摘要： ■ 話題：Animals ■ 適合級(jí)別：二級(jí) ■ 課時(shí)說明：一課時(shí) ■ 課題說明：本課是PEP教材五年級(jí)下冊(cè)Unit 5 Part A的Read and write部分。 ■ 教學(xué)內(nèi)容： Sarah: Look at the monkey. Chen: What is it doing? Sarah:
■ 話題：Animals
■ 適合級(jí)別：二級(jí)
■ 課時(shí)說明：一課時(shí)
■ 課題說明：本課是PEP教材五年級(jí)下冊(cè)Unit 5 Part A的Read and write部分。
■ 教學(xué)內(nèi)容：
Sarah: Look at the monkey.
Chen: What is it doing?
Sarah: It’s eating bananas. It’s hungry.
Chen: That baby kangaroo is so cute. It’s sleeping.
Sarah: What about the mother kangaroo? What is she doing?
Chen: She’s jumping.
Sarah: Do you see any elephants? I love elephants.
Chen: Yes. Look there! That elephant is drinking water with its trunk.
■ 學(xué)生情況說明：本教學(xué)設(shè)計(jì)適合五年級(jí)學(xué)生。五年級(jí)的學(xué)生已有一定的英語基礎(chǔ)。在本課時(shí)之前學(xué)生已經(jīng)學(xué)習(xí)了一些現(xiàn)在進(jìn)行時(shí)的動(dòng)詞如：flying, sleeping, running, drinking water等以及句型：“What is she/he/it doing?與What is the monkey/elephant doing?” 針對(duì)學(xué)生求知欲強(qiáng)、樂于表現(xiàn)的特點(diǎn)，教師將利用故事的形式,引導(dǎo)他們大膽運(yùn)用英語完成本課時(shí)所設(shè)定的教學(xué)目標(biāo)。
■ 教學(xué)目標(biāo)：
Knowledge aims:
1．Enable the students to learn the four skill sentences by heart: What is it doing? It’s eating bananas. What is she doing? She’s jumping.
2．Enable the students to use the sentences to ask and answer questions.
3．Help the students to understand the sentences: The elephant is drinking water with its trunk.
Ability aims:
1．Enable the students to use the main sentence structures in authentic/semi-authentic situations.
2．Make the students observe things carefully and highlight their ability of using the language creatively.
Emotion aims:
1．Make the students love animals.
2．Make the students do everything wholeheartedly.
■ 教學(xué)重難點(diǎn)：
教學(xué)重點(diǎn)：
1．Enable the students to learn the four skill sentences by heart:
What is it doing? It’s eating bananas. What is she doing? She’s jumping.
2．Enable the students to use the sentences to ask and answer questions.
■ 教學(xué)難點(diǎn)：
Help the students to understand the sentences: The elephant is drinking water with its trunk.
■ 課前準(zhǔn)備：
1．教師準(zhǔn)備錄音機(jī)與磁帶；教師準(zhǔn)備一幅大的有關(guān)動(dòng)物的圖畫；教師準(zhǔn)備頭飾若干。
教學(xué)結(jié)構(gòu)
教師指導(dǎo)
學(xué)生學(xué)習(xí)
設(shè)計(jì)說明
Step 1.
Warm- up
and revision
1. Sing a song.
Animals, animals are everywhere. (P66)
2. Let’s talk.
T: Animals are everywhere. They’re very important for us. How many animals are there in the song?
T’s questions:
Do you like animals?
What’s your favourite animal?
What can the animal do?
Can you …?
What is he/she doing?
Ss sing the song.
Ss answer the T’s question.
Yes, I do.
My favourite
animal is…
It can …
Ss do the actions.
He/she is…
用歌曲引入，給學(xué)生一個(gè)輕松、愉快的英語學(xué)習(xí)氛圍，同時(shí)也幫助學(xué)生復(fù)習(xí)了部分動(dòng)物單詞。
通過這一些簡(jiǎn)單問句和一系列動(dòng)作一方面復(fù)習(xí)了What is he/she doing?另一方面增進(jìn)學(xué)生對(duì)動(dòng)物的感性認(rèn)識(shí)。
Step 2.
Presentation
and practice
Step 3.
Consolidation andextension
Homework
Presentation
1. Show a picture of a forest.
T：Oh! There are so many animals! Can you tell me where they live?
OK! Let’s go to the forest.
2. Look, ask and answer.
T shows a big picture of a forest.
Look at the forest! The cat family is fishing. The two baby cats are talking.
①T imitates the two baby cats. (教師自己先扮演兩只正在談話的貓)
C1: Look at the …What is it doing?
C2: It’s…
② Ask and answer.
T: What else can you see?
T: Look at the monkey. What is it doing?
板書：What is it doing?
It’s eating bananas. （教師板書時(shí)有些地方故意出錯(cuò)，讓學(xué)生找出來）
③ Pair work
T: You can practice with your partner，using sentences: Look at the…What is it doing or what is she doing?
④Learn the structure:
The elephant is drinking water with its trunk.
