【课堂跟踪】Unit 5 Whose dog is it B Read and write 教案
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| 名称 | 【课堂跟踪】Unit 5 Whose dog is it B Read and write 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 209.3KB | ||
| 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 13:53:21 | ||
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文档简介
课时教学设计
课题
Whose dog is it? B Read and write
课型
新授课
授课时间
教学
目标
1.能够在图片和教师的帮助下读懂故事，并能正确地朗读；
2.能够运用核心句型完成句子，正确描述动物正在做什么；
3.能正确地完成书后写句子练习；
4.能结合图片和上下文内容理解生词excited和I am...ing like...在语境中的意思；
5.激发学生学习英语的兴趣，体验在合作中解决问题的乐趣；
6.通过本课时的学习能够有爱护动物的意识。
重点难点
重点：熟练运用已有知识描述正在发生的事。
难点：1.excited一词的发音及理解运用。
2.I’m ...like a/an...句子的理解和运用。
关键
用肢体动作、表演帮助学生攻破难点
课前
准备
PPT 活动词卡 a photo book
教学 活 动 过程 设 计
教学环节
活动预设
方法意图
二次备课
StepⅠ Warm up
Greetings
StepⅡ Lead in
1.Today we're going to learn Unit5 Whose dog is it? B Read and write today I’ll show you something. Look , What’s this? It’s a photo book ,a picture book. There are many pictures in it. They are my pictures. Do you like taking pictures? Where do you go ? Do you go the park? Do you go shopping? Do you go to travel? Do you go to the zoo? Let’s look at my pictures. They are my pictures . The pictures are mine. What can you see in the picture? What are they doing?
2.（Last picture is a zoo.）What place is it ? What can you see in it ?Many animals. What animals? Maybe......
Can you act like a tiger?
StepⅢ Pre-reading
1. Listen and act.
Act like a ....
Act like a ....
Fly like a bird.
2.PK Game: Act and say.
This time let’s play a funny game. Here are some cards. I need someone to come here ,chose one and act. Do you like to come here? I’ll call 2 girls. What animals are they acting? They are acting like a monkey. What are they doing? They are eating bananas. They are eating like a monkey.
......
Do you like animals? Do you like rabbits? They are jumping. They are exciting.
Step Ⅳ While-reading
Prediction
Look! Robin likes animals,too. He takes some pictures with animals. So where is Robin now? Is he in the classroom? Where is he?
He is in the zoo. How is Robin? Is he sad? Is he happy? He is very happy. So look at the screen. We have a new word.“Sarah and Robin are in the zoo. Robin is excited.”He’s very happy. So which word is new? Yes, excited. Are you excited now? We are in the classroom , we’re just so so , we’re not excited. How about them? Show some pictures.TF boys ,When you see TF boys, how do you do? Try to act. Show more pictures about winners.
First reading. What animals does Robin see? Open your books ,circle all the animals.
Robin see the animals, he is very very excited. What is Robin acting? Look at the picture. Is he acting like a tiger? What is Robin acting?
Second reading
Here are all the animals. This time read the text again, and try to match them.What is he acting? What’s Robin dong?
4.Third reading
Enjoy the picture again.
Listen and read.
Reading show by groups.
5.Fourth reading
Robin like flying. He wants to be a bird. Does he want to be a fish? Does he like swimming? Why? Why doesn’t he want to be a fish? Read the last picture on page53 in groups . And tell me why.
Why doesn’t Robin want to be a fish? OK? Now listen and repeat.
Why doesn’t Robin want to be a fish? How do you know that?
6.Underline the sentences with“be doing”
Look at my pictures. What’s he doing? What are they doing?
Step Ⅴ Post-reading
Guessing game. Can you guess, what is the bear doing? What are the rabbits doing? What about other pictures? Talk about in your groups and answer the questions on P53.
Picture time
What are the other animals doing? Look at the pictures and say.
Making picture books.
Do you have pictures? Make your own picture books in groups.
Show time.
Step Ⅵ homework
Talk about your picture to your friends.
Finish your photo book.
师生问好。
用手势比划拍照片，让学生明白 take pictures 是拍照的意思。
学生观看我的照片，谈一谈照片里的人和事。What are they doing ?
