PEP小学英语五年级下册Unit 5 Read and write教学设计.docx
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PEP小学英语五年级下册Unit5Readandwrite教学设计
Unit5Readandwrite教学设计PEP小学英语五年级下册教学目标:
eating,利用上下文、图画、动作及已有知识经验等正确理解dancing,1.ingswim的意义,准确读出动词running,walking,climbing,flying以及形式,能够基本正确地跟读、指读、朗读故事;尝试运用一些基本的阅读策略如利用上下文线索词、插图中的信息以2.
及已有的知识经验去预测、推理出不同的动物动作,能够借助思维图等阅读理解活动对故事文本的主要线索进行梳理提炼;最终能在思维导图的理解和学习中,将所学句子正确书写在单线上。
正确地用故事中的句式去了解和谈论动物园的动物;3.知道什么是参观动物园时恰当的行为,禁止投喂,保护动物,也要注4.意自身安全。
教学重点:
句型询'Imdoingsth.”1.能够流利地运用“Whatareyoudoing?
”和“”和doing?
the...What问并回答自己正在做什么?
以及运用“is
”等句型询问动物正在做的事情。
“The...isdoing.能在理解故事的基础上,在读后将句子正确的书写在单线上。
2.教学难点:
1.能够流利地运用“Whatareyoudoing?
”和“I'mdoingsth.”句型询问并回答自己正在做什么?
以及运用“Whatisthe...doing?
”和“The...isdoing.”等句型询问动物正在做的事情。
并能在理解故事的基础上,在读后将句子正确的书写在单线上。
2.
在语境中的意思。
理解excited和like3.
教具准备:
。
课件,单词卡片,动物头饰,实物(矿泉水,香蕉)PPTBeforeclass:
Idivideyouinto6groups.Andyoushouldknowthis:
Ifyoudowellin:
T).动物头饰thisclass,youcangetaprize(Step1Warmup:
(复习热身)
Activity1:
Singasong.
T:
Nicesong,Animalsareourfriends.Theyarelovelyandkind.
Doyoulikeanimals?
Ss:
...
Activity2:
Brainstorm
T:
Now,let'sseewhataretheydoing?
Lookatthepicture,Pleasesayitoutas
quicklyasyoucan.Youready?
T:
Goodjob.Theyaresofunny.Nowlet'schantanddotheactions,actlike
someanimals.
Activity3:
Let'sdo
(Studentsstandup,chantanddotheactions.)
Actlikeanelephant,walking-walking-walking.
Actlikeamonkey,climbing-climbing-climbing.
Actlikeatiger,running-running-running.
Actlikearabbit,jumping-jumping-jumping.
Actlikeabird,flying-flying-flying.
又自然复习旧知,【设计意图:
听歌,一起模仿动物,即活跃课堂氛围,为新课将要学习的故事导入做了良好铺垫。
】Step2:
Cover(title)talk&leadinthestory封面(标题)探讨,并引入故事
T:
Todaywearegoingtoreadastoryaboutanimals.
Activity1:
Talkaboutthetitleandthecover.
T:
Look,thetitleofthestoryisRobinatthezoo.Let'sreadittogether.
Whatcanyouseeonthecover?
(封面)
S1:
Icanseesomeanimals.
S2:
Icanseesometrees.
S3:
IcanseeSarahandRobin.
T:
Yes.TheyareSarahandRobin.Theyareatthezoo.Robinwillmeet
someanimalfriends.SoRobinisexcited.
处理excited
Activity2:
Predictthestory
T:
Guesswhatanimalstheyaregoingtosee?
Pleaseguess.
S1:
Maybetiger.
S2:
Maybethepanda.
【设计意图:
为新课将要学习的故事处理了生词,由Robin开心的原因导入故事,逐步引领学生建立思维路径。
】.
Step3:
picturewalkofthestory图片环游
Activity1:
bear
T:
Nowlet'sgointothestorywithRobinandSarah.
Lookatthepicture.Whatanimalstheyaregoingtoseefirst?
Whatcanyou
seeinthepicture?
S1:
...
T:
Whatisthebeardoing?
S2:
...
T:
Robinisdancing,too.
Sarahhasaquestion.WhatdoesSarahask?
Let'sreadthesentence.
Ss:
Whatareyoudoinghere,Robin?
T:
WhatdoesRobinanswer?
Robinsayswhat?
Let'sreadthesentence.
Ss:
Iamlookingatabear.Iamdancinglikeabear.
处理dance
Activity2:
rabbit
T:
Well,Lookatthepicture.Whatanimalstheyaregoingtoseenext?
What
canyouseeinthepicture?
S1:
...
T:
Whataretherabbitsdoing?
S2:
...
T:
Robiniseating,too.
Sarahhasaquestion.WhatdoesSarahask?
Let'sreadthesentence.
Ss:
Whatareyoudoinghere,Robin?
T:
WhatdoesRobinanswer?
Robinsayswhat?
Let'sreadthesentence.
Ss:
Iamlookingata...Iam...likea...
处理rabbits
Activity3:
tiger
Lookatthepicture.Whatanimalstheyaregoingtoseenext?
Whatcan
T:
youseeinthepicture?
S1:
...
T:
Whatisthetigerdoing?
S2:
...
T:
Robinisrunning,too.
Sarahhasaquestion.WhatdoesSarahask?
Let'sreadthesentence.
Ss:
Whatareyoudoinghere,Robin?
T:
WhatdoesRobinanswer?
Robinsayswhat?
Let'sreadthesentence.
