(共30张PPT)
Unit 5 Whose dog is it？
B Read and write
PEP 五年级下
Unit 5 Whose dog is it？
B Read and write
Sharp eyes
jumping
walking
eating
sleeping
Sharp eyes
playing
climbing
flying
swimming
Let's chant
What are you doing I'm climbing, climbing.
What are you doing I'm drinking, drinking.
What are you doing I'm eating, eating.
What are you doing I'm playing, playing.
What are you doing I'm sleeping, sleeping.
What are you doing I'm jumping, jumping.
Pre-reading
Look and say
She is Sarah.
Who is she
Who is he
He is Robin.
Where are Sarah and Robin
They are at .
A. school B. the zoo C. home
Pre-reading
Listen and choose
How does Robin feel
Robin is !
A. sad B. interested C. excited
Pre-reading
Look and choose
Tip: Read the text quickly and circle the words about animals.
While-reading:
Extensive reading
scanning
I’m looking at a bear.
I’m dancing like a bear.
I’m looking at the rabbits.
I’m eating like a
rabbit.
I’m looking at a tiger.
I’m running like a tiger.
I’m looking at an elephant.
I’m walking like
an elephant.
I’m looking at a monkey.
I’m climbing like him.
I’m looking at a bird.
I like flying.
I want to be a bird.
Robin, do you want to swim like a fish
No! No! I don't
want to be a fish!
Q1: How many animals are there
Seven.
While-reading:
Read and answer
Q2: What animal is Robin looking at
animal
Q2: What animal is Robin looking at
While-reading:
Read and answer
a fish
a bear
the rabbits
a tiger
an elephant
a monkey
a bird
Tip: Read the text quickly and circle the verbs with ing.
While-reading:
Extensive reading
scanning
I’m looking at a bear.
I’m dancing like a bear.
I’m looking at the rabbits.
I’m eating like a
rabbit.
I’m looking at a tiger.
I’m running like a tiger.
I’m looking at an elephant.
I’m walking like
an elephant.
I’m looking at a monkey.
I’m climbing like him.
I’m looking at a bird.
I like flying.
I want to be a bird.
Robin, do you want to swim like a fish
No! No! I don't
want to be a fish!
While-reading:
Read and answer
While-reading:
Read and answer
animal doing
Robin is __ like ______ .
dancing
eating
running
walking
climbing
flying
Robin: I want to be .
swimming
Q3: What is Robin doing
dancing
the rabbits
a bear
a fish
a bird
a monkey
a tiger
an elephant
the rabbits
eating
a bear
an elephant
a tiger
flying
climbing
walking
running
swimming
a monkey
a fish
a bird
Robin: I don't want to be .
a bird
a fish
①sleeping
②swimming
③writing
Rule 1：一般情况，单词末尾直接加ing。
Rule 2：以重读闭音节结尾且末尾只有一个辅音字母时，双写辅音字母加ing 。
Rule 3：以不发音e结尾的单词，
去不发音e加ing。
climbing
dancing
looking
eating
flying
running
walking
While-reading:
Let’s find
While-reading:
Intensive reading
Tick （√） or cross（×）
（ ）1. Robin is eating like a bear.
（ ）2. Robin isn’t walking like an elephant.
（ ）3. Robin is flying like a bird.
（ ）4. Robin can’t swim.
×
×
×
√
rabbit
is
likes flying
“像”，介词
“喜欢”，动词
Tip: Read the text and underline the key sentences.
Because Robin is a robot. No water near him.
While-reading:
Good to know
Robin at the zoo
Sarah and Robin are at the zoo.
Robin is excited!
What are you doing here, Robin
I’m looking at a bear.
I’m dancing like a bear.
I’m looking at the rabbits.
I’m eating like a
rabbit.
I’m looking at a tiger.
I’m running like a tiger.
I’m looking at an elephant.
I’m walking like
an elephant.
While-reading:
Listen and imitate
I’m looking at a monkey.
I’m climbing like him.
I’m looking at a bird.
I like flying.
I want to be a bird.
Robin, do you want to swim like a fish
No! No! I don't
want to be a fish!
While-reading:
Listen and imitate
While-reading:
Read and act
I’m looking at a bear.
I’m dancing like a bear.
I’m looking at the rabbits.
I’m eating like a
rabbit.
I’m looking at a tiger.
