【小學(xué) 五年級(jí)英語(yǔ)】人教版(PEP)小學(xué)英語(yǔ)五年級(jí)下冊(cè)教案 第五單元 共（34頁(yè)）

人教版(PEP)小學(xué)英語(yǔ)五年級(jí)下冊(cè)教案第五單元Teaching Plan of Grade FiveUnit 5Topic: 有關(guān)動(dòng)物正在做什么的英語(yǔ)表達(dá)l Language systems:1. Lexis: flying walking jumping running sleeping climbing fighting swinging drinking water2.Grammar: 有關(guān)動(dòng)物正在做什么的英語(yǔ)表達(dá):What is doing? What aredoing? 及其回答。3. function: 學(xué)會(huì)有關(guān)動(dòng)物正在做什么的英語(yǔ)表達(dá)4. phonology: a. ar. sm. sl的發(fā)音規(guī)則l Language skills:1. Listening:學(xué)生能聽(tīng)懂描述動(dòng)物正在做什么的英語(yǔ)單句、對(duì)話和一段完整的語(yǔ)篇，根據(jù)相關(guān)信息完成相應(yīng)得聽(tīng)力訓(xùn)練。2. speaking: 學(xué)生能用現(xiàn)在進(jìn)行時(shí)談?wù)搫?dòng)物正在做的事情。3. reading: 學(xué)生能讀懂文章并找出相關(guān)的信息。4. writing: 學(xué)生會(huì)寫Part A B和Read and write中的四會(huì)單詞和句子，并根據(jù)圖片提示描述動(dòng)物正在做事情的文章。l Objectives:1、 能力目標(biāo)（1）、能夠詢問(wèn)動(dòng)物正在做什么并作答，如：What is it doing? Its eating bananas. What is the mother kangaroo doing? Shes jumping. What are the tigers doing? They are swimming.（2）、能夠聽(tīng)懂、會(huì)唱歌曲 “Animals, Animals are everywhere.”2、知識(shí)目標(biāo)（1）、能夠掌握A、B部分Lets learn、Read and write中的四會(huì)單詞和句子。（2）、能夠聽(tīng)、說(shuō)、認(rèn)讀A、B部分Lets talk、Read and write中的白體單詞和句子。（3）、能夠了解Pronunciation部分的字母a和字母組合ar, sm, sl的發(fā)音規(guī)律及其例詞的讀音。（4）、能夠理解Lets chant部分的內(nèi)容（5）、能夠了解Story time、Good to know、Task time等部分的內(nèi)容3、情感、策略、文化等有關(guān)目標(biāo)（1）、情感態(tài)度：培養(yǎng)學(xué)生熱愛(ài)動(dòng)物，熱愛(ài)大自然的良好品質(zhì)。（2）、學(xué)習(xí)策略：注重新舊知識(shí)的融會(huì)貫通，加強(qiáng)小組合作和交流。（3）、文化目標(biāo)：了解一些有關(guān)考拉和袋鼠的知識(shí)。l Evidence:1、學(xué)生能熟練運(yùn)用目標(biāo)語(yǔ)言詢問(wèn)動(dòng)物正在做什么并作答，聽(tīng)、說(shuō)、讀、寫技能有所提高，能獨(dú)立自主地完成課本、活動(dòng)手冊(cè)和同步練習(xí)冊(cè)相關(guān)的聽(tīng)力和筆試部分檢測(cè)練習(xí)。2、教學(xué)中讓學(xué)生在玩中學(xué)、學(xué)中玩，寓教于樂(lè)。讓學(xué)生能把所學(xué)內(nèi)容聯(lián)系到實(shí)際，在真實(shí)的生活情景中使用英語(yǔ)。3、教學(xué)評(píng)價(jià)主要是以激發(fā)學(xué)生的學(xué)習(xí)興趣和積極性為目的，評(píng)價(jià)要有益于學(xué)生樹(shù)立自信心，形成繼續(xù)學(xué)習(xí)的動(dòng)力，評(píng)價(jià)應(yīng)以形成性評(píng)價(jià)為主，以學(xué)生平時(shí)參與各種教學(xué)活動(dòng)所表現(xiàn)出的興趣、態(tài)度和合作能力為主，注意評(píng)價(jià)學(xué)生在學(xué)習(xí)過(guò)程中使用語(yǔ)言進(jìn)行活動(dòng)的情況。l Procedures:單元課時(shí)安排表 課時(shí) 內(nèi)容第一課時(shí)A Lets learn Lets play（P58.59） C Task time第二課時(shí)Main Scene Lets chant A Lets try Lets talk Write and ask（P60）C Good to know第三課時(shí)A Read and write C Lets sing第四課時(shí)B Lets learn lets play C Pronunciation第五課時(shí)Lets start Lets chant A Lets sing B Lets try Lets talk Lets play C Story time第六課時(shí)Lets chant B Read and write Lets find out C Lets check Good to knowl Procedures:First LessonSpecific vocabulary: flying walking running jumping swimmingSpecific target sentences: Look at the tiger! Its running! The rabbit is jumping.Specific functional exponents: 學(xué)習(xí)5個(gè)現(xiàn)在分詞以及句型，自然地運(yùn)用所學(xué)的詞匯和句型進(jìn)行語(yǔ)言的交際運(yùn)用。Source of material: （1）教師準(zhǔn)備好多媒體課件以便在課中創(chuàng)設(shè)情景。（2）單詞卡片及圖片用來(lái)操練單詞、句型， 開(kāi)展游戲活動(dòng)，訓(xùn)練學(xué)生的英語(yǔ)口語(yǔ)。Assumptions: 五年級(jí)的學(xué)生已進(jìn)入小學(xué)高年段，他們活潑好動(dòng)、思維活躍，有一定的自控能力。抽象記憶有所發(fā)展，但思維活動(dòng)中形象記憶的作用仍非常明顯，需要具體、形象的教學(xué)材料及靈活多樣的教學(xué)方法來(lái)引導(dǎo)學(xué)習(xí)。