2022年五年級英語下冊Unit5Whosedogisit課時6教案人教PEP

1、 Page * MERGEFORMAT 6Unit 5 Whose dog is it? 第 6 課時 Part B Read and write Lets wrap it up & Part C Story time教學目標:1. 能夠流利地運用“What is the bear /.doing? 和“Its dancing/.”等句型，詢問與描述動物正在做的事情。2. 能夠正確理解和運用“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. 能夠正確地書

2、寫“The bear is dancing.”等句型，以及書面詢問與描述動物正在做的事情。教學疑難:1. 重點：能夠流利地運用“What is the bear /.doing? 和“Its dancing/.”等句型，詢問與描述動物正在做的事情。2. 難點：能在真實的情境中靈活應用現(xiàn)在進行時來詢問和描述身邊正在發(fā)生的事情。教學方法:問答法，練習法，講授法，直觀演示法教學準備:多媒體、課件、錄音機、磁帶、教學掛圖教學過程:一 復習與熱身Sing a song：“Animals, animals are everywhere”.設計意圖：通過唱歌，復習已學知識。二 導入師生對話。T：Whats

3、the weather like today?Ss：Its a sunny day.T：Yeah. A good day. You want to go out or stay at home?Ss：Go out.T：OK. Next, follow Robin. Lets go to the zoo to see animals. OK?Ss：OK.設計意圖：師生對話自然而然導入新課。三 新課呈現(xiàn)1. 學習Read and write。（1） 教師板書Robin at the zoo 并展示課本53 頁第一幅掛圖。教師引導學生充當Sarah 的角色問：What are you doing h

4、ere, Robin? PPT 呈現(xiàn)語句并錄音播放回答：Im looking at a bear. Im dancing like a bear.（2）教師講解句型：I am looking at. I am + dancing + like.現(xiàn)在進行時結構：be + v.-ing（3）展示第二幅圖片。T：What are you doing here, Robin?Ss：Im looking at the rabbits. Im eating like a rabbit.（4）展示第三幅圖片。教師充當Sarah, 學生扮演Robin。T：What are you doing here, Ro

5、bin?Ss：Im looking at a tiger. Im running like a tiger.（以此種方式進行下去）設計意圖：通過圖1、圖2、圖3 的講解熟悉，緊接著讓學生角色扮演進行實際操練，既提高了學生學習興趣又加強了對句型的掌握。（5）聽錄音，學生反復跟讀模仿并完成課本練習。（6）以開火車形式學生匯報表演。S1：What are you doing here, Robin?S2：Im looking at a bear. Im dancing like a bear.（要求該學生做出跳舞的動作）S2： What are you doing here, Robin?S3：Im

6、 looking at the rabbits. Im eating like a rabbit.（要求學生做出小兔吃蘿卜的動作）S3： .S4： .教師對于語氣、神態(tài)、動作都到位的同學給予獎勵。設計意圖：以開火車的形式對所學內(nèi)容進行復習鞏固，學生樂于參加，會收到更好的課堂教學效果。（7）教師講解總結動詞的現(xiàn)在分詞的變化規(guī)律。（8）鞏固練習。寫出下列動詞的現(xiàn)在分詞形式。eat eating look looking fly flying take taking dance dancing make making swim swimming run running shop shopping設計

7、意圖:習題練習更能直接檢測出學生對知識點的掌握情況。2. 學習Lets check。（1）Look and answer.教師PPT 上一一呈現(xiàn)Lets check 圖片，并問答。T：What is the cat doing?Ss：Its climbing.T：What is Amy doing?Ss：She is riding a bike設計意圖:結合已給圖片，將聽力中可能出現(xiàn)的語句進行預測熟悉，降低學生聽力難度，增強信心。（2）Listen and number.教師播放聽力錄音，學生完成練習。設計意圖:引導學生抓住聽力材料的關鍵詞和重要詞匯。（3）PPT 呈現(xiàn)完整聽力材料，學生模仿跟

8、讀，同桌之間對話表演。3. 學習Lets wrap it up。（1）教師提問。a. 各形容詞性物主代詞對應的名詞性物主代詞b. 形容詞性物主代詞與名詞性物主代詞用法區(qū)別（2）完成課本練習。（3）師生共同核對答案。（4）互為小老師。同桌搭檔，相互出題，檢查改正。（教師可適當提供指導）設計意圖:互為小老師既培養(yǎng)了學生互助合作的精神，又通過這項活動加強了學生對語言知識的靈活運用能力。4. 學習Story time。（1）Students draw out key words and phrases： here comes, tail, fast, copy, Be quiet! Thats cut

9、e.（2）Teach these key words and phrases.（3）Read this part by themselves.四 鞏固與應用【活動】模仿秀【活動方式】每組各請三位學生上臺，一位學生抽取圖片，描述抽到的圖片，另外兩位學生模仿動作。描述正確且動作模仿逼真的得 3 分，看哪組得分最高。如：抽到的是大象在喝水的圖片，一位學生說：The elephants are drinking water. 另外兩位學生就模仿大象喝水的動作。五 當堂檢測1. 選詞并用其適當形式填空。（1）Do you want to be a bird? （2）My brother is excit

10、ed .He will go to a summer camp. （3）Be quiet ! The baby is sleeping. （4）The boy is jumping like a monkey. （5）Look! The monkey is copying you.2. 從表格中選擇合適的單詞，完成對話。（注意大小寫）his her my their our your his hers mine theirs ours yours （1）Amy：Whose maths book is this? John：Its Miss Greens book. Its her book.I

11、ts hers . Amy：Are those our books? John：Yes.They are ours . （2）Grandpa：Whose rabbits are those? Robin：They are Mikes. Grandpa：Oh, those are his rabbits. （3）Wu Yifan：Where is my pen? Sarah：Is this your pen? Wu Yifan：Yes, its mine .Thank you.六 課堂小結Key words：looking, dancing, eating, flying, like, want

12、.Key sentences：What are you doing here, Robin?Im looking at a bear. Im dancing like a bear.Do you want to swim like a fish?I dont want to be a fish.七 課后作業(yè)1. 聽錄音，熟讀Read and write。2. 將已學動詞的-ing 形式歸類，制成單詞卡片。3. 完成相關練習。4. 預習下一課。板書第6 課時 Part B Read and write Lets wrap it up & Part C Story timeRobin at the zooWhat are you doing?Im looking at .Im.like a/an.Do you want to swim like a fish?I dont want to be a fish.課后反思本課時主要是復習、檢測和趣味閱讀學習。涉及教學時通過比賽的形式，引導學生復習本單元核心詞匯和句子以及語音知識。在故事學習中先引導學生讀圖，之后引導學生有感情地朗