出示动物园门口的照片，引导学生猜一猜，在动物园里能看到什么，学生将会畅谈在运动园里可能出现的动物，师顺势让学生用本课将会出现的句子模仿一下动物,学生可能会乐此不疲地表演他们想象中的动物。不要忘了及时鼓励学生。
要事先与学生形成契约，要能收得住，要不然学生演起来停不下来。
多练习一些动物，为接下来新课做好铺垫。
两人一组看师手里的词卡（词卡包含动物和动物），模仿动物，其他学生猜测什么动物，在做什么。最后引导学生说出类似课文中的句子：They are running like a tiger.
做四至五组，逐渐引导学生从开始的帮助其说句子，到最后一组学生自己说出整个句子。
最后一组出现兔子蹦跳，引出exciting.
让学生自己发现excited一词，并和very happy 建立等量关系，不用汉语解释词义，而是用身体表演来肯定或否定学生此刻是否是excited。
用学生喜闻乐见的偶像引导学生，用新词表达自己兴奋的情感体验。
第一次阅读文本，一分钟内圈出文中的动物词汇:bear ,rabbit ,tiger, elephant, monkey, bird,fish.
看Robin表演的图，谈论Robin is acting like a ...
Read and match
核对答案时引导再用：Robin/He is acting like a ... He is ..ing.来陈述，逐渐过渡到 He is ...ing like a...难点句子上来
学生跟读课文
以组为单位表演读
全班齐读表演
给生时间思考老师提出的问题，跟读最后一幅图后回答为什么Robin不想成为一条鱼？可以用汉语来回答
划出文中带“be + doing”的句子
看图回答
The... is ...ing.
用事先准备好的图片制作配文相册,熟练应用现在进行时描述图片内容。
学生展示成果
选择一个你喜欢的作业去完成
大量的语音输入，让act like a ...入脑，入心。
在游戏中突破难点：
PPT出示难点句子，学生在活动中下意识地说出难点句子。
图片预测，解读文本，突破难点
Body language更能形象、准确地释义，学生易于理解。
快速阅读，找出关键信息
再看文章，做连线活动加深印象
肢解难点句子，滚动输出难点句子
有声朗读，演绎文本
开放性问题，发散学生思维
落实本单元的现在进行时态结构
预测配文，模仿性文本重构
照片配字，创造性文本重构
制作相册，自我创造与课开始构成首尾互应
按照学生能力层次设置分层作业，二选一，体现自主性。
作业
设计
1.Talk about your picture to your friends.
2.Finish your photo book.
板书
设计
Unit5 Whose dog is it?
1782445159385296545159385
He is eating. They are eating.
教学反思
课题
Whose dog is it? B Read and write
课型
新授课
授课时间
教学
目标
1.能够在图片和教师的帮助下读懂故事，并能正确地朗读；
2.能够运用核心句型完成句子，正确描述动物正在做什么；
3.能正确地完成书后写句子练习；
4.能结合图片和上下文内容理解生词excited和I am...ing like...在语境中的意思；
5.激发学生学习英语的兴趣，体验在合作中解决问题的乐趣；
6.通过本课时的学习能够有爱护动物的意识。
重点难点
重点：熟练运用已有知识描述正在发生的事。
难点：1.excited一词的发音及理解运用。
2.I’m ...like a/an...句子的理解和运用。
关键
用肢体动作、表演帮助学生攻破难点
课前
准备
PPT 活动词卡 a photo book
教学 活 动 过程 设 计
教学环节
活动预设
方法意图
二次备课
StepⅠ Warm up
Greetings
StepⅡ Lead in
1.Today we're going to learn Unit5 Whose dog is it? B Read and write today I’ll show you something. Look , What’s this? It’s a photo book ,a picture book. There are many pictures in it. They are my pictures. Do you like taking pictures? Where do you go ? Do you go the park? Do you go shopping? Do you go to travel? Do you go to the zoo? Let’s look at my pictures. They are my pictures . The pictures are mine. What can you see in the picture? What are they doing?
2.（Last picture is a zoo.）What place is it ? What can you see in it ?Many animals. What animals? Maybe......
Can you act like a tiger?
StepⅢ Pre-reading
1. Listen and act.
Act like a ....
Act like a ....
Fly like a bird.
2.PK Game: Act and say.
This time let’s play a funny game. Here are some cards. I need someone to come here ,chose one and act. Do you like to come here? I’ll call 2 girls. What animals are they acting? They are acting like a monkey. What are they doing? They are eating bananas. They are eating like a monkey.
......
Do you like animals? Do you like rabbits? They are jumping. They are exciting.
Step Ⅳ While-reading
Prediction
Look! Robin likes animals,too. He takes some pictures with animals. So where is Robin now? Is he in the classroom? Where is he?
