2022年人教版PEP小学英语五年级下册教案第五单元教学设计

1、人教版 PEP学校英语五年级下册教案第五单元Teaching Plan of Grade Five Unit 5 Topic: 有关动物正在做什么的英语表达Language systems: 1. Lexis: flying walking jumping running sleeping climbing fighting swinging drinking water 2.Grammar:有 关 动 物 正 在 做 什 么 的 英 语 表 达 :What is ,doing. What are,doing. 及其回答；3. function: 学会有关动物正在做什么的英语表达4. phon

2、ology: a. ar. sm. sl的发音规章Language skills: 1. Listening: 同学能听懂描述动物正在做什么的英语单句、对话和一段完整的语篇,依据相关信息完成相应得听力训练；2. speaking: 同学能用现在进行时谈论动物正在做的事情；3. reading: 同学能读懂文章并找出相关的信息；4. writing: 同学会写 Part A B 和 Read and write 中的四会单词和句子,并依据图片提示描述动物正在做事情的文章；Objectives: 1、才能目标（1）、能够询问动物正在做什么并作答,如：What is it doing. Its ea

3、ting bananas. What is the mother kangaroo doing. Shes jumping. What are the tigers doing. They are swimming. （2）、能够听懂、会唱歌曲“ Animals, Animals are everywhere.”2、学问目标（1）、能够把握A、B 部分 Let s learn 、 Read and write中的四会单词和句子；（2）、能够听、说、认读A、B 部分 Let s talk、 Read and write中的白体单词和句子；（3）、能够明白 Pronunciation部分的字母 a

4、 和字母组合 ar, sm, sl的发音规律及其例词的读音；（4）、能够懂得 Let s chant部分的内容（5）、能够明白 Story time、Good to know 、Task time 等部分的内容3、情感、策略、文化等有关目标（1）、情感态度：培育同学喜爱动物,喜爱大自然的良好品质；（2）、学习策略：留意新旧学问的融会贯穿,加强小组合作和沟通；（3）、文化目标：明白一些有关考拉和袋鼠的学问；Evidence: 1、同学能娴熟运用目标语言询问动物正在做什么并作答,听、说、读、写技 能有所提高,能独立自主地完成课本、活动手册和同步练习册相关的听力和笔试部分检测练习；2、教学中让同学在

5、玩中学、学中玩,寓教于乐；让同学能把所学内容联系到实际,在真实的生活情形中使用英语；3、教学评判主要是以激发同学的学习爱好和积极性为目的,评判要有益于学生树立自信心,形成连续学习的动力,评判应以形成性评判为主,以学生平常参与各种教学活动所表现出的爱好、态度和合作才能为主,留意评判同学在学习过程中使用语言进行活动的情形；Procedures: 单元课时支配表课时A Let s learn Let内容第一课时s play （ P58.59） C Task time 其次课时Main Scene Let s chant A Let s try Let s talk Write and ask（P60

6、）C Good to know 第三课时A Read and write C Lets singB 第四课时B Let s learn lets play C Pronunciation第五课时Let s start Let s chant A Let s sing 第六课时Let s try Lets talk Lets play C Story time Let s chant B Read and write Lets find out C Let s check Good to knowProcedures: First Lesson Specific vocabulary: flyi

7、ng walking running jumping swimming The Specific target sentences:Look at the tiger. It s running. rabbit is jumping. Specific functional exponents: 学习 5 个现在分词以及句型,自然地运用所学的词汇和句型进行语言的交际运用；Source of material: （1）老师预备好多媒体课件以便在课中创设情形；（2）单词卡片及图片用来操练单词、句型,语口语；Assumptions: 开展嬉戏活动,训练同学的英五年级的同学已进入学校高年段,他们活泼好

8、动、思维活跃,有肯定的 自控才能；抽象记忆有所进展,但思维活动中形象记忆的作用仍特别明显,需要详细、形象的教学材料及敏捷多样的教学方法来引导学习；同学在前一 个单元的学习重点也是正在进行时；本课时显现的动物名称和要求把握的现在分词的动词原形在前五册同学用书中都已显现过 方法来降低同学的学习难度；Step 1 Warm- up Greetings and free talk , 老师可以通过以旧引新的T: Good morning, boys and girls. How are you today. Ss: We are fine. T: What do you do on the weeke

