【课堂跟踪】Unit 5 Whose dog is it Part B Let’s talk 教案
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| 名称 | 【课堂跟踪】Unit 5 Whose dog is it Part B Let’s talk 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 154.7KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-01-14 11:31:47 | ||
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文档简介
课时教学设计
课题
Unit 5 Whose dog is it?
Part B Let’s talk
课型
新授课
授课时间
教学
目标
能够听、说、认读单词及句子：drinking,eating,kitchen.Where is Fido now? He’s in the kitchen.
能听懂会说句子：Is he drinking water? 及能做出正确的答复。
能在一定的情境中表达： Is he drinking water? No, he isn’t. He’s...
狗是人类的朋友。它可以给我们带来快乐，所以我们要爱护它。
重点难点
重点：
1.能够在实际语境中用现在进行时进行交流，如Is he eating? No, he isn’t. He’s...
2.能角色扮演Let’s talk 的对话。
难点：短语take...to的用法。
关键
课前
准备
PPT
教学 活 动 过程 设 计
教学环节
活动预设
方法意图
二次备课
Step1:warming up 2’
Greetings
Sing a song—Animals, animals are everywhere. （出示课件）
Review some present participles the students have learned.
练习句型The___is ___.
Step 2 Lead –in 3’
T: Class, do you like the dogs? Let’s watch videos together.
(课件出示:几只可爱小狗的动态视频)
T: Look! The cute dog is running on the grass.
Can you say something else?
T: Do you want to play with them?
Step3:Presentation 15’
1. Learn “Let’s try”.
(1)Listen and tick.
(课件出示:Fido头像)
T: What is it?
T: Its name is Fido.
(课件出示:Let’s try 图片)
T: Where is Fido in Picture 1?
T: Yes. He is sleeping in the living room. Read after me.
T: Where is Fido in Picture 2?
T: He is drinking in the kitchen. Read after me.
T: Where is Fido in Picture 3?
T: He is sitting in the bedroom. Read after me.
T: So, where is Fido? Listen to the recording carefully. Then tick the right picture.
(2) Check the answer.
2. Learn “Let’s talk”.
(1)Look and say.
（课件出示：Let’s talk中Sam和Chen Jie交谈的图片）
T: Look！ Who are they?
T: What are they talking about? Guess!
(课件出示:Fido图片)
T: They are talking about Chen Jie’s dog.
Play the recording of “Let’s talk”. Let students answer the question:
Q：Where is Fido now?
The teacher plays the cartoon. Students watch it with the following questions:
Q1: Is Fido drinking water?
Q2: What is Sam going to do with Fido?
(课件出示:Fido在厨房吃东西的图片）
T: Fido is in the kitchen. Is he drinking water?
T: Great, read after me: No, he isn’t. He’s eating.
(Write down “No, he isn’t. He’s eating.” on the blackboard.)
T: Then what is Sam going to do with Fido?
Step 4.Practice 10’
Read and act.
(1)Students read after the recording of “Let’s talk”and pay attention to the pronunciation and the intonation.
(2)Let students practice the dialogue in groups.
(3)Act out.
2. Pair work: Look and say.
(课件出示： “Look and say”图片和对话)
Two students work in a pair. Look at the pictures on the textbook. One points and asks the questions and the other answers.
(2)Show time.
Step 5.Consolidation 7’
Can you guess?
(课件出示：不同的动物在做不同事情的图片，如：小狗在吃东西，小猫在睡觉，小鸭子在游泳，小鸟在唱歌……）
Choose one student from each group. Let the students come to the front of the classroom and face to their classmates. Use “Is it…?” to guess.
The group that finishes the guessing game in the shortest time is the winner.
Make a new dialogue.
T: Now Sam takes Fido to the park. So Fido is in the park. What is he doing? Can you imagine? You can say , “I think he’s ...”引导学生想象Fido在公园的动作并用现在进行时表达。
呈现Fido在公园的各种图片，引导学生说：He is drinking water near the lake. He’s playing with Sam. He’s eating a bone. He’s sleeping on the grass等。
Now I’m Chen Jie. I want to ask Sam about Fido on the phone. Who can be Sam?
Step6 Summary 2’
Step7 Homework 1’
Ss: I like dogs very much.
S1: The cute dog is eating in the kitchen.
S2: The cute dog is sleeping in the bedroom..
S3: The cute dog is playing in the living room.
Ss: Yes.
Ss: It’s a dog.
Ss: In the living room.
Students read the sentence after the teacher.)
