英语五年级下册Unit 6 Work quietly! Part A表格教学设计

这是一份英语五年级下册Unit 6 Work quietly! Part A表格教学设计，共5页。教案主要包含了语言能力目标，文化意识目标，思维品质目标，情感态度与价值观目标等内容，欢迎下载使用。
英语
年 级
五年级
课 题
Unit 6 Wrk quietly！ Part A Let's talk
教材版本
书 名：人教PEP版
执教教师
教学目标
一、语言能力目标：
1.能够熟练运用动词短语;
2.能够在语境中理解词汇eating lunch, bamb, its的意思，并能正确发音;
3.能够在情境中运用句型“—What are they ding? —They’re eating lunch.”“—What’s the little mnkey ding? —It’s playing with its mther!”询问并回答正在做的事情;
4.能够用正确的语音、语调、意群朗读对话，并能够进行角色表演;
二、文化意识目标：
渗透常见动物的习性、人类活动相关的小知识。
三、思维品质目标：
通过对动物习性的了解，学生能感受动物的可爱之处、更热爱生活之美。这是对学生用英语表达日常生活的能力训练与培养。
学习能力目标：
能够运用工具书、自然拼读法学习新短语。
能够通过模仿、总结、对比、创新、展示等方式，参与学习的过程，体验学习乐趣，收获自信和成功。
学生通过竞争、合作、互助等形式，激发学生的学习兴趣，创新孩子的思维，发展学生的自主学习的能力。
五、情感态度与价值观目标：
1．学生在学习中更深刻地明白要爱护动物，不能在动物园中喂动物等。
2．学生在学习的过程中体会到要爱别人，关心别人，帮助需要帮助的人以及互帮互助、团结友爱的情感。
教学内容
一、教学重点：
在情境中运用句型 “—What are they ding? —They’re eating lunch.”“—What’s the little mnkey ding? —It’s playing with its mther!”询问并回答正在做的事情。
二、教学难点：
能够大胆创编和表演有关正在做的事情的问答小对话。
教学过程（微课语音与PPT脚本，不超过15分钟）
教学流程
脚本内容
1.提示
课题
P1 主题页
Step 1: Warm-up & Lead-in
1. Greetings.
2. Play a game.
Rund 1: The teacher says ut sme verbs (e.g., swim), then students say ut the “-ing” frms while ding the crrespnding actins.
Rund 2: One student des sme actins, and the ther students say ut the “-ing” frms f the actins.
3. Lead-in.
T: D yu like animals?
Ss: Yes, We d.
T: Lk! Where are the animals? (课件出示：动物园图片)
Ss: They’re at a z.
4. Shw the pictures f “Let’s try”.
（课件出示：Let’s try图片）
T: Lk at the fur pictures. What can yu see?
Ss: We can see sme animals.
…
T: What are the animals ding?
S1: The birds are flying.
S2: The tiger is running.
…
T: Nw, please listen and tick. (课件出示：Let's try音频)
Students listen and tick.
Check the answers. （课件出示：Let's try听力材料及答案）
T: D yu want t have a lk at the z?
Ss: Yes.
T: OK! Let’s g t the z tgether!
2
情景
导入、
激活
旧知
P2-6
图片
Step 2: Presentatin
1. Let’s talk.
(1)Lk and say.
The teacher shws a picture f a z.
(课件出示：有老虎、猴子、熊猫、大象和鸟的动物园图片)
T: What can yu see in the z?
Ss: We can see sme tigers, mnkeys…in the z.
（课件出示：半遮掩的老虎跑步的图片）
T: What are the tigers ding?
S1: Maybe they are jumping.
S2: Maybe they are swimming.
S3: Maybe they are playing.
S4: Maybe they are walking.
The teacher shws the cmplete picture. (课件出示：完整的老虎跑步的图片)
T: Nw, lk! What are they ding?
Ss: They are running.
(2)Listen and match.
T: D yu want t knw mre abut the animals?
Ss: Yes.
T: OK! Chen Jie and Mike are at the z nw. What are the animals ding? Let’s listen t the recrding and finish the task.
The teacher plays the recrding.
Students listen and finish the task.
(课件出示：Let's talk音频)
The teacher checks the answers with students.
(3)Lk and learn.
(课件出示：小猴子和妈妈玩耍的图片)
T: Lk at the little mnkey. It is s cute. What is it ding?
Ss: It’s playing with its mther.
T: Yes. It’s playing with its mther. Pay attentin t “playing with its mther”. Let’s practice it and d sme actins.
The teacher teaches “play with its mther—playing with its mther”. Students fllw the teacher and practice it.
（课件出示：一只大象在喝水的图片）
T: Nw, lk at the elephant. Wh can ask abut the elephant?
S1: What is the elephant ding?
Ss: It is drinking water.
T: Yu are s great! It is drinking water. Lk at me. I am drinking water, t. Nw, wh can repeat and d the actin f “drinking water”.
Finally, the teacher teaches “drink water—drinking water”. Students fllw the teacher and practice in grups.
（课件出示：两只熊猫吃竹子的图片）
T: Lk! There are tw cute pandas. What are they ding?
Ss: They are eating lunch.
The teacher teaches “eat lunch—eating lunch”. Students fllw the teacher and practice in rws.
T: The pandas are eating. What d the pandas like? D yu knw?
S1: They like plants.
S2: Maybe they like sweets.
T: Yu are cute. They like bamb. D yu knw bamb?
(课件出示：竹子图片)
The teacher pints t the picture f “bamb” and teaches the prnunciatin and the spelling f it. Students fllw the teacher and practice it in lw vice and high vice.
【设计意图】：通过半遮掩的图片让学生观察和预测动物正在做的事情，引导学生使用现在进行时来表达。通过听力让学生整体感知文本并完成连线的任务。通过连线任务呈现的图片来引导学生学习核心短语的现在分词形式，同时通过问答形式强化对核心句型的理解。
3
学习
知识、
提升
认知
P7-12
图片
2. Read and act.
(1)Students read after the recrding f “Let’s talk”. The teacher asks students t pay attentin t the prnunciatin and the intnatin.
(2)Let students practice the dialgue in grups.
(3)Act ut.
【设计意图】：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扮演。
4
能力
拓展、
学用
结合
P31-34
图片
Step 3: Practice
1. Make sentences.
(课件出示：Chse and tell右边内容）
T: Please make sentences with the phrases n the PPT in pairs. Yu can make sentences like this：
A: We’re having an English class.
B: I’m eating dinner.
2. Shw the sentences.
【设计意图】：通过编写句子的活动来提高学生的学习参与度和热情，并巩固学生对于目标语句的理解。
Step 4: Cnslidatin & Extensin
D and say.
Chse ne student t d sme actins he/she learned befre.
Let the thers say ut the actins by using the present cntinuus tense.
Make a mdel:
T: What is he/she ding?
Ss: He /She is…
Chse tw students t d the same actin at a time. Let bys ask and girls say ut the actin quickly.
Make a mdel:
B: What are they ding?
G: They are…
【设计意图】：通过趣味活动一步步引导学生使用现在进行时表达正在发生的动作，进而提高学生的学习参与度和热情。巩固学生对重点句型的理解和运用，同时培养学生的综合语言运用能力。
▶板书设计
5
作业
设计
P35
图片
Hmewrk
Listen and read.P58
听、跟读教材P58课文。
Act the talk after class.
表演故事。
Draw sme simple sighs and put up in yur classrm r yur rm.
手绘英语标志并张贴在教室或家里。
结尾
图片
Tday we talk abut animals and sme daily acts. Animals are ur friends.We shuld prtect them!