人教pep版五年级下册英语Unit 5 Whose dog is it -C-ppt课件-(含教案+视频+音频)-市级优课-(编号：f0120).zip

1、Unit 5 Whose dog is it ? Part c story time take pictures What is the dog doing? Its eating. What are the mice doing? They are eating. What is the cat doing? It is drinking. What is the dog doing? It is playing. What is the tiger doing? It is jumping. What is the cat doing? It is climbing. It is runn

2、ing fast. Whose tail is it? Its the _s. 1.What animals can you see? 2.What are they doing? 1.Where is the tiger? 2.What is the tiger doing in picture2? 3.Can Zip take a picture for the tiger? Why? 4.Whose tail is it in picture3? Its near the river. Its running. No. Its running so fast. Its the tiger

3、s. 1.What are the monkeys doing? 2.Why are the monkeys looking at Zoom and Zip ? 3.What is the meaning of “copy” in picture6 They are climbing. Theyre taking pictures. They are copying Zoom and Zip. A：玩耍 B：模仿 1.Who is running fast? The tiger is running fast. 2. Are the monkeys climbing fast? 3. Who

4、are the monkeys taking pictures for? Yes, they are. They are taking pictures for Zoom and Zip. Lets act! Im a tour guide!（导导游） Hello! Welcome to our zoo. Here comes a tiger. Its _the _ . Look! Its _ so _. Here come two monkeys. They are in the tree. They are _. They are _too. They re _ _ us. Look !

5、They are_ _too. They are_us. fast river running near climbingfast atlooking pictures taking copying 导导游接力赛赛: What is the next animal ？ Word bank： horse elephant giraffe bird fish bear eat drink run jump play sleep dance sing swim 观看微课，完成进阶练习 Homework: Level1: Listen and follow the story . Level2: Tr

6、y to act the story for your parents or friends. Level3: Try to be a tour guide and write more animals. Teaching Design 教学内容教学内容: 人教 PEP 版小学英语五年级下册 Unit5 Whose dog is it? PartC story time 教学目标教学目标: 知识和能力目标： 1、能听、说、认读并运用单词:eating, drinking，playing，jumping, climbing 2、能够读懂故事文本内容并进行表演 3、了解现在进行时的结构并能运用其进

7、行简单的对话 4、能用现在进行时编写故事后续内容 学习策略和情感态度目标： 1、能在阅读中提取关键信息 2、能逐步养成阅读的习惯以及模仿语音、语调的习惯 3、能通过同伴活动和小组活动学会与他人合作和分享观点 4、激发学生学习英语的兴趣，培养孩子的自信心。在较为真实的场景中主动、灵活地运用语言。 学情分析学情分析: 本节课的教学对象是小学五年级的学生,这个阶段学生性格活泼,好奇心强,在英语的听、说、读、写方 面已经有了一定的基础,有较强的模仿能力和求知欲望,而且具有一定的综合语言运用能力。该年级学生在 英语学习上普遍存在着浓厚的兴趣,能够积极按照老师要求进行学习。本节课是一篇故事阅读课，有助于

8、学生进一步锻炼思维和积淀语言。 教学重难点：教学重难点： 教学重点：掌握动词的 ing 形式;初步掌握句型“What is/are. doing?”的意义与用法,并能够运用句 型“It is/They are+动词 ing”描述动物正在做的事情。 教学难点：就最后一幅图发挥想象续写故事。正确运用现在进行时。 教学方法：教学方法： 1、 游戏法 2、情境法 3、任务学习法 教学准备：教学准备：PPT，电子白板 教学过程：教学过程： StepStep 1 1 WarmingWarming upup 1.Greeting T: Good afternoon, boys and girls. Ss:

9、Good afternoon, Miss Xu. 2.Free talk: Show a phone:Today I have a new phone . I can take pictures for you. Do the action ”take pictures” and use a picture help Ss understand the meaning of taking pictures. 3. Teacher takes pictures for three students. Then show the pictures on the screen. T: Who is

