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1、PEP 小学英 五年 下册Unit5 Look at The Monkeys 精品教案学情分析：本 在 行 复数句型的学 和运用。 五年 学生 一些常 的 物特征、 性有一定了解。 本 元的 物名称和掌握的 在前五册学生用 中都已 出 ， 教 可以通 以旧引新来降低学 度。 教 画帮助学生理解 在 行 。 知 由 A 部分的 数句型向 B 部分复数句型 渡，学生在口 表达和 知、掌握的 程中，有一定 度，易出 混淆状况。Teaching aims:1.能 听、 、 、写句型： What are they doing ? They are swimming. They are climbing
2、trees.2.能 听、 、 句子： Here come two tigers. Can tigers really swim ? Yes , they can. They are good climbers.Key point: 教学重点是四会掌握句型： What are they doing ? They are swimming. They are climbing trees.Difficult: swimming的拼写。Teaching aids: radio word cards animal cards多媒体 件Teaching course:Step1: Pre-reading
3、1. Lets chant. ( 身，活 堂气氛 )2. Talk about the animals .Talk about the animals use the sentences What“ are they doing ?They are . What is it doing? It s”T: Look at the screen . Who can ask a question ?Ss: What are the elephants doing ?S1: They are walking.S2: What is the rabbit doing ?S3: It s jumping
4、.T: Talk about the other animals in pairs. 意 ：鼓励学生大胆提出 ， 并且通 物 画和句型的 比帮助学生掌握 数句型和复数句型的运用。T: What are the snakes doing ? Ss: They are climbing.T: Snakes are good climbers.词卡教授 climbers 一 。 意 ：清除 障碍 climbersStep2: While- reading1. Fast-reading.T: Just now, we talked about the animals. Chen Jie, Amy ,
5、Sarah are talking about the animals , too.Watch the video with the question: “ Whatanimals are they talking about ? ”Ss:They are talking about the tigers and pandas.T: Look , here come two tigers and some pandas.( 片展示并 黑板 )拓展： Here come 句型T: I have many animal cards . 展示 物卡片，引 学生 出句型： Here come two
6、rabbits.Here come two pandas. 比 Here comes a tigers. 励机制： T: Are they cute ? They are all for you . If you did a good job, you can get one. 意 ： 初 ，整体感知，快速找到 并解决。利用学生自制 物卡片，渗透本 三会句子： Here come.并 比 Here comes随即 学生 行 励，增加 堂趣味性， 学生学 极性。2. Skip-reading. 默 ，完成answer the questions.They are talking about th
7、e tigers and pandas .Read the dialogue silently with two questions:What are the tigers doing ?What are the pandas doing？Check up the answer.板 句子 : What are they doing?They are swimming.They are climbing trees . 意 ：第二遍 学生自主默 ， 通 引 学生 ，采用划关 的方式找出答案，写出 答案， 培养学生抓关 信息的能力。3. Intensive reading .Read the di
8、alogue again , then finish five questions.Tick or cross(1) The animals are in the zoo. ( )(2) The tigers are running. ( )(3)Tigers can really swim. ( )(4) Pandas can t climb trees. ( )(5)Pandas are good climbers. ( )设计意图：通过齐问、男生问、女生问、个别问等形式解决问题，完成五个判断对错小题，丰富课堂问答，避免单一师问生答模式。4. Listen to the tape and
9、imitateT: Let me see, Who can imitate well. Each sentence repeat twice.5. Role play(1) Practice in groups, then choose two groups to show.(2) T:This time, who want to be Sarah, stand up. Who want to be Amy , sit down .I m Chen Jie. Let s read together.师生互动，形式新颖，调动学生的阅读积极性。Step3: Post-reading1. Retel