Ss: In the kitchen.
Students read the sentence after the teacher.
Ss: In the bedroom.
Students read the sentence after the teacher.
Ss: They are Sam and Chen Jie.
Ss: They are talking about…
Ss: He is in the kitchen.
Ss: No, he isn’t. He’s eating in the kitchen.
Ss: He’s going to take Fido to the park.
A: Is the dog eating?
B: No, he isn’t. He is sleeping.
A: Is the dog drinking water?
B: No, he isn’t. He is eating.
S1: What is it?
Ss: It’s a cat.
S1: Is it sleeping?
Ss: No, it isn’t.
S1: Is it drinking?
Ss: No, it isn’t.
S1: Is it eating?
Ss: Yes, it is.
S1: I see. The cat is eating.
Ss: Bingo!
Chen Jie: Hello,Sam. This is Chen Jie.
Sam: Hi, Chen Jie.
Chen Jie: Where is Fido?
Sam: He’s on the grass.
Chen Jie: Is he playing?
Sam: No, he isn’t. He’s sleeping.
Chen Jie: Ok. Thank you.
Sam: That’s fine.
师生亲切的问候，享受音乐带来的美好，既拉近师生间的距离，又创设了英语的学习氛围。
以观看可爱小狗视频吸引学生注意力，在介绍视频时引出现在进行时，让学生初步感知现在进行时，同时渗透文本中即将出现的地点名词和即将学习的短语play with，为下一步授新做好准备。
在听力环节，老师引导学生进一步感知现在进行时。学生跟读，更加深刻地体会现在进行时。此环节与Let’s talk 紧密相关，为对话教学作铺垫。
通过呈现文本图片，让学生进行预测，展开讨论，启发学生思维，引出对话。
教师通过播放视频引导学生关注文本细节，加深学生对于文本的解读以及对现在进行时的理解，为下一步口语输出做好准备。
教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。
根据课本提供的语言情境进行操练，进一步巩固核心句型。
通过创设有信息差的情境，让学生在游戏中合理运用所学语言，台上台下的学生都可以得到操练。
拓展环节进一步巩固现在进行时。
作业
设计
1.Read and recite the dialogue
2.Finish the exercise workbook.
板书
设计
Unit5 Whose dog is it?
B Let's talk
Is he drinking water?
Yes, he is.
No , he isn’t. He is eating.
教学反思
课题
Unit 5 Whose dog is it?
Part B Let’s talk
课型
新授课
授课时间
教学
目标
能够听、说、认读单词及句子：drinking,eating,kitchen.Where is Fido now? He’s in the kitchen.
能听懂会说句子：Is he drinking water? 及能做出正确的答复。
能在一定的情境中表达： Is he drinking water? No, he isn’t. He’s...
狗是人类的朋友。它可以给我们带来快乐，所以我们要爱护它。
重点难点
重点：
1.能够在实际语境中用现在进行时进行交流，如Is he eating? No, he isn’t. He’s...
2.能角色扮演Let’s talk 的对话。
难点：短语take...to的用法。
关键
课前
准备
PPT
教学 活 动 过程 设 计
教学环节
活动预设
方法意图
二次备课
Step1:warming up 2’
Greetings
Sing a song—Animals, animals are everywhere. （出示课件）
Review some present participles the students have learned.
练习句型The___is ___.
Step 2 Lead –in 3’
T: Class, do you like the dogs? Let’s watch videos together.
(课件出示:几只可爱小狗的动态视频)
T: Look! The cute dog is running on the grass.
Can you say something else?
T: Do you want to play with them?
Step3:Presentation 15’
1. Learn “Let’s try”.
(1)Listen and tick.
(课件出示:Fido头像)
T: What is it?
T: Its name is Fido.
(课件出示:Let’s try 图片)
T: Where is Fido in Picture 1?
T: Yes. He is sleeping in the living room. Read after me.
T: Where is Fido in Picture 2?
T: He is drinking in the kitchen. Read after me.
T: Where is Fido in Picture 3?
T: He is sitting in the bedroom. Read after me.
T: So, where is Fido? Listen to the recording carefully. Then tick the right picture.
(2) Check the answer.
2. Learn “Let’s talk”.
(1)Look and say.
（课件出示：Let’s talk中Sam和Chen Jie交谈的图片）
T: Look！ Who are they?
T: What are they talking about? Guess!
(课件出示:Fido图片)
T: They are talking about Chen Jie’s dog.
Play the recording of “Let’s talk”. Let students answer the question:
Q：Where is Fido now?
