Unit5Whosedogisit？CStorytime（课件）人教PEP版英语五年级下册

Whosedogisit?Unit5PartCStorytimeAssessmentSheet学生评价单评价内容自我评价同伴评价综合评价Listening听能听懂并完成任务★★★Speaking说能大声、大胆的表达自己的看法★★★Reading读读正确，读流利，读优美★★★★★★★★★Watching看能专注看，获取信息，完成任务★★★Acting演pronunciation语音语调优美★

Creativity文本创编有创意★

Acting表演表情丰富，动作到位★Group团队合作和谐★★★★★★★★★★★★★FreetalkWhatishe/shedoing?Whoisthat?评价单：Speaking说★Wow!Somanyanimalsatthezoo.Look!Theelephantis

walking.The

is/are

.评价单：Watching★Whosetailisit?Whosetailisit?Whyaretheanimalsrunningoverthere?Zoom:Ah-choo!Zoom:Whosetailisthat?It'srunningsofast.Isitthetiger's?Zip:Yes,itis.Zip:Iseetwomonkeys.Zoom:Wherearethey?Zip:Shh.They'reclimbing.Zoom:Wow!They’refast,too.123456Zoom:Whataretheydoing?Zip:Whyaretheylookingatus?Zoom:Idon'tknow.

Zip:Look!They’retakingpictures,too.Zoom:That’scute.They’recopyingus!1.Whatanimalscanyousee？2

.Whataretheydoing？评价单：reading读★12Zoom:Ah-choo!3Zoom:Whosetailisthat?It'srunningsofast.Isitthetiger's?Zip:Yes,itis.(1).Whereisthetiger?(2).Whatisthetigerdoinginpicture2?(3).CanZiptakeapictureforthetiger?Why?(4).Whosetailisitinpicture3?Readthestoryfrompicture1-3andanswerthequestions.456(1)Whatarethemonkeysdoing?(2)WhyarethemonkeyslookingatZoomandZip?(3)Whatisthemeaningof“copy”inpicture6?Workingroups,readthestoryfrompicture4-6andanswer.Zoom:Whataretheydoing?Zip:Whyaretheylookingatus?Zoom:Idon'tknow.Zip:Iseetwomonkeys.Zoom:Wherearethey?Zip:Shh.They'reclimbing.Zoom:Wow!They’refast,too.

Zip:Look!They’retakingpictures,too.Zoom:That’scute.They’recopyingus!1.Whoisrunningfast?2.Arethemonkeysclimbingfast?3.Whoarethemonkeystakingpicturesfor?Doyouknow评价单：Speaking说★12Zoom:Ah-choo!Listenandrepeat34Zoom:Whosetailisthat?It'srunningsofast.Isitthetiger's?Zip:Yes,itis.Zip:Iseetwomonkeys.Zoom:Wherearethey?Zip:Shh.They'reclimbing.Zoom:Wow!They’refast,too.Listenandrepeat56Zoom:Whataretheydoing?Zip:Whyaretheylookingatus?Zoom:Idon'tknow.

Zip:Look!They’retakingpictures,too.Zoom:That’scute.They’recopyingus!ListenandrepeatFiveSsinagroup.Trytoactthestory.Actitout评价单：Acting演★Whatinterestingstorieshavehappenedbetweenyouandanimalsinyourlife?Think&share1.I'matourguide.Ifyouatourguide.Canyouintroducetheanimalsinthezoo?WorkingroupsTrytointroducesomeotheranimals.Youshouldtellus:Whatisit/aretheydoing?Writeandsharewithus.评价内容自我评价同伴评价综合评价Listening听能听懂并完成任务★★★Speaking说能大声、大胆的表达自己的看法★★★Reading读读正确，读流利，读优美★★★★★★★★★Watching看能专注看，获取信息，完成任务★★★Acting演Pronunciation语音语调优美★

Creativity文本创编有创意★

Acting表演表情丰富，动作到位★Group团队合作和谐★★★★★★★★★★★★★Howmanystars★didyouget?Igot_______stars★.AssessmentSheet学生评价单Homework1.Listenandfollowthestory.2.Trytoactthestoryforyourparentsorfriends.3.Trytobeatourguideandwritemoreanimals.Seeyounexttime!TeachingInterpretationTeachingInterpretation1.Teachingmaterials.