10、l the dialogue.(1) 1 minute , think it over.(2) Choose a student to retell. The other students follow .(3) Retell the dialogue together.There are many animals in the _ _.The tigers are_.Tigers can really_.I see some_.The pandas are_ _.Pandas are good _.设计意图：对所学文本进行梳理、巩固提高。2. Let s find out.(1)创设小情景：
11、T: Pandas are good climbers. So pandas can climb. What about tigers ? Can tigers climb?Ss: No, they can t.T: Can tigers fly ? Ss: No , they can t .(2) Choose two animals you like ask and answer in pairs.(3) Talk about the elephants. Boys ask , girls answer. Talk about the birds. Girls ask , boys ans
12、wer.3. Activity Book. ： Listen, read and write.学生听录音完成练习，核对答案，同桌阅读对话。4.阅读理解This is a picture of Mr Browns family. In the picture we can see Mr Brown, Mrs Brown, their son Tony and their daughter Amy. Mr Brown is sitting in a chair. He is reading a newspaper. Mrs Brown is sitting at thedesk. She is w
13、riting a letter. Tony is twelve years old. He is standing by the window. He is reading a storybook. Its an interesting book. Amy is only six. She is sitting on the floor. She is playing with her toys .( )1.There are four members in this family.( )2Mr Brown is sitting in a chair and reading a newspap
14、er.( )3Mrs Brown is writing a letter by the window.( )4Tony is eleven years old.( )5Amy is reading an interesting storybook.( )6Amy is sitting on the floor.设计意图：补充一篇容量相当的材料进行拓展性阅读，培养学生的语言运用能力，提高学生的阅读水平。5.小练笔：At the Zoo(1)师示范： Look , there are many animals here. What are the ducks doing?Ss: There are
15、 swimming.T: Talk about the animals in pairs(2) Write a short passage on the paper.(3) Choose two students to show.设计意图：先由老师引导学生谈论动物， 降低难度，再组成短文，让学生写下来，这样通过学生眼、口、耳、手并用，达到训练思维，提高技能的目的。学生写作能力得到提高。Step4: SummeryLove animals , love our homeland , love our earth.Step5: Homework.1. Listen to the tape, rea
16、d the dialogue to your parents.2. Make a funny book of animals and describe them.设计意图：展示自制的funny English book,将课堂活动延伸，将所本课所学内容应用到动手操作实践中，在实践中运用英语， 学习英语。板书设计：Unit5 Look at The MonkeysB Read and writeWhat are they doing?They are swimming.They are climbing trees .教学反思：英语课程标准指出， 新课程理念下的小学英语课堂，教师应做到以人为本，
17、关注学生的认知结构，培养、激发学生的学习兴趣，使课堂充满活力。本节课，从学生已有的知识结构和经验入手，努力营造真实、高效的英语课堂，具体有以下几个特点：1.对于阅读课而言，整堂课设计条理清晰、各环节紧凑、过渡语自然有效、文本处理由易到难，设计问题层层递进，训练有梯度，始终让学生带着任务去开展活动，真正体现任务型教学模式， 也符合小学生的认知能力和认知结构。2.大胆放手，将课堂交给学生，突出了学生在课堂中的主导地位。发现问题比解决问题更重要。教师通过激励机制、师生互动、生生互动等方式鼓励学生提出问题、大胆质疑并去解决问题， 真正锻炼了学生的自主学习能力。3.对学生的阅读策略进行有效的指导。阅读就
18、是培养学生从语言材料中获取信息并对信息进行分析、推理的过程。本节课，首先通过老师的问题导入，整体感知，使学生对文本有初步了解，培养学生捕捉信息的能力。再通过自主阅读，划关键词、完成判断对错等方式，培养学生的独立阅读、 查找信息的能力。 读后通过复述对话帮助学生理解语篇。4.运用多媒体，将生动、形象的动物动画呈现，恰当的适应了现在进行时态的教学。 动画充分调动和激发了学生的学习积极性，帮助学生理解教材并且进行综合训练，富有实效。5.教师教态亲切自然、亲近学生、关注学生，营造了和谐的学习氛围。本堂课是对阅读课教学模式的初探，作为一名青年教师， 在今后自己的教学过程中， 要注意课堂用语使用的规范性和准确性以及教学细节的把握和处理。要多多学习、观察、摸索、实践，争取上出更高水平、更加精彩的课。