Ss:
Iamlookingata...Iam...likea...
处理running
...Whatanimalisthefastestintheworld?
Activity4:
elephant
T:
Lookatthepicture.Whatanimalstheyaregoingtoseenext?
Whatcan
youseeinthepicture?
S1:
...
T:
Whatistheelephantdoing?
S2:
...
T:
Robiniswalking,too.
Sarahhasaquestion.WhatdoesSarahask?
Let'sreadthesentence.
Ss:
Whatareyoudoinghere,Robin?
T:
WhatdoesRobinanswer?
Robinsayswhat?
Let'sreadthesentence.
Ss:
Iamlookingata...Iam...likea...
处理elephant
...
Activity5:
monkey
T:
Lookatthepicture.Whatanimalstheyaregoingtoseenext?
What
canyouseeinthepicture?
S1:
...
T:
Whatisthebeardoing?
S2:
...
T:
Robinisclimbing,too.
Sarahhasaquestion.WhatdoesSarahask?
Let'sreadthesentence.
Ss:
Whatareyoudoinghere,Robin?
T:
WhatdoesRobinanswer?
Robinsayswhat?
Let'sreadthesentence.
Ss:
Iamlookingata...Iam...likea...
处理monkey
I'mtired.I'mhungry.I'mthirsty.Iwanttoeatsomefood.Iwanttodrink
somewater.
做动作。
NowI'mfull.Ilikebananas.Look.
Canwefeedthem?
由此引出,在动物园禁止投喂,并要爱护动物。
Activity6:
bird
T:
Lookatthepicture.Whatanimalstheyaregoingtoseenext?
Whatcanyouseeinthepicture?
S1:
...
T:
Whatisthebeardoing?
S2:
...
T:
Robinisflying,too.
Sarahhasaquestion.WhatdoesSarahask?
Let'sreadthesentence.
Ss:
Whatareyoudoinghere,Robin?
T:
WhatdoesRobinanswer?
Robinsayswhat?
Let'sreadthesentence.
Ss:
Ilike...Iwanttobea/an...
处理句式
IsRobinswimminglikeafish?
Howdoyouknow?
Activity7:
fish
Whatcanyouseeinthepicture?
S1:
....T:
Lookatthepicture.
T:
Whatarethefishdoing?
S2:
...
sreadthesentence.'T:
Sarahhasaquestion.WhatdoesSarahask?
LetSs:
Whatareyoudoinghere,Robin?
sreadthesentence.T:
WhatdoesRobinanswer?
Robinsayswhat?
Let'Ss:
.故事结束。
【设计意图:
教师充分利用图片环游,问题链构建合适的语言支架,从而引导学生,启发学生,让学生逐步可以通过上下文、图画、动作及已climbing,flyingeating,running,walking,有知识经验等正确理解dancing,
学生逐步建立了与文本的的意义。
最终在动物园的大场景下,以及swim关系,从而理解故事。
】)Step4:
Readthestoryaloud.(朗读输出)
听故事Listentothestory(Activity1:
tothestory.Payattentiontoyourpronunciationandintonation.T:
Let'slisten【设计意图:
听音正音。
】:
Activity2Readbyyourself(自主阅读)T:
Now,it'syourturn.Youcanenjoythestoryagainbyyourself.
Hereare3Qs.
1.WhatanimalsdoesRobinsee?
2.Whataretheanimalsdoing?
3.WhatisRobindoing?
(Giveafewminutestoread.)
的【设计意图:
让学生自己读故事,走进故事,自己体验故事中Robin乐趣。
】小组讨论交流,互助Step5:
Groupwork:
Readanddiscussinyourgroups
学习.
T:
Discussandanswerthe3questions.
1.WhatanimalsdoesRobinsee?
2.Whataretheanimalsdoing?
3.WhatisRobindoing?
【设计意图:
小组讨论交流,互助学习,加深理解。
不同的学生讨论,引导学生看待问题从多个角度出发,交流读后简单的感想,从而能表达出自己的见解。
】书写输出Step6:
WritedownMindmapActivity1:
思维导图T:
Discuss,circlethekeywordsandfillinyourmindmap.
【设计意图:
能够借助思维图等阅读理解活动对故事文本的主要线索进行梳理提炼。
引导学生运用英语思维,并培养学生思维品质的发展。
】书写输出Writedown:
Activity2.
Writetosee?
doyouwantotherT:
SupposeyouareRobin.Whatanimals
)(讨论后写出Robin还有可能遇到哪些动物。
themdown.
T:
Payattentiontoyourhandwriting.
【设计意图:
利用上下文线索词、插图中的信息以及已有的知识经验去续编故事。
】Step7:
Showtime表演输出
Activity1:
Actoutthestory.
T:
Fromthestory,weknewsomeanimals.Theyarefunny.Now,it'syour
turn.Please
actthestoryoutingroups.Eachgroupactone/morescene(每组选择一或两个场景进行模仿表演。
)
【设计意图:
在学生会读会写的情况下,选择一两个片段,从而模的乐趣。
】Robin仿动物动作,师生一起感受、体验,以至于最终体会到.
Summary总结Activity2:
T:
Whathaveyoulearnedtoday?
【设计意图:
由对故事文本中语言知识的总结,结合学生表演到情感教育的升华,既培养了学生英语的思维品质,又在情感教育上得到升华,让孩子们爱护和保护动物。
】Step8:
Assignment延伸作业Homework:
Readthestory.1.Actoutthestory.
2.
).3.Watchthestory(疯狂动物城