人教pep版五年级下册英语Unit 5 Whose dog is it -C-教案、教学设计-省级优课-(配套课件编号：a16eb).doc

1、Teaching Plan VersionPEP TitleUnit5 Whose dog is it? (PartC Story Time) StudentsGrade 5 Teacher School .The analysis of the teaching contents: It is the sixth lesson of the unit.Students will learn the present progressive according Zoom and Zips trip. They will talk about the animals activities and

2、appearance with the sentence patterns“What are they doing?They are copying us.”and“Whose tail is that?Its tigers.”, some verb phrases and adjectives in the certain scene. .The analysis of the students : Students have learned the similar topic in Grade 4.They know the animals names like“monkey/bear/t

3、iger/elephant” and some adjectives like “cute/lovely”to describe them.Sudents also can use the present progressive to describe others activities like“They are playing with each other” .The students in grade 5 are very active and creative. But they cant focus and master something for a long time. We

4、should keep their interest and attract attention by some interesting ways. Students have basic abilities of listening, speaking and communicating with English.So Ill set the suitable scene to provide them more time and space to cooperate in groups and communicate with each other. .Teaching Objective

5、s: 1. Linguistic Competence: a. Enable students understand the the story ,the the present progressive , the verb phrases and adjectives to describe the animals activities and appearance. b.Help students understand sentence patterns“What are they doing?”and“Whose tail is that?”and the ideographic fun

6、ctions of the story through reading . c.Improve the students comprehensive abilities of listening ,speaking,especially reading. 2.Cultural Qualities: a. Help students build positive and friendly attitude to animals and the nature. b.Students can appreciate the procedures of cooperating in a group an

7、d taking the responsibilities in the team. c .Cultivate students to communicate actively and build good relationships with others with the positive psychological quality. 3.Thinking Character: a. Encourage students to think critically and have new opinions with rational analysis when they read the s

8、tory by acquisition,perception,specculation and induction. b. Cultivate students creative thought with some innovative teaching resourses or approach. c.Let students have the awareness of scientific and dialectical thinking. 4.Learning Ability: a. Cultivate students the habit of thinking in English.

9、 b. Inspire students interest and desire of reading. c.Help students know some reading strategies,like skimming,scanning,reading for thorough comprehension,critical reading and so on. IV.Teaching key points: Students will learn the present progressive according Zoom and Zips trip with the sentence p

10、atterns“What are they doing?“What are they doing?They are copying us.” ”and“Whose tail is that?Its tigers.”, some verb phrases and adjectives to talk about the animals activities and appearance. V. Teaching difficulties: Students can have the reading literacy which includes reading ability,interest,

11、experience,habit,cultural knowledge and so on to improve their multi-thinking,the aesthetic experience and proper values in the learning procedures. a. The Curriculum standards based on core competence of English discipline VI. Theme of Design requires that Students should have the necessary charact

12、er and key ability to adapt to life-long development and social development needs. b.With the theme of each whole person development, I will use different ways to make students learn happily and steeply. c.Create the situation to let students cooperate and communicate with each other, making them mo

13、re active and interested in learning English. d.Have the English teaching connect with music, art, information and etc to build the effective knowledge structure. e.Pay more attention to improve students comprehensive language practical abilities. VII. Teaching method: Situational language teaching,

14、 Communicative approach, Task-based approach, ,Inquiry learning approach VIII. Teaching aids / media CAI, pictures.,Cards, show stand,markers,reading log IX. Teaching procedures Teachers activitiesStudents activitiesDesign purpose Step One: Pre-reading 1. Greet and have free talks T: What day?How is

15、 the weather? Which season?School calendar. 2. Group work:Show somephotos of School trip last week . 3. Predict:Zoom and Zip are on the trip.Teacher shows some pictures of the story and let students 1. Say “Hello” to the teacher and have free talks with Marissa. 2. Discuss our school trip 3. Predict

16、 and guess with the story through the pictures. 4. Review some words and sentence patternsabout animals. a.Say “What animals can they see from the picture. Create relax-ing atmosphere before class. Lead the topic“Trip and animals”and review some words and sentence patterns in certain scene. Also aro

17、use students interest of learning English and think positively. predict “Where are they? What do they see?”.Zip sends a photo to help us guess.Teacher shows a photo of tigers tail. 4.Review: play some games about animals a.See the picture and say the animals in group with the sentences“I/We see.” (D

18、efinite requirement and provide the example before dicussion) b.See the pictures of animals tails,then guess what animal it is and what it is doing c. Choose the right pictures according the first 5 pictures b.b.Guess the animals and the actions,according the tails c.c.Choose the right pictures 1.Sk

19、imming& Scanning (read the story first time and answer the questions) 1. Read quickly to accquire a basic understanding of the story. 2.Try to understand the Arouse students interest and attention of further learning. Help students to build StepTwo: While- reading a.Where are they? b.What animals do

20、 you see see? Whats the tiger doing?Whatre the monkeys doing ? 2.Reading for details (read the story second time) a.Put the pictures in the right order b.Try to say the general information according the each picture 3.Critical reading a. Group work:Role-play the story b. Fill the blanks according th

21、e story general meaning of the story some details. 3.Role-play the storyand fill the blanks according the story the effective knowledge structure through reading. Let students have the reading literacy and improve their multi-thinking,the aesthetic experience and proper values in the readiing proced

22、ures. Step Three: Post -reading 1.“The Mysterious Land” Watch the video “The Mysterious Land” 2.If you are having a trip on “The Mysterious Land”， “What can you Watch the video and make a new story with the imagination in groups. Consolidate the key sentences and build the effective knowledge struct

23、ure. Improve comprehensive abilities like see?”“What are they doing?” Work in groups and write the passage. Then share the story in front of the class. communication and help students enjoy the procedure of learning English. Step Four: Extension a. Watch the video “The Monkey and the Family”(The fam

24、ily save the little monkey on their way home.As the monkey grow up,it often helps the family do many things secretly,like cooking etc.They love each other very much.) b. Show the picture of Zoom when he coughs in the story,then compare with another one Show more signs to learn something when we visi

25、t animals. a. Watch the viedo and learn “Animals are our good friends!” b. Learn something from the signs and to be a good-mannered visitor when we visit animals. Cultivate students to communicate actively and build good relationships and proper values with others with the positive psychological qua

26、lity. Homework 1.Finish the“A Trip of the Mysterious Island. 2.Design a sign for animals. 3.Recommend some books or films about animals . Finish the homework positively. Improve the comprehensive abilities of practical English.Keep lasting enthusiasm of reading. Blackboard Design: Reflection: Unit5 Whose dog is it? (PartC ) AB What What are they doing? They are copying us. WhenWhose tail is that? WhereIts tigers. How Trip Words Garden