2022年五年级英语下册Unit5Whosedogisit课时6教案人教PEP

1、 Page * MERGEFORMAT 6Unit 5 Whose dog is it? 第 6 课时 Part B Read and write Lets wrap it up & Part C Story time教学目标:1. 能够流利地运用“What is the bear /.doing? 和“Its dancing/.”等句型，询问与描述动物正在做的事情。2. 能够正确理解和运用“Im dancing like a bear.”和“Do you want to swim like a fish? No, I dont want to be a fish!”等句型。3. 能够正确地书

2、写“The bear is dancing.”等句型，以及书面询问与描述动物正在做的事情。教学疑难:1. 重点：能够流利地运用“What is the bear /.doing? 和“Its dancing/.”等句型，询问与描述动物正在做的事情。2. 难点：能在真实的情境中灵活应用现在进行时来询问和描述身边正在发生的事情。教学方法:问答法，练习法，讲授法，直观演示法教学准备:多媒体、课件、录音机、磁带、教学挂图教学过程:一 复习与热身Sing a song：“Animals, animals are everywhere”.设计意图：通过唱歌，复习已学知识。二 导入师生对话。T：Whats

3、the weather like today?Ss：Its a sunny day.T：Yeah. A good day. You want to go out or stay at home?Ss：Go out.T：OK. Next, follow Robin. Lets go to the zoo to see animals. OK?Ss：OK.设计意图：师生对话自然而然导入新课。三 新课呈现1. 学习Read and write。（1） 教师板书Robin at the zoo 并展示课本53 页第一幅挂图。教师引导学生充当Sarah 的角色问：What are you doing h

4、ere, Robin? PPT 呈现语句并录音播放回答：Im looking at a bear. Im dancing like a bear.（2）教师讲解句型：I am looking at. I am + dancing + like.现在进行时结构：be + v.-ing（3）展示第二幅图片。T：What are you doing here, Robin?Ss：Im looking at the rabbits. Im eating like a rabbit.（4）展示第三幅图片。教师充当Sarah, 学生扮演Robin。T：What are you doing here, Ro

5、bin?Ss：Im looking at a tiger. Im running like a tiger.（以此种方式进行下去）设计意图：通过图1、图2、图3 的讲解熟悉，紧接着让学生角色扮演进行实际操练，既提高了学生学习兴趣又加强了对句型的掌握。（5）听录音，学生反复跟读模仿并完成课本练习。（6）以开火车形式学生汇报表演。S1：What are you doing here, Robin?S2：Im looking at a bear. Im dancing like a bear.（要求该学生做出跳舞的动作）S2： What are you doing here, Robin?S3：Im

6、 looking at the rabbits. Im eating like a rabbit.（要求学生做出小兔吃萝卜的动作）S3： .S4： .教师对于语气、神态、动作都到位的同学给予奖励。设计意图：以开火车的形式对所学内容进行复习巩固，学生乐于参加，会收到更好的课堂教学效果。（7）教师讲解总结动词的现在分词的变化规律。（8）巩固练习。写出下列动词的现在分词形式。eat eating look looking fly flying take taking dance dancing make making swim swimming run running shop shopping设计

7、意图:习题练习更能直接检测出学生对知识点的掌握情况。2. 学习Lets check。（1）Look and answer.教师PPT 上一一呈现Lets check 图片，并问答。T：What is the cat doing?Ss：Its climbing.T：What is Amy doing?Ss：She is riding a bike设计意图:结合已给图片，将听力中可能出现的语句进行预测熟悉，降低学生听力难度，增强信心。（2）Listen and number.教师播放听力录音，学生完成练习。设计意图:引导学生抓住听力材料的关键词和重要词汇。（3）PPT 呈现完整听力材料，学生模仿跟

8、读，同桌之间对话表演。3. 学习Lets wrap it up。（1）教师提问。a. 各形容词性物主代词对应的名词性物主代词b. 形容词性物主代词与名词性物主代词用法区别（2）完成课本练习。（3）师生共同核对答案。（4）互为小老师。同桌搭档，相互出题，检查改正。（教师可适当提供指导）设计意图:互为小老师既培养了学生互助合作的精神，又通过这项活动加强了学生对语言知识的灵活运用能力。4. 学习Story time。（1）Students draw out key words and phrases： here comes, tail, fast, copy, Be quiet! Thats cut

9、e.（2）Teach these key words and phrases.（3）Read this part by themselves.四 巩固与应用【活动】模仿秀【活动方式】每组各请三位学生上台，一位学生抽取图片，描述抽到的图片，另外两位学生模仿动作。描述正确且动作模仿逼真的得 3 分，看哪组得分最高。如：抽到的是大象在喝水的图片，一位学生说：The elephants are drinking water. 另外两位学生就模仿大象喝水的动作。五 当堂检测1. 选词并用其适当形式填空。（1）Do you want to be a bird? （2）My brother is excit

10、ed .He will go to a summer camp. （3）Be quiet ! The baby is sleeping. （4）The boy is jumping like a monkey. （5）Look! The monkey is copying you.2. 从表格中选择合适的单词，完成对话。（注意大小写）his her my their our your his hers mine theirs ours yours （1）Amy：Whose maths book is this? John：Its Miss Greens book. Its her book.I

11、ts hers . Amy：Are those our books? John：Yes.They are ours . （2）Grandpa：Whose rabbits are those? Robin：They are Mikes. Grandpa：Oh, those are his rabbits. （3）Wu Yifan：Where is my pen? Sarah：Is this your pen? Wu Yifan：Yes, its mine .Thank you.六 课堂小结Key words：looking, dancing, eating, flying, like, want

12、.Key sentences：What are you doing here, Robin?Im looking at a bear. Im dancing like a bear.Do you want to swim like a fish?I dont want to be a fish.七 课后作业1. 听录音，熟读Read and write。2. 将已学动词的-ing 形式归类，制成单词卡片。3. 完成相关练习。4. 预习下一课。板书第6 课时 Part B Read and write Lets wrap it up & Part C Story timeRobin at the zooWhat are you doing?Im looking at .Im.like a/an.Do you want to swim like a fish?I dont want to be a fish.课后反思本课时主要是复习、检测和趣味阅读学习。涉及教学时通过比赛的形式，引导学生复习本单元核心词汇和句子以及语音知识。在故事学习中先引导学生读图，之后引导学生有感情地朗