學(xué)生在前一個(gè)單元的學(xué)習(xí)重點(diǎn)也是正在進(jìn)行時(shí)。本課時(shí)出現(xiàn)的動(dòng)物名稱和要求掌握的現(xiàn)在分詞的動(dòng)詞原形在前五冊(cè)學(xué)生用書(shū)中都已出現(xiàn)過(guò),教師可以通過(guò)以舊引新的方法來(lái)降低學(xué)生的學(xué)習(xí)難度。Step 1 Warm- up Greetings and free talkT: Good morning, boys and girls. How are you today? Ss: We are fine. T: What do you do on the weekend? (設(shè)計(jì)意圖：學(xué)生通過(guò)三、四年級(jí)的英語(yǔ)學(xué)習(xí)，已養(yǎng)成了每節(jié)課前一兩分鐘進(jìn)行簡(jiǎn)單的日常英文交流的習(xí)慣。教師通過(guò)這一活動(dòng)，增強(qiáng)師生間的情感交流，創(chuàng)設(shè)英語(yǔ)氛圍，復(fù)習(xí)有關(guān)家務(wù)的動(dòng)詞短語(yǔ)?；顒?dòng)類型：A)Step 2 Preview1. Guessing gameT: I have some friends. Look! Who are they? (課件出現(xiàn)一些動(dòng)物 )S: They are Mr. Monkey, Miss Rabbit, Zoom and Zip.T: What do they do on the weekend? Guess!(讓學(xué)生發(fā)揮想象，猜一猜) T: Look! What are they doing? (課件呈現(xiàn)動(dòng)物們正在幫山羊媽媽做家務(wù))S: They are doing housework.T: What is Mr. Monkey / Miss Rabbit / Zoom / Zip doing? 學(xué)生回答。T: Mother Goat cant do the housework. Because she is ill. The animals are helpful at home. They are helping Mother Goat. Do you like them?S: Yes, we do.T: Do you want to act them?S: Sure. T: Good. Lets act like them.2.Listen and act教師發(fā)指令, 學(xué)生做動(dòng)作Jump jump， jump like a rabbit.Walk walk， walk like an elephant.Fly fly， fly like a bird.Run run， run like a monkey.Swim swim, swim like a duck.( 設(shè)計(jì)意圖：通過(guò)呈現(xiàn)故事, 吸引學(xué)生的注意力，引入動(dòng)物們正在做的事情，復(fù)習(xí)第四單元的現(xiàn)在進(jìn)行時(shí)。并從故事引出TPR, 通過(guò)TPR的形式引入將要學(xué)習(xí)的ing動(dòng)詞的原形，以舊引新，降低學(xué)生的學(xué)習(xí)難度，同時(shí)也為后面的新授知識(shí)做鋪墊?；顒?dòng)類型：R)Step 3 Presentation and mechanical practice 1. T: Mother Goat feels well with the help of the animals. Now Mother Goat wants to go to the zoo and see the animals. Do you want to go with her?Ss: Yes.T: OK. Lets go. （通過(guò)Mother Goat帶領(lǐng)學(xué)生參觀動(dòng)物園，引出全文的主線。）播放多媒體課件：T: Mother Goat is introducing the animals to us. Listen, please.Mother Goat: Good morning! Welcome to the zoo. Look! The bird is flying .Its happy. The elephant has a long trunk. It is walking. The rabbit has red eyes and long ears. It is jumping. Why? Because the tiger is running. The tiger is running after the rabbit. There is a stream. Its clean. We can see many fishes. What is the fish doing? Its swimming.( 設(shè)計(jì)意圖：通過(guò)Mother Goat帶領(lǐng)學(xué)生參觀動(dòng)物園這一主題，逐漸呈現(xiàn)一些動(dòng)物及他們正在做的事情，使學(xué)生親臨其境，讓學(xué)生整體感知新語(yǔ)言，從而加深對(duì)單詞的理解?；顒?dòng)類型：R)2. 教師按課件的按鈕，動(dòng)物在屏幕上快速地閃過(guò)，并隨即消失。學(xué)生要大聲地說(shuō)出動(dòng)物們正在做什么，動(dòng)物才會(huì)再停留在動(dòng)物園里。T: Oh, too many people come to the zoo today. The animals are shy. They dont want to stay. But if you can say what they are doing, they will come out and play with you.（1） 屏幕上飛過(guò)一只大鳥(niǎo)T: Look at the bird. What is it doing?引導(dǎo)全班同學(xué)回答：Its flying. The bird is flying.教師按課件的按鈕，把大鳥(niǎo)留在動(dòng)物園。教師在板書(shū)walking 的同時(shí)，運(yùn)用phonics引導(dǎo)學(xué)生拼寫出walking. 如：教師說(shuō)/ w /,學(xué)生說(shuō)出字母w。教師說(shuō),學(xué)生說(shuō)出字母al。教師說(shuō)/ k /, 學(xué)生說(shuō)出字母k。教師告訴學(xué)生字母組合ing的發(fā)音，接著讓學(xué)生拼讀單詞一次。（2） 用相同的方法教學(xué)單詞walking, jumping, running, swimming（3） 五個(gè)單詞學(xué)習(xí)完畢，教師手指黑板上的running, 問(wèn)：How many “n”s are there in it? 