The teacher plays the cartoon. Students watch it with the following questions:
Q1: Is Fido drinking water?
Q2: What is Sam going to do with Fido?
(课件出示:Fido在厨房吃东西的图片）
T: Fido is in the kitchen. Is he drinking water?
T: Great, read after me: No, he isn’t. He’s eating.
(Write down “No, he isn’t. He’s eating.” on the blackboard.)
T: Then what is Sam going to do with Fido?
Step 4.Practice 10’
Read and act.
(1)Students read after the recording of “Let’s talk”and pay attention to the pronunciation and the intonation.
(2)Let students practice the dialogue in groups.
(3)Act out.
2. Pair work: Look and say.
(课件出示： “Look and say”图片和对话)
Two students work in a pair. Look at the pictures on the textbook. One points and asks the questions and the other answers.
(2)Show time.
Step 5.Consolidation 7’
Can you guess?
(课件出示：不同的动物在做不同事情的图片，如：小狗在吃东西，小猫在睡觉，小鸭子在游泳，小鸟在唱歌……）
Choose one student from each group. Let the students come to the front of the classroom and face to their classmates. Use “Is it…?” to guess.
The group that finishes the guessing game in the shortest time is the winner.
Make a new dialogue.
T: Now Sam takes Fido to the park. So Fido is in the park. What is he doing? Can you imagine? You can say , “I think he’s ...”引导学生想象Fido在公园的动作并用现在进行时表达。
呈现Fido在公园的各种图片，引导学生说：He is drinking water near the lake. He’s playing with Sam. He’s eating a bone. He’s sleeping on the grass等。
Now I’m Chen Jie. I want to ask Sam about Fido on the phone. Who can be Sam?
Step6 Summary 2’
Step7 Homework 1’
Ss: I like dogs very much.
S1: The cute dog is eating in the kitchen.
S2: The cute dog is sleeping in the bedroom..
S3: The cute dog is playing in the living room.
Ss: Yes.
Ss: It’s a dog.
Ss: In the living room.
Students read the sentence after the teacher.)
Ss: In the kitchen.
Students read the sentence after the teacher.
Ss: In the bedroom.
Students read the sentence after the teacher.
Ss: They are Sam and Chen Jie.
Ss: They are talking about…
Ss: He is in the kitchen.
Ss: No, he isn’t. He’s eating in the kitchen.
Ss: He’s going to take Fido to the park.
A: Is the dog eating?
B: No, he isn’t. He is sleeping.
A: Is the dog drinking water?
B: No, he isn’t. He is eating.
S1: What is it?
Ss: It’s a cat.
S1: Is it sleeping?
Ss: No, it isn’t.
S1: Is it drinking?
Ss: No, it isn’t.
S1: Is it eating?
Ss: Yes, it is.
S1: I see. The cat is eating.
Ss: Bingo!
Chen Jie: Hello,Sam. This is Chen Jie.
Sam: Hi, Chen Jie.
Chen Jie: Where is Fido?
Sam: He’s on the grass.
Chen Jie: Is he playing?
Sam: No, he isn’t. He’s sleeping.
Chen Jie: Ok. Thank you.
Sam: That’s fine.
师生亲切的问候，享受音乐带来的美好，既拉近师生间的距离，又创设了英语的学习氛围。
以观看可爱小狗视频吸引学生注意力，在介绍视频时引出现在进行时，让学生初步感知现在进行时，同时渗透文本中即将出现的地点名词和即将学习的短语play with，为下一步授新做好准备。
在听力环节，老师引导学生进一步感知现在进行时。学生跟读，更加深刻地体会现在进行时。此环节与Let’s talk 紧密相关，为对话教学作铺垫。
通过呈现文本图片，让学生进行预测，展开讨论，启发学生思维，引出对话。
教师通过播放视频引导学生关注文本细节，加深学生对于文本的解读以及对现在进行时的理解，为下一步口语输出做好准备。
教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调及意群朗读对话，并能在小组中进行角色表演。
根据课本提供的语言情境进行操练，进一步巩固核心句型。
通过创设有信息差的情境，让学生在游戏中合理运用所学语言，台上台下的学生都可以得到操练。
拓展环节进一步巩固现在进行时。
作业
设计
1.Read and recite the dialogue
2.Finish the exercise workbook.
板书
设计
Unit5 Whose dog is it?
B Let's talk
Is he drinking water?
Yes, he is.
No , he isn’t. He is eating.
教学反思