(共55张PPT)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
wrap
it
up
Unit
5
Whose
dog
is
it?
PEP·五年级下册
Play
a
game
Act
like
__________.
______,
______,
______
a
rabbit
Rabbit
rabbit
rabbit
a
monkey
Monkey
monkey
monkey
How
do
you
feel
now?
I’m
excited!
兴奋的；激动的
Look
and
say
There
are
many
animals
at
the
zoo.
What
are
they
doing?
The
______
is
______.
The
rabbit
is
jumping.
The
tiger
is
sleeping.
The
monkey
is
eating
bananas.
The
elephant
is
drinking
water.
The
dog
is
climbing.
The
panda
is
eating.
The
bears
are
playing.
Read
and
answer
Q2:
What
animals
does
Robin
see?
Q1:
Where
is
Robin?
at
the
zoo
bear
Q2:
What
animals
does
Robin
see?
What
are
you
doing?
I’m
looking
at
______.
Read
and
underline
What
are
the
animals
doing?
The
bear
is
dancing.
The
rabbits
are
eating.
The
tiger
is
running.
The
elephant
is
walking.
The
monkey
is
climbing.
The
bird
is
flying.
Check
the
answers
The
fish
are
swimming.
I’m
______
like
______.
I’m
_____
like
_______.
dancing
a
bear
eating
a
rabbit
Practice
I’m
Robin.
I’m
______
like
______.
I’m
______
like
______.
I’m
______
like
___________.
running
a
tiger
walking
an
elephant
I’m
______
like
________.
I
like
_____.
I
want
to
be
______!
climbing
a
monkey
flying
a
bird
Does
Robin
want
to
swim
like
a
fish?
No.
He
doesn’t
want
to
be
a
fish.
Why?
Because
he
is
a
robot.
He
is
afraid
of
water.
Robin
is
a
robot,
and
he
will
be
broken
if
he
is
in
the
water.
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.
What
are
you
doing
here,
Robin?
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!
At
the
zoo
There
are
many
animals
at
the
zoo.
Look!
The
bear
_________.
The
rabbits
_____
________.
The
tiger
_________.
The
elephant
_________.
The
monkey
______
_________.
The
bird
________.
And
the
fish
__________.
How
lovely!
The
animals
are
very
happy
at
the
zoo.
is
dancing
are
is
running
is
walking
is
is
flying
Fill
in
the
blanks
and
retell
the
text.
eating
climbing
is
swimming
There
are
many
other
animals
at
the
zoo.
What
are
they
doing?
The
_____
is
____.
I’m
____
like
____.
drinking
playing
sleeping
eating
eating
flying
What
are
the
other
animals
doing?
The
_____
is
____.
I’m
____
like
____.
rabbit
eating
eating
a
rabbit
Review
1:
Look
and
say
我的
我们的
你(们)的
他(她；它)们的
她的
他的
mine
ours
yours
hers
theirs
his
(正在)攀登；攀爬
(正在)吃
(正在)玩耍
(正在)跳
(正在)喝(水)
(正在)睡觉
climbing
eating
playing
jumping
drinking
sleeping
theirs
yours
his
mine
hers
It's
________.
The
______
is
____.
Whose
______
is
that?
eraser
my
eraser
mine
eraser
Review
2：Ask
and
answer
Are
these
rabbits
________?
jumping
No,
they’re
eating
carrots.
Is
the
cat
_______?
_____________.
What
is
the
cat
doing?
Let's
check
It
is
climbing
the
tree.
Whose
bike
is
it?
The
girl’s
bike.
What
is
Wu
Yifan
doing?
He
is
eating.
What
is
Amy
doing?
She
is
shopping.
Listen
and
number.
2
3
4
1
Listen
again
and
choose
the
right
answers.
1.What
is
Amy
doing?
A.
She
is
shopping.
B.
She
is
eating
lunch.
2.Whose
bike
is
it?
A.
