1、Unit 5 Whose dog is it? BRobin at the zoo Teaching aims： 1. Language Capability：(语言能力语言能力) a. Help students to understand the sentence pattern “What are you doing here?”“Im looking at. Im.like. ” b. Help students to understand the key words “excited, like”， And the Present Participle of dancing, eat
2、ing, running, walking. 2.Learning Capability:(学习学习能力能力) a. Enable students to finish reading practice and catch the main idea of the story. b. Enable students to use the sentence structure “What are you doing here?” “Im looking at.” to communicate with each other. 3.Cultural Character：(文化文化品格品格) Ena
3、ble the students to understand animals are our friends, we should protect the wild animals. 4.Thinking Quality:(思维思维品质品质) Enhance reading ability by self-reading, cooperative and group work. Teaching key points : Enable students to use the sentence pattern “What are you doing here?”“Im looking at. I
4、m.like. ” Teaching difficulties points : Enable the students to finish reading practice and catch the main idea of the story. Teaching aids: PPT, word cards, pictures Teaching procedure : Step 1. Warm-up 1.First of all, Lets enjoy a songAnimals, animals are everywhere. Clap your hands and try to sin
5、g it with me. “Rabbits and monkeys and elephants, pandas and tiger, too.” (设计意图：本单元是学习关于动物的,一起唱歌曲很好的下面的学习 做下铺垫， 而且师生一起唱歌活跃了课堂气氛， 加上模仿动物的动作， 给学生轻松愉快的氛围。 ） Step 2.Presentation 1. Try to answer two questions: What animals can you see in the video? Where can you see these animals? And then lead in the s
6、tory. 2. There are lots of animals at the zoo, look at these animals, Im so excited. Teach new word “excited”. Robin is excited, too. What animals does Robin see at the zoo? (设计意图：导入自然，由问题创设导入故事内容，让学生猜猜 Robin 看到了哪些动物，激起学生阅读的兴趣。) 2.Task 1, Skim the story and try to answer the questions. (1) How many
7、animals do they talk about? (2) What are they? Lets check the answer together. (设计意图：带着问题粗略的浏览下故事，对故事有了初步的认知， 尝试回答问题。问题很简单，学生很容易找到。 ） 4. Task2, What are the animals doing in the story? Scan the story and fill the blanks. Read the story carefully and try to fill in the blanks. The bear is_.The rabbit
8、s are_. The tiger is_.The elephant is_. (设计意图： 再仔细认真的读一读故事， 找一找这些动物都在干什么？) 5. Look at these words, they all have -ing form. Why they have -ing form? How do they become -ing form? Lets watch a short video. （设计意图：植入微课视频，现在分词的变化形式，帮助学生更好的 理解现在分词的几种变化规律。 ） 6.lets read the story together. “What are you d
9、oing here, Robin?” “Im looking at a bear, Im dancing like a bear.” “Im looking at the rabbits, Im eating like a rabbit.”(tiger, elephant, monkey, bird, fish) (设计意图：图文并茂，师生一起学习故事。模仿各种动物的动作， 学会使用目标语言 Im looking at a/an. Im.like a/an.学生们兴趣盎 然，想去模仿和表演。) Step 3 Practice 1. Lets have a chant. Bear, bear,
10、Im looking at a bear.Bear, bear, Im dancing like a bear. Rabbit, Rabbit, Im looking at the rabbits. Rabbit, Rabbit, Im eating like a rabbit. Tiger, tiger, Im looking at a tiger.Tiger, tiger, Im running like a tiger. Make a new chant with elephant, monkey, bird. （设计意图： 根据目标语言创编 Chant,能够帮助孩子更好的掌握目标 语言
11、。Chant 的节奏感很强，学生容易学会。 ） 2. If now , you at the zoo, what animals do you want to see? Choose one kind of animals and role play. （设计意图：同桌之间互相讨论“What are you doing here?” “Im looking at.Im. like.选择一种你喜欢的动物，加动作表演出来。 ） Step 4 Consolidation Do you like the TV program of Animals World? Lets watch the Anima
12、ls World,and try to fill in the blanks. 1.Im looking at a bear.Im walking _ a bear. 2.Im looking at the birds.Im _ like a bird. 3.Im looking at a panda.Im_ like a panda. 4. Im _ at an elephant.Im drawing like an elephant. 5. Im looking at a horse.Im _like a horse. （设计意图：学生通过观看视频填空，有些难度，学生必须认真观看 视频，手
13、脑并用才能完成任务。 Step 5 Emotional education Animals are our friends, we are living in the same planet. We should protect them. But lots of animals are killed by people. lets watch a video. And I hope all of you can try your best to protect the environment and animals. （设计意图：情感教育，观看视频，很多野生动物被人类杀害。每年 至少有一个物种从地球上消失， 让他们思考？我们应该怎么做？动物 是我们的朋友，我们应该保护坏境，保护野生动物。 ） Step 6 Homework 1.Retell the story to your parents. 2.Collect some information of endangered animals.