T: Look at the elephant. What is it doing?
T: How do we drink water?
(We drink water with our mouths. 教師可以自問自答，并強(qiáng)調(diào)with這個(gè)單詞)
T: The elephant is drinking water with its trunk.(出示單詞duck, must, but, trunk來對(duì)比，找出發(fā)音規(guī)律）
(Trunk is an elephant’s nose.)
T: 板書I am…with my...
(教師自己先舉例：I am writing with my hand. 然后再讓學(xué)生造句）
3. Read and answer.
① Read and answer
T：Here is a passage about the picture. You can listen and answer the Qs:
T：What is the mother kangaroo doing?
②Read the passage.
First, read after the tape, then read with the partner.
③Listen and find the differences.
T: I’d like to read this passage for you. But something are different, you try to find them out. OK?
④Read the passage together.
4. Finish the Qs of P60.
讀對(duì)話圈圖：Students describe the 4 pictures first, then circle the right ones.
讀對(duì)話回答問題：
(1) What is the mother kangaroo doing?
(2) What is the baby kangaroo doing?
(3)?
It’s drinking water.
（學(xué)生獨(dú)立完成后，教師請(qǐng)同學(xué)回答并校對(duì)，包括書寫方面的格式）
引導(dǎo)學(xué)生再看小貓釣魚圖：
1．Describe the picture.
①Guess: What other animals are coming? Let’s imagine!
T: If I were the brother cat, I would think a tiger and a bird are coming!（把相應(yīng)的圖片貼到大圖中，然后再和另一學(xué)生〈事先說好讓她扮演〉進(jìn)行自由對(duì)話）
②Discuss and act.
③Fill in the blanks according to thepicture.
T: Here is a passage about the picture. You can finish the passage in groups:
One day, The____family is fishing in the forest. At first two baby cats work with their mother. Soon after they talk about other animals in the forest. They talk and talk. The bird is_______. The terrible（可怕的）tiger is_______. The big elephant is_______. The strong kangaroo is_______. The rabbit is_______....
At last mother cat has got many fish. But two baby cats have got nothing.
Draw a picture about animals and write some sentences with your partner.
Ss answer:
They live in the forest.
Ss watch and listen.
S1：I can see…
S2：I can see…
S：It’s eating bananas.
S: Find out the mistakes.
Ss practice in pairs.
S1:It’s drinking water.
Ss read and think.
S1: I am…with my…
S2: I am…with my…
S3: I am…with my…
Ss listen and answer
S1: She is jumping.
Ss listen and read.
Ss listen and find out the differences
Ss read together
Ss write the answers to the question.
Ss discuss in pairs and act out their dialogue.
Ss finish the passage in groups.
通過進(jìn)入forest引入新課,學(xué)生會(huì)比較感興趣。
通過大家所熟知的小貓釣魚這個(gè)故事引入課文的教學(xué)。
教師自己先扮演兩只談話的小貓，是為了引出新課的內(nèi)容。
從教師的自問自答到讓學(xué)生回答，直接引入新課。
學(xué)生在書寫的過程中有時(shí)會(huì)忘記開頭字母的大寫或忘了標(biāo)點(diǎn)符號(hào)，讓學(xué)生自己找出錯(cuò)誤，容易引起學(xué)生的注意。
學(xué)生之間互相操練本課的重要句型，提高練習(xí)的密度。
教學(xué)中滲透語音知識(shí)，讓學(xué)生感知單詞的發(fā)音規(guī)律，培養(yǎng)學(xué)生的單詞拼讀能力,為學(xué)生今后的學(xué)習(xí)打下基礎(chǔ)。
從生活實(shí)際入手來解決這一教學(xué)難點(diǎn)。
帶著問題聽課文，有目的性。
模仿磁帶中的聲音，有利于學(xué)生形成良好的語音語調(diào);學(xué)生結(jié)對(duì)朗讀，有助于培養(yǎng)合作能力，和利用同伴壓力激發(fā)學(xué)習(xí)熱情。
仔細(xì)聽老師的范讀，有利于提高聽力和朗讀水平。
通過閱讀對(duì)話回答問題，培養(yǎng)學(xué)生的閱讀能力。
教師先和一名同學(xué)做好示范，為下面的練習(xí)做好準(zhǔn)備。
學(xué)生可以自由選擇什么動(dòng)物來了再編對(duì)話，以充分發(fā)揮學(xué)生的主體性，提高他們學(xué)習(xí)的積極性。
通過對(duì)小貓釣魚故事的簡(jiǎn)單改變，讓學(xué)生跳出了課本，進(jìn)一步練習(xí)了本課的重點(diǎn)句型，在練習(xí)的過程中明白一個(gè)道理：做事情不能三心二意。
畫一畫，寫一寫是學(xué)生比較喜歡的課后作業(yè)，可以鍛煉書寫能力;學(xué)生合作完成作業(yè)也可培養(yǎng)其合作的能力。
《Unit 5 What is it doing?教案》由留學(xué)liuxue86.com編輯整理