9、nd. , 设计意图：同学通过三、四年级的英语学习,已养成了每节课前一两分钟进行简洁的日常英文沟通的习惯；老师通过这一活动,增强师生间的情感交流,创设英语氛围,复习有关家务的动词短语；活动类型：A Step 2 Preview 1. Guessing game T: I have some friends. Look. Who are they. 课件显现一些动物 S: They are Mr. Monkey, Miss Rabbit, Zoom and Zip. T: What do they do on the weekend. Guess.让同学发挥想象,猜一猜 T: Look. Wha

10、t are they doing. 课件出现动物们正在帮山羊妈妈做家务S: They are doing housework. T: What is Mr. Monkey / Miss Rabbit / Zoom / Zip doing. 同学回答；T: Mother Goat cant do the housework. Because she is ill. The animals are helpful at home. They are helping Mother Goat. Do you like them. S: Yes, we do. T: Do you want to act

11、 them. S: Sure. T: Good. Lets act like them.2.Listen and act 老师发指令 , 同学做动作 Jump jump, jump like a rabbit. Walk walk , walk like an elephant. Fly fly, fly like a bird. Run run , run like a monkey. Swim swim, swim like a duck. 设计意图：通过出现故事, 吸引同学的留意力,引入动物们正在做的事情,复习第四单元的现在进行时；并从故事引出 TPR, 通过 TPR的形式引入将要学习的

12、 ing 动词的原形,以旧引新,降低同学的学习难度,同时也为后面的新授学问做铺垫；活动类型：R Step 3 Presentation and mechanical practice 1. T: Mother Goat feels well with the help of the animals. Now Mother Goat wants to go to the zoo and see the animals. Do you want to go with her. Ss: Yes. T: OK. Let s go. （通过Mother Goat带领同学参观动物园,引出全文的主线；）播放

13、多媒体课件：T: Mother Goat is introducing the animals to us. Listen, please. Mother Goat: Good morning. Welcome to the zoo. Look. The bird is flying .It s happy. The elephant has a long trunk. It is walking . The rabbit has red eyes and long ears. It is jumping . Why. Because the tiger is running . The ti

14、ger is running after the rabbit. There is a stream. Its clean. We can see many fishes. What is the fish doing. Its swimming. 设计意图：通过 Mother Goat 带领同学参观动物园这一主题,逐步出现一些动物及他们正在做的事情,使同学亲临其境,让同学整体感知新语言,从而加深对单词的懂得；活动类型：R 2. 老师按课件的按钮,动物在屏幕上快速地闪过,并立即消逝；同学要大声 地说出动物们正在做什么,动物才会再停留在动物园里；T: Oh, too many people co

15、me to the zoo today. The animals are shy. They dont want to stay. But if you can say what they are doing, they will come out and play with you. （1） 屏幕上飞过一只大鸟 T: Look at the bird. What is it doing. 引导全班同学回答： It s flying. The bird is flying.老师按课件的按钮,把大鸟留在动物园；老师在板书walking 的同时,运用phonics 引导同学拼写出 walking.

16、 如：老师说 / w /, 同学说出字母 w；老师说 , 同学说出字母 al ；老师说 / k /, 同学说出字母 k；老师告知同学字母组合 ing 的发音,接着让同学拼读单词一次；（2） 用相同的方法教学单词walking, jumping, running, swimming （ 3）五个单词学习完毕,老师手指黑板上的 running, 问： How many “ n” s are there in it. 引导同学回答,同法提示同学 swimming 中字母“ m” 也要双写；（4） 同学听录音跟读新单词；（5） 同学学唱 P56 Let s chant, 巩固所学的单词； 设计意图：通

17、过情形设计和趣味嬉戏,把单词的操练融入在句中,词不离句,同时让单词的机械操练也具有肯定的意义；在学习单词的环节中,让学生养成运用 Phonics 的学问来认读单词,不仅可以帮忙同学速记单词,长期坚持,能使同学具备“ 听音会写 看词会读” 的才能；活动类型：A/R Step 4 Practice 1. 开火车,说句子；T: Mother Goat is playing with her friends. Do you want to play with them. OK. First, tell me what they are doing. 老师出示单词卡,同桌开火车练说句子： The rab