It
is
his.
B.
It
is
hers.
3.What
is
the
cat
doing?
A.
It
is
climbing.
B.
It
is
sleeping.
4.What
is
Wu
Yifan
doing
now?
A.
He
is
playing.
B.
He
is
eating.
听力原文：
Mrs
Smith:
Hi,
Mrs
Green!
Mrs
Green:
Hi,
Mrs
Smith!
Mrs
Smith:
Where
is
Amy
now?
Mrs
Green:
She
is
shopping
for
us.
Mrs
Smith:
I
see.
What
a
good
girl!
Mrs
Green:
Yes,
she
is.
1
Chen
Jie:
Look
at
the
cat.
Mike:
Oh,
yes.
Haha!
Chen
Jie:
It’s
climbing!
2
Boy:
Hey,
whose
bike
is
that?
Girl:
It’s
mine.
Do
you
like
it?
Boy:
Yes.
Very
much!
3
Robin:
Yifan.
What
are
you
doing?
Wu
Yifan:
I
am
eating.
Robin:
Let’s
play
a
game.
Wu
Yifan:
OK,
Robin.
4
Check
the
answers.
1.What
is
Amy
doing?
A.
She
is
shopping.
B.
She
is
eating
lunch.
2.Whose
bike
is
it?
A.
It
is
his.
B.
It
is
hers.
3.What
is
the
cat
doing?
A.
It
is
climbing.
B.
It
is
sleeping.
4.What
is
Wu
Yifan
doing
now?
A.
He
is
playing.
B.
He
is
eating.
my
mine
your
yours
his
his
her
hers
it
its
our
ours
they
theirs
Summary
物主代词
形容词性
名词性
我的
你的，你们的
他的
她的
它的
我们的
他（她；它）们的
Let’s
wrap
it
up
Complete
the
sentences.
1.Amy:
Whose
English
book
is
that?
John:
It’s
Miss
White’s
book.
It’s
_____.
Amy:
Whose
storybook
is
this?
John:
It’s
Mr
Zhang’s.
It’s
_______.
hers
his
his
his
her
hers
my
mine
their
theirs
our
ours
your
yours
2.Wu
Yifan:
Where
is
my
pen?
I
can’t
find
it.
Sarah:
Here’s
one.
Is
this
______
pen?
Wu
Yifan:
Yes,
it’s
______.
Thank
you.
your
mine
3.Grandpa:
Whose
rabbits
are
these?
Robin:
These
are
Yifan’s.
Grandpa:
Oh,
these
are
_____
rabbits.
Robin:
Look!
The
rabbits
are
eating
______
carrots
now.
his
their
4.Mike:
Mum,
my
dog
is
so
cute.
I
love
him
so
much.
Mum:
My
dear,
it’s
not
only
_____dog.
It’s
also
mine.
Mike:
Yes,
Mum.
He’s
_____
dog.
your
our
I’m
Robin.
I’m
looking
at
a/an
_____.
dancing
eating
I’m
Unit
5
Whose
dog
is
it?
like
a/an
running
walking
climbing
flying
bear.
rabbit.
tiger.
elephant.
monkey.
bird.
Read
and
retell
the
text.
Thanks!The
sixth
period(第六课时)
Part
B
Read
and
write
&
Let’s
check
&
Let’s
wrap
it
up
?教学内容与目标
课时教学内容
课时教学目标
Read
and
write
?能够在图片和教师的帮助下读懂故事，并能正确地朗读?能够运用核心句型完成句子，描述动物们正在做的动作?能在语境中理解生词excited和like的意思?能够按正确的语音、语调、意群阅读故事?能够在单线上正确、规范地书写句子
Let’s
check
?能听懂、理解对话，完成Let’s
check板块的听力任务
Let’s
wrap
it
up
?能够在教师的帮助下总结动词-ing形式变化规则，对名词性物主代词和形容词性物主代词进行小结，然后完成选词填空活动
?教学重点
能在图片和教师的帮助下读懂文本。
?教学难点
能根据课文仿说句子“I’m
looking
at
______.
I’m
_______
like
a/an________
.”。
?教学准备
PPT课件、课文录音、贴画等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
Say
hello
to
students.