引導(dǎo)學(xué)生回答，同法提示學(xué)生swimming中字母“m”也要雙寫。（4） 學(xué)生聽(tīng)錄音跟讀新單詞。（5） 學(xué)生學(xué)唱P56 Lets chant, 鞏固所學(xué)的單詞。( 設(shè)計(jì)意圖：通過(guò)情景設(shè)計(jì)和趣味游戲，把單詞的操練融入在句中，詞不離句，同時(shí)讓單詞的機(jī)械操練也具有一定的意義。在學(xué)習(xí)單詞的環(huán)節(jié)中，讓學(xué)生養(yǎng)成運(yùn)用Phonics的知識(shí)來(lái)認(rèn)讀單詞，不僅可以幫助學(xué)生速記單詞，長(zhǎng)期堅(jiān)持，能使學(xué)生具備“聽(tīng)音會(huì)寫 看詞會(huì)讀”的能力?；顒?dòng)類型：A/R)Step 4 Practice1. 開(kāi)火車，說(shuō)句子。T: Mother Goat is playing with her friends. Do you want to play with them? OK. First, tell me what they are doing? 教師出示單詞卡，同桌開(kāi)火車練說(shuō)句子：The rabbit is jumping, j-u-m-p-i-n-g, jumping .( 設(shè)計(jì)意圖：教師用開(kāi)火車的形式檢查學(xué)生的掌握情況?；顒?dòng)類型：R)2. Play a guessing game教師手持圖片站在黑板前，找一名學(xué)生出來(lái)背對(duì)全班學(xué)生，全班學(xué)生看教師的圖片說(shuō)句子，如：Look at the bird. The bird is flying.該學(xué)生做相應(yīng)的動(dòng)作并拼出單詞。（設(shè)計(jì)意圖：這個(gè)游戲是集體操練本課時(shí)的目標(biāo)單詞 活動(dòng)類型：R)3. 教師請(qǐng)一名男生和一名女生上臺(tái)，女生做一個(gè)動(dòng)作，其他學(xué)生根據(jù)動(dòng)作猜動(dòng)物的名稱，如：“ Its a rabbit ” . 動(dòng)物名稱猜對(duì)后，男生做一個(gè)動(dòng)作，其他學(xué)生根據(jù)動(dòng)作說(shuō)一個(gè)句子，如：“The rabbit is jumping .” 教師還可以讓學(xué)生表演其他的動(dòng)物。四人一組做該游戲。( 設(shè)計(jì)意圖：學(xué)生通過(guò)游戲鞏固所學(xué)的句型，練習(xí)的形式是小組合作，培養(yǎng)學(xué)生的合作意識(shí)，同時(shí)也培養(yǎng)了學(xué)生的口語(yǔ)能力。R)4. 教師把學(xué)生分為兩大組，每組各請(qǐng)兩名學(xué)生上臺(tái)，各從動(dòng)物卡和動(dòng)作卡中抽出一張卡片。抽完后 Team 1的同學(xué)用卡片提供的詞造句：The bird is flying. 全班同學(xué)判斷符合情理的，說(shuō)：Yes, the bird can fly. Team 1加1分。Team 2同學(xué)用卡片提供的詞造句：The bear is flying. 全班同學(xué)判斷不符合情理，說(shuō)：No, the bear cant fly. Team 2加1分。示范一次后由四人小組來(lái)進(jìn)行比賽。( 設(shè)計(jì)意圖：區(qū)分現(xiàn)在進(jìn)行時(shí)和含有can/cant的句子的結(jié)構(gòu)。活動(dòng)類型：R)Step 5 Production1. Mother Goat 帶領(lǐng)學(xué)生參觀動(dòng)物圖片展(watch the picture exhibition about animals) 電腦上出示動(dòng)物的照片，Mother Goat帶領(lǐng)學(xué)生觀看動(dòng)物照片展，讓學(xué)生兩人一組，描述自己看到了什么動(dòng)物，在做什么事情。( 設(shè)計(jì)意圖： 通過(guò)描述動(dòng)物們正在做什么這一任務(wù)型的活動(dòng)，更好地鞏固本課的教學(xué)成果。活動(dòng)類型：A)2. 做同步精練A Lets learn的相關(guān)練習(xí)Step 6 Homework 1、Listen to the tape and read the words.2、Use the words make some sentences.3Make a funny book（Task time）T：Mother Goat wants to read a book about the animals at the zoo. Can you make a big book for her? 學(xué)生回家制作一本有趣的圖畫書(shū)，每一頁(yè)都畫一種動(dòng)物，并配上英語(yǔ)說(shuō)明。完成后裝訂成冊(cè)，準(zhǔn)備下一節(jié)課在全班展示。Second LessonSpecific target sentences: What is she doing? Shes walking. What is it doing? Its running.Specific functional exponents: 能夠聽(tīng)懂、區(qū)分、會(huì)說(shuō)“ What is she/it doing ? Shes /Its running/”在情景中運(yùn)用所學(xué)的語(yǔ)言，進(jìn)行語(yǔ)言交際，并上升到用語(yǔ)言做事情，達(dá)到培養(yǎng)學(xué)生綜合運(yùn)用語(yǔ)言的目的。Source of material: （1）教師準(zhǔn)備好多媒體課件,以便在課中創(chuàng)設(shè)情景。（2）單詞卡片及動(dòng)物頭飾一組，開(kāi)展語(yǔ)言活動(dòng)，操練重點(diǎn)句。（3）動(dòng)物照片數(shù)張，開(kāi)展任務(wù)型活動(dòng)。Assumptions: 本課時(shí)的話題是Chen Jie和Amy在自然公園里看到動(dòng)物，談?wù)搫?dòng)物正在做什么。在第一課時(shí)的學(xué)習(xí)中，學(xué)生已初步掌握了在情景中用現(xiàn)在進(jìn)行時(shí)進(jìn)行簡(jiǎn)單的表達(dá),因此本課時(shí)的教學(xué)內(nèi)容對(duì)于學(xué)生來(lái)說(shuō)不會(huì)太難。Step: 1 Warm-up1 . Free talk 2 . 教師和學(xué)生一起去自然公園，聽(tīng)聲音，猜動(dòng)物園里有什么動(dòng)物，正在做什么。