10、he/she? What is he/she doing? Ss: He/She is . He/She is ing. （设计意图：通过学生熟悉的几位同学来复习现在进行时的简单句型。既复习了本单元的重点内容，为 后面的课程内容做铺垫，又能贴近学生的生活，引起他们的兴趣。） 4.Show a picture of zoo. T: Lets go to the zoo and take more pictures. StepStep 2 2 PresentationPresentation 1.Show some GIF image of animals T: What is the dog d

11、oing? S1：It is eating. T: What are the mice doing? S2：They are eating. Review the words: eating, drink, playing, jumping, climbing in PartB. （设计意图：复习本单元所学的几个现在分词，为故事中老虎和猴子正在做什么做铺垫。） 2.T :Shh be quiet！ Listen, what animal is it? Play the voice of a tiger. Let Ss guess: Its a . Then show a running tig

12、er. Teach the phrase run fast. 3. Play a guessing game: Whose tail is it? （设计意图：复习物主代词和s 表示物体属性的表达法。Whose.is it?也是本单元重要句型。） Just show the tails of animals. Let Ss guess: It is thes .Lead in the animals in the story. 4.Pre-reading Show the pictures of the story. Ask two questions: 1.What animals can

13、you see? 2.What are they doing? Ss listen to the story and try to answer the questions. （设计意图：通过听故事的录音和观察图片来猜测故事大概的内容，对故事有一个初步的感知。） 5.While-reading Read the story from picture1-3 by themselves. Answer the four questions. 1.Where is the tiger? 2. What is the tiger doing in picture2? 3. Can Zip take a

14、 picture for the tiger? Why? 4. Whose tail is it in picture3? 6. Work in groups. Read the story from picture4-6 and discuss the questions. 1. What are the monkeys doing? 2. Why are the monkeys looking at Zoom and Zip ? 3. What is the meaning of “copy” in picture6? （设计意图：将文本分割成两部分处理，第一部分是老虎正在做什么。这一部分

15、内容较简单，请学 生自读故事在文本中提取信息，培养学生的阅读习惯和提高他们阅读和理解的能力。第二部分是猴 子们正在做什么，通过小组合作的方式阅读故事，在小组内互相帮助，共同探讨解决一些有难度的 问题。） 7.Post-reading Ss read the story together. Work in pairs: ask and answer the three questions. 1.Who is running fast? 2. Are the monkeys climbing fast? 3. Who are the monkeys taking pictures for? Ste

16、pStep 3 3 PracticePractice 1.Lets act Five Ss in a group . Try to act the story. （设计意图：通过对故事的演绎，加深记忆。以生动活泼的方式在真实的情境中表达所学英语，贴 近生活做到学以致用。） 2.Im a tour guide. If you a tour guide. Can you introduce the animals in the zoo? Fill in the blanks according to the story. 3.What is the next animals? Continue t

17、o be a tour guide. Try to introduce some other animals. You should tell us : What is it/ are they doing? The words in word bank may help you. （设计意图：通过将第一人称改为第三人称叙述和续写故事的方式拓展学生的英语思维，提高他们 的英语思维水平和初步的写作能力。） HomeworkHomework： Part1: Watch the micro lesson and finish the exercises. Part2:Homework: Level1

18、: Listen and follow the story . Level2: Try to act the story for your parents or friends. Level3: Try to be a tour guide and write more animals. BlackboardBlackboard Design:Design: Unit5 Whose dog is it? What is the tiger doing? It is running. What are the monkeys doing? They are climbing. 教学反思：本节课是这一单元的最后一课时，故事的主题是动物们正在做什么。所以我在以学生 为主体的模式下指导他们阅读课文，理解难点。最后通过表演的方式输出故事内容，并设计活动拓展学 生的英语思维和提高学生的英语表达能力。在导入环节我用动画和学生的照片复习了现在进行时，学习 故事文本时充分发挥学生的主体性。在本节课最后我讲现在进行时的知识点总结归纳成一节微课，帮助 学生更好的学习和理解现在进行时这一特殊的时态。