PEPBook6Unit6AfieldtripPart（B）Readandwrite教学目标1.使学生掌握四个四会句型。能熟练运用句型: Isshe（countinginsects）?人称代词在表达时候的正确运用。培养学生语言运用能力与创造力。能够运用语言去完成一些任务型的活动。培养学生通过以旧带新的方式自主阅读，冋时注重合作学习。与要求重点Whataretheydoing?Theyare Cantheanimalsreallydosomething?难点复习巩固本单元所学的句型和单词短语。教具录音机及录音带，单词卡片.教学环节师生活动1.GreetingsT:Boysandgirls.Youcancallme“MissBian”.Hello!Boysandgirls.Nicetomeetyou.Howareyou?（Lookatthewatch.看时间）2.Dividetheclassintofourgroups.pT:Boysandgirls,theseareforyou.Hereyouare.Onebyone,please.rT:Thisflowerisforyou.Ifyoudoagoodjob,youcangetapiece.Comeon!OK?e（激励学生）P3.（Lookatthewatch.看时间）aT:Mmm!It'stimetohaveEnglishclass.Areyouready?Let'sbeginour4.WarmupaT:First,let 'ssingthesong “Fieldtrips ”.Pleaseclapyourhands.t（师生齐唱P78“Fieldtrips ”）i【设计意图】亲切的问候，拉近师生距离，营造和谐课堂氛围on按组分发习题、拓展用图、表以及评价表。为后面小组合作学习、小组内评价，以及准拓展活动的开展作准备。备活一开始便渗透It'stimeto为后面教学It'stimetog作铺垫。动这首歌节奏明快，内容与本课语言点相关。通过吟唱，营造欢快的气氛，冋时便于后面的情景创设。rclass,OK?师生活动P师生活动Pr

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动Doyoulikethefieldtrips?Let'sgoonafieldtrip,OK?（Lookatthewatch.）T:Oh,it'stimetc手指板书）It'stimetogo.T:Boysandgirls,whowantstogowithme?Putupyourhands,please.Youplease.Pleasetellhim/her/them “we'releaving ”.Good!Followme,please.T:（向其他组同学）lt'stimetogo.Weareleaving.Whowants…?（同样方法请四个学生参予 .逐个让学生告诉同桌、伙伴： Tellhim/her/them“weareleaving”.）T:Boysandgirls.Let 'stellthem“wearele（a手指板书”QrOKtwo.（师生齐说）We'releaving.（远离黑板过程中）T:Hi!Woods.We'recoming走向森林场景）T:Boysandgirls.Whatdoyoulike?Pleasedo.（四个学生选择物品，做动作。 ）（师转向其他学生设问，引导学生回答。 ）T:Whatishis/hername?Tellme,please.（反复渗透该句.）Look,she's/he'sovei渗透reoverthere）Isheplayingchess?/Ishewritingareport?Isshecountinginsects?/Isshecollectingleaves?T:（评价）Great!/Goodjob!Boysandgirls,comehere,please.It'stimetogo.You'releaving.Thankyou.Goodbye.Pleasegobacktoyourseat.T:Boysandgirls.It'stimetogohometwBustudentsarealsointhewoods.（出示图）T:Look!Whoistheboy/girl?Whatishe/shedoing?Youcanguesslikethis:IsJohn/Amy…?并板书）T:Whocantry?（让学生连锁问猜）T:Maybe.【设计意图】活动有始有终，进一步熟悉新语言，结束 “Afieldtrip。继而创设另一情景“Gohome,以便给学生阅读提示。运用猜的形式，既检测学生对所学语言的掌握情况，又对阅读内容做了预测，自然的导入阅读环节。教学环节师生活动Inreading阅读中活动generalreading:E.g.Readthedialoguesilently,andthenjudgethesentences.:Johniscatchingbutterflies. ( ):Johnisplayingchess. ( ):Amyiscountinginsects. ( ):Amyiswritingareport. ( )【设计意图】 由猜测到寻求答案，教师先出示问题，指导学生带着问题阅读并通过快速默读理解语篇大意。主要采用个人阅读的方式。设置的问题是较简单的判断，以便给予学生阅读的自信。detailedreading:E.g.Readthedialogueagain,then answerthequestions.：WhatisJohndoing?Heisplayingchess.:WhatisAmydoing?Sheisrunningtous.T:Ifyoufindtheanswers,youcancircleordrawaline.(检查答案的过程中，讲解并举例子 ，e.g.She's/He'srunningtous.Inaiingitoyou.He'srunningtome.Iamcoming.)【设计意图】 设计有一定思维深度的问题，指导学生细读，对于重点信息可圈点勾画。培养学生获取信息、处理信息的能力。在核对答案的过程中，强化新语言。readandwrite:Payattentiontothestudents'writingdletthemfinishthistask.T:Now,readlouder.Writetheanswersonyourbooks.Whowantstowriteontheblackboard?(学生书写，补充问句并做答。)①:Isheplayingchess?②:IsAmycountinginsects?Let'scheck注意书写，强调规范。齐读四会句子一遍。 )【设计意图】 阅读落实到写。指导学生规范书写，养成良好的书写习惯。阅读时可采用合作阅读的方式，体现合作互助。齐读四会句子，以加深记忆。4.listentothetape:(twice)Watchthevideoandpayattentiontothepronunciationandintonation,andthenencouragethemtoimitate.5.readaloud:(readingroups)Nowboysandgirls,yourtimeiscoming!Iwillgiveyoutwominutestopracticeit!AndIhopeyoucanbelieveitanddoit!OK!GO!【设计意图】 语言的学习在于学生自主将其输出 .P

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动师生活动Severalstudentshowingtheirpracticalresultsandroleplayfluently.Guess:Whatarethestudentsdoing?Pleasetalkaboutthepictureandfillintheform.Part(B)Readandwrite板书设计Aretheywatchinginsects?Aretheywritingareport?UnitSixBReadandwrite刃分课前预习一、回忆动词短语。二、尝试着读本课短语和句子，将不明白的语句写在下面空白处。

五、Readandjudge.(读一读，判断正误)Man:Hello.John:Hello.CanIspeaktoChenJie,please?Man:Sure.Holdon,please?Sheisdoinghomework.Chen:Hello.John:Hi.ThisisJohn.Chen:Hi,John.Whatareyoudoing?John:Myfamilyishavingafieldtrip.Chen:Really?Thatisfun.Whatisyourfatherdoing?John:Guess.Chen:Ishetakingpictures?John:Yes,heis.Chen:Isyourmotherlisteningtomusic?John:No,sheisn't.She'splayingchessChen:Whatisyourbrotherdoing?John:He'shavingapicnic.True(V)orFalse(x).TOC\o"1-5"\h\zJohn ' sfamilyishavingapicnic. ( )ChenJieistakingpictures. ( )John ' smotherisplayingches