(設(shè)計(jì)意圖：通過(guò)這個(gè)活動(dòng)，復(fù)習(xí)第一課時(shí)的重點(diǎn)詞句?；顒?dòng)類型：A) 3 . Lets chant 教師告訴學(xué)生動(dòng)物園里的動(dòng)物們正在開(kāi)party, 讓同學(xué)們?nèi)ズ退麄円黄鸪狿56的歌謠。(設(shè)計(jì)意圖：活躍課堂氣氛，擴(kuò)大語(yǔ)言的輸入量?；顒?dòng)類型：R) Step: 2 Preview1 Lets try: Listen and match. 通過(guò)讓學(xué)生聽(tīng)一聽(tīng)其它動(dòng)物正在做什么，完成課本P59 lets try (設(shè)計(jì)意圖：通過(guò)新舊語(yǔ)言結(jié)合的簡(jiǎn)易聽(tīng)力活動(dòng)，復(fù)習(xí)鞏固Lets learn部分的詞匯, 并感知新句型。為新句型的學(xué)習(xí)作鋪墊?；顒?dòng)類型：R) 3. Share your book with your partner.同學(xué)們把已經(jīng)設(shè)計(jì)好的書(shū)拿回校，并用語(yǔ)言點(diǎn)跟同學(xué)們分享：A: Look, the little panda is sleeping. B: How cute!Step: 3 Presentation and controlled practice 1 .參觀動(dòng)物園在電腦上出現(xiàn)一個(gè)動(dòng)物園，上面有一大片森林。森林里有許多動(dòng)物，但只露出身體的一部分：大象露出鼻子，老虎露出尾巴，鴨子露出嘴巴。 教師引導(dǎo)學(xué)生談?wù)摚篢: The nature park is so beautiful. What do you see?S1: I see an elephant.T (問(wèn)全班同學(xué)): Can you see the elephant，too?Ss: Yes.T: What is it doing? Guess. T: Its running. 點(diǎn)按紐，電腦上出現(xiàn)一只正在跑的大象。（把句子板書(shū)在黑板上：What is it doing? Its running.）T: What else can you see?S3: I can see a duck.T: Can you see the duck?Ss: Yes. T: Guess.引導(dǎo)學(xué)生問(wèn)：What is it doing? T: Its flying. 點(diǎn)按紐，電腦上出現(xiàn)一只飛一點(diǎn)點(diǎn)高就掉下的鴨子。T: What else can you see?S2: I can see a monkey.T: Can you see the monkey?Ss: Yes. T: Guess. 引導(dǎo)學(xué)生問(wèn)：What is it doing?T: Its walking. 點(diǎn)按紐，電腦上出現(xiàn)一只正在走的猴子。2. 引出lets talk的重點(diǎn)句型。多媒體上出現(xiàn)mother duck和baby duck, 教師通過(guò)提問(wèn)：What is the mother duck doing? 引出lets talk的重點(diǎn)句型。（把句子板書(shū)在黑板上：What is she doing? Shes cooking.）(設(shè)計(jì)意圖：在有趣的猜一猜動(dòng)物們正在做什么的活動(dòng)中，自然地呈現(xiàn)出主句型。有意義的情景幫助學(xué)生理解與感知新語(yǔ)言，有趣的活動(dòng)激發(fā)學(xué)生用英語(yǔ)進(jìn)行表達(dá)的愿望?；顒?dòng)類型：R)3. 教師引導(dǎo)學(xué)生唱歌謠，練說(shuō)主句型，讓學(xué)生盡快上口。多媒體上出現(xiàn)一只mother duck. 教師引導(dǎo)學(xué)生唱： Look! Look! Look!I can see a mother duck!What is she doing?Shes cooking.多媒體上出現(xiàn)一只mother kangaroo與baby kangaroo. 教師讓學(xué)生模仿歌謠自己唱一唱，再分小組唱歌謠。(設(shè)計(jì)意圖：教師給出兩對(duì)母子動(dòng)物的圖，讓學(xué)生清楚地區(qū)分Whats she doing? 和What is it doing?人稱的變化。以chant的形式操練主句型，朗朗上口，避免了枯燥的機(jī)械操練，學(xué)生樂(lè)于參與，課堂氣氛活躍?；顒?dòng)類型：R)Step: 4 Practice 1. T: The second task for you is to guess, what is the animal doing?Team 1, Mike. Team 2, Amy. Back to back, please. (讓A選一張動(dòng)物卡片) What do you like? OK. Youre a monkey.(老師給A一張上面寫著running的單詞卡，并做出動(dòng)作。) A, look at the word and do the action.The whole class please ask B: “ Look at the . What is it doing?” B, you can guess.如果B猜對(duì)了，第二組加一分。反之，第一組加一分。(設(shè)計(jì)意圖：通過(guò)猜的游戲，使這項(xiàng)活動(dòng)具有信息差，學(xué)生的操練是在有意義的情景中開(kāi)展的，讓學(xué)生在不知不覺(jué)中學(xué)會(huì)本課的新句型。活動(dòng)類型：R) 2.T：Amy is from the USA. Chen Jie is her guide. Now they are in the Nature park. What do they see? Lets watch the video.a. Ss watch the video and answer the questions: What is the mother elephant doing? What is the baby elephant doing?b. One student acts as Chen Jie, the other one acts as Amy. Act out the dialogue.(設(shè)計(jì)意圖：學(xué)生看、聽(tīng)、模仿跟讀Lets talk之后，教師提供新的圖片，讓學(xué)生兩人一組模仿改編對(duì)話，檢查學(xué)生掌握語(yǔ)言的情況。