Divide
the
whole
class
into
two
groups.
Let
them
compete
by
getting
more
fish
for
their
own
group.
2.
Play
a
game.
Show
some
pictures
of
animals.
Let
students
do
the
actions
and
say
out
the
names
of
the
animals.
T:
Act
like
a
rabbit.
Ss:
(Do
and
say)
Rabbit,
rabbit,
rabbit.
T:
Act
like
a
monkey.
Ss:
(Do
and
say)
Monkey,
monkey,
monkey.
T:
…
Ss:
…
T:
Class,
you
did
a
good
job!
How
do
you
feel
now?
Sad?
Ss:
No.
T:
Happy？
Ss:
Yes!
Very,
very
happy!
T:
Wow,
you
are
excited!
Teach
the
word
“excited”
by
a
flashcard.
3.
Look
and
say.
Review
some
present
participles
the
students
have
learned.
T:
There
are
many
animals
at
the
zoo.
What
are
they
doing?
You
can
say
like
this:
The_________
is_________.
S1:
The
rabbit
is
jumping.
S2:
The
tiger
is
sleeping.
S3:
…
Step
2:
Presentation
Read
and
answer.
Let
students
read
the
text
with
two
questions:
Q1:
Where
is
Robin?
Q2:
What
animals
does
Robin
see?
T:
Where
are
Sarah
and
Robin?
Ss:
They
are
at
the
zoo.
T:
What
animals
does
Robin
see?
Ss:
He
sees
a
bear/the
rabbits/a
tiger/an
elephant/a
monkey/a
bird/the
fish.
T:
Good
job!
Now,
you
are
Robin.
Answer
my
question—What
are
you
doing?
You
can
say
like
this:
I’m
looking
at
________.
(Write
down
the
sentence
“I’m
looking
at…”
on
the
blackboard.)
Ss:
I’m
looking
at
a
bear/the
rabbits/a
tiger/an
elephant/a
monkey/a
bird/the
fish.
2.
Read
and
underline.
(1)What
are
the
animals
doing？
T:
Now,
read
the
text
again.
Please
finish
the
exercises
on
the
textbook.
What
are
the
animals
doing
in
the
story?
Students
read
the
text
and
underline
the
sentences.
(2)Check
the
answers.
T:
What
are
the
animals
doing?
You
can
say
like
this:
The
bear
is
dancing.
S1:
The
bear
is
dancing.
S2:
The
rabbits
are
eating.
S3:
The
tiger
is
running.
S4:
The
elephant
is
walking.
S5:
The
monkey
is
climbing.
S6:
The
bird
is
flying.
S7:
The
fish
are
swimming.
(3)Practice:
I’m
Robin.
I’m________like
________.
T:
Robin
likes
the
animals.
He
is
so
excited,
so
he
imitates
the
actions
of
the
animals.
Look!(wear
the
headwear
of
Robin)
I’m
Robin.
I’m
dancing
like
a
bear.
Can
you
have
a
try?
S1:
I'm
Robin.
I’m
running
like
a
tiger.
S2:
I'm
Robin.
I’m
walking
like
an
elephant.
S3:
I'm
Robin.
I’m
eating
like
a
rabbit.
…
(4)Understand
the
last
picture.
(课件出示：Read
and
write最后一幅图）
T:
Look
at
this
picture.
Boys,
now
you
are
Robin.
Girls,
now
you
are
Sarah.
Let’s
read
together.
Ss:
…
（students
read
together）
T:
Does
Robin
want
to
swim
like
a
fish?
Ss:
No.
He
doesn’t
want
to
be
a
fish.
T:
Why?