18、bit is jumping, j-u-m-p-i-n-g, jumping . 设计意图：老师用开火车的形式检查同学的把握情形；活动类型：R 2. Play a guessing game 老师手持图片站在黑板前,找一名同学出来背对全班同学,全班同学看老师的图片说句子,如： Look at the bird. The bird is flying. 该同学做相应的动作并拼出单词；（设计意图：这个嬉戏是集体操练本课时的目标单词活动类型： R 3. 老师请一名男生和一名女生上台,女生做一个动作,其他同学依据动作猜动物的名称,如：“ It s a rabbit ” . 动物名称猜对后,男生做一个动

19、作,其他同学依据动作说一个句子,如：“The rabbit is jumping .”教师仍可以让同学表演其他的动物；四人一组做该嬉戏； 设计意图：同学通过嬉戏巩固所学的句型,练习的形式是小组合作,培育同学的合作意识,同时也培育了同学的口语才能；R 4. 老师把同学分为两大组,每组各请两名同学上台,各从动物卡和动作卡中抽出一张卡片；抽完后 Team 1 的同学用卡片供应的词造句：The bird is flying. 全班同学判定符合情理的,说：Yes, the bird can fly. Team 1 加1 分；Team 2 同学用卡片供应的词造句：The bear is flying. 全

20、班同学判定不符合情理,说： No, the bear cant fly. Team 2加 1 分；示范一次后由四人小组来进行竞赛； 设计意图：区分现在进行时和含有can/can t 的句子的结构；活动类型：R Step 5 Production 1. Mother Goat 带领同学参观动物图片展watch the picture exhibition about animals 电脑上出示动物的照片,Mother Goat带领同学观看动物照片展,让同学两人一组,描述自己看到了什么动物,在做什么事情； 设计意图：通过描述动物们正在做什么这一任务型的活动,更好地巩固本课的教学成果；活动类型：A

21、2. 做同步精练 A Let s learn 的相关练习Step 6 Homework 1、Listen to the tape and read the words. 2、Use the words make some sentences. 3Make a funny book （Task time ）T：Mother Goat wants to read a book about the animals at the zoo. Can you make a big book for her. 同学回家制作一本好玩的图画书,每一页都画一种动物,并配上英语说明；完成后装订成册,预备下一节课在全

22、班展现；Second Lesson Specific target sentences: What is she doing. Shes walking.What is it doing. Its running.Specific functional exponents: 能 够 听 懂 、 区 分 、 会 说 “ What is she/it doing . Shes /Its running/,” 在情形中运用所学的语言,进行语言交际,并上升到用语言做事情,达到培育同学综合运用语言的目的；Source of material: （1）老师预备好多媒体课件, 以便在课中创设情形；（2）单词

23、卡片及动物头饰一组,开展语言活动,操练重点句；（3）动物照片数张,开展任务型活动；Assumptions: 本课时的话题是 Chen Jie 和 Amy在自然公园里看到动物,谈论动物正在做什么；在第一课时的学习中,同学已初步把握了在情形中用现在进行时进行简洁的表达 , 因此本课时的教学内容对于同学来说不会太难；Step: 1 Warm-up 1 . Free talk 2 . 老师和同学一起去自然公园,听声音,猜动物园里有什么动物,正在做什么； 设计意图：通过这个活动,复习第一课时的重点词句；活动类型：A 3 . Lets chant 老师告知同学动物园里的动物们正在开 party, 让同学们

24、去和他们一起唱 P56的歌谣； 设计意图：活跃课堂气氛,扩大语言的输入量；活动类型：R Step: 2 Preview 1 Lets try: Listen and match. 通过让同学听一听其它动物正在做什么,完成课本 P59 let s try 设计意图：通过新旧语言结合的简易听力活动,复习巩固 Let s learn 部分的词汇 , 并感知新句型；为新句型的学习作铺垫；活动类型：R 3. Share your book with your partner. 同学们把已经设计好的书拿回校,并用语言点跟同学们共享：A: Look, the little panda is sleeping

25、. B: How cute. Step: 3 Presentation and controlled practice 1 . 参观动物园在电脑上显现一个动物园,上面有一大片森林；森林里有很多动物,但只露出身体的一部分：大象露出鼻子,老虎露出尾巴,鸭子露出嘴巴；老师引导同学谈论：T: The nature park is so beautiful. What do you see. S1: I see an elephant. T 问全班同学 : Can you see the elephant,too. Ss: Yes. T: What is it doing. Guess. ,T: Its