體現(xiàn)了學(xué)生從感知語(yǔ)言、學(xué)說(shuō)語(yǔ)言到掌握語(yǔ)言這一由易到難，循序漸進(jìn)的教學(xué)過(guò)程?；顒?dòng)類型：R) Step 5 Production 1. 談?wù)搱D片：教師提供多幅動(dòng)物園的圖片，讓學(xué)生同位談?wù)揂: What do you see?B: I see an elephant?A: What is it doing?B: Its swimming.A: What do you see?B:I see an elephant, too.A: What is it doing?B: Its swimming.A& B: Oh, our photos are the same.(設(shè)計(jì)意圖：創(chuàng)設(shè)情境使學(xué)生在交際環(huán)境中鞏固、掌握新的語(yǔ)言。活動(dòng)類型：A) 活動(dòng)結(jié)束告訴對(duì)學(xué)生進(jìn)行愛(ài)護(hù)動(dòng)物的思想教育，并播放一段介紹考拉及袋鼠的生活習(xí)性的視頻。(設(shè)計(jì)意圖：引入跨學(xué)科的內(nèi)容，豐富學(xué)生的學(xué)習(xí)內(nèi)涵。活動(dòng)類型：C) 2.Write and ask學(xué)生完成P60 Write and ask的表格并同位進(jìn)行問(wèn)答的練習(xí)3. 做同步精練A Lets talk的相關(guān)練習(xí)Step: 6 Homework:聽(tīng)本課時(shí)的錄音并讀給家長(zhǎng)聽(tīng)Third LessonSpecific vocabulary: cute there trunkSpecific target sentences: What is it doing? Its eating bananas. What is she doing? She is jumping.Specific functional exponents: 學(xué)生能夠讀懂對(duì)話，完成檢測(cè)閱讀理解程度的回答問(wèn)題。Source of material: 1）若干剪出輪廓的動(dòng)物圖片。（2）58頁(yè)Lets learn 的單詞卡片。（3）錄音機(jī)及錄音帶。（4）課件。Assumptions: 1. 五年級(jí)學(xué)生對(duì)一些常見(jiàn)動(dòng)物的特征和習(xí)性等都有了一定的了解，能為他們繼續(xù)通過(guò)閱讀，獲取其它動(dòng)物正在做什么的相關(guān)信息打下良好的基礎(chǔ)。2 . 學(xué)生在教師的指導(dǎo)下，能夠進(jìn)行自主閱讀。另外，學(xué)生已初步掌握了一定的閱讀策略。Step1：Warm-upLets chantWhats the elephant doing? Its walking, walking.Whats the tiger doing? Its running, running.Whats the fish doing? Its swimming, swimming.Whats the rabbit doing? Its jumping, jumping.Whats the bird doing? Its flying.（設(shè)計(jì)意圖：活躍課堂氣氛，并復(fù)習(xí)本單元A Lets learn 和Lets talk?；顒?dòng)類型：R）Step: 2 Preview Look at the pictures and answer the questions.(1) Whats the monkey doing?(2) Is the cat eating fish?(3) What can the duck do?(4) Can tigers swim?（設(shè)計(jì)意圖：復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)單數(shù)的特殊疑問(wèn)句和一般疑問(wèn)句，并區(qū)分can 加行為動(dòng)詞原形與Be + 行為動(dòng)詞ing 的用法?；顒?dòng)類型：R）Step: 3 Presentation1. Lead-inT : Draw a trunk on the blackboard and ask: What is this ?Ss: Its an elephants nose. T: Yes, its a trunk . (領(lǐng)讀trunk幾遍。)T : (Show the Ss a picture) Look! The elephant is drinking water with its trunk. The elephant is cute. I like elephants very much. Our friends-Sarah and Chen Jie like animals, too. Where are they? They are in the nature park. What are they talking about? Lets read.（設(shè)計(jì)意圖：通過(guò)象鼻的圖畫，引出句子The elephant is drinking water with its trunk. 先突破難點(diǎn)，幫助學(xué)生掃除閱讀的障礙，并引出課文?；顒?dòng)類型：R）2. While-reading(1) The first reading What are Chen Jie and Sarah talking about?（設(shè)計(jì)意圖：通過(guò)提問(wèn)一個(gè)簡(jiǎn)單的問(wèn)題，引導(dǎo)學(xué)生快速地掃讀全文，培養(yǎng)學(xué)生迅速獲取信息的能力。而且第一個(gè)任務(wù)非常簡(jiǎn)單，目的是讓所有的學(xué)生都能獲得信息，享受閱讀的樂(lè)趣?；顒?dòng)類型：R）(2) The second reading完成課本練習(xí)（設(shè)計(jì)意圖：第二次閱讀的難度比第一次有所增加，重在培養(yǎng)學(xué)生閱讀的技巧，搜索關(guān)鍵信息?；顒?dòng)類型：R）（3）The third reading讀完后填空：Sarah and Chen Jie go to the today. The zoo is big. There are many animals there. Look! The monkey . The baby kangaroo .The mother kangaroo .The elephant with its trunk.Sarah likes animals very much.（設(shè)計(jì)意圖：第三次閱讀要求學(xué)生進(jìn)行細(xì)讀，學(xué)生要完成填空任務(wù)就必須仔細(xì)地閱讀對(duì)話全文，同時(shí)完成此項(xiàng)練習(xí)，也可以訓(xùn)練學(xué)生寫的能力。