Ss:
Because
he
is
a
robot.
He
is
afraid
of
water.
T:
Good
answer!
Robin
is
a
robot,
and
he
will
be
broken
if
he
is
in
the
water.
3.
Read
and
act.
(1)Group
work.
Six
students
work
in
a
group.
Read
and
act.
(2)Show
time.
4
.Retell
the
text.
Fill
in
the
blanks
and
retell
the
text.
Step
3:
Practice
T:
There
are
many
other
animals
at
the
zoo.
What
are
they
doing?
Look
at
the
picture
and
tell
me.
You
can
say
like
this:
The_______is________
.
I’m________like
_________.
（课件出示：动物园图片）
Lead
students
to
observe
the
picture
carefully
and
help
them
understand
the
animals’
activities.
Then
show
the
words
on
the
picture
to
help
students
make
sentences.
Step
4:
Consolidation
&Extension
1.
Review
the
words
and
sentences.
(1)Look
and
say.
(课件依次出示:Part
A、B
Let’s
learn重点单词)Students
look
and
read
the
words
loudly
one
after
another.
(2)Ask
and
answer.
(课件出示:Part
A、B核心句型及相关图片）
Students
ask
and
answer
in
pairs
according
to
the
pictures.
Practice
the
key
words
and
sentences.
2.
Let’s
check.
(1)Look
and
say.
The
teacher
shows
four
pictures
and
students
say
the
activity
of
each
picture
in
order.
（课件出示:Let’s
check
四幅图片）
T:
Look
at
Picture
1.
What
is
the
cat
doing?
Ss:
It
is
climbing
the
tree.
T:
Look
at
Picture
2.
Whose
bike
is
it?
Ss:
The
girl’s
bike.
T:
Look
at
Picture
3.
What
is
Wu
Yifan
doing?
Ss:
He
is
eating.
T:
Look
at
Picture
4.
What
is
Amy
doing?
Ss:
She
is
shopping.
(2)Listen
and
number.
T:
Now,
please
listen
and
number.
(3)Check
the
answers.
(出示课件)
(4)Listen
again
and
choose
the
right
answers.
（课件出示：Let’s
check第二部分练习）
Check
the
answers.
(出示课件)
3.
Let’s
wrap
it
up.
(1)Summary.
（课件出示：物主代词小结表格）
(2)Read
and
complete
the
sentences.
(3)Check
the
answers.
（出示课件）
?板书设计
?作业设计
Read
and
retell
the
text.
?教学反思
1.丰富多彩的活动设计趣味十足，可以很好地激发学生的学习热情，营造积极的学习氛围，吸引学生的注意力。
2.注重学生阅读策略的培养，提升学生的自主学习能力和阅读能力。
3.教师给予足够的示范，鼓励学生积极思考、模仿，从而实现语言的有效输出。
?Teaching
Contents
&
Teaching
Aims
Read
and
write
?Predict
and
understand
the
main
idea
of
the
text
and
understand
the
new
words.
?Finish
the
exercises
about
the
text
and
write
the
sentences
correctly.
?Be
able
to
understand
the
new
words
“excited,
like”
in
context.
?Read
the
text
correctly
and
retell
it.
Let’s
check
?Be
able
to
understand
the
dialogue
and
finish
the
task
of
listening.
?Listen
and
choose
the
correct
answers.
Let’s
wrap
it
up
?Summarize
the
changing
rules
of
the
present
participle,
the
nominal
possessive
pronouns
and
the
adjective
possessive
pronouns.
?Finish
the
exercises.
?Teaching
Priorities
?Be
able
to
understand
the
main
idea
of
the
text.
?Teaching
Difficulties
?Understand
and
imitate
to
say
“I’m
looking
at
_______.
I’m_________like
a/an
_______.”
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up
&
Lead-in
1.
Greetings.2.
Play
a
game.3.
Look
and
say.
1.
Greetings.2.