I’m running like a tiger.
I’m looking at an elephant.
I’m walking like
an elephant.
I’m looking at a monkey.
I’m climbing like him.
I’m looking at a bird.
I like flying.
I want to be a bird.
Robin, do you want to swim like a fish
No! No! I don't
want to be a fish!
Post-reading:
Retelling
Robin at the zoo
Robin is excited because he is looking at the animals. Look! He is________ like a bear. He is ______like the rabbits. He is __ __ like a tiger. He is ______ like an elephant. He is _____ _ like a monkey. He likes _____ . He wants to be a _____. But he doesn’t want to be a ____ because he can’t___ _.
swim
fish
eating
flying
bird
dancing
walking
\ running
climbing
Post-reading:
Creative writing
Robin is at the sea.
He is like a .
Robin is in the sky.
He is flying like a bird .
swimming
fish
Robin 2.0
Robin 3.0
Post-reading:
Creative writing
Robin is in the .
He is like a .
Robin is at ..
He is and like a ..
Robin 4.0
Robin 5.0
Post-reading:
Creative writing
Robin has a .
He is like a .
.
.
Robin 6.0
Robin 7.0
评分标准 自评 生评 师评
1. 能正确书写单词，能正确使用标点符号。
2. 能根据词语或例句的提示,仿写句子。
3. 能发挥想象力，又合理地描述你所从创造的Robin。
总评： 共获得（ ） ( ) ( )
( )
Post-reading:
Evaluation
Animals are our friends.
We should love them.
Post-reading:
Watch and think
一、 学习了下列词汇： running, walking, flying, dancing...
二、 学习了下列句型：
①Robin is ... like ... . ②I (don’t) want to be ... .
三、学习了动词现在分词变化规则:
1.一般情况在词尾直接加ing。
2.以重读闭音节结尾且末尾只有一个辅音字母时，双写辅音字母再加ing。
3.以不发音e为结尾时，去e加ing。
Summary
Homework
Finish your homework sheet.
Goodbye
谢谢
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课题 Unit5 Whose dog is it Read and write 年级 五年级
课型 读写课 备课人
课时 第五课时 单位
一、教材分析 本课是人教版 PEP 五年级下册 Unit5 Whose dog is it 第五课时的 Read and write。本单元的主题属于人与自然，本课号召大家热爱并善待动物，呼吁人与自然和谐相处。 【What】本文通过 Sarah 的问题“What are you doing here, Robin ”，引出 Robin 在动物园里的所感、所见和所做。文章按照 Robin 游览的顺序，依次呈现了 Robin 模仿熊、兔子、老虎、大象、猴子、鸟和鱼的活动。 【Why】作者通过本文培养学生爱护和保护动物、亲近大自然的意识。 【How】本文属于记叙文，是一篇配图故事。本文运用了明喻的修辞手法和现在进行时的时态， 涉及词汇 dancing, walking, flying, running, excited, 以及 like 的不同含义，采用了“I’m looking at ...I’m ...like ...”和“I want to be ... /I don’t want to be ...”的句式，呈现 Robin 在动物园里的所见、所做和所感。 本单元前面课时所学的词汇、对话为本课时的学习奠定了基础。本课时是第五单元 B 部分 知识的整合和延伸。课文通过呈现 Robin 在动物园看到了许多动物并模仿它们动作的场景，激活了相关的背景知识及话题讨论。话题有趣，接近学生的实际生活。 二、学情分析 (一) 学生已有知识与经验 本单元的教学对象为五年级学生。学生已经掌握了一定的词汇量，具备了初步的听说读写能力，还具备一定程度上的口语交际能力，掌握了一定的学习方法和阅读技巧。大多数学生活泼开朗，积极参加课堂活动。 (二) 学生学习方法与技巧 1．活动教学，由易入难，层层递进，情境真实而生动有趣。本课基于英语学习活动观，以学生为中心，设计了学习理解类活动、应用实践类活动和迁移创新类活动，各个教学环节目的明确，让学生在完成任务的过程中掌握一定的阅读方法和策略。 2．合作学习。培养学生的合作精神是基础教育阶段英语课程的任务之一。在落实任务时，多个学习任务采取小组合作、同伴合作等学习模式，学生通过交流互助，共同促进提高。学生在这一合作过程中，学会使用英语表达，在合作中发展语言沟通、交流、运用等能力，从而全面提升英语水平。 三、教学目标 （一）语言能力目标 1．能了解“现在进行时”的使用情境，准确使用动词的现在分词形式。 2．能熟练掌握并灵活运用以下表达：looking at, dancing like, eating like, running like, climbing like, flying。 3．能在语篇中正确理解和运用现在进行时。能根据实际情况合理运用 I’m… like… / I want to be … / I don’t want to be …。 （二）学习能力目标 1．能阅读与一般现在进行时相关的文章，并进行信息提取、判断与分析，提高阅读能力。 2. 能根据实际情况，准确运用现在进行时，能够在更多的实际情景中对信息进行理解、提取、 判断与分析。 （三）思维品质目标 1．能树立正确的语言学习观，养成良好的阅读、写作习惯，培养学习英语的兴趣。 2．鼓励学生积极主动参与活动，培养小组合作的意识。 （四）文化意识目标 通过学习本课，让学生感受动物是我们的朋友，要爱护动物。 四、教学过程