He is in the zoo. How is Robin? Is he sad? Is he happy? He is very happy. So look at the screen. We have a new word.“Sarah and Robin are in the zoo. Robin is excited.”He’s very happy. So which word is new? Yes, excited. Are you excited now? We are in the classroom , we’re just so so , we’re not excited. How about them? Show some pictures.TF boys ,When you see TF boys, how do you do? Try to act. Show more pictures about winners.
First reading. What animals does Robin see? Open your books ,circle all the animals.
Robin see the animals, he is very very excited. What is Robin acting? Look at the picture. Is he acting like a tiger? What is Robin acting?
Second reading
Here are all the animals. This time read the text again, and try to match them.What is he acting? What’s Robin dong?
4.Third reading
Enjoy the picture again.
Listen and read.
Reading show by groups.
5.Fourth reading
Robin like flying. He wants to be a bird. Does he want to be a fish? Does he like swimming? Why? Why doesn’t he want to be a fish? Read the last picture on page53 in groups . And tell me why.
Why doesn’t Robin want to be a fish? OK? Now listen and repeat.
Why doesn’t Robin want to be a fish? How do you know that?
6.Underline the sentences with“be doing”
Look at my pictures. What’s he doing? What are they doing?
Step Ⅴ Post-reading
Guessing game. Can you guess, what is the bear doing? What are the rabbits doing? What about other pictures? Talk about in your groups and answer the questions on P53.
Picture time
What are the other animals doing? Look at the pictures and say.
Making picture books.
Do you have pictures? Make your own picture books in groups.
Show time.
Step Ⅵ homework
Talk about your picture to your friends.
Finish your photo book.
师生问好。
用手势比划拍照片，让学生明白 take pictures 是拍照的意思。
学生观看我的照片，谈一谈照片里的人和事。What are they doing ?
出示动物园门口的照片，引导学生猜一猜，在动物园里能看到什么，学生将会畅谈在运动园里可能出现的动物，师顺势让学生用本课将会出现的句子模仿一下动物,学生可能会乐此不疲地表演他们想象中的动物。不要忘了及时鼓励学生。
要事先与学生形成契约，要能收得住，要不然学生演起来停不下来。
多练习一些动物，为接下来新课做好铺垫。
两人一组看师手里的词卡（词卡包含动物和动物），模仿动物，其他学生猜测什么动物，在做什么。最后引导学生说出类似课文中的句子：They are running like a tiger.
做四至五组，逐渐引导学生从开始的帮助其说句子，到最后一组学生自己说出整个句子。
最后一组出现兔子蹦跳，引出exciting.
让学生自己发现excited一词，并和very happy 建立等量关系，不用汉语解释词义，而是用身体表演来肯定或否定学生此刻是否是excited。
用学生喜闻乐见的偶像引导学生，用新词表达自己兴奋的情感体验。
第一次阅读文本，一分钟内圈出文中的动物词汇:bear ,rabbit ,tiger, elephant, monkey, bird,fish.
看Robin表演的图，谈论Robin is acting like a ...
Read and match
核对答案时引导再用：Robin/He is acting like a ... He is ..ing.来陈述，逐渐过渡到 He is ...ing like a...难点句子上来
学生跟读课文
以组为单位表演读
全班齐读表演
给生时间思考老师提出的问题，跟读最后一幅图后回答为什么Robin不想成为一条鱼？可以用汉语来回答
划出文中带“be + doing”的句子
看图回答
The... is ...ing.
用事先准备好的图片制作配文相册,熟练应用现在进行时描述图片内容。
学生展示成果
选择一个你喜欢的作业去完成
大量的语音输入，让act like a ...入脑，入心。
在游戏中突破难点：
PPT出示难点句子，学生在活动中下意识地说出难点句子。
图片预测，解读文本，突破难点
Body language更能形象、准确地释义，学生易于理解。
快速阅读，找出关键信息
再看文章，做连线活动加深印象
肢解难点句子，滚动输出难点句子
有声朗读，演绎文本
开放性问题，发散学生思维
落实本单元的现在进行时态结构
预测配文，模仿性文本重构
照片配字，创造性文本重构
制作相册，自我创造与课开始构成首尾互应
按照学生能力层次设置分层作业，二选一，体现自主性。
作业
设计
1.Talk about your picture to your friends.
2.Finish your photo book.
板书
设计
Unit5 Whose dog is it?
1782445159385296545159385
He is eating. They are eating.
教学反思