PEP五年级下册unit6教案设计.docx

1、PEP五年级下册unit6教案设计课题内容Unit 6 Work quietly!教学目标1 掌握五个动词短语的 ing 形式：doing morning exercises，having.class，eating lunch,reading a book,listening to music。 2能运用句子 What is Chen Jie doing?来询问别人正在做什么。3能用现在进行时描述某人在某时正在做的事情。教学重 难点1重点：掌握五个动词短语的 ing 形式；能运用以 What 开头的特殊疑问句 来询问别人某时某刻正在做什么。 2难点：掌握动词 have 的 ing 形式。教 具

2、课件、单词卡片教学环节教学内容使用时间教学方法与策略备注教师活动学生活动一热身/复习（Warm-up）1.口语练习。鼓励学生根据主题 “At the zoo”自由对话。2.Show time. 学生展示上节课课后作业所制的动词现在分词的单词卡片。1.口语练习。鼓励学生根据主题 “At the zoo”自由对话。2.Show time. 学生展示上节课课后作业所制的动词现在分词的单词卡片。二呈现（Presentation）1.学习Main scene。(1)教师展示Main scene挂图。学生讨论每幅对话的中心思想。(2)教师引导学生要遵循公共场合纪律。We should keep disci

3、pline in the public.(3)播放录音，学生模仿跟读。(4)请三组学生分别进行对话表演。2.学习Lets learn。(1)Show and guess.教师将全班分成五组，请四名学生站于台前，分别对其耳边发号施令，如对S1说：做早操，S1做出做早操的动作，台下学生猜出其动作意义，并用英语在纸上写出举起，完成得好且多的组即可得一分。教师板书。(2)要求学生写出动词的ing形式。教师板书。do morning exercises haveclass eat lunchdoing having eatingread a book listen to music reading li

4、stening(3)听录音，跟读模仿。(4)教师讲解句型。What is/aredoing?She/He/It is/They are(5)Activity：开火车。将全班分组，每组各配一名督查小队长，检查此组完成情况。学生根据课本五幅图片问答。S1:Its 7:30 p.m. Whats Chen Jie doing?S2:Shes listening to music. Its 9 oclock. What are the students doing?S3:They are having an English class. Its 6:00 a.m. Whats Chen Jie doi

5、ng?S4:Shes doing morning exercises.(6)拓展：学生创编对话。根据短语和所给主语造句。如：S1:What are you doing? S2:Im doing morning exercises.S3:What is he doing? S4:He is eating lunch.S5:What are they doing? S6:They are having English class.1.学习Main scene。(1)教师展示Main scene挂图。学生讨论每幅对话的中心思想。(2)教师引导学生要遵循公共场合纪律。We should keep di

6、scipline in the public.(3)播放录音，学生模仿跟读。(4)请三组学生分别进行对话表演。2.学习Lets learn。(1)Show and guess.教师将全班分成五组，请四名学生站于台前，分别对其耳边发号施令，如对S1说：做早操，S1做出做早操的动作，台下学生猜出其动作意义，并用英语在纸上写出举起，完成得好且多的组即可得一分。教师板书。(2)要求学生写出动词的ing形式。教师板书。do morning exercises haveclass eat lunchdoing having eatingread a book listen to music reading

7、 listening(3)听录音，跟读模仿。(4)教师讲解句型。What is/aredoing?She/He/It is/They are(5)Activity：开火车。将全班分组，每组各配一名督查小队长，检查此组完成情况。学生根据课本五幅图片问答。S1:Its 7:30 p.m. Whats Chen Jie doing?S2:Shes listening to music. Its 9 oclock. What are the students doing?S3:They are having an English class. Its 6:00 a.m. Whats Chen Jie

8、doing?S4:Shes doing morning exercises.(6)拓展：学生创编对话。根据短语和所给主语造句。如：S1:What are you doing? S2:Im doing morning exercises.S3:What is he doing? S4:He is eating lunch.S5:What are they doing? S6:They are having English class.三巩固（Consolidation）2.学习Look and say。(1)猜一猜。教师拿出Look and say部分的挂图，但要将挂图背对学生。教师问：What