Procedures Teacher’s Activities Students’ Activities Intention
Greetings and Warm-up (3 minutes) 1. Greetings 2. Sharp eyes ( animal pictures and the present participles learned) 1. Greetings 2. Play a game: sharp eyes. 通过游戏 sharp eyes 复习已学过的现在分词，从学生的最近发展区出发，为后面的阅读做词汇铺垫。
Pre-reading: Lead-in (3 minutes) 1. Present the jigsaws of Robin and Sarah and ask students to answer who they are. 1. Look at the jigsaws and answer the questions. 呈现 Robin 和 Sarah 的拼图，引出本文的人 物。
2. Play the recording of animal sounds. 2. Listen and choose: Where are they They are at ... B. the zoo. 播放动物的叫声让学生身临其境，并揭示本 文情景发生的地点。
3.Present a GIF and sound which reveal Robin is excited. 3.Look and choose: How does Robin feel C. excited 呈现 Robin 的动图，学 生可以了解 Robin 在动 物园时的心情。
While-reading (17 minutes) 1. Extensive reading: Lead students to find out the animal words. Ask students to answer:（1）How many animals are there （2）What are they 1. Scan the text, circle the animal words and answer the two questions. 泛读文章，学生扫读全文，迅速找出动物的单词和现在分词。通过问答的方式操练重点句 型:Robin is doing like a... 和 I want to be.../ I don’t want to be...
2. Extensive reading: Lead students to find out present participles. Ask students to answer: What is Robin doing 2.Scan the text again, circle present participles and answer the question.
3. Guide students to find out the deformation rules of present participles. 3.Discuss in groups of four: Classify the present participles and find out their Deformation rules. 学生小组讨论关于现在分词的分类以及变化规律。
4. Intensive reading: Tick or cross. 4.Underline the key sentences and finish the exercises. 深入语篇，精读文章， 学生在原文中划依据 并判断正误，培养学生 良好的阅读习惯。
5. Good to know. 5.Know about the reason that Robin can’t swim. 深挖问题，调动学生多 维度思考：为什么 Robin 不能游泳。
6. Play the recording. 6.Listen and imitate. 跟读模仿有利于学生 体会语调的不同。
7. Demonstrate how to read and act it out. 7.Read and act. 先听，后读，最后表演， 体现教学的渐进性。
Post-reading (15 minutes) 1. Help students to retell the teaching material. 1. Retell. 学生转换人称并复述。
2. Encourage students to imagine how to improve Robin 1.0 to Robin 7.0 2. Visualize what future Robins are doing and write them down. 文中的 Robin 是有局限的，学生帮助 Robin 解决不能飞，不防水的问题，发挥想象力创造出 新一代的 Robin。
3. Present an evaluation standard. 3. Evaluate each other’s work. 教师呈现量化的评价 表。
Summary (2 minutes) 1. 学习了下列词汇：running, walking, flying, dancing...(2 minutes) 2. 学习了下列句型：（1）Robin is ... like ... （2) I (don’t) want to be ... 3. 学习了动词现在分词变化规则: (1) 一般情况在词尾直接加ing。 (2) 以重读闭音节结尾且末尾只有一个辅音字母时，双写辅音字母再加ing。 (3) 以不发音 e 为结尾时，去 e 加 ing。
Homework Finish your Homework Sheet.
五、板书设计
2