活動(dòng)類型：R）Step: 4 Post-reading1. 寫一寫 （1） 教師指導(dǎo)學(xué)生抄寫課本四會(huì)句子一次 （2） 看圖寫一寫： Look at the mother elephant. ? . Look at the bird. ? .（設(shè)計(jì)意圖：對(duì)于重點(diǎn)句型，教師除了要指導(dǎo)學(xué)生規(guī)范書(shū)寫之外， 還要精心設(shè)計(jì)書(shū)寫活動(dòng)，讓學(xué)生進(jìn)行鞏固練習(xí)?；顒?dòng)類型：R）2. 表演并寫一寫(1) 請(qǐng)幾位學(xué)生出來(lái)各表演一種動(dòng)物，自我介紹說(shuō)：I am a/ an. 然后表演一個(gè)動(dòng)作。(2) 學(xué)生以書(shū)面的形式寫一篇短文，題為L(zhǎng)ook at the animals.并向全班展示幾位同學(xué)的文章。（設(shè)計(jì)意圖：通過(guò)表演、觀看同學(xué)的表演，到用筆頭寫幾句話，在培養(yǎng)學(xué)生的表演能力與觀察能力的同時(shí)，提高學(xué)生寫小短文的能力?；顒?dòng)類型：A/R）3. Lets sing. (1) 跟錄音唱幾遍，教讀dolphin 和 swinging.(2) 鼓勵(lì)學(xué)生四人一組，用其他動(dòng)物名稱進(jìn)行替換、改編，進(jìn)行表演唱。（設(shè)計(jì)意圖：活躍課堂氣氛，在唱中學(xué)，在唱中玩，在唱中使用知識(shí)。活動(dòng)類型：R）4. 做同步精練A Read and write的相關(guān)練習(xí)Step 5 Homework1 Read the dialogue and sing the song to your parents.2 Fill in the forms and write the sentences according to the form.AnimalsDoing kangaroo walking bird monkey tiger pandaModel:What is the elephant doing? Its walking. Fourth LessonSpecific vocabulary: sleeping climbing fighting swinging drinking waterSpecific target sentences: What are the elephants doing? Theyre drinking.Specific functional exponents: 1. 能夠聽(tīng)、說(shuō)、讀、寫動(dòng)詞和動(dòng)詞短語(yǔ)的ing形式：sleeping, climbing, fighting, swinging, drinking water 2. 能夠聽(tīng)懂、認(rèn)讀句子：“What are the elephants doing? Theyre drinking.” Source of material: 1. 課件用于創(chuàng)設(shè)情景。2. A、B部分Lets learn 的詞卡（正面寫有動(dòng)物單詞， 反面寫有動(dòng)詞ing形式），用于主句型的操練。Assumptions: 五年級(jí)學(xué)生具備了較強(qiáng)的學(xué)習(xí)動(dòng)機(jī)。學(xué)生的有意注意逐步發(fā)展，并占主導(dǎo)地位，注意的集中性、穩(wěn)定性、注意廣度、注意的分配、轉(zhuǎn)移等方面都較低年級(jí)學(xué)生有不同程度的發(fā)展。在記憶方面，有意記憶也逐步發(fā)展。學(xué)生希望在學(xué)習(xí)的過(guò)程中，獲得他人的認(rèn)同，體驗(yàn)成功。學(xué)習(xí)本課時(shí)之前學(xué)生已經(jīng)掌握了五個(gè)動(dòng)詞的ing形式，能在情景中用現(xiàn)在進(jìn)行時(shí)進(jìn)行簡(jiǎn)單的會(huì)話交流。他們掌握了四會(huì)句型:What is it/ she doing? Its/ Shes ing.Step: 1 Warm -up Sing the song:The tiger is running. Its running.The elephant is walking. Its walking.The fish is swimming. Its swimming.The rabbit is jumping. Its jumping.The birds are flying. Its flying.They are happy, happy, very happy.(設(shè)計(jì)意圖：TPR活躍課堂氣氛，復(fù)習(xí)已學(xué)單詞，為學(xué)習(xí)本課的新詞作好鋪墊?；顒?dòng)類型：R)Step: 2 Preview 1 The game of Simon says (1) Climb like a panda. (2) Drink like an elephant. (3) Jump like a rabbit. (4) Sleep like a koala.2 教師取出畫有動(dòng)物的圖片，與學(xué)生展開(kāi)討論：(1) What is it ?(2) What colour is it ?(3) Where is it ?(4) What is the doing ?Step: 3 Presentation 1.（多媒體呈現(xiàn)動(dòng)物園的大門，并漸漸呈現(xiàn)一些小動(dòng)物。） T: Oh! What a big zoo! Its beautiful. Look! There are many animals there. What is this?S1: Its an elephant. T: What is it doing?S2:Its walking. T: Look! There are two elephants over there. What are they doing? 學(xué)生有可能回答：Its drinking water. 教師可指著圖說(shuō)：Oh, one, two, two elephants引導(dǎo)學(xué)生說(shuō)出：They are drinking water. 接著以同樣的形式，用多媒體展示各種動(dòng)物及其各種動(dòng)作，并分別以動(dòng)物單數(shù)和復(fù)數(shù)形式出現(xiàn)，讓學(xué)生感知單數(shù)和復(fù)數(shù)在句子中的用法區(qū)別。教師注意提醒學(xué)生區(qū)別swimming 與swinging的發(fā)音。