Unit 5 Whose dog is it？Part C Story time 课件(共36张PPT)

(共36张PPT)
人教版小学英语五年级下册
Whose dog is it
Unit5 Part C Storytime
Assessment Sheet 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★ ★★★★ ★★★★ ★★★★
Free talk
What is he/she doing
Who is that
评价单：Speaking说★
Wow! So many animals at the zoo. Look! The elephant is walking.
The is/are .
评价单：Watching★
Whose tail is it
Whose tail is it
Why are the animals running over there
Zip: Here comes a tiger.
Zoom: Where is it
Zip: Shh. Be quiet.
Zoom: Ah-choo!
Zoom: Whose tail is that
It's running so fast.
Is it the tiger's
Zip: Yes, it is.
Zip: I see two monkeys.
Zoom: Where are they
Zip: Shh. They're climbing.
Zoom: Wow! They’re fast, too.
1
2
3
4
5
6
Zoom: What are they doing
Zip: Why are they looking
at us
Zoom: I don't know.
Zip: Look! They’re taking
pictures, too.
Zoom: That’s cute. They’re
copying us!
1. What animals can you see？
2 .What are they doing ？
评价单：reading读★
1
2
Zip: Here comes a tiger.
Zoom: Where is it
Zip: Shh. Be quiet.
Zoom: Ah-choo!
3
Zoom: Whose tail is that
It's running so fast.
Is it the tiger's
Zip: Yes, it is.
(1). Where is the tiger
(2). What is the tiger doing in picture2
(3). Can Zip take a picture for the tiger Why
(4). Whose tail is it in picture3
Read the story from picture1-3 and answer the questions.
4
5
6
(1)What are the monkeys doing
(2)Why are the monkeys looking at Zoom and Zip
(3) What is the meaning of “copy” in picture6
Work in groups, read the story from picture4-6 and answer.
Zoom: What are they doing
Zip: Why are they looking
at us
Zoom: I don't know.
Zip: I see two monkeys.
Zoom: Where are they
Zip: Shh. They're climbing.
Zoom: Wow! They’re fast, too.
Zip: Look! They’re taking
pictures, too.
Zoom: That’s cute. They’re
copying us!
1.Who is running fast
2. Are the monkeys climbing fast
3.Who are the monkeys taking pictures for
Do you know
评价单：Speaking说★
1
2
Zip: Here comes a tiger.
Zoom: Where is it
Zip: Shh. Be quiet.
Zoom: Ah-choo!
Listen and repeat
3
4
Zoom:Whose tail is that
It's running so fast.
Is it the tiger's
Zip:Yes, it is.
Zip:I see two monkeys.
Zoom:Where are they
Zip:Shh. They're climbing.
Zoom:Wow! They’re fast, too.
Listen and repeat
5
6
Zoom: What are they doing
Zip: Why are they looking
at us
Zoom:I don't know.
Zip: Look! They’re taking
pictures, too.
Zoom: That’s cute. They’re
copying us!
Listen and repeat
Five Ss in a group . Try to act the story.
Act it out
评价单：Acting演★
What interesting stories have happened between you and animals in your life
Think & share
1.I'm a tour guide.
If you a tour guide. Can you introduce the animals in the zoo
Work in groups
Try to introduce some other animals. You should tell us: What is it/ are they doing Write and share with us.
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★ ★★★★ ★★★★ ★★★★
How many stars★ did you get
I got _______ stars ★.
Assessment Sheet 学生评价单
Homework
1. Listen and follow the story .
2.Try to act the story for your parents or friends.
3.Try to be a tour guide and write more animals.
See you next time!
Teaching Interpretation
Teaching Interpretation
1. Teaching materials.
1
3
2. Analysis of students.
2
3. Teaching aim& important points.
4. Teaching process.
2
Teaching Interpretation
Analysis of Teaching materials
This lesson is mainly about the integration of the knowledge of this unit. The experience of Zoom&Zip in the zoo is used to skillfully combine the present progressive tense and the possessive case of nouns to review and consolidate. Through this lesson, the author aims to cultivate students' love for life and animals, emphasizing the harmonious development of humans and animals.
Teaching Interpretation
Analysis of students
In the six books in grades 3 to 5, the content of animal topics appears many times, and students master the description of animal characteristics.
Through the accumulation of knowledge in this unit, students have been able to apply He's... She's... They're... to express the action that is taking place and master words like climbing, running, eating…
Teaching Interpretation
Analysis of teaching aim: we need students get to know,
1. From the activities of watching, listening, reading and writing, mastering the usage of words: taking pictures / running so fast / walking on / climbing the tree / looking at us / copying us.
