Story Time
: Wuwuwu…,I can’t find(找到) my home. Who can help me?
: Miao, Miao, Wang, wang. Baby Panda, Baby Panda,
please don’t cry(哭).We can help you.
: Miao, Miao, is there a forest at your home?
: Yes, there is. It’s very big. (伤心的)
: Wang, wang, is there a lake at your home?
: Yes, there is. It’s very pretty. (伤心的)
: Miao, Miao, is there a farm at your home?
: No, there isn’t. (伤心的)
: Wang, wang. I know. There is a lion, tigers, rabbits and bears
at your home. You live (住) in the Youngor Zoo. Yes?
: Oh, yes, you’re right. （高兴的）
They take the Baby Panda to the Youngor Zoo.
And the Father Panda is looking for (寻找) his baby. (Miss Dong)
: Oh, father，father !
` : Oh, my little baby, I miss you so much (好想念你).
: Thank you very much!
: You’re welcome.
课题
PEP5 Unit6A. read and write
班级
执教教师
时间
课时
第三课时
听课教师
英语组成员
课型
新授
研究主题
语篇教学
课 堂 记 实
一、Teaching Aims:
1. Enable the Ss to read and understand the dialogue.
2. Enable the Ss to listen, say, read and write the 4-skilled sentences: Is there …? Yes, there is./ No, there isn’t.
3. Enable the Ss to use the sentence structures “Is there …? Yes, there is./ No, there isn’t.” in daily life.
4. Moral Education: To teach Ss to love animals and the nature.
二、Teaching Importance and difficulty
1、Importance：To grasp the drills of the following in daily life:Is there a …? Yes, there is./ No, there isn’t.
2、Difficulty：1) To use the drills in daily life: Is there a …? Yes, there is./ No, there isn’t. 2) To write the sentences correctly.
三、教学过程
教师活动
学生活动
设计意图
Before class
1 .Free talk
T: Good morning, boys and girls.
Nice to meet you. How are you? What do you like? Do you like animals?
S: I like…
S: Yes, I do. / No, I don’t.
通过师生交流，切入课堂主题。
Step 1: Pre-reading
Sing a song: Moo,Moo?
T: Miss Dong likes animals, too. Now let’s enjoy a nice song about animals together.
Revision
T: Look at the animals in the song. Do you know where is the animals. Look! They are in the forest. There are other things in the forest. Let’s go and have a look. Show me the hands and say: Fores, forest, there is a forest.
T：Look at the tree . It’s from the forest. What about that tree? Where is it from? Yes, it’s from the nature park.
T: Look at the nature park. What’s in it?
3. Present “Is it a…zoo? Yes, it is./ No, it isn’t.”:
T: Miss Dong usually goes to a place where there are many animals in it. Do you know where it is?
T: Do you want to go to the Youngor Zoo? Let’s go there, OK?
T: Look at the Youngor Zoo, is it a nice/ pretty/ old/…?
4. Present “Holiday pictures” T: Do you like it? Miss Dong has been to the Youngor Zoo in my summer holiday and taken many pictures there. We call them “Holiday pictures”
5. Present sentences “Is there …? Yes, there is. / No, there isn’t. ”
T: This is my holiday picture. There is an animal in it. Can you guess?
T: (Picture1) Is there a pig in the holiday picture?
T: Is there a dog in the holiday picture?
(To guess the Picture 2,3,4 in the same way)
T: Hello,…, welcome to the Youngor zoo? Do you like animals? Is there a…in the holiday picture?
Ss clap hands and sing.
Ss clap hands and say with the music.
Ss: 回答
S1: There is…/ There are….
Pair work.
Ss: 回答zoo
Ss say “Go, go, go to the Youngor zoo”.
Ss: Yes, it is. / No, it isn’t.
Pair work.
Ss say “Holiday pictures” together.
Ss guess.
Ss: Yes, there is.
Ss: No, there isn’t.
S1: Yes, I do./ No, I don’t.
S1: Yes, there is./ No, there isn’t.
Pair work.
歌曲活跃课堂气氛。
复习所学的单词，为对话的表达提供素材。
初步渗透单复数形式，提高学生表述的准确性。
加深学生对 Is it…/句型的问答印象以及对形容词的运用和把握。
创设雅戈尔动物园情境加深学生对假日照片的印象
呈现重点句型。
通过学生喜爱的猜动物形式激发学生学习新句型的积极性。
。
Step2 : While-reading
Present (课文)
Listen and answer:
T: This is Miss Dong’s Holiday picture. What about Wu Yifan’s?
b. Read after the computer
T: Now if you want to learn more about Wu Yifan’s holiday picture, please open your books and turn to page72
c. Finish the sentences
.Ss watch cartoons and answer the question.
Ss read the dialogue.
Ss read by them selfselves and finish the sentences in thetext.
课文呈现和分析分三步骤。通过提问让学生对课文内容容有大致的了了解。
跟读模仿有助助于练习学生生的语音语
调。
巩固检测。
Step3: Post-reading
Enjoy the story “the Baby Panda”
T: Wu Yifan is very happy, because he has taken the beautiful holiday pictures in the nature park. But what about the Baby Panda? Is he happy? Listen ! He is crying. Why does he cry? Now please enjoy a story.
Choose and answer
T: Do you like the story? So do you know if the Baby Panda find his home at last? Where is his home?
To imitate the story
To act the story
Ss enjoy a story.
Ss choose the right answer
Ss read after the computer
Work in four
通过熊猫宝宝找家园的故事将本节课的句型形成新的趣味性的语篇，首先文本内容易吸引学生注意力，其次，文本的内容凸显本节课的重点，让学生在欣赏故事、表演或改编故事的环节中进行语言的再操练与巩固。
。
Step 5: The ending
1. 情感教育
T: Animals are our best friends. So I think we should learn to protect them and we should also learn to love our nature.
2. Homework
Read the text after the tape for five times.
2. Read the story for your parents
教育学生爱护动物，爱护大自然。
提高学生的听说能力和讲故事的能力。
板书设计
PEP 3 Unit 5 A Let’s talk
Is there….
Yes, there is.
No, there isn’t.
板书设计评价：
呈现重点句型，加深学生记忆。
教学反思
本课时是一堂阅读类型的课。整节课通过Let’s chant ,Read and guess 猜测事物，复习单词。再通过出示图片，教师提问Is there a ….?” 让学生来回答“Yes,there is./No,there isn’t .接着是通过学生猜一张模糊不清的图片，来让学生主动复习句子Is there a ….?”最后引出本课时的对话。在操练环节，通过连词成句，看图写对话，阅读文章等来巩固。最后一for fun 来结尾。总体下来，思路还是挺清晰的，体现了从易到难的思路，学生互动性也很强。
本堂课采用故事表演为巩固部分,是整堂课气氛变得活跃。但是，缺点还是很多的。在复习环节中，可加强其力度。可以让个别学生来读单词，拼写单词，或让学生站起来chant.同时本课时的操练环节有些过多。其中刚开始的时候，在出示图片时，可让学生根据图片两个人进行一问一答，而不是简单的教师问，学生回答。在操练对话时，也可以先进行师生对话示范。在连词成句时，可以在黑板上画上四线格，让学生书写，然后教师进行指导，这样可以让学生们注意到易错的地方。最后的时候，因为时间上把握不好，没有进行总结，作业也没有布置，匆匆收尾。还有一个问题是，这节课有点复习的意味，在一些复习环节上是不是注意到了一些后进生的发展情况呢？以后再设计活动时，需要注意才行。尤其是对文本内容的挖掘不够深入.只是停留在表面。
我要学习的地方还有很多, 我会继续努力.