26、 running. 点按纽,电脑上显现一只正在跑的大象；（把句子板书在黑板上： What is it doing. Its running.）T: What else can you see. S3: I can see a duck. T: Can you see the duck. Ss: Yes. T: Guess. 引导同学问： What is it doing. ,T: Its flying. 点按纽,电脑上显现一只飞一点点高就掉下的鸭子；T: What else can you see. S2: I can see a monkey. T: Can you see the monk

27、ey. Ss: Yes. T: Guess. 引导同学问： What is it doing. T: Its walking. 点按纽,电脑上显现一只正在走的猴子；2. 引出 let s talk 的重点句型；多媒体上显现 mother duck 和 baby duck, 老师通过提问：What is the mother duck doing. 引出 let s talk 的重点句型；（把句子板书在黑板上： What is she doing. Shes cooking.） 设计意图：在好玩的猜一猜动物们正在做什么的活动中,自然地出现出主句型；有意义的情形帮忙同学懂得与感知新语言,好玩的活动

28、激发同学用英语进行表达的愿望；活动类型：R 3. 老师引导同学唱歌谣,练说主句型,让同学尽快上口；多媒体上显现一只 mother duck. 老师引导同学唱：Look. Look. Look. I can see a mother duck. What is she doing. Shes cooking.mother kangaroo 与 baby kangaroo. 老师让同学仿照歌多媒体上显现一只谣自己唱一唱,再分小组唱歌谣； 设计意图：老师给出两对母子动物的图,让同学清晰地区分 Whats she doing. 和 What is it doing. 人称的变化；以 chant 的形式

29、操练主句型,朗 朗上口,防止了枯燥的机械操练,同学乐于参与,课堂气氛活跃；活动类型： R Step: 4 Practice 1. T: The second task for you is to guess, what is the animal doing. Team 1, Mike. Team 2, Amy. Back to back, please. 让 A选一张动物卡片 What do you like. OK. Youre a monkey. 老师给 A 一张上面写着 running 的单词卡,并做出动作； A, look at the word and do the action.

30、 The whole class please ask B: “ Look at the ,. What is it doing. ” B, you can guess. 假如 B猜对了,其次组加一分；反之,第一组加一分； 设计意图：通过猜的嬉戏,使这项活动具有信息差,同学的操练是在有意义 的情形中开展的,让同学在不知不觉中学会本课的新句型；活动类型：R are in 2.T ： Amy is from the USA. Chen Jie is her guide. Now they the Nature park. What do they see. Lets watch the video

31、.a. Ss watch the video and answer the questions: What is the mother elephant doing. What is the baby elephant doing.b. One student acts as Chen Jie, the other one acts as Amy. Act out the dialogue. 设计意图：同学看、听、仿照跟读Let s talk之后,老师供应新的图片,让同学两人一组仿照改编对话,检查同学把握语言的情形；表达了同学从感知语言、学说语言到把握语言这一由易到难,循序渐进的教学过程；活动

32、类型： R Step 5 Production 1. 谈论图片：老师供应多幅动物园的图片,让同学同位谈论 A: What do you see. B: I see an elephant. A: What is it doing. B: Its swimming.A: What do you see. B:I see an elephant, too. A: What is it doing. B: Its swimming.A& B: Oh, our photos are the same. , 设计意图：创设情境使同学在交际环境中巩固、把握新的语言；活动类型：A 活动终止告知对同学进行爱惜

33、动物的思想训练,并播放一段介绍考拉及袋鼠 的生活习性的视频； 设计意图：引入跨学科的内容,丰富同学的学习内涵；活动类型：C 2.Write and ask 同学完成 P60 Write and ask的表格并同位进行问答的练习3. 做同步精练 A Let s talk的相关练习Step: 6 Homework: 听本课时的录音并读给家长听Third Lesson Specific vocabulary: cute there trunk Specific target sentences: What is it doing. Its eating bananas. What is she do

34、ing. She is jumping. Specific functional exponents: 同学能够读懂对话,完成检测阅读懂得程度的回答疑题；Source of material: 1）如干剪出轮廓的动物图片；（2）58 页 Let s learn 的单词卡片；（3）录音机及录音带；（4）课件；Assumptions: 1. 五年级同学对一些常见动物的特点和习性等都有了肯定的明白,能为他 们连续通过阅读,猎取其它动物正在做什么的相关信息打下良好的基础；2 . 同学在老师的指导下,能够进行自主阅读；另外,同学已初步把握了一定的阅读策略；Step1：Warm-up Let s chan

