Unit 5 Whose dog is it Part B Read and write 教学设计
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| 名称 | Unit 5 Whose dog is it Part B Read and write 教学设计 |
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| 格式 | docx | ||
| 文件大小 | 238.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-23 00:00:00 | ||
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PEP五年级下册Unit 5 Whose dog is it
B Read and write 教学设计
教学目标
（1）学生能够在图片和老师的帮助下读懂故事，并能按正确的语音、语调朗读故事。
（2）能够在小组合作学习中理解并运用重点句型表演故事。
（3）课文中提到了许多动物，培养学生爱护动物的意识。
教学重难点
教学重点：
理解句型：I'm looking at a/an … 及I'm … like a/an … 并且运用，表演。运用句型：The … is …来描述动物正在做的事情。
教学难点:区分课文中出现的like的不同含义，正确理解并运用重点句型：I'm looking at a/an …及I'm … like a/an …
课前准备
文本中出现的动物图片。
2. Robin的头像以及excited词卡。
3. 电子课件。
四． 教学过程
Step 1. Warm-up & Revision (热身&复习)
（1）Greetings.
（2）Let's chant.
（3）Group the Ss.
（4）Act and say.
T: What’s the … doing
Ss: The … is drinking/climbing/…
T: Climb/Drink/… and say.
Step 2. Presentation (新课呈现)
Pre-reading:
T: Today our friend Robin and Sarah will take us to see some animals. Look! Where are they
Ss: They are at the zoo.
T: Robin is excited. Who knows "excited" （板书: excited. Read after the tape, in groups.）
Act and say. Ss: I’m excited. 让学生理解excited的含义。
While-reading:
Read the pictures. 看图并回答问题。
T: Robin is excited. He can see many animals. What animals can he see
S1/2/3: He can see a bear, two rabbits, a tiger … (教师将动物分别贴黑板)
Skim, answer and write. 略读并回答问题。
T: What are the animals doing
Open your book, please. Read the story in your group and circle the words.
T: Check the answer. S1/2/3: The bear is dancing/…
Finish the exercise on the book.
T: Who wants to write on the blackboard Who can try
Is he/she right Check your answer. Are you right
设计意图：引导学生用句型：The … is/are … 描述动物正在做的事情。让学生板书现在分词，发现问题，及时纠正。
Read and match. 细读并连线。
T: What is Robin doing Let's read again. 找出Robin是怎样模仿动物的。
S1/2/3: He’s … like a/an … (生回答并连线)
区分文中出现的两个like的含义。
T: What does “like” mean A. 喜欢 B. 像……一样 I like flying. I want to be a bird.
T: Does Robin want to be a fish Let's listen and follow the tape.
听并且注意模仿Robin机器人的发音。
Ss: No, he doesn't.
T: He says "No, no …". Why
S1: Because Robin is a robot.
T: What does Robin want to be (想要成为) What do you want to be
S1: I want to be a…
Post-reading
Role play in groups. 请学生运用所学句型演绎文本故事。
T: Suppose you are Robin. You can speak like this:
Ss: Choose 1 picture and act in groups.
(板书: I'm looking at a/an …及I'm … like a/an … )
Retell the story. T: Now, if you are Sarah, can you retell the story
Step 3 Consolidation and extension（巩固与扩展）
Let’s write.
T: Now, let’s write our story.
Ss: Look at the picture and write the passage.
Let’s show.
Ss: Share their stories.
Let’s watch.
Step 4 Summary&Homework
Summary: Today, we know Sarah and Robin are at the zoo. Robin is ….
G1/2/3/4 is the winner. You can get a gift./You did a good job. Everyone can get a gift.
Here is your homework:
★ Read the story and try to remember the key words and sentences.
（读一读，记忆关键词汇和句子。）
★★ Retell the story to your parents.
（说一说，请向你的家人复述课文。）
★★★ Write a new story and share it with your partners.
（写一写，写一个新故事并和同学分享。）
板书设计：
B Read and write 教学设计
教学目标
（1）学生能够在图片和老师的帮助下读懂故事，并能按正确的语音、语调朗读故事。
（2）能够在小组合作学习中理解并运用重点句型表演故事。
（3）课文中提到了许多动物，培养学生爱护动物的意识。
教学重难点
教学重点：
理解句型：I'm looking at a/an … 及I'm … like a/an … 并且运用，表演。运用句型：The … is …来描述动物正在做的事情。
教学难点:区分课文中出现的like的不同含义，正确理解并运用重点句型：I'm looking at a/an …及I'm … like a/an …
课前准备
文本中出现的动物图片。
2. Robin的头像以及excited词卡。
3. 电子课件。
四． 教学过程
Step 1. Warm-up & Revision (热身&复习)
（1）Greetings.
（2）Let's chant.
（3）Group the Ss.
（4）Act and say.
T: What’s the … doing
Ss: The … is drinking/climbing/…
T: Climb/Drink/… and say.
Step 2. Presentation (新课呈现)
Pre-reading:
T: Today our friend Robin and Sarah will take us to see some animals. Look! Where are they
Ss: They are at the zoo.
T: Robin is excited. Who knows "excited" （板书: excited. Read after the tape, in groups.）
Act and say. Ss: I’m excited. 让学生理解excited的含义。
While-reading:
Read the pictures. 看图并回答问题。
T: Robin is excited. He can see many animals. What animals can he see
S1/2/3: He can see a bear, two rabbits, a tiger … (教师将动物分别贴黑板)
Skim, answer and write. 略读并回答问题。
T: What are the animals doing
Open your book, please. Read the story in your group and circle the words.
T: Check the answer. S1/2/3: The bear is dancing/…
Finish the exercise on the book.
T: Who wants to write on the blackboard Who can try
Is he/she right Check your answer. Are you right
设计意图：引导学生用句型：The … is/are … 描述动物正在做的事情。让学生板书现在分词，发现问题，及时纠正。
Read and match. 细读并连线。
T: What is Robin doing Let's read again. 找出Robin是怎样模仿动物的。
S1/2/3: He’s … like a/an … (生回答并连线)
区分文中出现的两个like的含义。
T: What does “like” mean A. 喜欢 B. 像……一样 I like flying. I want to be a bird.
T: Does Robin want to be a fish Let's listen and follow the tape.
听并且注意模仿Robin机器人的发音。
Ss: No, he doesn't.
T: He says "No, no …". Why
S1: Because Robin is a robot.
T: What does Robin want to be (想要成为) What do you want to be
S1: I want to be a…
Post-reading
Role play in groups. 请学生运用所学句型演绎文本故事。
T: Suppose you are Robin. You can speak like this:
Ss: Choose 1 picture and act in groups.
(板书: I'm looking at a/an …及I'm … like a/an … )
Retell the story. T: Now, if you are Sarah, can you retell the story
Step 3 Consolidation and extension（巩固与扩展）
Let’s write.
T: Now, let’s write our story.
Ss: Look at the picture and write the passage.
Let’s show.
Ss: Share their stories.
Let’s watch.
Step 4 Summary&Homework
Summary: Today, we know Sarah and Robin are at the zoo. Robin is ….
G1/2/3/4 is the winner. You can get a gift./You did a good job. Everyone can get a gift.
Here is your homework:
★ Read the story and try to remember the key words and sentences.
（读一读，记忆关键词汇和句子。）
★★ Retell the story to your parents.
（说一说，请向你的家人复述课文。）
★★★ Write a new story and share it with your partners.
（写一写，写一个新故事并和同学分享。）
板书设计：