9、 is he doing?请一名学生答：He is学生猜错此图跳过，若猜对教师就将这幅挂图展示出来，直到学生全部猜出为止。(2)扩展句子。学生五人一组，S1说教室里同学在做某事的句子，如：Wang Lei is doing his homework. S2先重复S1所说句型，再说一个新句子，如：Wang Lei is doing his homework.Lily is reading a book.以此类推。(3)教师带领学生将本课重点词汇、句型反复读几遍。3.小结。Key words: doing morning exercises, havingclassKey sentences:Wh

10、ats Chen Jie doing?Shes listening to music.2.学习Look and say。(1)猜一猜。教师拿出Look and say部分的挂图，但要将挂图背对学生。教师问：What is he doing?请一名学生答：He is学生猜错此图跳过，若猜对教师就将这幅挂图展示出来，直到学生全部猜出为止。(2)扩展句子。学生五人一组，S1说教室里同学在做某事的句子，如：Wang Lei is doing his homework. S2先重复S1所说句型，再说一个新句子，如：Wang Lei is doing his homework.Lily is readin

11、g a book.以此类推。(3)教师带领学生将本课重点词汇、句型反复读几遍。3.小结。Key words: doing morning exercises, havingclassKey sentences:Whats Chen Jie doing?Shes listening to music.四作业（Homework）1.听录音，背词汇。2.按Lets learn制定自己的时间表。3.完成相关练习。4.预习下一课。板书设计Unit 6 Part A 第一课时What is Chen Jie doing?doing morning exercises. Shes havingclass.

12、listening to music.教学反思课题内容Unit 6 Work quietly!教学目标1能够听懂录音材料中有关动物的话题。 2能够流利地运用所学的句型与他人交谈动物正在做的事情。3能够正确运用 be 动词与不同人称的搭配。教学重 难点1重点：能听懂并会说有关动物正在做的事情。 2难点：能在实际情境中运用正确的句型来描述身边看到的事情。教 具课件、单词卡片教学环节教学内容使用时间教学方法与策略备注教师活动学生活动一热身/复习（Warm-up）1.Review the words.教师说中文，学生说出英文。2.Lets listen to a song “Animals,anima

13、ls are everywhere”.1.Review the words.教师说中文，学生说出英文。2.Lets listen to a song “Animals,animals are everywhere”.二呈现（Presentation）1.学习Lets try。(1)师生对话。教师展示课本58面图片，请学生用英文表述图片内容。如：T:What are the swans doing?（展示图1）Ss:The swans are sleeping.用此方法接着描述后三幅图片。(2)Listen and tick.(3) 教师PPT上完整呈现听力材料，让学生反复跟读录音，语音、语调、

14、句型熟悉后，两人一组表演对话。2.学习Lets talk。(1)教师带学生观看动物园视频。T:Most of you should have been to the zoo.What animals can you see in the zoo?Ss:Pandas,monkeys,tigersT:Yeah.Next,here is a video,lets have a look.（教师播放视频）如：教师将视频暂停在熊猫吃竹子的画面上。T:What animal is this? Ss:A panda.T:Yes.What is the panda doing? Ss:Its sleeping

15、.教师将画面暂停在猴子的画面上。引导学生。T:What animals are these? Ss:They are monkeys.T:What are they doing? Ss:They are eating bananas.(2)我们从这段视频里看到了睡觉的大熊猫，吃香蕉的猴子那么Chen Jie 他们一行在动物园了又看到了些什么呢？教师播放录音，学生回答问题：What are the pandas doing?Whats the little monkey doing?What is the elephant doing?(3)师生共同核对答案。(4)教师讲解课文。强调重点句型。W