35、ts learn 和Let s Whats the elephant doing. Its walking, walking.Whats the tiger doing. Its running, running.Whats the fish doing. Its swimming, swimming.Whats the rabbit doing. Its jumping, jumping.Whats the bird doing. Its flying.（设计意图：活跃课堂气氛,并复习本单元A Let talk ；活动类型： R）Step: 2 Preview Look at the pic

36、tures and answer the questions. 1 What s the monkey doing.2 Is the cat eating fish. 3 What can the duck do. 4 Can tigers swim. （设计意图：复习现在进行时单数的特殊疑问句和一般疑问句,并区分 can 加行为动词原形与 Be + 行为动词 ing 的用法；活动类型： R）Step: 3 Presentation 1. Lead-in T : Draw a trunk on the blackboard and ask: What is this . Ss: Its an

37、elephants nose. T: Yes, its a t runk . 领读 trunk 几遍； T : Show the Ss a picture Look. The elephant is drinking water with its trunk. The elephant is cute. I like elephants very much. Our friends-Sarah and Chen Jie like animals, too. Where are they. They are in the nature park. What ar e they talking a

38、bout. Lets read.（设计意图：通过象鼻的图画,引出句子The elephant is drinking water with its trunk. 先突破难点,帮忙同学扫除阅读的障碍,并引出课文；活动类型： R）2. While-reading 1 The first reading What are Chen Jie and Sarah talking about. （设计意图：通过提问一个简洁的问题,引导同学快速地扫读全文,培育学生快速猎取信息的才能；而且第一个任务特别简洁,目的是让全部的同学都能获得信息,享受阅读的乐趣；活动类型：R）2 The second reading

39、 完成课本练习（设计意图：其次次阅读的难度比第一次有所增加,重在培育同学阅读的技巧,搜寻关键信息；活动类型：R）（3）The third reading 读完后填空：Sarah and Chen Jie go to the today. The zoo is big. There are many animals there. Look. The monkey . The baby kangaroo .The mother kangaroo .The elephant with its trunk.Sarah likes animals very much. （设计意图：第三次阅读要求同学进行

40、细读,同学要完成填空任务就必需仔细地阅读对话全文,同时完成此项练习,也可以训练同学写的才能；活动类 型： R）Step: 4 Post-reading 1. 写一写（1） 老师指导同学誊写课本四会句子一次（2） 看图写一写： Look at the mother elephant. . . Look at the bird. . . （设计意图：对于重点句型,老师除了要指导同学规范书写之外,仍要细心设计书写活动,让同学进行巩固练习；活动类型：R）2. 表演并写一写1 请几位同学出来各表演一种动物,自我介绍说：I am a/ an,. 然后表演一个动作；2 同学以书面的形式写一篇短文,题为Loo

41、k at the animals.并向全班展示几位同学的文章；（设计意图：通过表演、观看同学的表演,到用笔头写几句话,在培育同学的表演才能与观看才能的同时,提高同学写小短文的才能；活动类型：A/R）3. Let s sing. 1 跟录音唱几遍,教读 dolphin 和 swinging. 2 勉励同学四人一组,用其他动物名称进行替换、改编,进行表演唱；（设计意图：活跃课堂气氛,在唱中学,在唱中玩,在唱中使用学问；活动 类型： R）4. 做同步精练 A Read and write 的相关练习Step 5 Homework 1 Read the dialogue and sing the so

42、ng to your parents. 2 Fill in the forms and write the sentences according to the form. Animals Doing walking kangaroo bird monkey tiger panda Model: What is the elephant doing. Its walking.Fourth Lesson Specific vocabulary:sleeping climbing fighting swinging drinking water Specific target sentences:

43、What are the elephants doing. Theyre drinking. Specific functional exponents: 1. 能够听、说、读、写动词和动词短语的ing 形式： sleeping, climbing, fighting, swinging, drinking water 2. 能够听懂、认读句子：“What are the elephants doing. Theyre drinking.” Source of material: 1. 课件用于创设情形；的词卡（正面写有动物单词,反面写有动词2. A 、B 部分 Let s learn ing

