人教版(PEP)小學英語五年級下冊教案-2

人教版(PEP)小學英語五年級下冊教案第五單元 A Read and WriteSpecific target sentences: What is she doing? Shes walking. What is it doing? Its running.Specific functional exponents: 能夠聽懂、區(qū)分、會說“ What is she/it doing ? Shes /Its running/”在情景中運用所學的語言，進行語言交際，并上升到用語言做事情，達到培養(yǎng)學生綜合運用語言的目的。Source of material: （1）教師準備好多媒體課件,以便在課中創(chuàng)設情景。（2）單詞卡片及動物頭飾一組，開展語言活動，操練重點句。（3）動物照片數張，開展任務型活動。Assumptions: 本課時的話題是Chen Jie和Amy在自然公園里看到動物，談論動物正在做什么。在第一課時的學習中，學生已初步掌握了在情景中用現在進行時進行簡單的表達,因此本課時的教學內容對于學生來說不會太難。Step: 1 Warm-up1 . Free talk 2 . 教師和學生一起去自然公園，聽聲音，猜動物園里有什么動物，正在做什么。(設計意圖：通過這個活動，復習第一課時的重點詞句?；顒宇愋停篈) 3 . Lets chant 教師告訴學生動物園里的動物們正在開party, 讓同學們去和他們一起唱P56的歌謠。(設計意圖：活躍課堂氣氛，擴大語言的輸入量?；顒宇愋停篟) Step: 2 Preview1 Lets try: Listen and match. 通過讓學生聽一聽其它動物正在做什么，完成課本P59 lets try (設計意圖：通過新舊語言結合的簡易聽力活動，復習鞏固Lets learn部分的詞匯, 并感知新句型。為新句型的學習作鋪墊。活動類型：R) 1. Share your book with your partner.同學們把已經設計好的書拿回校，并用語言點跟同學們分享：A: Look, the little panda is sleeping. B: How cute!Step: 3 Presentation and controlled practice 1 .參觀動物園在電腦上出現一個動物園，上面有一大片森林。森林里有許多動物，但只露出身體的一部分：大象露出鼻子，老虎露出尾巴，鴨子露出嘴巴。 教師引導學生談論：T: The nature park is so beautiful. What do you see?S1: I see an elephant.T (問全班同學): Can you see the elephant，too?Ss: Yes.T: What is it doing? Guess. T: Its running. 點按紐，電腦上出現一只正在跑的大象。（把句子板書在黑板上：What is it doing? Its running.）T: What else can you see?S3: I can see a duck.T: Can you see the duck?Ss: Yes. T: Guess.引導學生問：What is it doing? T: Its flying. 點按紐，電腦上出現一只飛一點點高就掉下的鴨子。T: What else can you see?S2: I can see a monkey.T: Can you see the monkey?Ss: Yes. T: Guess. 引導學生問：What is it doing?T: Its walking. 點按紐，電腦上出現一只正在走的猴子。2. 引出lets talk的重點句型。多媒體上出現mother duck和baby duck, 教師通過提問：What is the mother duck doing? 引出lets talk的重點句型。（把句子板書在黑板上：What is she doing? Shes cooking.）(設計意圖：在有趣的猜一猜動物們正在做什么的活動中，自然地呈現出主句型。有意義的情景幫助學生理解與感知新語言，有趣的活動激發(fā)學生用英語進行表達的愿望?；顒宇愋停篟)3. 教師引導學生唱歌謠，練說主句型，讓學生盡快上口。多媒體上出現一只mother duck. 教師引導學生唱： Look! Look! Look!I can see a mother duck!What is she doing?Shes cooking.多媒體上出現一只mother kangaroo與baby kangaroo. 教師讓學生模仿歌謠自己唱一唱，再分小組唱歌謠。(設計意圖：教師給出兩對母子動物的圖，讓學生清楚地區(qū)分Whats she doing? 和What is it doing?人稱的變化。以chant的形式操練主句型，朗朗上口，避免了枯燥的機械操練，學生樂于參與，課堂氣氛活躍。活動類型：R)Step: 4 Practice 1. T: The second task for you is to guess, what is the animal doing?Team 1, Mike. Team 2, Amy. Back to back, please. (讓A選一張動物卡片) What do you like? OK. Youre a monkey.(老師給A一張上面寫著running的單詞卡，并做出動作。) A, look at the word and do the action.The whole class please ask B: “ Look at the . What is it doing?” B, you can guess.如果B猜對了，第二組加一分。反之，第一組加一分。(設計意圖：通過猜的游戲，使這項活動具有信息差，學生的操練是在有意義的情景中開展的，讓學生在不知不覺中學會本課的新句型。活動類型：R) 2.T：Amy is from the USA. Chen Jie is her guide. Now they are in the Nature park. What do they see? Lets watch the video.a. Ss watch the video and answer the questions: What is the mother elephant doing? What is the baby elephant doing?b. One student acts as Chen Jie, the other one acts as Amy. Act out the dialogue.(設計意圖：學生看、聽、模仿跟讀Lets talk之后，教師提供新的圖片，讓學生兩人一組模仿改編對話，檢查學生掌握語言的情況。體現了學生從感知語言、學說語言到掌握語言這一由易到難，循序漸進的教學過程。活動類型：R) Step 5 Production 1. 談論圖片：教師提供多幅動物園的圖片，讓學生同位談論A: What do you see?B: I see an elephant?A: What is it doing?B: Its swimming.A: What do you see?B:I see an elephant, too.A: What is it doing?B: Its swimming.A& B: Oh, our photos are the same.(設計意圖：創(chuàng)設情境使學生在交際環(huán)境中鞏固、掌握新的語言。活動類型：A) 活動結束告訴對學