C教案评析

Unit5

Whose

dog

is

it?

Part C

story

time 教学目标:

知识和能力目标：

1、能听、说、认读并运用单词:eating,

drinking，playing，jumping,

climbing

。

2、能够读懂故事文本内容并进行表演

。

学习策略和情感态度目标：

1、能通过同伴活动和小组活动学会与他人合作和分享观点

2、激发学生学习英语的兴趣，培养孩子的自信心。在较为真实的场景中主动、灵活地运用语言。

教学重难点：

教学重点：掌握v-ing形式;初步掌握句型“What

is/are...

doing?”的意义与用法,并能够运用句型“It

is/They

are+v-ing”描述动物正在做的事情。

教学难点：就最后一幅图发挥想象续写故事。正确运用现在进行时。

教学准备：PPT，电子白板

教学过程：

Step

1

Warming

up

1.Greeting

T:

Good

afternoon,

boys

and

girls. Ss:

Good

afternoon,

Miss

Xu.

2.Free

talk:

Show

a

phone:Today

I

have

a

new

phone

.

I

can

take

pictures

for

you.

Do

the

action

‘take

pictures”

and

use

a

picture

help

Ss

understand

the

meaning

of

taking

pictures.

3.

Teacher

takes

pictures

for

three

students.

Then

show

the

pictures

on

the

screen.

T:

Who

is

he/she?

What

is

he/she

doing? Ss:

He/She

is

…. He/She

is

…ing.

（设计意图：通过学生熟悉的几位同学来复习现在进行时的简单句型。既复习了本单元的重点内容，为后面的课程内容做铺垫，又能贴近学生的生活，引起他们的兴趣。）

4.Show

a

picture

of

zoo.

T:

Let’s

go

to

the

zoo

and

take

more

pictures.

Step

2 Presentation

1.Show

some

GIF

image

of

animals

T:

What

is

the

dog

doing?

S1：It

is

eating.

T:

What

are

the

mice

doing?

S2：They

are

eating.

Review

the

words:

eating,

drink,

playing,

jumping,

climbing

in Part B.

（设计意图：复习本单元所学的几个现在分词，为故事中老虎和猴子正在做什么做铺垫。） 2.T

:Shh

be

quiet！

Listen,

what

animal

is

it?

Play

the

voice

of

a

tiger.

Let

Ss

guess:

It’s

a

….

Then

show

a

running

tiger.

Teach

the

phrase

run

fast.

3.

Play

a

guessing

game:

Whose

tail

is

it?

（设计意图：复习物主代词和’s表示物体属性的表达法。Whose...is

it?也是本单元重要句型。）

Just

show

the

tails

of

animals.

Let

Ss

guess:

It

is

the…

’s

.Lead

in

the

animals

in

the

story. 4.Pre-reading

Show

the

pictures

of

the

story.

Ask

two

questions:

1.What

animals

can

you

see?

2.What

are

they

doing?

Ss

listen

to

the

story

and

try

to

answer

the

questions.

（设计意图：通过听故事的录音和观察图片来猜测故事大概的内容，对故事有一个初步的感知。） 5.While-reading

Read

the

story

from

picture1-3

by

themselves.

Answer

the

four questions. 1.Where

is

the

tiger?

2.

What

is

the

tiger

doing

in

picture2? 3.

Can

Zip

take

a

picture

for

the

tiger?

Why? 4.

Whose

tail

is

it

in

picture3?

5.

Work

in

groups.

Read

the

story

from

picture4-6

and

discuss the

questions.

1.

What

are

the

monkeys

doing?

2.

Why

are

the

monkeys

looking

at

Zoom

and

Zip

?

3.

What

is

the

meaning

of

“copy”

in

picture6?

（设计意图：将文本分割成两部分处理，第一部分是老虎正在做什么。这一部分内容较简单，请学生自读故事在文本中提取信息，培养学生的阅读习惯和提高他们阅读和理解的能力。第二部分是猴子们正在做什么，通过小组合作的方式阅读故事，在小组内互相帮助，共同探讨解决一些有难度的问题。） 7.Post-reading

Ss

read

the

story

together.

Work

in

pairs:

ask

and

answer

the

three

questions.

1.Who

is

running

fast?

2.

Are

the

monkeys

climbing

fast? 3.

Who

are

the

monkeys

taking

pictures

for?

Step

3

Practice

1.Let’s

act

Five

Ss

in

a

group

.

Try

to

act

the

story.

（设计意图：通过对故事的演绎，加深记忆。以生动活泼的方式在真实的情境中表达所学英语，贴近生活做到学以致用。） 2.I’m

a

tour

guide.

If

you

a

tour

guide.

Can

you

introduce

the

animals

in

the

zoo?

Fill

in

the

blanks

according

to

the

story.

3.What

is

the

next

animals?

Continue

to

be

a

tour

guide.

Try

to

introduce

some

other

animals.

You

should

tell

us

:

What

is

it/

are

they

doing?

The

words

in

word

bank

may

help

you.

（设计意图：通过将第一人称改为第三人称叙述和续写故事的方式拓展学生的英语思维，提高他们的英语思维水平和初步的写作能力。）

Step 4 Homework：

Part1:

Watch

the

micro

lesson

and

finish

the

exercises. Part2:Homework:

Level1:

Listen

and

follow

the

story

.

Level2:

Try

to

act

the

story

for

your

parents

or

friends.

Level3:

Try

to

be

a

tour

guide

and

write

more

animals.

Blackboard

Design:

Unit5

Whose

dog

is

it?

What

is

the

tiger

doing? It

is

running.

What

are

the

monkeys

doing? They

are

climbing.