(共26张PPT)
Unit
5
Whose
dog
is
it?
B
Read
and
write
excited
Q1:
Who
are
at
the
zoo?
Q2:
What
animals
can
you
see?
Tip:
Please
underline(划出)
the
animals.
dancing
eating
flying
running
climbing
walking
swimming
Robin,
do
you
want
to
swim
like
a
fish?
No,
no,
I
don’t
want
to
be
a
fish.
Robin
at
the
zoo.
Sarah
and
Robin
are
at
the
zoo.
Robin
is
excited.
What
are
you
doing
here,
Robin?
dancing
eating
running
walking
1.Where
are
Sarah
and
Robin?
They
are
________________.
at
the
zoo
Is
the
pig
...ing?
playing
the
music
Play
a
game
Play
a
game
Is
the
panda
...ing?
doing
kung
fu
Play
a
game
Are
the
ducks
...ing?
listening
to
music
Pu
tong!
Pu
tong!
Where
are
you,Robin?
I’m
on
Grandpa’s
farm.
Come
and
have
lunch
with
us!
Robin’s
Wish(愿望)
Grandpa,
I
want
to
fly
like
a
bird.
I
want
to
swim
like
a
fish.
Can
you
help
me?
Robin,
you
are
a
great
robot.
You
can
do
a
lot
of
things.
Look,
here
are
some
pictures
of
you.
You
______________.
You
can
_______,
but
a
fish
can’t.
You
___________________.
You
can
_______,
but
a
bird
can’t.
You____________________.
You
can
_______,
but
a/an
______
can’t.
You
are
something
!
(你是个了不起的人！)
are
cooking
cook
Robin,
you
are
a
great
robot.
You
can
do
a
lot
of
things.
Look,
here
are
some
pictures
of
you.
You
______________.
You
can
_______,
but
a
fish
can’t.
You
___________________.
You
can
_______,
but
a
bird
can’t.
You____________________.
You
can
_______,
but
a/an
______
can’t.
You
are
something
!
(你是个了不起的人！)
cook
are
cooking
Everyone
has
his
strong
and
weak
points.
每个人都有自己的优点和缺点。
If
you
study
hard,
your
wish
will
come
true
one
day.
成真
☆
☆
☆
Homework
Listen
and
repeat
the
story
on
P53
twice.
Act
out
the
story
with
your
friends.
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
Unit
5
Whose
dog
is
it?
B.Read
and
write
Teaching
Objects
1.
Be
able
to
listen,
say,
read
the
new
words
excited,
like
2.Be
able
to
describe
what
the
animal
are
doing
using
the
sentence
structure
I’m
looking
at...,
I’m
...ing
like
a/an...
3.
Be
able
to
understand
the
story
with
the
help
of
pictures
and
read
the
story
in
right
tones
4.
Be
able
to
inform
students
that
everyone
has
his
strong
and
weak
points
and
inspire
them
to
live
actively
and
positively
Main
Points
1.Be
able
to
listen,
say,
read
the
new
words
excited,
like
2.Be
able
to
describe
what
the
animal
are
doing
using
the
sentence
structure
I’m
looking
at...,
I’m
...ing
like
a/an...
Difficult
Points
1.
Pronunciation
of
the
word
excited
2.
Use
of
verbs
of
the
present
progressive
Teaching
Aids
Cards,
pictures,
CAI
Teaching
Procedures
Step
1.
Pre-reading
1.Free
talk
and
teach
excited
T:
Good
afternoon,
boys
and
girls.
Ss:
Good
morning,
Miss
Zhao.
T:
What’s
the
weather
like
today?
Ss:
It’s
sunny.
T:
Yes.
It’s
hot.
But
I’m
still
very
happy.
It’s
my
first
time
to
have
English
with
you.
And
there
are
so
many
teachers
here.
So
I’m
very
excited
now.
2.Revise
the
verbs
walking,
running,
climbing,
sleeping...
T:
What
animals
do
you
like?
S1:
l
like
dogs.
T:
What
can
dog
do?
S1:
Dog
can
climb.
T:
Can
you
climb
like
a
dog?
S1
acts
like
a
dog.
T:
Looking.
What’s
he
doing?
He’s
climbing
like
a
dog.
[设计意图]:利用第一次给学生上课的真实情境来呈现excited，学生容易掌握
Step
2.
While-reading
1.
Listen
and
answer
the
questions:
Q1:
Who
are
at
the
zoo?
Q2:
What
animals
can
you
see?
[设计意图]:一读故事，带着问题去读，培养学生良好的快读习惯
2.
Display
the
picture
of
a
dancing
bear
and
teach
I’m
dancing
like
a
bear.
Extend
from
dance
to
climb.
3.
Teach
the
phrases
eating
like
a
rabbit,
walking
like
an
elephant,
running
like
a
tiger,
climbing
like
a
monkey,
flying
like
a
bird,
swimming
like
a
fish
in
the
same
way.
[设计意图]:通过观察图片和模仿动物，帮助学生理解句型的意义
4.
Read
the
whole
passage
together.
Step
3.
Post-reading
1.
Fill
in
the
blanks
in
the
book.
[设计意图]:通过完成书上练习，再次巩固核心词汇
2.
Play
a
guessing
game.
Ask
students
to
guess
what
the
pig/panda/duck
doing
by
asking
Is
the
pig/panda/duck
...ing?
[设计意图]:读后通过游戏，给学生提供更多使用英语交流的机会，并将陈述句拓展为一般疑问句
3.
Write
something
to
Robin
to
make
him
happy.
[设计意图]:通过安慰Robin，学生再次使用进行时态，并且明白了每个人都有优点和缺点的道理
4.
Emotional
education.
Step
4.
Homework
1.
Listen
and
repeat
the
story
twice.
2.
Act
the
story
with
your
friends.
Blackboard
Design
Unit
5
Whose
dog
is
it?
B.
Read
and
write
dancing
eating
I’m
looking
at...
running
walking
I’m
...ing
like
a/an...
climbing
flying
swimming
Teaching
Reflection:
这是一篇阅读课，读前我利用现场有许多听课老师的真是情境引出生词excited,
并在与学生的对话中引导学生使用he/she
is
...ing
like
a/an...,为下文学习核心句型进行铺垫；读中，我通过一个一个的呈现课文设计的动物，在与学生交谈中呈现新知，练习新知，并在课本知识的基础上，适当的拓展，增加有效的话轮，拓展学生的思维；读后，我首先玩了一个猜测动物正在做什么的游戏，该游戏使用一般疑问句进行询问，很好的使用到了学习过的现在分词，也充分激发了学生参与的兴趣。然后我通过呈现Robin不会飞和不会游泳的遗憾，让孩子们来劝一劝Robin的形式，一方面综合使用了语言，另一方面实现了情感教育的渗透。
本节课也存在一些不足之处，如在交谈过程中应更注重句式的多样性和问题的合理性，如Can
a
tiger
eat？改为Can
you
eat
like
a
tiger?/Can
you
eat
like
him?;
I
like
swimming/flying.
I
want
to
be
a
fish/bird....这样才能使学生在真正的语境中去感知和使用本课的核心词汇和句型。