2. With the help of the teacher, recordings and pictures, follow the meaning group, and correctly imitate the language of the story.
3. Discuss and discover the cuteness of animals, emphasizing the harmonious development of humans and animals.
4. Predict the storyline with the help of pictures and construct the story; Act out stories in groups with pictures and keyword prompts.
Teaching Interpretation
Analysis of teaching important and difficulties
With the help of the teacher, recordings and pictures, students can understand this short story and read it correctly.
Be able to understand words and sentences in story scenarios: Here comes a tiger. What are they doing Why are you looking at us They're taking pictures; Act out stories in groups with pictures and keyword prompts.
Important points:
Difficult points:
Teaching Interpretation
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★ ★★★★ ★★★★ ★★★★
Design Intent : Set Assessment Sheet up before class and set goals for students. Enable students to engage in learning activities according to their goals.
Analysis of teaching process
Teaching Interpretation
Step1: Warm up.
Free talk. Teacher takes pictures for three students. Then show the pictures on the screen. T: Who is he/she What is he/she doing
Step2: Lead in.
Design Intent : Review simple sentence patterns in the present tense.
Show a picture of zoo. T: Let’s go to the zoo and take more pictures.
Show some GIF image of animals and asks: What is/are … doing
Design Intent : Review the words: eating, drink, g, jumping, climbing in Part B.
Analysis of teaching process
Teaching Interpretation
Step3: Pre-reading.
1. Play the voice of a tiger. T :Shh be quiet！ Listen, what animal is it Let Ss guess.
Design Intent : Students review while introducing the scenario of this lesson.
2. Show a running tiger. Teach the phrase run fast.
Design Intent : Review the expression of possessive pronouns. Whose... is it is also an important sentence pattern in this unit..
3. Play a guessing game: Whose tail is it Show the tails of animals. Let Ss guess.
Analysis of teaching process
Teaching Interpretation
Step4: While-reading.
1. Why are the animals running over there Show the pictures of Zoom & Zip and the story.
Design Intent : Bringing students into the story scene and arousing their interest.
2. Play the radio and ask two questions, students listen and answer:
(1).What animals can you see？
(2).What are they doing ？
Design Intent : Students can guess the general content of the story by listening to recordings and observing pictures, and have a preliminary understanding of the story.
Analysis of teaching process
Teaching Interpretation
Step5: While-reading.
1. Ss read the story from picture1-3 by themselves and answer the four questions.
(1). Where is the tiger (2). What is the tiger doing in picture2
(3). Can Zip take a picture for the tiger Why
(4). Whose tail is it in picture3
2. Work in groups. Ss read the story from picture4-6 and discuss the questions.
(1)What are the monkeys doing
(2)Why are the monkeys looking at Zoom and Zip
(3) What is the meaning of “copy” in picture6
Design Intent : Divide the Text segmentation into two parts(1-3, 4-6). The first part is what the tiger is doing. This section is relatively simple. Please read the story and extract information from the text to cultivate students' reading habits and improve their reading and comprehension abilities.
Design Intent : The second part is about what the monkeys are doing, reading stories through group collaboration, helping each other within the group, and jointly exploring and solving some difficult problems.
Analysis of teaching process
Teaching Interpretation
Step6: Post-reading.
1. Ss read the story together. Work in pairs: answer these questions.
Design Intent : Summarize and integrate the story by setting questions to examine whether students truly understand the content of the story.
(1).Who is running fast
(2). Are the monkeys climbing fast
(3). Who are the monkeys taking pictures for
Design Intent : Deepen memory by interpreting the story..
2. Listen and repeat.
3. Let's act . Five Ss in a group. Try to act the story.
Analysis of teaching process
Step7: Assessment.
What interesting stories have happened between you and animals in your life
Design Intent : Discuss and discover the cuteness of animals, emphasizing the harmonious development of humans and animals.
Ss talk and share interesting stories about themselves and animals.
Design Intent : Expand students' English thinking through storytelling, improve their English thinking level and initial writing ability.
Step8: Creation.
If you a tour guide. Try to introduce some other animals. Ss use the words in word bank and make a dialogue and share it.
1. Listen and follow the story .
2.Try to act the story for your parents or friends.
3.Try to be a tour guide and write more animals.
Teaching Interpretation
Design Intent : Layered assignments adapt to the learning needs of students at different levels.
Thanks for listening