Play
a
game.3.
Review
some
presentparticiples.
Stimulate
students’
learningenthusiasm.
Help
students
getprepared
for
the
later
lesson.
Presentation
1.
Read
and
answer.Give
two
questions.Talk
to
students
Read
the
text
and
answer
thequestions.
Talk
to
the
teacher.
Make
students
understand
themain
idea
of
the
text.
2.
Read
and
underline.(1)What
are
the
animals
doing？(2)Check
the
answers.(3)Practice:
I’m
Robin.
I’m
________like_______
.(4)Understand
the
last
picture.
(1)Read
and
underline
the
sentences.(2)Check
the
answers
by
saying
out
the
sentences.(3)Practice
the
sentence
pattern.(4)Understand
why
Robin
doesn’t
want
to
be
a
fish.
Help
students
understand
the
text
better
by
some
detailedquestions.
Cultivate
students’
intensive
reading
strategies.
3.
Read
and
act.(1)Group
work.(2)Show
time.
Six
students
work
in
a
group.Read
and
act.
Make
sure
students
read
the
text
correctly
and
fluently.
4.
Retell
the
text.
Fill
in
the
blanks,
and
then
retell
the
text.
Retelling
helps
students
understand
the
text
more
easily.
Practice
Show
a
picture
and
lead
students
to
make
sentences.
Look
and
think.
Practise
the
sentence
patterns:
The
_____is____.
I’m____
like_____.
Lead
students
to
imitate
the
text
to
practise
the
sentence
patterns.
Consolidation&Extension
1.
Review
the
key
words
andsentences.(1)Look
and
say.(2)Ask
and
answer.
Review
the
key
words
and
sentences
of
Unit
5
according
to
some
pictures.
Develop
students’
listening
ability.
Lead
students
to
review
the
key
words
and
sentences
of
Unit
5
and
prepare
for
the
next
step.
2.
Let’s
check.(1)Look
and
say.(2)Listen
and
number.(3)Check
the
answers.(4)Listen
again
and
choose
the
right
answers.
(1)Look
at
the
pictures
and
describe
them.(2)Listen
and
number.(3)Check
the
answers
with
the
teacher.(4)Listen
again
and
choose
the
right
answers.
3.
Let’s
wrap
it
up.
（1）Summary.（2）Read
and
complete
the
sentences.
（3）Check
the
answers.
Homework
1.
Read
and
retell
the
text.2.
Do
the
exercises.
Teaching
purpose
通过可爱的小动物贴画作为奖励来激发学生的学习热情。读前设置TPR活动，让学生边说动物名称边做标志性动作，以便迅速进入学习状态。
Teaching
purpose
粗读文本，让学生初步感知文章的大意，有效地培养学生科学的阅读习惯和策略。通过教师的示范，学生模仿机器人口吻做动作说句子，既锻炼学生的口语表达能力，又活跃课堂，学生们非常感兴趣。
Teaching
purpose
通过前面的整体感知，学生已经了解到动物园里有哪些动物，此处再精读一次文本，加深理解，完成课本上的练习，引导学生掌握精读策略。
Teaching
purpose
学生在理解文本的基础上，能够朗读、表演文本内容，边做动作边表演，以学生喜欢的方式感受文本情境，体会机器人Robin的快乐心情。
Teaching
purpose
在教师给的语言支架下进行文本的复述，加深对课文的理解。在此环节，还可以结合板书让学生来复述课文。
Teaching
purpose
教师给出其他动物，引导学生观察、思考动物园里的其他动物在做什么，从而拓宽文本，进一步练习核心句型“The
______is
.
I’m
______like______
.”。
Teaching
purpose
培养学生的听力能力,考查学生对现在进行时的掌握情况。
Teaching
purpose
以表格形式总结形容词性物主代词和名词性物主代词的联系及区别。让学生完成练习以检测掌握情况，在习题中培养学生的语法意识以及书写能力。
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