小学英语人教版 (PEP)五年级下册Unit 5 Whose dog is it? Part B教案设计

这是一份小学英语人教版 (PEP)五年级下册Unit 5 Whose dog is it? Part B教案设计，共5页。

1. Students can read and write the key sentences:
Is he drinking water?
N, he isn’t. He’s eating.
2. Students can understand the dialgue and read the dialgue with the crrect prnunciatin and intnatin.
3. Students can use
“Is he/she V-ing?
Yes, he/she is. N, he/she isn’t. He/ She is Ving.”
t ask and answer smebdy ding smething. And use the sentence pattern in the real situatin.
4. T strengthen students’ gd feelings t lve animals.
Teaching preparatin:
PPT , sentences cards , sme pictures
Teaching prcedure:
Step
1: Warm-up
1. Greetings.
2. Free talk: Are yu happy tday?
Students answer: Yes r N?
Teacher says:
Smene yes, smene n, whatever I hpe yu have a gd time in this class.【设计意图：师生自由交流，用较短时间围绕主题展开对话，形成浓厚的课堂学习氛围，激发学生进一步了解新知的兴趣。】
Step 2: Presentatin1. Let’s try
(1) Present Fid Shw the picture f Fid, Ss talk abut it:
What’s his name?
Whse dg is it?
What can he d?...
(2) Listen and answer the questin: Where is Fid?(3)Check the answer(4)Listen and repeat
2. Let’s talk
(1) Watch the cartns and find ut the answers: Where is Fid nw? Is he drinking water?
(2) Find ut the answers: “N, he isn’t. He is eating.”
T psts n the blackbard。
(3)Practice in pairs
【设计意图：重点句型呈现后立刻模仿操练，锻炼了学生运用语言的能力。】
(4) Emtinal educatin: Animal is a part f family.
【设计意图：把情感教育渗透在教学的各个环节，自然贴切】
(5)Read the dialgue in silently, find ut the key and difficult pints, then discuss in grups.
【设计意图：对自学提出明确要求，在重点句下面划线，小组交流，解决难点，让学生有章可依。】
(6) Slve the difficult pints: “take ”and practice.
【设计意图：对于全班同学存在疑难的问题老师再点拨,不仅解答问题，更教给学生一些规律性的知识点和方法。】
(7)Present Cntinuus
A: Present the basic usage in the wrks
B: Practise: I am... She/He is... They are...
C: Guessing game: Is he/she... Are
【设计意图:正在进行时的教学通过举例练习和游戏方式让学生掌握，避免简单地语法讲解。】
(8) Listen and imitate the dialgue.
(9) Rle play
Step 3 Practice
1. Based n the dialgue t judge right and wrng.
2. Make a new dialgue.
【设计意图：学生基本掌握新知的基础上，紧扣本课主题，通过续编对话，对知识进行适度拓展和提高，培养学生用英语做事情能力。】
Step 4 Cnslidatin and extensin
1. The picture bk f a stry: My cat.
【设计意图：通过读故事的方式，拓展了文本，并把思想教育再次渗透到故事中。】
2. Emtinal educatin:
Animals are ur gd friends. We shuld lve and prtect animals.
Step 5.Hmewrk
1.Listen t the tape and repeat.
2.Rle-play in yur grup.
3.Shw yur family after schl.
一、Fill in the blanks.(根据图片填空）
1.Is he________? Yes, he is.
2.Is he playing? N, he isn’t. He is_______.
3. Is he_____? N, he isn’t. He ___ _______.
Unit 5 Whse dg is it? 教学反思
课题：《Unit 5 Whse dg is it ? part B Let’s try & Let’ talk》
五年级下册第五单元已经开始学习现在进行时了，现在进行时的构成及理解是学生最难掌握的地方，通过这节课的讲解，我觉得有许多不足之处。
这堂课是学生们初次接触现在进行时，对于五年级的学生来说，单单学习现在分词很枯燥，也容易让孩子失去学习英语的兴趣。而且在本课时的学习任务中不仅有现在进行时的陈述句式，还有现在进行时的一般疑问句式，学生学习的难度可想而知。在教学过程中，我有意识地去淡化语法教学，抓住孩子们好动、爱表现的特点，充分利用 bdy language,让生边做边说，在反复操练中，体会 climbing、drinking、eating、sleeping、playing、jumping 这些现在分词的意义，引导学生试着总结现在分词构成的规律，并将这些现在分词运用在主语+be+现在分词+其他.句型中，使学生通过自己的动作，理解、揣摩现在进行时。虽然这节课中我结合 Let’s say，通过大量的现在分词及不同主语操练了现在进行时的一般疑问句式，但觉得学生掌握的不是很扎实。从学生迷茫的表情中不难看出，学生还不是很理解现在进行时。也许是学生初次接触，学习起来稍显吃力，日后还需要加强练习，帮助学生尽快理解掌握这一重要的时态。教学中我注重德育教学与英语教学融为一体，使学生在知识习得的同时受到德育教育，做到寓教与学，寓教与乐。比如在本节课中我运用了英语绘本《My cat》，让学生在运用语法的同时，又不失在语境中感受语言的魅力。同时让学生明白一个道理：Dgs are ur gd friends, he is als ur family member, s we shuld be kind t the animals.进行了情感教育。