44、 形式）,用于主句型的操练；Assumptions : 五年级同学具备了较强的学习动机；同学的有意留意逐步进展,并占主导位置,留意的集中性、稳固性、留意广度、留意的安排、转移等方面都较低年级同学有不同程度的进展；在记忆方面,有意记忆也逐步进展；同学希望在学习的过程中,获得他人的认同,体验胜利；学习本课时之前同学已经把握了五个动词的 ing 形式,能在情形中用现在进行时进行简洁的会话交流；他们把握了四会句型 :What is it/ she doing. Its/ She s ,ing.Step: 1 Warm -up Sing the song: The tiger is running. I

45、ts running.The elephant is walking. Its walking.The fish is swimming. Its swimming.The rabbit is jumping. Its jumping.The birds are flying. Its flying.They are happy, happy, very happy. 设计意图： TPR活跃课堂气氛,复习已学单词,为学习本课的新词作好铺垫；活动类型： R Step: 2 Preview 1 The game of Simon says 1 Climb like a panda. 2 Drink

46、 like an elephant. 3 Jump like a rabbit. 4 Sleep like a koala. 2 老师取出画有动物的图片,与同学绽开争论：1 What is it . 2 What colour is it . 3 Where is it . 4 What is the , doing .Step: 3 Presentation 1. （多媒体出现动物园的大门,并慢慢出现一些小动物；）T: Oh. What a big zoo. Its beautiful. Look. There are many animals there. What is this. S1

47、: Its an elephant. T: What is it doing. S2:It s walking. T: Look. There are two elephants over there. What are they doing. 同学有可能回答： It s drinking water. 老师可指着图说： Oh, one, 引导同学说出： They are drinking water. two, two elephants接着以同样的形式,用多媒体展现各种动物及其各种动作,并分别以动物单数和复数形式显现,让同学感知单数和复数在句子中的用法区分；老师留意提示同学区分 swimm

48、ing 与 swinging 的发音；（设计意图：通过 U5 Part A Lets learn 单数动物的动作复习已学的动词,并引出 Part B Lets lear n 复数的动物的动作,在出现新单词的同时,感知复数形式名词作主语时的句子结构,让同学在潜移默化中体会到现在进行时的句子单、复数的区分；活动类型：R）2. T: Now look at these words, and discuss in groups how to remember the new words well. After that, share your ideas in class. 同学自学并小组争论如何记忆

49、单词的正确拼写,如：S1: “ climbing ” . I know “ cl ” is / cl/ ,（设计意图：布置任务活动,让同学自主发觉学习的规律,养成良好的学习习惯,培育同学合作学习的意识和才能；活动类型：R）3. 老师告知同学：动物们正在开 party, 让我们一起去看看它们正在干些什么？4. 屏幕上显现几只猴子在荡秋千,T: How many monkeys can you see. What are they doing. 引导全班同学以歌谣的形式回答：swinging. Swinging. Swinging. The monkeys are 老师在板书 swinging 的

50、同时,运用 phonics 引导同学拼写出 swinging. 接着让同学拼读单词一次；5. 用相同的方法操练 sleeping, climbing, fighting, drinking 6. 同学看图,用歌谣唱出动物们正在做什么：Swinging. Swinging. The monkeys are swinging. Sleeping. Sleeping. The bears are sleeping. Fighting. Fighting. The tigers are fighting. Climbing. Climbing. The pandas are climbing tree

51、s. Drinking. Drinking. The elephants are drinking water. 7. 多媒体上出现一幅新图,让同学小组合作自编一个新歌谣,并上台表演；8. 同学听录音跟读新单词； 设计意图：借助动物 party ,将新授内容放在一个详细的情形中来学习,并把新学的词组放在句中以唱歌谣的形式操练,朗朗上口；在此基础上让同学自创歌谣,在让同学进一步熟识新词及句子结构,调动学习积极性的同时,发挥 制造力；活动类型： R Step: 4 Practice 1. Let s playThe, are, 然后请老师邀请同学参与party, 一起玩一个嬉戏；（1） 请两名男生

52、上台表演动物的动作,台下女生猜：两名女生上台表演,男生猜；（2）四人一组做该嬉戏；（设计意图：在嬉戏中,巩固所学的新词及句子的复数结构,提高同学的反应速度和口头表达才能；活动类型：A）2. 老师告知同学,在 party 上有一些动物已经提前离开了,把他们找出来；The game of : What s missing . 老师将 B Let s learn 的五张卡片放在黑板上,同学闭上眼睛,老师快速拿掉一张,并调整位置后,同学睁开眼睛,用一句话描述被拿掉的卡片的图画：The ,is are , ； 设计意图：在这个活动中,同学要说的句子不仅有单数,也有复数,目的 是训练同学娴熟地说出句子；单