16、hat is/aredoing? Its/They are (5)分组合作，背诵课文。两人一组进行表演。1.学习Lets try。(1)师生对话。教师展示课本58面图片，请学生用英文表述图片内容。如：T:What are the swans doing?（展示图1）Ss:The swans are sleeping.用此方法接着描述后三幅图片。(2)Listen and tick.(3) 教师PPT上完整呈现听力材料，让学生反复跟读录音，语音、语调、句型熟悉后，两人一组表演对话。2.学习Lets talk。(1)教师带学生观看动物园视频。T:Most of you should have be

17、en to the zoo.What animals can you see in the zoo?Ss:Pandas,monkeys,tigersT:Yeah.Next,here is a video,lets have a look.（教师播放视频）如：教师将视频暂停在熊猫吃竹子的画面上。T:What animal is this? Ss:A panda.T:Yes.What is the panda doing? Ss:Its sleeping.教师将画面暂停在猴子的画面上。引导学生。T:What animals are these? Ss:They are monkeys.T:What

18、 are they doing? Ss:They are eating bananas.(2)我们从这段视频里看到了睡觉的大熊猫，吃香蕉的猴子那么Chen Jie 他们一行在动物园了又看到了些什么呢？教师播放录音，学生回答问题：What are the pandas doing?Whats the little monkey doing?What is the elephant doing?(3)师生共同核对答案。(4)教师讲解课文。强调重点句型。What is/aredoing? Its/They are (5)分组合作，背诵课文。两人一组进行表演。三巩固（Consolidation）(6)

19、根据图画，与搭档一起创编对话。教师给出几幅画，如：走路的老虎，吃萝卜的兔子，奔跑的马儿，让学生根据图画创编对话并表演出来。(7)Choose and tell.学生认读单词卡片。Haveclass,cleanroom,eat dinner教师将课前准备好的单词卡片分为两组，请学生抽取并造句。(8)师生共同合作，将所收集信息编成歌谣。如：Pandas,pandas,what are they doing?Eating,eating,they are eating.Monkeys,monkeys,what are they doing?Playing,playing,they are playin

20、g.Elephants,elephants,what are they doing?Drinking,drinking,they are drinking.3.小结。 Key words: panda, monkey, elephant, eating lunch, drinking waterKey sentences:What are they doing? They are eating lunch.(6)根据图画，与搭档一起创编对话。教师给出几幅画，如：走路的老虎，吃萝卜的兔子，奔跑的马儿，让学生根据图画创编对话并表演出来。(7)Choose and tell.学生认读单词卡片。Hav

21、eclass,cleanroom,eat dinner教师将课前准备好的单词卡片分为两组，请学生抽取并造句。(8)师生共同合作，将所收集信息编成歌谣。如：Pandas,pandas,what are they doing?Eating,eating,they are eating.Monkeys,monkeys,what are they doing?Playing,playing,they are playing.Elephants,elephants,what are they doing?Drinking,drinking,they are drinking.3.小结。 Key word

22、s: panda, monkey, elephant, eating lunch, drinking waterKey sentences:What are they doing? They are eating lunch.四作业（Homework）1.听录音，背诵课文。2.完成相关练习。3.预习下一课。板书设计Unit 6 Part A 第二课时What aredoing?are eating lunch.What isdoing?. is drinking water.教学反思课题内容Unit 6 Work quietly!教学目标1能熟练地运用现在时。 2能正确使用祈使句。 3学习归纳

23、字母组合 wh 的发音规律，并能读出相关例词。4能掌握疑问词：what，when，where，whose，who 的用法，并能正确书写 以这些疑问词开头的特殊疑问句。教学重 难点1重点：能在实际情境中灵活地应用特殊疑问句。 2难点：能正确区分现在进行时和一般现在时的不同。教 具课件、单词卡片教学环节教学内容使用时间教学方法与策略备注教师活动学生活动一热身/复习（Warm-up）1.Greetings.2.Lets chant.What,what,what,what time is it?When,when,when,when is the party?Where,where,where,whe

24、re is my cat?Whose,whose,whose,whose ball is it？Who,who,who,who are you?1.Greetings.2.Lets chant.What,what,what,what time is it?When,when,when,when is the party?Where,where,where,where is my cat?Whose,whose,whose,whose ball is it？Who,who,who,who are you?二呈现（Presentation）1.学习Lets spell。(1)请学生讨论我们学过的特