（設(shè)計(jì)意圖：通過(guò)U5 Part A Lets learn單數(shù)動(dòng)物的動(dòng)作復(fù)習(xí)已學(xué)的動(dòng)詞，并引出Part B Lets learn復(fù)數(shù)的動(dòng)物的動(dòng)作，在呈現(xiàn)新單詞的同時(shí)，感知復(fù)數(shù)形式名詞作主語(yǔ)時(shí)的句子結(jié)構(gòu)，讓學(xué)生在潛移默化中體會(huì)到現(xiàn)在進(jìn)行時(shí)的句子單、復(fù)數(shù)的區(qū)別?；顒?dòng)類型：R）2. T: Now look at these words, and discuss in groups how to remember the new words well. After that, share your ideas in class.學(xué)生自學(xué)并小組討論如何記憶單詞的正確拼寫，如：S1: “climbing”. I know “cl”is / cl/ （設(shè)計(jì)意圖：布置任務(wù)活動(dòng)，讓學(xué)生自主發(fā)現(xiàn)學(xué)習(xí)的規(guī)律，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，培養(yǎng)學(xué)生合作學(xué)習(xí)的意識(shí)和能力?；顒?dòng)類型：R）3. 教師告訴學(xué)生：動(dòng)物們正在開(kāi)party, 讓我們一起去看看它們正在干些什么？4. 屏幕上出現(xiàn)幾只猴子在蕩秋千，T: How many monkeys can you see? What are they doing?引導(dǎo)全班學(xué)生以歌謠的形式回答：Swinging. Swinging. The monkeys are swinging. 教師在板書(shū)swinging 的同時(shí)，運(yùn)用phonics引導(dǎo)學(xué)生拼寫出swinging. 接著讓學(xué)生拼讀單詞一次。5.用相同的方法操練sleeping, climbing, fighting, drinking 6. 學(xué)生看圖，用歌謠唱出動(dòng)物們正在做什么：Swinging. Swinging. The monkeys are swinging.Sleeping. Sleeping. The bears are sleeping.Fighting. Fighting. The tigers are fighting.Climbing. Climbing. The pandas are climbing trees.Drinking. Drinking. The elephants are drinking water.7. 多媒體上呈現(xiàn)一幅新圖，讓學(xué)生小組合作自編一個(gè)新歌謠，并上臺(tái)表演。8. 學(xué)生聽(tīng)錄音跟讀新單詞。( 設(shè)計(jì)意圖：借助動(dòng)物party，將新授內(nèi)容放在一個(gè)具體的情景中來(lái)學(xué)習(xí)，并把新學(xué)的詞組放在句中以唱歌謠的形式操練，朗朗上口。在此基礎(chǔ)上讓學(xué)生自創(chuàng)歌謠，在讓學(xué)生進(jìn)一步熟悉新詞及句子結(jié)構(gòu)，調(diào)動(dòng)學(xué)習(xí)積極性的同時(shí)，發(fā)揮創(chuàng)造力。活動(dòng)類型：R)Step: 4 Practice 1. Lets play 教師邀請(qǐng)學(xué)生參加party, 一起玩一個(gè)游戲。（1） 請(qǐng)兩名男生上臺(tái)表演動(dòng)物的動(dòng)作，臺(tái)下女生猜：The are, 然后請(qǐng)兩名女生上臺(tái)表演，男生猜。（2）四人一組做該游戲。（設(shè)計(jì)意圖：在游戲中，鞏固所學(xué)的新詞及句子的復(fù)數(shù)結(jié)構(gòu)，提高學(xué)生的反應(yīng)速度和口頭表達(dá)能力?；顒?dòng)類型：A）2. 教師告訴學(xué)生，在party上有一些動(dòng)物已經(jīng)提前離開(kāi)了，把他們找出來(lái)。The game of : What s missing ? 教師將B Lets learn 的五張卡片放在黑板上，學(xué)生閉上眼睛，教師快速拿掉一張，并調(diào)整位置后，學(xué)生睜開(kāi)眼睛，用一句話描述被拿掉的卡片的圖畫：The is are 。( 設(shè)計(jì)意圖：在這個(gè)活動(dòng)中，學(xué)生要說(shuō)的句子不僅有單數(shù)，也有復(fù)數(shù)，目的是訓(xùn)練學(xué)生熟練地說(shuō)出句子。單復(fù)數(shù)混在一起，難度比第一個(gè)活動(dòng)要大一些，從而使學(xué)生的能力循序漸進(jìn)地提高。同時(shí)也能鍛煉學(xué)生的記憶力?；顒?dòng)類型：R)3. Production(1)、教師說(shuō)Snoopy為這次party拍了一些照片，請(qǐng)同學(xué)們四人小組內(nèi)說(shuō)一說(shuō)照片中的動(dòng)物正在做什么(照片上動(dòng)物有單數(shù)有復(fù)數(shù))，并為照片配上文字說(shuō)明。（設(shè)計(jì)意圖：通過(guò)小組活動(dòng)，用所學(xué)的語(yǔ)言來(lái)做事情?；顒?dòng)有著明顯的交際性，學(xué)生言之有物，樂(lè)于去說(shuō)。為照片配上文字說(shuō)明是在學(xué)生進(jìn)行了大量的口語(yǔ)交際后進(jìn)行的寫的嘗試，小組活動(dòng)降低了寫的難度?；顒?dòng)類型：A）（2）、 做同步精練B Lets learn的相關(guān)練習(xí)Step: 5 Pronunciation1. 播放金太陽(yáng)的本部分的課件，先聽(tīng)含a 的例詞：class, glass, pass, vase, 指導(dǎo)學(xué)生尋找a 的發(fā)音規(guī)律。用類似的方法教學(xué)ar, sm, sl 的發(fā)音規(guī)律。2. 看、聽(tīng)課件，跟讀單詞。3. 學(xué)生試著跟讀繞口令，教師簡(jiǎn)單講解句子含義。4. 教師提供一些學(xué)生沒(méi)學(xué)過(guò)但符合a, ar, sm, sl發(fā)音規(guī)律的單詞，增強(qiáng)學(xué)生語(yǔ)音學(xué)習(xí)的成就感。并鼓勵(lì)學(xué)生盡量找出更多的單詞來(lái)印證發(fā)音規(guī)律。Step: 6 Homework1. 聽(tīng)本課時(shí)的錄音并模仿跟讀。2. 把本課所學(xué)的動(dòng)詞編成一個(gè)chant，邊唱讀邊做動(dòng)作表演給家長(zhǎng)看。