53、复数混在一起,难度比第一个活动要大一 些,从而使同学的才能循序渐进地提高；同时也能锤炼同学的记忆力；活动 类型： R 3. Production 1 、老师说 Snoopy 为这次 party 拍了一些照片,请同学们四人小组内说一说照片中的动物正在做什么 照片上动物有单数有复数 ,并为照片配上文字说明；（设计意图：通过小组活动,用所学的语言来做事情；活动有着明显的交际 性,同学言之有物,乐于去说；为照片配上文字说明是在同学进行了大量的 口语交际后进行的写的尝试,小组活动降低了写的难度；活动类型：A）（2）、 做同步精练 B Let s learn 的相关练习Step: 5 Pronunciat

54、ion 1. 播放金太阳的本部分的课件,先听含a 的例词： class, glass, pass, vase, 指导同学查找 a 的发音规律；用类似的方法教学ar, sm, sl 的发音规律；2. 看、听课件,跟读单词；3. 同学试着跟读绕口令,老师简洁讲解句子含义；4. 老师供应一些同学没学过但符合a, ar, sm, sl发音规律的单词,增强学生语音学习的成就感；并勉励同学尽量找出更多的单词来印证发音规律；Step: 6 Homework 1. 听本课时的录音并仿照跟读；2. 把本课所学的动词编成一个chant ,边唱读边做动作表演给家长看；Fifth Lesson Specific ta

55、rget sentences:What are they doing. Theyre ,Specific functional exponents: （1）能够听懂、会说：“What are they doing. Theyre ,.”并能在情景中运用；（2）能够听懂、懂得Story time中的故事；Source of material: 老师预备多媒体课件、A 和 B Let s learn的十张单词卡片、Let s learn/B和 Let s talk/B部分的挂图Assumptions: 在本课时学习前,同学已能够把握A、B 部分的 Let s learn; 能听、说、认读与运用A

56、部分的 Let s talk; 能听、说、读、写Read and write中的重点句 ; 初步区分第三人称单复数做主语的现在进行时态；Step: 1 Warm-up 1 Let s sing 老师放 A部分的歌谣的录音,同学听录音,边做边有节奏地说唱；（设计意图：通过唱英文歌曲和歌谣,活跃课堂气氛,培育语感；活动类型： R）2. Can you remember？T: Animals are everywhere at the zoo. What are they doing. Can you tell me. What is it doing. 老师出示 Let s start 部分的图片

57、,让同学做问答练习：It s, What are the ,doing. They are. 然后老师给十秒钟,让同学记忆图片的内容；Step: 2 Preview Let s try T: What are the other animals doing at the zoo. Listen and tick, please. （1）让同学看书,听录音完成Listen and tick；（2）老师核对答案；（3）做问答练习；What are the monkeys doing. What are the elephants doing. What are the tigers doing.

58、（设计意图：在复习上一节课的内容,训练听力的同时,进一步感知语言,为下面对话的学习做好铺垫；活动类型：R）Step: 3 Presentation 1 Lead-in 导入新课 老师播放 Story time 的故事；T: Zoom and Zip go to the zoo today. What can they see. What are they doing. What is the kangaroo doing. What are the monkeys doing. 设计意图： Story time 中有大量本课的重点句型,通过这个好玩的故事,自然地引入新课；活动类型：R 2. L

59、et s talk T: Wu and John are at the zoo, too. What do they see？Let s watch the video. （1）老师让同学听Let s talk部分的录音并回答疑题：What are the elephants doing. What are the monkeys doing. 分别指着猴子和大象问： What are they doing. （2）播放录音,让同学跟读对话；同学回答疑题后,老师再 让同学回答： They are,（3）老师把 B 部分 Let s learn, Lets try 和 Let s talk中的图

60、片结合起来,出示给同学看；让同学两人一组作对话练习形式可以这样：A : What do you see. B : I see ,. A : What are they doing. B : They are ,.A : Can you see ,. B : Yes, they are ,.（4）让同学展现他们所做的对话；（设计意图：循序渐进地培育同学的会话才能,在同学初步把握对话后,提供尽可能多的图片,让同学仿照改编对话,进行重点句型的操练；活动类 型： R）Step: 4 Practice 1 Hide-and-seek. T: The animals are playing hide-an