132.Analysisofstudents.23.Teachingaim&importantpoints.4.Teachingprocess.2TeachingInterpretationAnalysisofTeachingmaterialsTeachingInterpretationAnalysisofstudentsInthesixbooksingrades3to5,thecontentofanimaltopicsappearsmanytimes,andstudentsmasterthedescriptionofanimalcharacteristics.Throughtheaccumulationofknowledgeinthisunit,studentshavebeenabletoapplyHe's...She's...They're...toexpresstheactionthatistakingplaceandmasterwordslikeclimbing,running,eating…TeachingInterpretationAnalysisofteachingaim:weneedstudentsgettoknow,1.Fromtheactivitiesofwatching,listening,readingandwriting,masteringtheusageofwords:takingpictures/runningsofast/walkingon/climbingthetree/lookingatus/copyingus.2.Withthehelpoftheteacher,recordingsandpictures,followthemeaninggroup,andcorrectlyimitatethelanguageofthestory.3.Discussanddiscoverthecutenessofanimals,emphasizingtheharmoniousdevelopmentofhumansandanimals.4.Predictthestorylinewiththehelpofpicturesandconstructthestory;Actoutstoriesingroupswithpicturesandkeywordprompts.TeachingInterpretationAnalysisofteachingimportantanddifficultiesWiththehelpoftheteacher,recordingsandpictures,studentscanunderstandthisshortstoryandreaditcorrectly.Importantpoints:Difficultpoints:TeachingInterpretation评价内容自我评价同伴评价综合评价Listening听能听懂并完成任务★★★Speaking说能大声、大胆的表达自己的看法★★★Reading读读正确，读流利，读优美★★★★★★★★★Watching看能专注看，获取信息，完成任务★★★Acting演Pronunciation语音语调优美★

Creativity文本创编有创意★

Acting表演表情丰富，动作到位★Group团队合作和谐★★★★★★★★★★★★★DesignIntent:SetAssessmentSheetupbeforeclassandsetgoalsforstudents.Enablestudentstoengageinlearningactivitiesaccordingtotheirgoals.AnalysisofteachingprocessTeachingInterpretationStep1:Warmup.Freetalk.Teachertakespicturesforthreestudents.Thenshowthepicturesonthescreen.T:Whoishe/she?Whatishe/shedoing?Step2:Leadin.DesignIntent:Reviewsimplesentencepatternsinthepresenttense.Showapictureofzoo.T:Let’sgotothezooandtakemorepictures.ShowsomeGIFimageofanimalsandasks:Whatis/are…doing?DesignIntent:Reviewthewords:eating,drink,g,jumping,climbinginPartB.AnalysisofteachingprocessTeachingInterpretationStep3:Pre-reading.1.Playthevoiceofatiger.T:Shhbequiet！Listen,whatanimalisit?LetSsguess.DesignIntent:Studentsreviewwhileintroducingthescenarioofthislesson.2.Showarunningtiger.Teachthephraserunfast.DesignIntent:Reviewtheexpressionofpossessivepronouns.Whose...isit?isalsoanimportantsentencepatterninthisunit..3.Playaguessinggame:Whosetailisit?Showthetailsofanimals.LetSsguess.AnalysisofteachingprocessTeachingInterpretationStep4:While-reading.1.Whyaretheanimalsrunningoverthere?ShowthepicturesofZoom&Zipandthestory.DesignIntent:Bringingstudentsintothestorysceneandarousingtheirinterest.2.Playtheradioandasktwoquestions,studentslistenandanswer:(1).Whatanimalscanyousee？(2).Whataretheydoing？DesignIntent:Studentscanguessthegeneralcontentofthestorybylisteningtorecordingsandobservingpictures,andhaveapreliminaryunderstandingofthestory.AnalysisofteachingprocessTeachingInterpretationStep5:While-reading.1.Ssreadthestoryfrompicture1-3bythemselvesandanswerthefourquestions.(1).Whereisthetiger?(2).Whatisthetigerdoinginpicture2?(3).CanZiptakeapictureforthetiger?Why?(4).Whosetailisitinpicture3?2.Workingroups.Ssreadthestoryfrompicture4-6anddiscussthequestions.(1)Whatarethemonkeysdoing?(2)WhyarethemonkeyslookingatZoomandZip?(3)Whatisthemeaningof“copy”inpicture6?DesignIntent:Thesecondpartisaboutwhatthemonkeysaredoing,readingstoriesthroughgroupcollaboration,helpingeachotherwithinthegroup,andjointlyexploringandsolvingsomedifficultproblems.AnalysisofteachingprocessTeachingInterpretationStep6:Post-reading.

1.Ssreadthestorytogether.Workinpairs:answerthesequestions.DesignIntent:Summarizeandintegratethestorybysettingquestionstoexaminewhetherstudentstrulyunderstandthecontentofthestory.(1).Whoisrunningfast?(2).Arethemonkeysclimbingfast?(3).Whoarethemonkeystakingpicturesfor?DesignIntent:Deepenmemorybyinterpretingthestory..2.Listenandrepeat.3.Let'sact.FiveS