Fifth LessonSpecific target sentences: What are they doing? Theyre Specific functional exponents: （1）能夠聽(tīng)懂、會(huì)說(shuō)：“What are they doing? Theyre .” 并能在情景中運(yùn)用。（2）能夠聽(tīng)懂、理解Story time中的故事。Source of material: 教師準(zhǔn)備多媒體課件、A和B Lets learn的十張單詞卡片、Lets learn/B和Lets talk/B部分的掛圖Assumptions: 在本課時(shí)學(xué)習(xí)前，學(xué)生已能夠掌握A、B部分的Lets learn; 能聽(tīng)、說(shuō)、認(rèn)讀與運(yùn)用A部分的Lets talk; 能聽(tīng)、說(shuō)、讀、寫Read and write中的重點(diǎn)句; 初步區(qū)分第三人稱單復(fù)數(shù)做主語(yǔ)的現(xiàn)在進(jìn)行時(shí)態(tài)。Step: 1 Warm-up 1 Lets sing 教師放A部分的歌謠的錄音，學(xué)生聽(tīng)錄音，邊做邊有節(jié)奏地說(shuō)唱。（設(shè)計(jì)意圖：通過(guò)唱英文歌曲和歌謠，活躍課堂氣氛，培養(yǎng)語(yǔ)感?；顒?dòng)類型：R）2. Can you remember？T: Animals are everywhere at the zoo. What are they doing? Can you tell me?教師出示Lets start部分的圖片，讓學(xué)生做問(wèn)答練習(xí)：What is it doing? Its What are the doing? They are. 然后教師給十秒鐘，讓學(xué)生記憶圖片的內(nèi)容。Step: 2 Preview Lets try T: What are the other animals doing at the zoo? Listen and tick, please.（1）讓學(xué)生看書(shū)，聽(tīng)錄音完成Listen and tick。（2）教師核對(duì)答案。（3）做問(wèn)答練習(xí)。 What are the monkeys doing? What are the elephants doing? What are the tigers doing?（設(shè)計(jì)意圖：在復(fù)習(xí)上一節(jié)課的內(nèi)容，訓(xùn)練聽(tīng)力的同時(shí)，進(jìn)一步感知語(yǔ)言，為下面對(duì)話的學(xué)習(xí)做好鋪墊?；顒?dòng)類型：R）Step: 3 Presentation 1 Lead-in(導(dǎo)入新課)教師播放Story time 的故事。 T: Zoom and Zip go to the zoo today. What can they see? What are they doing? What is the kangaroo doing? What are the monkeys doing?(設(shè)計(jì)意圖：Story time中有大量本課的重點(diǎn)句型，通過(guò)這個(gè)有趣的故事，自然地引入新課?；顒?dòng)類型：R)2. Lets talkT: Wu and John are at the zoo, too. What do they see？Lets watch the video.（1）教師讓學(xué)生聽(tīng)Lets talk部分的錄音并回答問(wèn)題：What are the elephants doing? What are the monkeys doing? 學(xué)生回答問(wèn)題后，教師再分別指著猴子和大象問(wèn)：What are they doing? 讓學(xué)生回答：They are（2）播放錄音，讓學(xué)生跟讀對(duì)話。（3）教師把B部分Lets learn, Lets try 和Lets talk中的圖片結(jié)合起來(lái)，出示給學(xué)生看。讓學(xué)生兩人一組作對(duì)話練習(xí)形式可以這樣：A : What do you see? B : I see . A : What are they doing? B : They are .A : Can you see ? B : Yes, they are .（4）讓學(xué)生展示他們所做的對(duì)話。（設(shè)計(jì)意圖：循序漸進(jìn)地培養(yǎng)學(xué)生的會(huì)話能力，在學(xué)生初步掌握對(duì)話后，提供盡可能多的圖片，讓學(xué)生模仿改編對(duì)話，進(jìn)行重點(diǎn)句型的操練?；顒?dòng)類型：R）Step: 4 Practice 1 Hide-and-seek. T: The animals are playing hide-and-seek with Zoom and Zip. Lets help them to find the animals. （1）教師在教室里和學(xué)生的座位處藏好一些動(dòng)物圖片。（2）讓一個(gè)學(xué)生尋找，其余的學(xué)生說(shuō)出動(dòng)物的單詞，根據(jù)聲音來(lái)判斷找出圖片。（3）請(qǐng)找到圖片的學(xué)生根據(jù)圖片上動(dòng)物正在做的動(dòng)作提問(wèn)題。(設(shè)計(jì)意圖：趣味游戲能幫助學(xué)生心情愉快，從而提高學(xué)習(xí)效果，并能幫助學(xué)生鞏固練習(xí)重點(diǎn)句型。活動(dòng)類型：R)Step: 5 Production1. 教師呈現(xiàn)一幅動(dòng)物園的圖片，圖中有很多動(dòng)物，讓學(xué)生給Zoom 和Zip 打 ，詢問(wèn)動(dòng)物園里的動(dòng)物正在做什么。2 . 教師播放Zoom和Zip 拍攝的一段動(dòng)物園的錄像，讓學(xué)生看后，用英文談?wù)摗＃ㄔO(shè)計(jì)意圖：通過(guò)兩個(gè)任務(wù)型活動(dòng)，引導(dǎo)學(xué)生把 用語(yǔ)、正在進(jìn)行時(shí)的單復(fù)數(shù)放在具體的情景中用英語(yǔ)表達(dá)，達(dá)到綜合運(yùn)用語(yǔ)言的目的?；顒?dòng)類型：R） 3. 做同步精練B Lets talk的相關(guān)練習(xí)Step: 6 Homework1. 聽(tīng)本課時(shí)的錄音并模仿跟讀2. 模仿P62 lets talk, 和同桌編一個(gè)對(duì)話。Sixth LessonSpecific vocabulary: climberSpecific target sentences: What are they doing? Theyre swimming.