25、殊疑问词有哪些。(2)教师展示Lets spell的挂图，请学生说说可以搭配什么特殊疑问词。(3)教师播放录音，学生跟读模仿。(4)教师将单词what,when,where,whose,who五个单词的音标写在黑板上，让学生讨论找一找音标与字母的关系。(5)教师讲解wh字母组合发音规律及方法。大多数情况下wh发/w/，字母h不发音。当wh后接o构成时，wh发/h/，字母w不发音。(6)教师示范发音，学生模仿，比一比，看谁的发音最佳，并给予适当的评价。(7)学生认读Listen and circle.中单词，并听录音，完成练习。1.学习Lets spell。(1)请学生讨论我们学过的特殊疑问词有

26、哪些。(2)教师展示Lets spell的挂图，请学生说说可以搭配什么特殊疑问词。(3)教师播放录音，学生跟读模仿。(4)教师将单词what,when,where,whose,who五个单词的音标写在黑板上，让学生讨论找一找音标与字母的关系。(5)教师讲解wh字母组合发音规律及方法。大多数情况下wh发/w/，字母h不发音。当wh后接o构成时，wh发/h/，字母w不发音。(6)教师示范发音，学生模仿，比一比，看谁的发音最佳，并给予适当的评价。(7)学生认读Listen and circle.中单词，并听录音，完成练习。三巩固（Consolidation）(8)接龙比赛。如：S1:wh /w/ w

27、hat What time is it?S2:wh /w/ when When is your birthday?(9)教师带领学生完成课本练习。2.小结。 wh/w/:what,when,where wh/h/:whose,who,whom(8)接龙比赛。如：S1:wh /w/ what What time is it?S2:wh /w/ when When is your birthday?(9)教师带领学生完成课本练习。2.小结。 wh/w/:what,when,where wh/h/:whose,who,whom四作业（Homework）1.听录音，跟读模仿，正确发音。2.查找资料，找

28、出更多同类词。3.完成相关练习。4.预习下一课。板书设计Unit 6 Part A 第三课时wh/w/:what,when,where（一般情况）wh/h/:whose,who,whom（wh+o）教学反思英语教学带学生走进生活，通过给学生观看动物园视频，让学生身临其境，在氛围中进行学习讨论，效果更好。学生对现在进行时态掌握挺好，但对动词的现在分词的变化规律掌握的不是很好，教师在这方面多下功夫。课题内容Unit 6 Work quietly!教学目标1能听懂、会说、会写祈使句：Keep to the right. Keep your desk clean. Talk quietly. Take

29、 turns 2能看懂警示语图标和标语。 3能对在某个场景下的描述做出提示或警示。 如： Talk quietly. Keep your desk clean 等。 4学唱歌曲School days 。教学重 难点1 重点：能够正确地运用 Keep to the right. Keep your desk clean. Talk quietly.Take turns.等句型。 2难点：(1)理解以 ly 结尾的副词是放在动词后修饰动词的。如：talk quietly，walk quickly。(2)理解祈使句使用的场合。教 具课件、单词卡片教学环节教学内容使用时间教学方法与策略备注教师活动学生

30、活动一热身/复习（Warm-up）1.Lets play.“背靠背”游戏。教师准备好单词卡片，请两名学生上台背靠背，每人各拿一张词卡，不能让对方看见。教师说：One,two,three.学生各向前走三步，同时转身向对方展示自己手中的卡片，看谁先读出对方的词组。2.Lets sing a song “School days”.1.Lets play.“背靠背”游戏。 教师准备好单词卡片，请两名学生上台背靠背，每人各拿一张词卡，不能让对方看见。教师说：One,two,three.学生各向前走三步，同时转身向对方展示自己手中的卡片，看谁先读出对方的词组。2.Lets sing a song “School days”.二呈现（Presentation）1.学习Le