1、Unit 5 Whose dog is it? 教案第五课时(B . Lets learn Lets play)教学目标1. 能听、说、读、写climbing，eating，drinking，playing，jumping， sleeping；能灵活运用句型“What is/are. doing? It is/ They are 动词-ing.”来描述人或动物正在做某事。（语言能力）2. 通过图片等非语言的描述来获取关键信息。（思维品质）3. 能在学习活动中与他人合作，大胆尝试用英语进行交流。（学习能力）教学重点掌握动词-ing的变化规则；能正确理解和运用现在进行时。教学难点能在实际情景中正确
2、地运用现在进行时进行对话交流。教学过程设计意图Step 1 Warm-up&Lead in情景导入，将上节课的知识与这节课进行衔接，过渡自然。 Greetings. Lead in. 课件出示Unit 5主情景图中Mike和Sarah部分的图片。T: We know that Sarah has a dog. What his name?Ss: Fido.T: On Saturday, Chen Jie and Mike take Fido to the park. Look at the picture. What is Fido doing?Ss: He is sleeping.教师板书单
3、词sleeping并进行教读。T: Why is Fido sleeping?Ss: .T: Hes very tired. He does many things on Saturday. Look at some photos and find the answer!Step 2 Presentation&Practice创设情境，通过观察动物在做不同的事情，以此引出现在进行时。通过TPR教学法，快速抓住学生的注意力，辅助语言教学，帮助学生更好地理解和掌握语言知识。将机械的练习变得丰富化和多样化，引导学生即刻使用所学单词进行练习。Lets learn1. 通过出示Fido做的不同事情的图片
4、学习生词climbing，eating和drinking。T: (出示Fido吃东西的图片) What is he doing?Ss: He is eating.教师板书eating，教师边做动作边教读该词。随后学生用大小声、男女生读、指名读、分组读、开火车读等多种方式练习该词。教师以同样出示图片的形式教学新词drinking和climbing。T: Fido does many things on Saturday. He is so tired! 2. 通过兔子做不同事情的图片学习生词jumping和playing。T: (出示主情景图中P47中的内容) John and Wu Binbi
5、n are at the park, too. Look, there is a rabbit! What is it doing?课件动画出示兔子跳的过程，教学生词jumping。教师带领学生边做动作边读该词。教师播放主情景图中P47中的视频，学生看视频并回答问题：Whose is it? Why is it jumping?T: Whose is it? Ss: Its Wu Binbins.T: Why is it jumping?Ss: Its playing with its friends.教师板书playing，随后学生用大小声、男女生读、指名读、分组读、开火车读等多种方式练习该
6、词。课件出示几只兔子一起玩耍的图片，引出句子：Its playing with its friends. They are playing with each other. 教师帮助学生理解短语each other的含义。3. Words game.课件出示本课时的重点词汇，学生快速反应并大声读出。4. Say out the words.课件依次出示Lets learn部分的六张图片，学生说出图片对应的单词。5. Watch and repeat.播放录音，学生模仿并跟读，注意语音、语调。6. Say and do.课件随机出示Lets learn部分的动物的图片，学生快速反应说出对应动词的
7、现在分词形式，同时做出相应的动作。7. Look and say.创设情景：星期天，Chen Jie和Mike带Fido去了动物园。他们看到了很多动物。这些动物都在做什么呢？课件分别出示大象正在喝水、熊猫正在吃东西、狮子正在睡觉、兔子正在跳、猴子正在爬树、老虎正在玩耍的图片及被挖空的句子，学生根据图片内容补全句子。T: (课件出示长颈鹿的轮廓阴影图) What is it?Ss: Its a giraffe.T: Is it playing?Ss: No, it isnt. Its eating.T: (课件出示老虎的轮廓阴影图) What is it?Ss: Its a tiger.T: I
8、s it eating?Ss: No, it isnt. Its sleeping.Step 3 Consolidation&Extension学生利用本节课所学，尝试读故事，培养阅读能力，对所学知识进行输出。1. Lets play.（1）课件出示该部分的内容，学生认读重点词汇。（2）教师将提前准备好的写着人名、动作、地点等卡片分别藏在三个袋子里，要求学生分别从这三个袋子中各取出一张卡片，然后将这三张卡片连成一句话，看看谁的句子所表达的意思最完整。例如： S1: Mike S2: is sleepingS3: at schoolS4: Mike is sleeping at school!2
9、. 教师简单讲解动词ing的变化规律：一般情况下，直接加-ing；以不发音的e结尾，去e加-ing；一个元音字母加辅音字母结尾的重读闭音节，要双写末尾字母加-ing。3. 故事：Looking for Mother学生分角色读故事，中间故事编写部分，学生根据提示图片完成内容。随后课件出示故事的歌谣部分，师生共同唱歌谣：Eating, eating, the mother dog is eating.Climbing, climbing, the mother monkey is climbing.Drinking, drinking, the mother elephant is drinki
10、ng.Sleeping, sleeping, the mother bear is sleeping.Jumping, jumping, the mother kangaroo is jumping.Playing, playing, the duck family are playing.Step 4 Summary&Homework1. 小结：师生共同回顾本节课所学的动词-ing的变化规则以及现在进行时的用法。2. 作业。制作一本动物书，其中内容包括动物正在做什么的简笔画及描述的英文句子。板书设计Unit 5 Part B 第五课时climbing drinking eating playing jumping sleepingHe/She is _. Are they _?Yes, they are./No, they arent.教学反思此次课我通过情景导入，将上节课的知识与这节课进行衔接。在新词教授部分，创设情境，通过TPR教学法，快速抓住学生的注意力，辅助语言教学，帮助学生更好地理解和掌握语言知识，并且通过丰富化和多样化的活动加以操练、巩固。由于该课时的内容贴近生活，在对话问答中学生能够自如作答。整堂课学生参与的积极性较高，达到了比较好的课堂效果。5
